Developing a curriculum from scratch

Developing a curriculum from scratch

Towards Student Autonomy

Colin GrahamSubject co-ordinator for Study Skills and Strategies

School of Foreign LanguagesAbdullah Gul University

University of Macau ELC English Language Teaching International Conference 2015

Contents

• Background about the University• The English Prep Programme• The vision for EAP• The 2013-2014 academic year• The 2014-2015 academic year• What next?


Where are We?


Who are We?

• State university supported by private funding

• All teaching done in English• Inaugurated 2010• 4 schools• 13 graduate and

undergraduate programmes• Cited among the

preferences of 21,534 high school graduates nationwide and as number one choice of 3,046 of these future students

• First students 2013-2014 academic year


The English Prep Programme

• 46 credits to go to faculty or success in exemption exams• 2 years maximum to complete, designed for 1 year• 4 quarters per year, with a fifth ‘quarter’ summer school• 4 skills taught separately with additional optional courses• skills courses have four levels, with 2 credits per level• EAP course, also with four levels and 2 credits per level• optional courses are not level-specific but may have pre-

requisites, with 1 credit per course• each student has an electronic device• each student has the opportunity to go to the US for 8 weeks

and get credit based on their performance (ELS not AGU)


The Vision for EAP

To teach students, through rigorous thinking and expression, how to:

• Level 1measure and describe real world objects and events accurately in English

• Level 2understand and use common systems of ordering and classifying real world objects and events

• Level 3understand and use common systems and processes related to real world objects and events

• Level 4understand, evaluate and analyse real world issues


2013 – 2014 Quarter 1

Keypoints• students expected to gain 40 credits by passing level 4 in the

four skills (reading, listening, writing, speaking) and EAP• remaining credits to be amassed from options• first quarter had one option as mandatory – SSIEP

(study skill and introduction to the English Programme)

Issues• SSIEP did not achieve many of its anticipated results• students were not placed in EAP levels, as with the other main

skills, but all started in level 1• most of the materials had to be developed ‘on-the-fly’• a larger number of instructors delivered the course than for

other skills areas – levels of familiarity with content varied


2013 – 2014 Quarter 2

Keypoints• SSIEP was not run• levels of student language knowledge dictated an acceleration

of credit acquisition for some (to go to the US early)• many students had much lower levels of language knowledge

than originally anticipated

Issues• accelerated programme for higher level students, using two

option ‘slots’ was developed to let them get EAP 3 – four weeks of EAP 2 followed by four of EAP 3

• many students complained about the content of EAP being “too technical”

• vision for EAP had to be adapted for materials development


2013 – 2014 Quarter 3

Keypoints• EAP 3 course was effectively in place• EAP 4 was being taught earlier than anticipated• many students still were not familiar with the ‘system’ or were

losing motivation – falling attendance• students discovered they could get credits by doing more

options

Issues• students discovered they could get credits by doing more

options – tendency to drop EAP• change of vision resulted in ‘front-loading’ of four levels into 3

and a new idea for EAP 4• materials needed to appear less like ESP


2013 – 2014 Quarter 4 & summer school

Keypoints• EAP 4 only was taught at summer school• students were out of the programme for one quarter because

of going to US• some students still had not gained credit for EAP 1 or 2• decision to replace EAP with SSS

Issues• returning students may not be able to get sufficient credits

because EAP is not being offered• many elements of EAP were useful and need to be retained• students still need more ‘meta-skills’ to be able to function

effectively as independent learners


2014 – 2015 Quarter 1

Keypoints• SSS course, worth 1 credit, was started• Language Awareness was introduced to replace EAP as a 2-

credit skills course• EAP still needed to be delivered for students who could not

gain sufficient credits elsewhere

Issues• large number of instructors required• lack of sufficient materials and clarity of vision• student (and instructor) perceptions of the purpose


2014 – 2015 Quarter 2

Keypoints• all students moved to level 2 whether or not level 1 was

passed• greater awareness of problems from the first quarter, but still

lack of clarity of the vision and purpose• too many tasks to complete?• EAP run again – as an elective

Issues• students need to have passed level 1 before getting credit for

level 2• criteria and materials need to available earlier in the course


Changes from last year

2013 - 2014

• students had either an iPad or an Airbook

• all students went to US• options were available• ‘unlimited’ number of options

could be taken• EAP was a ‘main skill’

2014 - 2015

• Students have an Airbook

• only the top 50 go to US• options renamed as electives• restrictions on the number of

electives students can take• EAP replaced by Language

Awareness as a ‘main skill’• SSS added for new students –

not for returnees• EAP delivered as an elective


Where next?

• SSS will be delivered in quarter 3• course needs to be consolidated and developed further for

2014 – 2015 academic year• more emphasis towards student-paced learning• more involvement from Turkish colleagues in Student Affairs• greater clarity of vision and purpose, for students and

instructors alike


Contact

[email protected]


Education

Developing a curriculum from scratch