THE ENGLISH LANGUAGE CURRICULUM AND SYLLABUS

SESSION 2 Dr Yeow Poh Wha pwyeow@relc.org.sg

SEAMEO RELC
Implications for teachers
Helps teacher to see the big picture of how teaching and learning is organised Gives teachers a framework and rationale for choice of goals, content and sequencing of course Guide teachers in achieving nations educational goals and objectives Materials and textbooks prescribed may not be suitable in every aspect. Helps teachers to be critical and analytical of materials Helps teachers select materials critically Helps teachers to develop suitable materials Enables teachers to assess and evaluate students for learning

MATCHING TERMS TO DEFINITIONS

Terms 1. Curriculum Definitions
A general statement of goals, outcomes, learning arrangements, evaluation and documentation relating to management of programs within an educational institution An explicit and coherent plan for a course of study. It is a guide or map for the teacher and the learners which may be need to be altered once the course commences. It is constructed by selecting and sequencing content, based on explicit objectives. It is a public document, usually prepared by teachers and negotiated with learners. It specifies what to be taught in any particular course of study.

2.

Syllabus

MATCHING TERMS TO DEFINITIONS

Terms Definitions
Is a process undertaken by the teacher to plan through a syllabus and to implement through methodology a particular course of study.
Underlying approach which influences how learners work with syllabus content in the classroom. It is how the teacher makes the syllabus real in the classroom. It refers to a set of activities in which learners are involved and why each activity is being undertaken e.g. communicative approach/genre approach Refers to actual classroom practice and procedures. These include classroom management techniques for pacing the delivery of content as well as activities such as information gap activities, pair work, dictogloss etc

3. Course Design

4. Methodology

5. Method

The Brunei English Language Curriculum

1.6 Roles of the Teacher the organiser and manager of class activities...... facilitator who supports learning . curriculum developer who contributes to the development of a school-based English Language curriculum based on the focuses in the SPN 21 Primary English Language Curriculum Framework, Syllabus, the Guide to the SPN 21 Primary English Language Syllabus and the needs of learners in collaboration with colleagues or independently. models of appropriate language use...............

THE LANGUAGE CURRICULUM

curriculum

syllabus

Fig 1: A model of the parts of the curriculum design process ( Nation & Macalister 2010)

THE LANGUAGE CURRICULUM

curriculum

syllabus

methodology

THE LANGUAGE SYLLABUS

A syllabus provides a focus for what should be studied, along with a rationale for how that content should be selected and ordered. In the history of language teaching, many types of language syllabuses have been developed. Currently the literature reflects three major types of syllabuses: structural, situational, and notional.

Task 1 Study the following unit ( Unit 24 ) taken from Primary English Pupils Book 5 and identify the following aspects in relation to the syllabus. What do you think is missing?
ASPECT 1. Objectives

2.

Language skills

3.

Language Content

4.

Sequence of language skills and content Assessment

5.