GOALS - They are at the center of curriculum design, and need to be clear., PRINCIPLES - In the curriculum design process, factors are considered in three sub-processes: Environment analysis, needs analysis, and the application of..., ENVIRONMENT - Group of factors of the situation in which the course will be used., NEEDS - They are divided into necessities, lacks and wants., ANALYSIS - It has to be done with the environment and the needs., CONTENT - Language items, ideas, skills, and strategies that are expected to meet the goals of the course., SEQUENCING - Order in which items are learnt in a course., FORMAT - It refers to the shape and configuration of the lessons or units of the course., PRESENTATION - Refers to the way or ways to introduce materials, such as the techniques and types of activities that will be used to help learning., EVALUATION - It involves looking at every aspect of a course to judge if the course is adequate and where it needs improvement., MONITORING - It is about giving attention to observing learning and providing feedback to learners about their progress., ASSESSMENT - Generally involves the use of tests and it's useful to say how well the aims of a course were reached., SYLLABUS - Curriculum contains the..., PROCESS - Curriculum design can be considered a..., FACTORS - These include the learners' present knowledge and lacks, the resources available including time, the skill of the teachers, the curriculum designer's strengths and limitations, and principles of teaching and learning..., NECESSITIES - What the learner has to know to function effectively., LACKS - What the learner knows and does not know already., WANTS - What the learners think they need., LISTS - They can be of vocabulary; of verb forms or verb groups; of function and topics; of subskills and strategies, among others.,

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