Developing a curriculum from scratch
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The document outlines the development of a curriculum focused on promoting student autonomy at Abdullah Gul University, detailing the English prep program and its evolution over the 2013-2015 academic years. It discusses various challenges faced in implementing the curriculum, including issues with course materials and student engagement, and highlights adaptations made to the English for Academic Purposes (EAP) program. Future plans aim to enhance student-centered learning and clarify the program's vision and objectives.
Developing a curriculum from scratch
- 1. Developing a curriculum from scratch Towards Student Autonomy Colin Graham Subject co-ordinator for Study Skills and Strategies School of Foreign Languages Abdullah Gul University University of Macau ELC English Language Teaching International Conference 2015
- 2. 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? University of Macau ELC English Language Teaching International Conference 2015
- 3. Where are We? University of Macau ELC English Language Teaching International Conference 2015
- 4. 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 University of Macau ELC English Language Teaching International Conference 2015
- 5. 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) University of Macau ELC English Language Teaching International Conference 2015
- 6. The Vision for EAP To teach students, through rigorous thinking and expression, how to: • Level 1 measure and describe real world objects and events accurately in English • Level 2 understand and use common systems of ordering and classifying real world objects and events • Level 3 understand and use common systems and processes related to real world objects and events • Level 4 understand, evaluate and analyse real world issues University of Macau ELC English Language Teaching International Conference 2015
- 7. 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 University of Macau ELC English Language Teaching International Conference 2015
- 8. 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 University of Macau ELC English Language Teaching International Conference 2015
- 9. 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 University of Macau ELC English Language Teaching International Conference 2015
- 10. 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 University of Macau ELC English Language Teaching International Conference 2015
- 11. 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 University of Macau ELC English Language Teaching International Conference 2015
- 12. 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 University of Macau ELC English Language Teaching International Conference 2015
- 13. 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 University of Macau ELC English Language Teaching International Conference 2015
- 14. 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 University of Macau ELC English Language Teaching International Conference 2015
- 15. Contact colin.graham@agu.edu.tr University of Macau ELC English Language Teaching International Conference 2015