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Curriculum Unit. Language Centre May 201 2. The Curriculum:. t heory behind p ractice. What is a curriculum?. “…the whole complex of ideological, social and administrative factors which contribute to the planning of a teaching programme …”
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Curriculum Unit Language Centre May 2012
The Curriculum: theory behind practice
“…the whole complex of ideological, social and administrative factors which contribute to the planning of a teaching programme…” • “…a general summary of the beliefs, values and theory underlying the mission statement of a given educational institution…” (Thornbury, 2006:60)
Curriculum Development: process
establish a unit or committee to oversee the curriculum planning and implementation • follow the planning cycle from start to finish • create a system for communication with programmes and curriculum dissemination
ensure equality of opportunity and respect for everyone invloved in curriculum evaluation • promote a learning culture in which everyone is a teacher and a learner • ensure some flexibility in the curriculum to deal with new needs and unexpected changes
teaching directed to the achievement of textbook syllabi instead of outcomes • lack of transparency for students: insufficient guidance to the learning outcomes and constructive, developmental feedback • insufficient fit between learning outcomes and assessment tasks
A clear linkbetween outcomes, assessment, feedback and learning leads to transparent, transformative and transferable quality learning Teaching and learning AssessmentOutcomes
1998 – the first Curriculum Development Team • Needs Analysis: interviews with teachers, colleges, coordinators, heads of departments and deans in the colleges • review of the existing objectives and establishing new long- and short-term goals • materials review
2000 – the Curriculum Development Unit • Course objectives • Standardizing teaching approaches • Commercial textbooks review and selection • Coordination of in-house materials development projects • Programme evaluation • New course design • Development of assessment tools
CDU Projects: What has been done?
2. Core Vocabulary Analysis • Development of six core vocabulary lists for the FPEL proficiency levels
3. Students’ Guide to Computers and Computer Labs • Information booklets were printed for new LC students
4. Introducing Study Skills in the IELP curriculum • Study skills became an important component of the curriculum
5. Development ofWriting Assessment Criteria • General guidelines were created to assess writing
6. English Works! • Development of English courses for SQU staff
7. Materials Development • Explore Writing: in-house writing course for levels 1-4
8. Dictionaries vs. Grammar Books • Evaluation of use among teachers and students
9. Introduction of dictionary skills practice • Dictionaries in classrooms • Dictionary practice materials
10. Piloting & introducing new published materials • Contemporary Topics (L4-6) • NorthStar (L3)
11. Back to Level 1 • Re-introduction and evaluation of the effectiveness of Level 1
12. From IELP to FPEL towards accreditation
13. Materials Review • Evaluation of published materials used in the FPEL
14. FPEL Portfolios • To develop learner autonomy and life-long learning skills • To comply with OAAA academic standards
15. Studying the Approaches to Grammar in the FPEL Learning Grammar ! Teaching Grammar !
Why? To learn about the approaches to teaching grammar and teachers’ and students’ perspectives in regards to teaching and learning grammar in the FPEL.
Research Questions: • What are the FPEL teachers’ and students’ perspectives on teaching and learning grammar? • How do the current approaches reflect the FPEL students’ needs and expectations? • What approach (or approaches) to teaching grammar is more suitable based on the FPEL students’ needs and teachers’ perspectives?
16. Supplementing the Curriculum: FPEL Teachers’ Perspectives and Practices
Why? To reconcile the gaps between the FPEL curriculum and its implementation.
Research Questions: • Are course materials in line with the learning outcomes? • Do teachers use supplementary materials? If so, what, why, how?
17. Revision of the FPEL curriculum document • Revised learning outcomes and grammar syllabus • Integration of the CALL programmes into the curriculum
Reading and Vocabulary project • Analysis of FPEL students’ needs, strategies and challenges in reading and vocabulary acquisition
Supplementary Materials Repository • Development of an online Supplementary Materials Repository to give teachers an opportunity to share
eFolios • Development of eFolios as an alternative to Portfolios for the FPEL courses
New FPEL pronunciation syllabus • Re-development and redesign of the FPEL pronunciation syllabus