the development and evaluation of training curriculum play an important role in the educational development of vietnam

The content of the curriculum is still heavy on theory, and the schools have not been closely associated with economic and social life; have not changed strongly to training according to

TABLE OF CONTENTS

I INTRODUCTION 2

II LITERATURE REVIEW 2

1 Curriculum 2

2 Curriculum design 3

2.1 Forward design 3

2.2 Central design 4

2.3 Backward design 5

2.3.1 Backward design with a targeted approach 6

2.3.2 Backward design with a capacity development approach 6

3 Application 6

3.1 View 6

3.2 Objectives 8

3.3 Syllabus 10

3.4 Methodology 11

3.5 Evaluation 12

4 Conclusion 13

REFERENCE 15

I INTRODUCTION

In our country's educational and training reform process, the content and training curriculums at all levels of the national education system have set new benchmarks The expected learning outcomes or learning outcomes of learners are the focus of educational quality accreditation and training curriculum development approaches However, the 2011-2020 education development strategy has identified some

shortcomings in this field, including "Curriculum content, teaching and learning methods, examination, testing, and assessment are being renewed slowly The content

of the curriculum is still heavy on theory, and the schools have not been closely associated with economic and social life; have not changed strongly to training according to social needs; have not paid attention to life skills education, promoting creativity and practical capacity of students”(Government, 2011)

In some countries, evaluation of training curriculum is an indispensable part of the process of accrediting the quality of education in general and the quality of training curriculum in particular Stemming from the above reasons, it shows that the development and evaluation of training curriculum play an important role in the educational development of Vietnam in the face of the constant changes in the national and international socio-economic environment

1 Curriculum

Hilda Taba (1962) defines a curriculum as a study plan When defining a curriculum, Hilda Taba (1962) points out the elements of a curriculum as four elements: (1) A statement of specific goals and objectives; (2) Selection and structure of curriculum content; (3) Appropriate teaching strategies and learning styles; and (4) Learning outcomes assessment system

Albert, I Oliver (1977) said that the curriculum consists of four basic elements: subjects; activities, learning experiences; services; and “hidden” operations Subjects, activities, learning experiences, and services are obvious parts of the curriculum, while the concept of “hidden” activities can refer to the organizational cultural values

of the school, society, etc The curriculum is examined in a broader context, with an emphasis on the development of skills and other values that students learn in school

Ronald C Doll's (1996) opinion on the curriculum reflected this: “The school curriculum is formal and informal educational content and activities; the process of implementing content activities, through which learners acquire knowledge and understanding, develop skills, attitudes, feelings, and ethical values under the organization of the school”

Thus, the concept of an educational curriculum can be drawn as an overall design that

is systematically presented for an educational and training activity of a course in a specified period, and can show the following four factors: 1) Training objectives clearly show learning outcomes; 2) Training content (subjects) and duration of the curriculum and each subject; 3) The process and methods of implementing the training content specified in the curriculum to achieve the training objectives; and 4) Method

of testing – evaluating training results, in addition, there should be instructions for curriculum implementation

2 Curriculum design

In language teaching, input, process, and output are the three main factors in the process and structure of a teaching design Input indicates language content - language knowledge/skills to be taught in a lesson or course Once the input has been determined, the process establishes the teaching method, learning activities, and teaching materials The output indicates the learning outcome This can be a level achieved on a competency scale or a standardized language test, or the ability of the learner to use the language to some degree of skill, or the ability to effectively engage

in specific communication activities Richard (2013) has identified and distinguished three approaches in language teaching design: forward design, central design, and backward design (Richard, 2013)

2.1 Forward design

The forward design process starts with the planning of learning content objectives, then moves on to the methods, and finally to the evaluation of learning outcomes

Solving problems with teaching content and sequence are important first steps in developing a forward design1

Figure 1 Flowchart of teaching design according to forward design

(Source: Richard, 2013)

The forward design assumes that all inputs and outputs are connected linearly The creation of a series of stages that occur in a predetermined order, with the output of one stage becoming the input of the next, is known as forward design Forward design, according to Richards and Rodgers, is associated with creating lesson plans using content knowledge (Richard, 2013) Although learning objectives may be stated, they usually play a minor role in teaching or assessing the learning content The following diagram depicts the progression of designing a course or part of course:

Figure 2 The process of designing a forward teaching plan

(Source: Richard, 2013)

