Universidad Pedagógica Nacional Francisco Morazán
Foreign Languages Department
English Program
Course and Code
I term 2024
NOTE: This is only a tentative syllabus, any changes should be made if the facilitator considers appropriate
to do so.
Language Curriculum Design
Facilitator: Brenda Garcia Murcia
Class hours:
Days: Monday to Friday
E-mail: [Link]
Date: February 4th-May 13th 2025
Description of the Course
Descripción del espacio pedagógico: Este espacio pedagógico comprende los fundamentos y teorías del
currículo, lo que contribuirá a lograr que el educando sea competente en el diseño, el desarrollo curricular, la
adecuación y evaluación del mismo en su especialidad en particular, atendiendo el nivel académico, los
enfoques de género, de diversidad, de formación en valores y considerando otras demandas de la sociedad.
Learning Outcomes
- Diferencia los conceptos y fundamentos del currículo y establece las interrelaciones
entre los mismos.
- Caracteriza los elementos que intervienen en el currículo.
- Identifica las etapas para diseñar un currículo y caracteriza cada una de ellas.
- Emplea el diagnóstico como un medio para sustentar la construcción del currículo.
- Determina las características contextuales de diferentes medios y poblaciones, donde
se pueda desarrollar un currículo.
- Adecua un diseño curricular a las condiciones contextuales determinadas.
- Elabora y evalúa planificaciones curriculares generales y de la especialidad.
- Elabora planes de unidad, de clase y jornalizaciones de su especialidad.
- Retroalimenta las prácticas a través de actividades de heteroevaluación y coevaluación.
- Establece la importancia de la evaluación del diseño y del desarrollo curricular.
- Determina los criterios fundamentales para realizar una evaluación curricular.
- Demuestra sus conocimientos respecto a los derechos humanos, integración, género,
multiculturalidad y educación para la paz y de otros temas que demanda la sociedad en la
integración del currículo
Students will find that every course offered through the Department of English and will afford them the
opportunity to refine their existing skills in the following six areas:
Reading: Reading at the college level means the ability to analyze and interpret a variety of printed materials.
Writing: Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose,
occasion and audience.
Speaking: Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive
language appropriate to purpose, occasion, and audience.
Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken
communication.
Critical Thinking: Critical thinking embraces methods for applying both qualitative and quantitative skills
analytically and creatively to subject matter in order to evaluate arguments and to construct alternative
strategies.
Computer Literacy: Computer literacy at the college level means the ability to use computer-based technology
in communicating, solving problems, and acquiring information.
Grading
ACTIVITIES DESCRIPTION POINTS
Quizzes Student will be developing 3 20%
quizzes in the Class and one
general reflection Exam.
The worth of each one is 5%
Presentation They will develop a short 5%
presentation. (Teaching Methods)
Video Students will watch videos and 5%
writes comment on the muddle.
Unit Plan Create an unit plan. 5%
Participation in the class and Evaluate the participation about 5%
puntuality the different chapters from the
book.
Demos Class Students will develop a demo 10%
class and create a lesson plan
Mindmaps 10%
Types of Brochures (Learning Students will design brochures to 12%
Objectives) practice and write learning
objectives.
Discussions . 10%
Technological Write a reflection about the impact of 5%
Resources technology on teaching and learning
process.
Reflective Essay You will write a reflective 3%
essay about your
experiences, ideas or
thoughts about teaching
class and creating lesson
lans.
The purpose of this
activity is to reflect on
your experiences as a
learner and potential
educator/teacher.
Portfolio You will answer a set of 10%
questions related to the
class content
FINAL GRADE 100%
TENTATIVE SCHEDULE
WEEK DATES READINGS ASSIGNMENTS
1 WEEK 1 Diagnostic Tet
Chapter 1
February 4th-7th
Language Curriculum
Design: An overview Video: What makes a good
teacher great?
What makes a good teacher
great? | Azul Terronez |
TEDxSantoDomingo
Discussion (chapter I)
Write comments on the
platform.
2 WEEK 2 Chapter 2
Envrinment Bloom’s Taxonomy: Structuring
February 10th-14th
Analysis The Learning Journey
Discussion reading
Presentation Mindmap
(bloom
Taxonomy) Creating exercises about
learning objecting per scale.
(Desing different brochures )
3 WEEK 3 Chapter 3
Need Analysis Video; what do we assess?
February 17th-21st
3.2 - How to Write Learning
Objectives Using Bloom's
Taxonomy
Write down in the notebook.
Oral Presentation
4 WEEK 4 Chapter 4
Principles A Summary and personal
February 24th-28th
reflection
1 quiz
5 WEEK 5 Chapter 5 Mindmap
Goals, Contents and
March 3rd-7th
Sequences
Cases studies about teaching
(strategies and techniques)
6 WEEK 6 Lesson Plan
Chapter 6
March 10th -14th
Format and
Presentation
1 quiz
7 WEEK 7 Chapter 7
Monitoring and Language teaching methods
March 17th -21st
Assessment presentation
8 WEEK 8 Chapter 8 Presentation
Evaluation
March 24th 28th
1 quiz
9 WEEK 9 Chapter 8-9 Lesson Plan projects and
Approach demonstrative classes
March 31st – April 4th
and
Curriculum
Design
10 WEEK 10 HOLLYDAYS
April 7th – 11th
11 WEEK 11 Chapter 10 Discussion
Syllabuses Create a syllabus (couples)
April 14th – 18th
12 WEEK 12 Essay
Chapter 11-12
April 14th – 18th Adopting and adapting book Class simulation
Introducing changes
13 WEEK 13 Class simulation
Chapter 13
April 21st – 25th Planning an In-
service course
14 April 28th May 2nd
Chapter 14
Teaching Curriculum Design
Portfolio
May 5th -9th
GRADES ENTERING
Rules:
Students must attend every class.
Work collaboratively
It is student’s responsibility to present excuse, the teacher won’t be asking for them and if a student do
not present a written excuse at least 3 days after missing classes, they will not be accepted until the last
days of this term, and if he/she misses an evaluation for this reason, it won’t be possible to make a
reposition of it.
Students must come to class on time.
Students must place their cell phones where they are asked to
Students MUST speak English during the class.
If you need to contact the teacher write to [Link]@ [Link]
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