Aims and Objectives
We believe that in a professionally and academically promising ELT institution curriculum development is one of the key elements in achieving the desired results. It involves all the relevant decision making processes of all participants (administrators, curriculum developers, material and test writers, teachers, students). In other words, the process involves keeping records of who, how, how much, and what to teach, all of which are subject to continuous evaluation and improvement.
Meanwhile, it is hoped to keep teachers uo-to-date, well-informed and to create a concept of sharing among them. It is also hoped to encourage them for changes and continuous professional progress within a consistent and pliable framework. Finally it is aimed to achieve success on the part of the students by fully equipping them for their challenging professional lives.
Stages of Curriculum Development
Curriculum development work proceeds within the framework of administrative documents, syllabi, teacher training sessions, materials, resources, teaching-learning activities and testing.
Basically there are four stages of Curriculum Development;
  • Planning
  • Ends/means specification (goals and observable objectives)
  • Implementation (teacher training, preparation of materials, syllabi, unit and test plans)
  • Implementation in the classroom through teaching and learning activities
The product of each of the stages of curriculum development is mutually consistent and complementary. It is believed that student achievement will correspond to the aims of the curriculum. At each stage there are processes about decisions related to the following questions:
  • Who should participate?
  • What sources of information and expertise should be available?
  • Who will be formatting the outcomes?
  • How should it be done?
The evaluation of Curriculum Development is carried out in two ways. One is formative evaluation, which is carried out during the implementation of the programs by means of weekly meetings with the teaching staff after which necessary alterations are made. The other is summative evaluation in which student achievement, results of questionnaries filled ot by students are included. All programs are subject to continuous improvement in the light of the data collated.