There is a wide range of factors to consider when designing a course.

(Aims of curr. design are to make a course that has useful goals, that achieving its goals, that satisfies its users, and that does all this in an efficient way)

- if factors are not considered then the course may be unsuited to the situation, may be ineffective and inefficient as a means of encouraging learning.

- environment analysis - needs analysis- the application of principles

Language courses must give consideration to the language content of a course- consideration of content makes sure that there is something useful for the learners to learn to advance their control of the language, covering all the things they need - balanced knowledge of the language

Goals * - content and sequencing, format and presentation, monitoring and assessingAnalysis - principles, needs and environment ( course will really be suitable, practical and realistic)

(Evaluation)

In designing a curriculum, setting the goal is essential to decide why a course is being taught and what the learners need to get from it. ( Having a clear statement of goals is important for determining the content of the course, focus in presentation and in guiding assessment.

The content of the course - important items are being covered and repeated [ items are enriched & established] (vocabulary not only topics or themes)without checking - learners are not meeting items that are important for their later use of the language- (needs analysis) lists (topics, subskills, strategies, vocabulary) to set the language learning content of the course= determining the content of course, set language goals, it is useful to decide the basis for the ideas content of the course

finding a format & presenting material :-material in a course needs to be presented to learners in a form that will help learning - suitable teaching techniques and procedures ( lessons)- format for lessons ( easier to make, monitor, learn)

= curriculum design is not a linear process, it may be necessary to alter the content or sequencing to suit the lesson format & to reorder the list of environemental factors. (lessons may still require adjustment as a result of consideration of other stages of the curr. design)= making sure the learning goals of the course are met.

Monitoring and assessing:important recurring part of the design process - assess how well these aims are achieveduse of tests (gather info about the progress of learners and the effectiveness of the course), proficiency or achievements test

Examine the environment, assess needs, decide on principles, setgoals and choose and sequence content

Ornstein and Hunkins (1998) - curriculum as two ends of a contnuum - curriculum as a blue print for achieving desired goals and experiences of a learner

curriculum has actual worth when a learner is able to make sense of what he or she has learnt.

Nicholls and Nicholls (1974, p.69) the need for conducting a situational analysis is fundamental precept of effective curriculum development. Afzaal Hussain, Ashiq Hussain Dogar, Muhammad Azeem, Azra Shakoor. (2011). Evaluation of Curriculum Development Process. International Journal of Humanities and Social Science. Vol 1, (14).

All students have different learning approaches.

Needs analysis - target needs, present situation, languageNeeds should be regularly re-checked throughout the duration of the teaching programme.