Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
2ELT512Curriculum Develeopment in Language Education3+0+03716.10.2026
Course Details
Language of Instruction English
Level of Course Unit Master's Degree
Department / Program English Language Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course To bridge theoretical frameworks with practical applications in curriculum development and syllabus design in English Language Teaching, equipping students with the knowledge and skills necessary to design, implement, evaluate, and adapt ELT curricula and develop a context-sensitive curriculum proposal tailored to diverse learning environments.
Course Content Theories, principles, and historical paradigms of curriculum development and syllabus design; needs analysis; goals and objectives; testing; instructional materials; teaching processes; program evaluation; defining the context; articulating beliefs; conceptualizing content; adapting a textbook; and designing an assessment plan.
Course Methods and Techniques Explanation of lesson content, pre-class preparation, in-class discussions of assignments, in-class studies, collaborative activities, hands-on projects, evaluation of existing English language programs, and development of a curriculum proposal.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Mehmet Salih YOĞUN msalih.yogun@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle Cengage Learning.
Graves, K. (1999). Designing Language Courses: A Guide for Teachers. National Geographic Learning & Cengage Learning.
Course Notes Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle Cengage Learning.
Graves, K. (1999). Designing Language Courses: A Guide for Teachers. National Geographic Learning & Cengage Learning.

Course Category
Education %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Project 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 5 70
Assignments 14 3 42
Presentation 1 26 26
Final examination 1 30 30
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Analyze and evaluate key theories, principles, and historical paradigms underlying language curriculum development and syllabus design in ELT.
2 Design and conduct a systematic needs analysis to identify the linguistic, communicative, and situational requirements of specific English language learner groups.
3 Formulate clear, measurable learning objectives and construct coherent syllabus models (e.g., task-based, functional-notional, genre-based, or integrated) tailored to target learner profiles.
4 Align instructional materials, digital learning tools, and assessment strategies directly with curriculum goals and specified learning outcomes.
5 Critically evaluate language programs, policies, and instructional materials using established curriculum evaluation frameworks to propose evidence-based improvements.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction & Revision of the Syllabus; Discussion of the Course Policies, Expectations, and Assessment & Evaluation Course syllabus
2 Book 1 – Chapter 1 – Overview of Curriculum Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Chapter 1.
3 Book 1 – Chapter 2 – Needs Analysis Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Chapter 2.
4 Book 1 – Chapter 3 – Goals and Objectives Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Chapter 3.
5 Book 1 – Chapter 4 – Testing Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Chapter 4.
6 Book 1 – Chapter 5 – Materials Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Chapter 5.
7 Book 1 – Chapter 6 – Teaching Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Chapter 6.
8 Mid-Term Exam Week
9 Presentations on Maarif Model
10 Book 1 – Chapter 7 – Program Evaluation Brown, J. D. (1994). The Elements of Language Curriculum: A Systematic Approach to Program Development. Chapter 7.
11 Book 2 – Chapter 2 – Defining the Context Graves, K. (1999). Designing Language Courses: A Guide for Teachers. Chapter 2.
12 Book 2 – Chapter 3 – Articulating Beliefs Graves, K. (1999). Designing Language Courses: A Guide for Teachers. Chapter 3.
13 Book 2 – Chapter 4 – Conceptualizing Content Graves, K. (1999). Designing Language Courses: A Guide for Teachers. Chapter 4.
14 Book 2 – Chapter 9 – Adapting a Textbook Graves, K. (1999). Designing Language Courses: A Guide for Teachers. Chapter 9.
15 Tasarlama Book 2 – Chapter 10 – Designing an Assessment Plan Graves, K. (1999). Designing Language Courses: A Guide for Teachers. Chapter 10.

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
C1 5 5 4 4 3 4 4 4
C2 4 5 5 4 4 5 4 4
C3 4 5 4 4 4 5
C4 5 5 5 4
C5 4 5 4 4 4 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant