Curriculum Approaches

The development and implementation of language teaching programmes can be approached in several ways, each of which has different implications for curriculum design. The three different approaches to curriculum design can be termed as-

Forward Design
Central Design
Backward Design

Forward Design: Forward design starts with the planning of the syllabus and then goes forward to methodology and the followed by the outcomes. This is the most traditional way of language teaching in curriculum development. It's the developing of curriculum through moving from input to process to output and then to assessment.

CONTENT → PROCESS → OUTCOME
Central Design: In central design, the process is the starting point followed by the syllabus and outcome. Central Design begins with deciding the teaching approach first followed by the content and outcome. In this method, it is the method of teaching that is most important. There is a assumption among the teachers who use this approach that the method teaching along with the supporting activities will lead to successful learning outcome. Many of the innovative methods of the 1980's and 1990's reflect central design.

CONTENT
⬈
PROCESS
⬊
OUTCOME
Backward Design: The backward design starts from the specific details of learning outcomes and methodology and syllabus are developed from them. It is a method of designing curriculum by setting goals before choosing instructional methods and forms of assessment. The idea in backward design is to teach toward the 'end point' or learning goals, which typically ensures that content taught remains focussed and organized.

CONTENT
⬈
OUTCOME
⬊
PROCESS