1

UNEB TEACHING PRACTICE IV

COURSE AND SYLLABUS DESIGN
PROF. Ade Oliveira

ADVISING THE SYLLABUS DESIGNER

First discussion The meeting (Note any agreed

proposal)
Question 1 To what extent does the teacher 1-
negotiate the syllabus with the
students?
Answer
Question 2 To what extent does the teacher 2-
participate in the design of the
syllabus?
Answer
Question 3 What is the role of the textbook? 3-

Answer
Question 4 How are the needs and wants of the 4-
individual catered for in this course?
Answer
Question 5 How do goals and objectives reflect 5-
learners’ needs?
Answer
Question 6 How much will the teacher 6-
participate in the choice and design
of material?
Answer
Question 7 What type of evaluation has been 7-
planned for the course?
Answer
Question 8 What opportunities do teachers have 8-
to contribute with ideas during the
course?
Answer
Question 9 To what extent is the rationale for 9-
the teaching approach made explicit
to the teacher?
Answer
 2
UNEB – TEACHING PRACTICE IV
Module: Course and syllabus design
Professor: Ade Oliveira
NEEDS ANALYSIS

Task 1

Match the term to its definition. Give examples.

A statement of general change that a
program seeks to bring about in
CURRICULUM learners. They reflect the ideology of the
curriculum and show how the
curriculum will realize it.
A specification of the content of a
GOALS/AIMS course of instruction and a list of what
will be taught and tested.
A comprehensive process which
includes the processes that are used to
OBJECTIVES determine the needs of the group of
learners, to develop the aims and
objectives, to determine an appropriate
syllabus, course structure, teaching
methods, materials and evaluation
procedures.
A statement of specific changes a
SYLLABUS program seeks to bring about and
results from an analysis of the aim into
its different components.

Metaphor: Think of a journey and how it connects to the four components above.

Task 2: Four fundamental questions must be answered in developing any curriculum and
plan of instruction. These are:
a. What educational purposes should the school seek to attain?
b. What educational experiences can be provided that are likely to attain these
purposes?
c. How can these educational experiences be effectively organized?
d. How can we determine whether these purposes are being attained?
(Tyler, 1950)
Discuss the four questions taking into account your teaching context.