EUN645 Second Language Curriculum Design
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN645 |
|---|---|
| Equivalent(s): | LCN604, EUZ645 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUN645 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN604, EUZ645 |
| Coordinator: | Ronan Kelly | ronan.kelly@qut.edu.au |
Overview
Whether working with an official syllabus or curriculum or from an analysis of language needs, EAL/D teachers, community language teachers and those who work with them such as school leaders, curriculum and materials developers, policy makers and program managers in the area of TESOL, need an understanding of current issues in course design and the processes involved in developing effective language programs for specific groups of learners. This unit introduces the factors that influence teachers in the development of language programs. It includes analysis of the following areas: learner profiles and needs; aims and objectives; processes and criteria for selecting methodology; content selection and sequencing; choice and evaluation of materials and resources and processes involved in developing courses.
Learning Outcomes
On successful completion of this unit you will be able to:
- Be familiar with a body of knowledge including understanding recent developments in the field of curriculum design (CLO1.1).
- Understand the processes and methods involved in researching and developing a curriculum or syllabus (CLO1.2).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship through online and/or in-class discussions (CLO2.1).
- Develop technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to the development and implementation of second language curriculum (CLO2.4).
- Apply knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability such as developing a new curriculum or syllabus (CLO3.1).
Content
This unit will include the following topics:
- Overview of language curriculum design processes and principles
- Innovation in language curriculum
- Articulating beliefs and choosing a teaching approach/es
- Planning goals and making decisions on content
- Sequencing tasks and activities
- Selecting, adapting and creating materials
- Designing an assessment plan
- Evaluating a curriculum
Learning Approaches
This unit adopts a critical, reflective and participatory approach which will require you to engage extensively with the readings and activities provided in both face-to-face and online sessions. You will be encouraged to relate your reading and assessment tasks to your teaching context and to participate actively with others in discussing the theoretical and practical dimensions of the topics covered.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Formative assessment will be provided through peer and instructor feedback in class and online tasks.
Assessment
Overview
There are two summative assessment tasks in this unit, both of which enable you to apply the knowledge and skills that you are in the process of developing during the unit.
Assessment 1 requires you to review and critique current literature on a topic relating to the teaching and/or learning of English as a second/additional language or another language.
Assessment 2 enables you to provide a rationale for and design a series of sequenced learning experiences relevant to your own language teaching context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
The literature review requires you to review and critique current literature on a topic relating to the teaching and/or learning of English as a second/additional language or another language. This enables you to identify implications for teaching and/or learning in your own context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.1
Assessment: Curriculum Design Project
The Curriculum Design Project involves providing a rationale and designing a series of connected learning experiences. This task brings together the knowledge and skills developed through the unit.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
All required readings and a range of supplementary readings are provided through QUT Readings on the unit Canvas site.
Risk Assessment Statement
There are no out-of-the ordinary risks associated with this unit. Workplace health and safety protocols in relation to computer use will apply.
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN645 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN604, EUZ645 |
Overview
Whether working with an official syllabus or curriculum or from an analysis of language needs, EAL/D teachers, community language teachers and those who work with them such as school leaders, curriculum and materials developers, policy makers and program managers in the area of TESOL, need an understanding of current issues in course design and the processes involved in developing effective language programs for specific groups of learners. This unit introduces the factors that influence teachers in the development of language programs. It includes analysis of the following areas: learner profiles and needs; aims and objectives; processes and criteria for selecting methodology; content selection and sequencing; choice and evaluation of materials and resources and processes involved in developing courses.
Learning Outcomes
On successful completion of this unit you will be able to:
- Be familiar with a body of knowledge including understanding recent developments in the field of curriculum design (CLO1.1).
- Understand the processes and methods involved in researching and developing a curriculum or syllabus (CLO1.2).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship through online and/or in-class discussions (CLO2.1).
- Develop technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to the development and implementation of second language curriculum (CLO2.4).
- Apply knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability such as developing a new curriculum or syllabus (CLO3.1).
Content
This unit will include the following topics:
- Overview of language curriculum design processes and principles
- Innovation in language curriculum
- Articulating beliefs and choosing a teaching approach/es
- Planning goals and making decisions on content
- Sequencing tasks and activities
- Selecting, adapting and creating materials
- Designing an assessment plan
- Evaluating a curriculum
Learning Approaches
This unit adopts a critical, reflective and participatory approach which will require you to engage extensively with the readings and activities provided in both face-to-face and online sessions. You will be encouraged to relate your reading and assessment tasks to your teaching context and to participate actively with others in discussing the theoretical and practical dimensions of the topics covered.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Formative assessment will be provided through peer and instructor feedback in class and online tasks.
Assessment
Overview
There are two summative assessment tasks in this unit, both of which enable you to apply the knowledge and skills that you are in the process of developing during the unit.
Assessment 1 requires you to review and critique current literature on a topic relating to the teaching and/or learning of English as a second/additional language or another language.
Assessment 2 enables you to provide a rationale for and design a series of sequenced learning experiences relevant to your own language teaching context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Literature Review
The literature review requires you to review and critique current literature on a topic relating to the teaching and/or learning of English as a second/additional language or another language. This enables you to identify implications for teaching and/or learning in your own context.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.1
Assessment: Curriculum Design Project
The Curriculum Design Project involves providing a rationale and designing a series of connected learning experiences. This task brings together the knowledge and skills developed through the unit.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
All required readings and a range of supplementary readings are provided through QUT Readings on the unit Canvas site.
Risk Assessment Statement
There are no out-of-the ordinary risks associated with this unit. Workplace health and safety protocols in relation to computer use will apply.