Module EFPM311 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM311: Principles and Practices of Curriculum Development and Syllabus Design
This module descriptor refers to the 2019/0 academic year.
Module Aims
- 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
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 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 |
| Discipline-Specific Skills | 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 |
| Personal and Key Skills | 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 |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Literature-based tasks x 5 | 100 to 200 words | 1,2 | Written weekly feedback on submitted work. Each week students answers a number of questions based on content |
| Presentation | 15 minutes oral presentation | 7,10 | Written weekly feedback on submitted work. Each week students answers a number of questions based on content |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Assignment | 100 | 3750 | 1, 2, 3, 4, 8 and 9 | Written |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Assignment | Resubmission of assignment | 1, 2, 3, 4, 8 and 9 | 6 weeks |
