Curriculum development process systematically organizes what will be taught, who will be taught, and how it will be taught. This is aimed at creating teaching and learning environments that would bring about desired changes in learners, whether to be more knowledgeable, better skilled or to influence their attitudes and values positively. In curriculum development process, several theoretical frameworks considered concerning these terms are surveyed. Definition, design as the starting point, process, and evaluation are evident for being the central concepts. According to curriculum development, one of the outstanding features has been the emphasis on the integration of all the components, generally comprising of objectives, contents, teaching strategies and learning activities, and evaluation, which support and develop learning, and the necessity for alignment between these components for them to be truly effective (George, 2009; Wongyai, 1994). However, curriculum development among the rapid changes of world contexts is multifaceted. This condition makes the curriculum reasonable to be continuously revaluated and revised as well.
Providing curriculum that can bring about students’ engagement with academic content and language skills has been an issue of concern and research agenda in Thailand. One of challenges that educational commu-nities have faced in this talent design is to marshal the theoretical ideas for developing curriculum. As a result, different theories or concepts that are assumed to be fit with this meet are tested.
From this flaw, the present study is made up around the three concepts; theoretical curriculum, Marzano’s
Taxonomy, and content-based instruction (CBI). The study raises two questions. The first one is What are the key components of the Foreign Language Substance
Group Curriculum based on Marzano’s Taxonomy? And the other one is How efficient is the Foreign Language Substance Group Curriculum based on Marzano’s Taxonomy in terms of promoting students’ English skills for learning the Science Substance Group?
From scratch in searching for answers to these questions, the study was firstly aimed to develop the Foreign Language Substance Group Curriculum for