Chapter Seven Curriculum Development

Martha C. Pennington; Barbara J. Hoekje

doi:10.1108/S2041-272X(2010)0000001008

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Innovation and Leadership in English Language Teaching

ISSN: 2041-272X
Series editor(s): Martha Pennington

Subject Area: Language and Linguistics

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Chapter Seven Curriculum Development

Document Information:
Title:	Chapter Seven Curriculum Development
Author(s):	Martha C. Pennington, Barbara J. Hoekje
Volume:	1 Editor(s): Martha C. Pennington, Barbara J. Hoekje ISBN: 978-1-84950-746-2 eISBN: 978-1-84950-747-9
Citation:	Martha C. Pennington, Barbara J. Hoekje (2010), Chapter Seven Curriculum Development, in Martha C. Pennington, Barbara J. Hoekje (ed.) Language Program Leadership in a Changing World: An Ecological Model (Innovation and Leadership in English Language Teaching, Volume 1), Emerald Group Publishing Limited, pp.219-249
DOI:	10.1108/S2041-272X(2010)0000001008 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Extract:	The term curriculum is widely used in teaching as a general term to refer to any aspect of the content and methodology used to teach a course including the course texts and other materials. It also refers to the organization and sequencing of courses, learning goals and objectives, and methodology used across courses in a program. “However, curriculum can be defined not in the narrow sense of a structure, document or product, but more globally as a systematic process” (Pennington & Brown, 1991, p. 57)—leading from considerations of learners (needs analysis) and learning targets (goals and objectives), to the implementation of the learning targets in the classroom (materials and instruction), and then to measures of achievement of the learning targets (tests). As conceived here, the curriculum development process (and as we will see, the larger program development process) can be viewed as involving five functions: