ABSTRACT
Curriculum design can be seen as a kind of writing activity and as such it can usefully be studied as a process. The typical sub-processes of the writing process (gathering ideas, ordering ideas, ideas to text, reviewing, editing) can be applied to curriculum design, but it makes it easier to draw on current curriculum design theory and practice if a different set of parts is used. The curriculum design model in Figure 1.1 consists of three outside circles and a subdivided inner circle. The outer circles (principles, environment, needs) involve practical and theoretical considerations that will have a major effect in guiding the actual process of course production. There is a wide range of factors to consider when designing a course. These include the learners’ present knowledge and lacks, the resources available including time, the skill of the teachers, the curriculum designer’s strengths and limitations, and principles of teaching and learning. If factors such as these are not considered then the course may be unsuited to the situation and learners for which it is used, and may be ineffective and inefficient as a means of encouraging learning. In the curriculum design process these factors are considered in three sub-processes, environment analysis, needs analysis and the application of principles. The result of environment analysis is a ranked list of factors and a consideration of the effects of these factors on the design. The result of needs analysis is a realistic list of language, ideas or skill items, as a result of considering the present proficiency, future needs and wants of the learners. The application of principles involves first of all deciding on the most important principles to apply and monitoring their application through the whole design process. The result of applying principles is a course where learning is given the greatest support.