2.2 Central design

According to Richards (2013), central design begins with class processes and methods Issues about curriculum content and learning outcomes are not specified in advance but are raised as the lessons are implemented Many of the groundbreaking methods of the 80s showed central design

Figure 3 Diagram of teaching design according to the central design

(Source: Richards, 2013)

According to Bruner (1966) and Stenhouse (1975), the teaching process includes inquiry, decision-making, discussion, interpretation, critical thinking, cooperative choice, etc Content is selected according to purpose Learning outcomes do not need

to be detailed Therefore, central design is understood as a learning-oriented and learner-centered teaching perspective (Leung, 2012) Graves (2008) develops this approach by pointing out that the “curriculum enactment” is the core of the curriculum Learning and assessment processes are intrinsically linked and dynamic The purpose of assessment is to enhance teaching and learning, not just to measure the quality of teaching According to Richar’s analysis (2013), and Terrel’s Natural Approach (1983), Task-based Language Teaching TBLT (Version 1, Willis, 1996) are two typical examples of the central design Both of these instructional programs tend

to be appropriate for language instruction for young students (Richard, 2013)

2.3 Backward design

Backward design, as opposed to forward design, can be thought of as teaching design Backward design starts with clearly stating and specifying the learning outcomes, and then decisions about teaching methods and content are made based on the outcomes

Figure 4 Diagram of teaching design according to the backward design

Process

Content

Result

II.3.1 Backward design with a targeted approach

Going back to the 40s to 60s of the twentieth century, we see that the reverse teaching design is the way to implement teaching in the direction of the goal approach (Tyler,

1949 & Taba, 1962) According to these two authors, instructional implementation begins with the specific description of outcomes as pre-requisites This process consists of 7 basic steps as follows: (1) analyze learners' needs; (2) set the goal (knowledge-skills-attitude); (3) select content; (4) organize content; (5) select learning experiences; (6) organize learning experiences; (7) determine the content of the assessment and how the assessment will be carried out The role of the method is to determine what are the most effective ways to achieve the goal, while the evaluation adopts a criteria-based approach

II.3.2 Backward design with a capacity development approach

According to the backward design model of Wiggins and McTighe (2006), a lesson or lesson consists of three steps: (1) identify expected outcomes; (2) identify acceptable evidence of learning; (3) plan learning and teaching experiences According to Wiggins (2006), the objective approach presented presents three discrete linearities, which do not distinguish between knowledge and skills Competence differs from learning goals and outcomes in that competencies indicate the ability of learners to apply skills in situations commonly encountered in everyday life Therefore, the elements in the Teaching Design for Capacity Development are closely related and mutually supportive They are based on a set of results drawn from the analysis of tasks that require learners in a variety of life situations As assessment improves, the quality of teaching and learning will also be enhanced by a clear description of expected outcomes and the ongoing feedback that competency-based assessment can provide (Docking, 1994)

3 Application

3.1 View

General Education Curriculum - English subject curriculum (Promulgated together with Circular No 32/2018/TT-BGDĐT dated December 26, 2018, of the Minister of Education and Training) has a view to building in the direction of open The curriculum development is conducted based on 6 basic points of view including: (1) Comply with the regulations stated in the General Education Curriculum of the Ministry of Education

This perspective helps to build an English curriculum that is consistent with the general education curriculum, consistent with the curriculum of all other subjects in forming the content direction as well as the interpretation method to present

(2) Take communication capacity as the goal of the teaching process; Language knowledge is a means to form and develop communication skills through listening, speaking, reading, and writing

The point of view of building a curriculum in the direction of developing learners' competencies is one of the current prominent trends in many countries with advanced education, aiming at the goal of forming and developing students' core competencies, necessary for learning and working in the 21st century At the same time, the English Curriculum is built based on the goal of developing communication capacity through listening, speaking, reading, and writing at increasing levels throughout all three levels

of study, ensuring consistency, development, and gradual increase in the entire curriculum content This orientation clearly shows the characteristics of the capacity development curriculum, not taking equipment of knowledge as an educational goal (3) Designed based on a system of topics, the topics are closely related, meaningful, and suitable to the learning and living environment of students, suitable for capacity development communication needs to meet the requirements for each level of study;

