Principles and Practices of Curriculum Development and Syllabus Design
| Module title | Principles and Practices of Curriculum Development and Syllabus Design |
|---|---|
| Module code | EFPM311 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Professor Salah Troudi (Convenor) Susan Riley (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
This course will introduce you to the process of developing and critiquing an EFL/ ESL curriculum and syllabus. Emphasising the teacher’s role in the Developing EFL courses, we will consider the various factors that come into play in the different stages of any course development process within a variety of educational contexts. We will also examine different types of syllabuses used in language teaching, analysing their strengths and weaknesses.
This module will help formulate a macro perspective on a number of areas in English language teaching and how they intermingle in the process of course design. You will also develop a critical view of curriculum and syllabus design in order to analyse and scrutinize the stages of planning, implementing and evaluating courses in your own teaching context.
Module aims - intentions of the module
- To introduce the construct of curriculum in education and TESOL
- To introduce a variety of approaches to syllabus design employed in foreign language teaching.
- To provide the tools students need to scrutinize and critically analyze teaching programmes used in student's current and future teaching contexts.
- To develop a good understanding of the role of the various participants in syllabus design, implementation and evaluation.
- To link theory to practice in the process of curriculum and syllabus development
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate understanding of the main elements of curriculum and syllabus design
- 2. critically evaluate a syllabus with reference to different approaches to syllabus design
- 3. critically reflect on the roles of various participants in the syllabus design process
- 4. apply tools to the design of a foreign language programme in a given socio-cultural setting
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. to learn both independently and co-operatively with peers from differing cultural and pedagogical backgrounds. This will be evidenced during group discussions and task completion
- 6. to listen actively and effectively
- 7. to give a presentation to an audience of peers drawing on an understanding of the academic literature as applied to practical teaching situations
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. to identify strategic options in the choices open to syllabus designers
- 9. to evaluate the relative success of different strategies and approaches to syllabus design
- 10. evaluate the merits of others' ideas
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Definitions of curriculum and syllabus; broad and narrow definitions, and the relationship between syllabus and curriculum.
- A consideration of various aspects of syllabus design and the roles of different participants in these.
- The role of needs analysis in the curriculum development process
- An introduction to different approaches to syllabus design and underpinning theories of learning and language – including an examination of process and product orientated syllabuses and structural, procedural and negotiated syllabuses.
- The role of materials
- The role of testing and evaluation
- The role of programme evaluation and critical issues in curriculum and syllabus design
- Reflective discussion of student-led presentations on syllabi from different parts of the world
Assignment: Description and analysis of own syllabus in view of the elements of language syllabus discussed during this module. Critical reflection on elements of one's programme and discussion of suggested changes.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 15 | 135 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 15 | lectures and seminars |
| Guided independent study | 15 | directed reading |
| Guided independent study | 80 | self-study |
| Guided independent study | 40 | assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Presentation | 15 minutes oral presentation | 7,10 | Post presentation oral feedback by tutor |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written Assignment | 100 | 3,750 words | 1-4, 8-9 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written Assignment | Resubmission of assignment | 1-4, 8-9 | 6 weeks |
Indicative learning resources - Basic reading
- Brown, J. D. (2016). Introducing needs analysis and English for specific purposes. London: Routledge
- Castro, F. (2018). Curriculum development in Latin American cultures. In J. I. Liontas (Ed.) The TESOL Encyclopedia of English language teaching. (Project Editor: Margo DelliCarpini). Hoboken, USA: John Wiley & Sons, Inc
- Christison, M. and D.E. Murray (2014). What English language teachers need to know Volume III: Designing Curriculum. Roultedge: New York
- Graves, K. (1996). Teachers as Course Developers. CUP
- Nation, I.S.P. & Macalister, J. (2010). Language Curriculum Design. Abingdon, Oxford: Routledge. Nunan, D. (1989). Syllabus Design. OUP
- Rea-Dickens, P and Germaine, K. (Eds.) (1998). Managing Evaluation and Innovation in Language Teaching. London: Longman
- Richards, J. (2001) Curriculum Development in Language Teaching. Cambridge: OUP
- Troudi, S. & Alwan, F. (2010). Teachers’ Feelings during Curriculum Change in the United Arab Emirates: Opening Pandora’s Box. Teacher Development, Vol. 14 (1), pp. 107-122
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 03/09/2020 |
| Last revision date | 12/05/2023 |
