There are many model of curriculum design. In 2000, Kathleen Graves made a practical book on curriculum design which draws strongly on the experience of teachers, the title is Designing Language Courses. The Graves’s framework of course development processes are Defining the context, assessing needs, articulating beliefs, formulating goals and objectives, organizing the course, conceptualizing content, developing materials, and designing an assessment plan.
Language Curriculum Design model has same model as Graves model, especially in organizing the course and conceptualizing content. Language Curriculum Design has different part from Graves’s model, but monitoring and assessment and evaluation in Language Curriculum Design model are included in one part of the Graves (2000) model in designing an assessment plan. In her book Graves distinguishes evaluation from assessment, but deals with both in the same chapter.
Graves’ diagram: Graves’ (2000) model of curriculum design: 
The other model is Murdoch’s model that published in 1989. This model included resource limitations that affect classroom activity, sociocultural factors and learning habits of relevance to English teaching, learners’ age group, present lifestyle and interests, aspects of target culture that will interest learners and can be exploited in materials, learners’ present level of competence, reasons for studying English and long-term learning aims course objectives, language and procedures to be covered by the course emphasis on particular skills, themes for course materials and texts: choice of suitable textbooks, and methodology to be used: type and sequencing of activities.
Principles, monitoring and assessment, and evaluation are not included in Murdoch’s model. These are possible weaknesses of his model. However, in his discussion of his model, it is clear that he intends that principles should be considered when dealing with several of the parts of his model. There are numerous other models of curriculum design and it is interesting to compare them to see where their strengths and weaknesses lie.
Murdoch (1989) presents his model in two columns. The left-hand column covers the main factors to be considered in curriculum design (the outer circles of the model used in this book). The four boxes in the right-hand column relate to the practical aspects of curriculum design (the large inner circle in the model used in this book).
Murdoch’s (1989) model of curriculum design:
A relational approach to curriculum design is needed for making a successful curriculum design. To make a better design we need to know about the aspect of curriculum design. Curriculum design focuses primarily on the acquisition of skills and competencies that are sustained by the day to day work environment of the participants in an educational program.
The complex mechanisms in corporate education, where cognitive operations of individual learning intertwine with social processes of an organizational context, demand an extended theory of curriculum design that seeks to explain the existing successes and failures of training systems and predicts the results of new actions.
Relational approach to curriculum design aspects 1. Curriculum consistency
In the context of corporate education, we define the term curriculum as: 'the course of action open to an organization, for influencing the necessary competencies of employees, that contribute to goal-oriented changes in their performance and in their work environment, thus striving for a desired impact on the organization, by applying planned learning activities and the resulting learning processes' (Kessels, 1993, p. 4.).
The main concept of the theory presented is the concept of curriculum consistency here considered as one of the attributes that foremost determines the impact of educational programs. The term 'consistency' serves to describe the contingencies between the constituting elements within a curriculum (the logic relationships between the needs analysis, objectives, learning environment and materials) and the congruencies among the various perceptions of a curriculum (the perceptions of managers, developer, trainers and participants of the main goal and how to achieve this goal). A distinction is made between internal and external curriculum consistency.
2. Design Approaches
The main purpose of developing and applying design standards is to improve curriculum consistency. The theory developed here advocates a systematic approach that leads to internal consistency and a relational approach that supports external consistency. The two approaches seem to trigger a powerful combination of systems thinking and social engineering. The integration of a systematic and relational approach in design standards is held responsible for curriculum consistency and subsequently for corporate education of a high standard (Kessels and Harrison, 1998). Therefore, an integrated systematic and relational approach, is to generate educational programs that accomplish significantly better results than those programs with weak design approaches.
3. Systematic Approaches
The systematic approach to curriculum design is well known in the literature and follows directly from the work of the prominent American curriculum scholar Ralph W. Tyler. What later became known as the 'Tyler Rationale' (Tyler, 1949), started as a framework to guide the efforts of participating schools in a large curriculum project.
The four main questions to be answered are:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?
The systematic and analytical approach to curriculum design, as advocated by Tyler has led to design procedures that are still dominant and that heavily rely on needs assessment, task analysis, stating instructional objectives, matching assessment instruments and devising appropriate instructional strategies.
4. Relational Approaches
The relational approach provides activities that challenge stakeholders to become involved in the design and implementation process and that reveal their perceptions of what the central goal is and how it can be achieved. The assumption is that if the mutual perceptions are made explicit, they can be modified and slowly become compatible. When skillfully applied, the relational approach leads to a strong external consistency: consensus among parties involved on methods of solving the problem, implementing the program, and creating favorable transfer conditions in the day to day work environment.
Design principles
1. Teaching and learning is designed in accordance with learners’ needs in relation to learning outcomes.
2. Teaching and learning activities are designed to include both didactic and participative methods that promote individual learning capability for the future professional.
3. Teaching and learning activities are designed to exploit both conventional and digital technologies where each is most appropriate.
4. Assessment is built into the learning sequence in addition to establishing what has been learned at the end.
Conclusion
Curriculum design lead the process of curriculum to complete the aim of teaching. There are many principle to gather the basically aspect of curriculum design. Those principle made a measure and limitation for the curriculum to develop the learning process. The start point to make a curriculum design adapted from learners’ skill and knowledge. Each aspects of model of curriculum design continuously suggest to focuses primarily on the acquisition of skills and competencies, which are sustained by the day to day work environment of the participants in an educational program. To organize a model of curriculum design is exceedingly to know the environment that the curriculum will be applied.
Resources
Laurilard, Diana. (2010). An Approaches to Curriculum Design. London: University of London
Kessels, Joseph & Plomp, Tjreed. (1999). A relational approach to curriculum design. Journal of Curriculum Studies, vol. 31 (1999), no.6, pp.679-709
Nation, I.S.P. & Macalister, John. (2010). Language Curriculum Design. Taylor & Francis Group
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