The design of the curriculum based on the system of topics and topics besides the language knowledge circuit (phonetics, vocabulary, grammar) and communication capacity is a multidimensional/hybrid curriculum design model This is also a

remarkable trend in the development of foreign language c in many countries around the world today

(4) Take students' learning activities as the center in the teaching process

This view shows that the English curriculum has kept up with modern trends of active teaching methods, in which the student is the center and the teacher only plays the role

of a guide

(5) Ensure continuity of English teaching among elementary, secondary, and high school

This is a new highlight of the new English curriculum (10 years, from grade 3 to grade 12) compared to the old English curriculum (7 years, from grade 6 to grade 12) The practice of teaching English in primary schools has become a common trend in foreign language education in the world Teaching English at primary school age with appropriate methods will promote the strengths of young children when learning foreign languages and increase the time for students to practice communication in the teaching process In addition, the application of the 6-level Foreign Language Competency Framework for Vietnam in teaching and assessing English in high school also shows the trend of standardization in foreign language teaching in general and English in particular

(6) Ensure flexibility

The point of view of curriculum building in an open direction represents a real innovation point in the construction of the English Curriculum This is also the current development trend of teaching curricula in the world The fact that the curriculum is built in an open direction will help textbook authors be more flexible and creative when compiling books and give schools and teachers more autonomy in teaching

3.2 Objectives

Nurturing the young generation in each period because general education must aim at training generations of workers who can meet the requirements of the country; training citizens imbued with national identity and able to integrate with the region

and the world At each stage of the country's development, the social, economic, political, cultural, and environmental contexts, people must innovate to meet the requirements of human resources The school, through the subjects, must contribute to meet that requirement Objectives of English subjects have shown the concretization

of the general educational goals stated in the overall general education curriculum The outstanding goal of this renewal is to focus on developing the qualities and capabilities of learners It is an important basis for building English curriculum goals Each subject has its characteristics and strengths in contributing to the achievement of general educational goals Therefore, it must be based on the characteristics of specific subjects to determine appropriate goals Specifically, it is necessary to base on the characteristics of the subject structure, position, role, and nature of the subject in high schools to determine the goals The objective of the curriculum shows that English is a tool subject and has outstanding advantages in developing communication capacity Not only is it a tool subject, but English is also an aesthetic and humanistic subject that plays an important role in educating the quality, spirit, morality, and personality

of learners

In addition, the goals of the English curriculum also show that it is consistent with the goals of foreign languages in general and English in particular of countries with advanced education in forming a new communication tool for students and developing students' ability to communicate in English

The training objectives of the English curriculum are consistent with the mission, educational goals and functions, and tasks of the general education curriculum, and at the same time associated with learners' learning needs and human resource of the labor market needs, in line with the training level and training system, by the overall general education curriculum objectives

Objectives of knowledge: The objectives of the English curriculum have summarized the level of knowledge to be achieved for learners at each level, including elementary, secondary, and high school

Objectives of skill: The objectives of the English curriculum have fully and clearly stated the skills that need to be equipped for learners, including necessary skills in learning foreign languages in general and English in particular

Objectives of attitude: The objectives of the English curriculum have fully stated the moral qualities students need to practice: learners' attitudes towards society such as positive attitudes towards learning English ; know how to be proud, love and respect the language and culture of their people; develop qualities such as love, respect for yourself, friends, family, environment; hard work, and honesty

3.3 Syllabus

The English curriculum consists of a system of topics that equip learners with the knowledge, skills, and attitudes to meet the requirements and objectives of the curriculum according to the legal documents of the Ministry of Education and Training, and consistent with the general education curriculum The curriculum is suitable for the psychology and desire of the learners, the goals of the country's socio-economic development, and the trend of globalization

The curriculum is built to ensure the scientific and systematic development approach The curriculum has a strict layout, including the system of core and most necessary knowledge of the English curriculum The curriculum is designed in a multi-component structure including (i) a system of topics (general), topics (specific); (ii) communication skills related to topics; (iii) a list of language knowledge (phonetics, vocabulary, grammar) Cultural content is taught and integrated into the system of topics Each topic carries the most core scientific knowledge content, not duplicate content with other subjects

The English curriculum is built to ensure the updating of English subjects, in line with new knowledge and skills developed in recent years, creating conditions for learners

to access current knowledge of the region and the world

The content of the English curriculum is appropriate for the learners' level and time budget, as well as the educational institution's facilities and equipment, teaching staff,