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    This syllabus is meticulously crafted for the academic guidance of students enrolled in the Syllabus Design and Curriculum Development in T.E.S.O.L. course. It stands as a comprehensive and authoritative delineation of the course's fundamental aspects, articulating the pedagogical objectives and the expected learning outcomes for students who commit to fully leveraging the educational provisions and opportunities presented. This document is engineered to serve as an essential reference for faculty, academic advisors, support staff, as well as internal and external examiners. Furthermore, it is instrumental in facilitating the continuous monitoring, evaluation, and refinement of the course structure and content, ensuring the sustainment of high academic and professional standards.


    Course Title

    Syllabus Design and Curriculum Development in T.E.S.O.L.

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 00013

    Course Level






    Methods of Delivery



    Expected Length

    1.0 Week

    Class Meetings

    Dependent on the choice made during enrollment




    Computer Software: Any computer software that aids learning.


    Text 1: CDLT

    Title: Curriculum Development in Language Teaching

    Author(s): Jack C. Richards

    Edition: 2nd

    ISBN: 9781009024556


    This is an academically rigorous course intricately designed to provide T.E.S.O.L. educators, curriculum developers, and program administrators with a deep, scholarly exploration of the theoretical underpinnings and practical applications involved in the construction and implementation of effective language teaching curricula. This course traverses the critical phases of curriculum development, from the initial situational and needs analysis through to the establishment of goals, the meticulous design of syllabi, the development and adaptation of instructional materials, and the deployment of robust teaching and teacher support mechanisms. Furthermore, it critically assesses both the traditional product-focused curriculum models and the evolving process-oriented perspectives, thereby encapsulating a broad spectrum of curriculum design methodologies. The curriculum is anchored in a comprehensive review of the historical trajectories and emergent trends within syllabus design, underscored by a commitment to fostering educational innovation. Through an academically enriched discourse, the course aims to equip participants with the analytical tools, creative insights, and practical strategies necessary for navigating the complexities of curriculum development in diverse T.E.S.O.L. contexts, with a specific focus on integrating cutting-edge advancements in technology, textbook use, and evaluative practices.


    Upon completion of the course, students are expected to be able to:

    • Articulate Comprehensive Curriculum Theories: Display an advanced comprehension of the foundational and contemporary theories underpinning curriculum development in language teaching, facilitating a critical understanding of the curriculum as both a conceptual and practical tool.

    • Analyze Evolution and Innovations in Syllabus Design: Conduct a thorough analysis of the historical evolution and current innovations in syllabus design, discerning the implications of these developments for contemporary T.E.S.O.L. practice.

    • Execute Rigorous Needs and Situation Analysis: Demonstrate expertise in executing detailed needs and situation analyses, leveraging these assessments to inform the strategic direction of curriculum goals and designs.

    • Craft and Implement Responsive Curricula: Employ strategic thinking and creative innovation in the crafting and implementation of syllabi and curricula that respond adeptly to the nuanced needs of diverse language learner cohorts.

    • Develop and Adapt Dynamic Instructional Materials: Master the development and adaptation of instructional materials that incorporate the latest in educational technology and pedagogical research, enhancing the delivery of language instruction.

    • Strategize Effective Teaching and Support Frameworks: Strategize and implement effective teaching methodologies and teacher support frameworks that align with and amplify the curriculum's objectives, ensuring an environment conducive to language acquisition and pedagogical advancement.

    • Employ Advanced Curriculum Evaluation Techniques: Utilize advanced techniques for the ongoing evaluation of curricula, applying a rigorous analytical framework to assess the impact of educational innovations and to inform continuous curriculum refinement.

    • Understand the Impact of Contextual Factors on Curriculum: Analyze and integrate considerations of various contextual factors—including cultural, institutional, and socio-political dynamics—that significantly influence curriculum effectiveness and applicability across different T.E.S.O.L. settings.

    • Adopt a Process-Oriented Approach to Curriculum Development: Embrace and operationalize a process-oriented approach to curriculum development that values the dynamic interplay between curriculum planning and classroom realities, fostering an adaptive and learner-centered pedagogical environment.

    • Master Lesson Planning: Acquire skills in comprehensive lesson planning that aligns with curriculum goals, effectively integrates content with language objectives, and adapts to student needs and contextual dynamics, thereby maximizing educational outcomes.

    This course is designed for an elite group of language education professionals who aspire to lead in the field of T.E.S.O.L. through innovative curriculum design and development. By merging rigorous academic inquiry with strategic pedagogical application, participants will be empowered to significantly enhance the quality, relevance, and impact of language teaching programs, contributing to the advancement of language education in diverse and changing educational landscapes.

  • Advanced Curriculum Design and Development in Language Education: Principles and Practices

    Reference(s): CDLT Ch2-5 and Ch7-10


    WEIGHT: 10.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    The participation of all enrolled individuals in the full spectrum of classroom interactions is not merely encouraged but deemed essential. The institution upholds a policy of compulsory attendance, underscoring its critical role in maximizing engagement opportunities and enriching the educational journey. The evaluation framework prioritizes the substance and quality of contributions made within the learning environment. It distinguishes itself by focusing on the depth and relevance of student participation rather than the sheer frequency of submissions or verbal contributions during sessions.

    In pursuit of fostering an academic community characterized by mutual support and collaboration, students are strongly encouraged to exchange personal contact information. This initiative aims to construct a robust support network, enabling peers to assist one another in the event of any absences, thereby minimizing disruptions to the learning continuum. Furthermore, students are urged to engage in open dialogue with the course instructor regarding any concerns or inquiries. Such proactive communication is instrumental in navigating academic challenges, enhancing the educational experience, and ensuring a thorough comprehension of the course material.

    This approach not only reaffirms our commitment to academic excellence and professionalism but also promotes a culture of responsibility, engagement, and continuous learning. Through adherence to these guidelines, students contribute to a dynamic and interactive learning environment, thereby enriching both their personal and collective academic experiences.


    WEIGHT: 30.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week


    WEIGHT: 60.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email


    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.


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