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.
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 |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
- Ann Snow, M. & Kamhi-Stein, L. (2006). Developing a new course for adult learners.Alexandria,Virginia: TESOL Inc.
- Coombe, C. Folse, K. & Hubley, N. (2007). A practical guide to assessing English language learners.Ann Arbor:University of Michigan Press.
- Brown, J. D. (1995). Elements of the language curriculum.New York: Heinle and Heinle
- Breen, M. and Littlejohn, A. (Eds.) (2000). Classroom decision-making: Negotiation and process syllabuses in practice. CUP
- Brumfit, C. (1995). Language Education in the National Curriculum. Blackwell
- 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
- White, R.V. (1988) The ELT Curriculum: Design, innovation and management. OUP
- Willis, D. (1990) The Lexical Syllabus. Collins
- Willis, J. (1996) A Framework for Task based Learning.Harlow: Longman