Class Notes by Camila Roldán

Class 12th June, 2014

1) What are the different issues that differentiate one curriculum design from another?

Three curriculum approaches are described and compared. Each differs with

respect to when issues related to input (linguistic content), process (methodology

used), and outcomes (learners production), are addressed.

2) Summarize the forward, central and backward curriculum design presented by Jack C Richards(2013).

Forward design starts with syllabus planning, moves to methodology, and is

followed by assessment of learning outcomes. Resolving issues of syllabus content

and sequencing are essential starting points with forward design, which has been

the major tradition in language curriculum development.

Central design begins with classroom processes and methodology. Issues of

syllabus and learning outcomes are not specified in detail in advance and are

addressed as the curriculum is implemented. Many of the ‘innovative methods’ of

the 1980s and 90s reflect central design.

Backward design starts from a specification of learning outcomes and decisions

on methodology and syllabus are developed from the learning outcomes. The

Common European Framework of Reference is a recent example of backward

design.

3) Discuss the differences between curriculum and syllabus.

Who designs curriculum?

Curriculum planners who are technicians and specialists and they work e.g. at

different ministries of Education. Also the authors of textbooks who are usually well-

known methodologists.

Curriculum acts as a map or guidance for teachers, only as that. It's not just for

teaching, it also considers learners outcomes and assessment. Not only

assessment of teaching and learning but assessment of the educational system.

Teachers, on the other hand, prepare the syllabus. In the syllabus there is a

selection of materials to be taught and there is a grading of those materials (from

the easier to the more complex tasks).

Class Notes by Camila Roldán

4) What is output?

Output refers to learning outcomes, that is, what learners are able to do as the

result of a period of instruction.

www.professorjackrichards.com

Curriculum Approaches in Language Teaching: Forward, Central and Background

design.

Curriculum (overall plan)

Takes content (from external standards and local goals –NAPs-) and shapes it into a plan

for how to conduct effective teaching and learning. It is thus more than a list of topics and

lists of key facts and skills (the input). It is a map of how to achieve the "outputs" of desired

student performance, in which appropriate learning activities and assessments are

suggested to make it more likely that students achieve the desired results.

THREE DIMENSIONS OF A CURRICULUM

o Input = linguistic content of a course. (Syllabus)

o Process = how teaching is carried out (methodology)

Past= audiolingual method (listening and repeating)

Communicative Language teaching = students use the language to achieve a purpose ->

communication

Natural approach = students were not taught any grammar at all. They were given a lot of

input.

CLIL = Content Language Integrated Learning

TBL = Task Based Learning

Project Work

o Output = learning outcomes

Curriculum development in language teaching can start from input, process or

output.

Each starting point reflects different assumptions about both the means and ends of

teaching and learning.

Class Notes by Camila Roldán

More on the 3 approaches:

Forward design = developing a curriculum through moving from input, to process, and to

output (and then to assessment) (traditional one)

One starts with the field of knowledge that one is going to teach and then selects concepts

The teacher chooses a topic for a lesson (e.g. racial prejudice) subject. Objectives may

also be specified, but these usually have(…)

Central design = starting with process and deriving input and output from classroom

methodology (1st activities)

Backward design = starting from output and then dealing with issues relating to process

and input (European Framework of Reference).