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Name: Intan Trine Chodija NPM: 1423042054 Subject: Curriculum Development and Syllabus Design

Intan Trine Chodija is developing a curriculum and asks questions about students' needs, the learning environment, and curriculum design principles. The document questions how the course benefits learners and their past experiences, facilities and cleanliness, and whether the curriculum logically sequences skills from simple to complex and prioritizes learning outcomes over completion.

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AnouMalie
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51 views1 page

Name: Intan Trine Chodija NPM: 1423042054 Subject: Curriculum Development and Syllabus Design

Intan Trine Chodija is developing a curriculum and asks questions about students' needs, the learning environment, and curriculum design principles. The document questions how the course benefits learners and their past experiences, facilities and cleanliness, and whether the curriculum logically sequences skills from simple to complex and prioritizes learning outcomes over completion.

Uploaded by

AnouMalie
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name : Intan Trine Chodija

NPM : 1423042054
Subject: Curriculum Development and Syllabus Design

Questions dealing with:

a. Students’ needs
1. What are the benefits of the course for learners?
2. What are the learners’ past language learning experiences?
3. What make the course so good and interesting for learners?
4. What expectations do learners have of their teacher/language teaching?
5. How much time can they be expected to put into the course?
6. What are the learners’ past language learning experiences?

b. Environment
1. Is the current standards of hygiene at the school good?
2. Is there a maintenance program and spare parts available to ensure facilities are
always operational?
3. What facilities are provided for hand washing?
4. How regularly are the toilet areas cleaned thoroughly?
5. How and where is the schools garbage disposed of and by whom?
6. What is the condition of the well water?

c. Principles
1. Do the contents organise in a hierarchical and relational structure?
2. Do the contents sequence according to the principles of the psychological
organisation of knowledge?

3. How does monitoring and assessment within the school support teaching and
learning?
4. Do the contents sequence subtasks or sub skills, from the simplest to the most
complex.
5. Is success judged in terms of outcome?
6. Is completion a priority?

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