The document discusses key considerations in designing curriculum, including needs analysis of the target group, aims and objectives, content, learning theories and approaches, personnel, material selection, assessment and evaluation, monitoring and support, and potential constraints. A needs analysis examines what learners know and need to know to effectively design a curriculum that meets their learning needs and objectives. Other important factors include learning theories and approaches, personnel to implement the curriculum, selecting appropriate materials, and ongoing assessment, evaluation and monitoring to ensure support for learners.

1. CONSIDERATIONS
IN DESIGNING CURRICULUM
L E C T U R E R : Y E E B E E
C H O O
I P G K T H O
Topic 4 TSL 3143

2. Needs
Analysis
Target
Group
Aims and
Objective
s
Content
Learning Theories,
Approaches and
Methods
Personnel
Material
Selection
Monitoring and
Support
Assessment
and
Evaluation
Constraints
CONSIDERATIONS

3. Target group needs analysis on
their aims and objectives of
content with learning theories,
approaches and methods. The
personnel also needs material
selection, assessment and
evaluation to monitor and
support but there are
constraints.
8
3 4
21
7
65
10
9
CONSIDERATIONS

4. CONSIDERATIONS
• A curriculum is more than putting
together a set of academically required
subjects.
• Several things must be considered,
such as the learning needs of students;
the consensus of teachers and
administrators; the expectations of the
community; and current breakthroughs
in academic fields.

5. 1. TARGET GROUP
Individual
Needs
Abilities Interests
Potential
s
Multiple
Intelligences
Various
Learning
Styles or
Learning
Modes

6. 2. NEEDS ANALYSIS
• According to Iwai et al. (1999), the term needs analysis
generally refers to the activities that are involved in
collecting information that will serve as the basis for
developing a curriculum that will meet the needs of a
particular group of students.
• The curriculum designers must be aware of the learners’
strengths and weaknesses.
• It examines what learners already know and what they
need to know (Nation & Macalister, 2010).
• Many scholars indicate that knowing about learners’
needs such as “their learning objectives, language
attitudes, expectations from the course” are necessary in
order to design an efficient curriculum (Brindley, 1984;
Nunan, 1988, Xenodohids, 2002, et Kayi, 2008).

7. 2. NEEDS ANALYSIS
Steps of a needs analysis plan include:
1. Write objectives: What is it that you want to learn from
the needs analysis?
2. Select audience: Who is the target audience? Whose
needs are you measuring, and to whom will you give the
required information?
3. Collect data: How will you collect data that will tell you
what you need to know? Will you collect data directly
from the target audience or indirectly?
4. Select audience sample: How will you select a sample of
respondents who represent the target audience?

8. 2. NEEDS ANALYSIS
Steps of a needs analysis plan include:
5. Choose an instrument: What instrument and techniques
will you
use to collect data?
6. Analyse data: How will you do with information that you
gain?
7. Follow up: What will you do with information that you
gain?
8. Make decision: What kind of decision is to be made from
the
information gained?

9. 2. NEEDS ANALYSIS
Needs analysis is important to the development of a new
programme:
• The outcome of a needs analysis should be a list of goals
and objectives which is important to determine the
direction and target of the programme. For example,
before setting up a remedial programme in school, the
teacher should analyse the results from the summative
evaluation of students’ performance.
• The findings of the needs analysis will serve as the basis
for developing tests, materials, teaching activities,
evaluation strategies. For example, students are weak in
grammar, so the teacher needs to prepare more materials
and suitable tasks to address the problem identified.

10. 2. NEEDS ANALYSIS
Needs analysis is important to the development of a new
programme:
• Re-evaluating the precision accuracy of the original
needs analysis is important because the feedback helps
to realign or improve existing practice in developing
curriculum. For example, before starting on a new
programme, the teacher should reflect on the
shortcomings of past practices so that those
shortcomings can be overcome.

11. 3. AIMS AND OBJECTIVES
• The aims of curriculum are the reasons
for undertaking the learning ‘journey’
• Aims and Learning Objectives –
•Aims are broad and all encompassing
•Objective/learning outcomes are specific,
behavioural, student- focussed

12. IPGM EDUCATION
Leading the
Teacher
Education
Excellence
Vision To prepare world
class teachers who
are competent and
passionate through
dynamic teacher
development program
Mission

13. (Ministry of Education, p.131, 2012)

14. TESL TEACHER EDUCATION CURRICULUM
(PISMP)
To produce beginning teachers who
have knowledge, skills and values.
Develop the knowledge and skills of
teachers in line with the National
Philosophy of Education and the
National Education Policy towards the
realisation of Education Blueprint.

15. 4. CONTENT
Relevant Appropriate Up-do-date
Valid Feasibility

16. 5. LEARNING THEORIES, APPROACHES AND
METHODS
• Academic subject designs
• Discipline designs
• Broad field designs
• Correlation designs
• Process designs
Subject-centered
Designs
• child-centered
• Romantic/Radical Designs
• Humanistic designs
Learner-centered
Designs
• life-situation designs
• Core designs
• Social problem designs
Problem-centered
Designs

17. 6. PERSONNEL
• Curriculum planners
• Teachers
• Technical staff
• Administrative staff

18. 7. MATERIAL SELECTION
• Equipment including IT and AV equipment, models and
simulators, laboratory and clinical equipment, whiteboards, flip
charts.
• Finances - the course will require adequate funding to sustain
its activities.
• Books, journals and multimedia resources – lists of core
textbooks for each part of the course and other resources
including reference texts These should be supported by other
resources such as journals (printed and online) and multimedia
packages. The library will be the main support structure for
these resources but additional resources may also be delivered
through an Intranet or via departmental ‘libraries’.
• Teaching rooms, office space, social and study space
• Requirements for supervision and delivery of practical teaching
(practicum) – availability of schools, mentors, supervisors.

19. 8. ASSESSMENT AND EVALUATION
• In designing the assessment methods that measure
students’ performance, the starting point should always
be the stated learning outcomes.
• Assessments must check that students have achieved
the learning outcomes in various contexts and thus that
the content has been covered.
• Evaluation is a system of feedback, providing information
to planners, teachers/trainers, students, parents and
decision-makers.
• Evaluation is a process involving ongoing activities
aimed at gathering timely information about the quality of
a programme.

20. 9. MONITORING AND SUPPORT
• Student recruitment and selection processes.
• Teaching staff
• Training needs for teachers
• The teaching and learning process
• Assessment
• Regulations and procedures
• Availability of recommended books and journals and
other teaching materials
• Access to the library and other resources
• Performance standards

21. 10. CONSTRAINTS
• Technological: ICT, lab, LCD, etc.
• Timing: Implementation, Readiness
• Duration: Length – lectures,
• Co-curriculum, practicum, internship,
etc

22. CONCLUSION
• Designing a curriculum involves the
interaction of several participants,
reaching beyond the academic wall to
impact the entire community.
• Without an effective curriculum,
students would not be able to
understand or meet the challenges of
society.
• A curriculum prepares an individual with
the knowledge to be successful,
confident and responsible citizen.

23. TUTORIAL 4
Task 1
• Conduct a background research on the
current Malaysian curriculum and
English Language syllabus.
• Based on your research, discuss the
influencing factors that shaped the
curriculum.

24. Task 2
• Read the following chapters from
Ornstein and Hunkins (2014):
Chapter 7 Curriculum Development (pg 181
– 220)
• Based on your readings, find the answers
for the focusing questions in the
beginning of the chapter. Present your
answers in class.
TUTORIAL 4