The document discusses key concepts in curriculum planning such as determining goals and outcomes of a language program. It explains that early language teaching simply aimed to teach English, while ESP argued for determining the specific English required, proficiency level, and purpose. Needs and situation analyses seek to answer these questions. Goals should motivate learners and clarify the program. Objectives provide a more precise focus than aims and describe observable learning outcomes. The document also examines five curriculum ideologies that influence language teaching approaches and stresses defining aims and objectives clearly and ensuring they are consistent, precise, related to aims, and feasible within the program.

1. By:somaye Bagheri kangani

2. According to early planners of English language
courses the purpose of language teaching was seen
as self evident and it was sufficient to state that the
goal of a course was to teach English, but ESP
movement argued that in order to teach English
finding the answers of these questions is
necessary:
1-what kind of English?
2-at what level of proficiency?
3-and for what purpose?

3. SO,
-needs analysis  seeks to provide answers to these questions
and
-situation analysis  seeks to identify the role of contextual
factors in implementing curriculum change.
and now we discuss about another dimension of decision
making in curriculum planning:
Determining the goals and outcomes of a program.

4. Key assumptions about goals:
-people are generally motivated to pursue specific goals.
-the use of goals in teaching improves the effectiveness of
teaching and learning.
-a program will be effective to the extent that its goals are
sound and clear described.

5. 5 curriculum ideologies that shape the nature of language
curriculum and the practices of language teaching in different
ways:
1-academic rationalism
2-social and economic efficiency
3-learner-centeredness
4-social reconstructionist
5-cultural pluralism

6. -stresses the intrinsic value of the subject matter and its role in
developing the learner’s intellect, humanistic value, and
rationality.
-the role of schools is to provide access to the major
achievement of a particular cultural tradition and to know the
insights gained from studying enduring fields of knowledge.
-academic rationalism is sometimes used to justify the
inclusion of certain foreign languages in school curricula,
where they are taught not as tools for communication but as an
aspect of social studies.

7. -emphasizes the practical needs of learners and society and the
role of an educational program in producing learners who are
economically productive.
-socioeconomic ideology stresses the economic needs of
society as a justification for the teaching of English.
-advocates of social-efficiency approach argue that the
curriculum should focus on knowledge and skills that are
relevant to the learner’s everyday life needs and should be
planned to meet the practical needs of society.

8. -stresses the individual needs of learners, the role of individual
experience, and the need to develop awareness, self reflection,
critical thinking, learner strategies, and other qualities and
skills that are believed to be important for learners to develop.
-reconceptualists  emphasizes the role of experiences in
learning.
-constructivists  emphasizes that learning involves active
construction and testing of one’s own representation of the
world.
-progressivisms  suggest that it involves seeing education as
a means of providing children with learning experiences from
which they can learn by their own efforts.

9. -emphasizes the roles schools and learners can and should play
in addressing social injustices and inequality.
-schools must engage teachers and students in an examination
of important social and personal problems and seek ways to
address them. this process is known as empowerment.
Teachers must empower their students so that they can
recognize unjust systems of class, race, or gender, and
challenge them.

10. -this philosophy argues that schools should prepare students to
participate in several different cultures and not merely the
culture of the dominant social and economic group.
-cultural pluralism seeks to redress racism, to raise the self
esteem of minority groups, and to help children appreciate the
viewpoints of other cultures and religions.

11. The philosophy of the curriculum:
Is the result of political judgment in that it reflects a
particular set of choices about curriculum options. It
reflects to the participants goals and the changes they
feel the curriculum should bring about.

12. Aims
The term GOAL and AIM are used to refer to a description of
the general purposes of a curriculum.
OBJECTIVE refers to a more specific description of purposes.

13. An AIM refers to a statement of a general change that a
program seeks to bring about it.
The purposes of aim statements are:
-to provide a clear definition of the purpose of a program.
-to provide guidelines for teachers, learners, and materials
writers.
-to help provide a focus for instruction.
-to describe important and realizable changes in learning.

14. For example:
Aims of teaching English at primary level in Singapore:
our pupils learn English in order to:
-communicative effectively, in both speech and writing, in
everyday situations to meet the demands of society
-cope effectively and efficiency with change, extended
learning tasks, and examinations
-…

15. -aim statements are generally derived from information
gathered during a needs analysis.
-In developing aim statements, it is important to describe more
than simply activities that students will take part in. the
example is NOT aim:
--students will learn about business letter writing in English.
-A change to become aim :
--students will learn how to write effective business letters for
use in the hotel and tourism industries.

16. Aims are very general statements of the goals of the program.
they can be interpreted in many different ways.
In order to give a more precise focus to program goals, aims
are often accompanied by statements of more specific
purposes which are known as objectives, instructional
objectives or teaching objectives.

17. -They describe what the aim seeks to achieve in terms of
smaller units of learning.
-they provide a basis for the organization of teaching
activities.
-they describe learning in terms of observable behavior.

18. -objectives describe a learning outcome. In writing objectives,
expressions like: will study, will learn about, will prepare
students for are avoided because they do not describe the
result of learning but rather what students will do during a
course. Objectives can be described with phrases like will
have, will learn how to, will be able to.

19. Objectives should be consistent with the curriculum aim. Only
objectives that clearly serve to realize an aim should be
included. For example, the objective below is unrelated to the
curriculum aim students will learn how to write effective
business letters for use in the hotel and tourism industries.


20. Objectives should be precise. Objectives that ambiguous are
not useful. For example:
Students will know how to use useful conversation
expressions.
Objectives should be feasible. Objectives should describe
outcomes that are attainable in the time available during a
course, the following objective is probably not attainable in a
60-hour English course:
Students will be able to follow conversations spoken by native
speakers.

21. Thanks for your attention