A number of different levels of planning and development are involved in developing a course or set of instructional materials based on the aims and objectives that have been established for a language program. In this chapter we will examine the following dimensions of course development:

• developing a course rationale

• describing entry and exit levels

• choosing course content

• sequencing course content

• planning the course content (syllabus and instructional blocks)

• preparing the scope and sequence plan

These processes do not necessarily occur in a linear order. Some may take place simultaneously and many aspects of a course are subject to ongoing revision each time the course is taught. The types of decision making that we will examine in this chapter are also involved in developing instructional materials and many of the examples discussed apply to both course planning and materials design.

The course rationale

A starting point in course development is a description of the course rationale. This is a brief written description of the reasons for the course and the nature of it. The course rationale seeks to answer the following questions:

Who is this course for?

What is the course about?

What kind of teaching and learning will take place in the course?

The course rationale answers these questions by describing the beliefs, values and goals that underlie the course.