Module 3 Extended Assignment Draft Stage 1 and Stage 2 Report

Candidate: Kateryna Kirichenko YL Tutor: Jon Goodliffe Date: September 2013

OVERALL COMMENT:
Hi Kateryna – off to a start, although this is clearly work in progress. You have done some good research already and now we just need to focus in on some
key areas...

Tips for Part 1: – as a result of your reading and research you will clearly pull out5/ 6 or so key factors that will directly have an influence on planning a YL
course, including some discussing / contrasting of the implications for your 7-10 age range. You will highlight these by giving them sub-headings. These will
go on to inform approach in Part 2 and particularly in Part 3

General Tips for Part 2

Start with the brief class profile. Then, as a result of your work in Part 1 devise a way of pinning down the needs of this specific class. Say what means you
used and why. Again you will need to refer to your reading and research on NA methodology. Because of the WC in this section go for the what I’ve done
and why approach (as suggested in the general comment above). Ie start with the means you used for these ss – say why you used these means (refs to part
1) (also how too) and support with theory (Nunan Richards Berwick Graves etc).
This can also include a VARK survey for LS (which may influence eg activity type choices in part 3) – again you will need to say which ones you used and why
for these ss.
Summarise key findings – these will cover aspects highlighted in Part 1. Clearly refer to data you have collated in the appendix – and ensure that the reader
can easily cross-ref and check that your comments are supported by the evidence.
The next section here will be for the DTs. These will be informed by the NA data to some extent – ie areas will have been identified that you need to get
more information on. When discussing what DTs you have used and why be sure to support your choices with refs to theory. New section findings as a
result of the DTs (include strengths and weaknesses) for skills / language elements.
Final section on language learning priorities – ie weaknesses as a result of the DT work – this will lead in to your objectives in the next part. Be clear about
identifying what particular skills / sub-skills / language systems ss are lacking – these need to be pretty concrete / specific. Again ensure that all the data can
easily be checked and reffed in the appendices.

Part 3 – at the moment some ideas in place – although hard to pin down as Part 2 is missing – some general tips on this section below.

PRESENTATION COMMENT ON PRESENTATION

a. Clear contents page with labelled Presentation and organisation – maximum 14 marks
appendices  Academic writing, language and referencing

Many thanks to Neil Anderson and Tillat Khalid for allowing use to use their ideas.
 b. Clear and easy to follow language
c. Clear references and definitions
d. Adherence to word limits of 4500
words max and 4000 words min.
e. A bibliography in alphabetical order.
f. Appendices attached
g. Doc 1:collated results, course proposal
h. Doc2: samples of data gathering,
samples of key materials, means of
assessment
i. Front page
j. Running footer per guidelines (name-
title of EA)
PART 1
a. Clearly stated focus/topic of specialism
b. A clear rationale for choice, backed up
with supporting information
c. Identifies 5-6 KEY issues
d. References to theories and principles
that relate to the topic- refer to
minimum of 5-6 relevant titles
e. Relates knowledge of the issues to
practice
f. Implications of these theories and
principles for designing the course
g. Adherence to word limit (1100 words
+/-)
Many thanks to Neil Anderson and Tillat Khalid for allowing use to use their ideas.
 Presentation, coherence and organisation
 Clarity of argument and quality of ideas
As at stage 1:
C – Well written and generally easy to follow –although some over use of refs - better to summarise in
your own words – see comments on reffing in part 1 below.
f) check the guidelines for the appendix work – one contents sheet at the front and all the appendices at
the back
As at stage 2:
COMMENT ON PART 1
Grasp of topic – maximum 35 marks
 Review of the relevant literature in the topic area
 Understanding of key issues in the topic area
 Application of knowledge to practice and identification of key issues
As at stage 1:
g) A little under the WC at the moment but that’s ok as we need to firm up on some of the key course
planning implications we have
d)A good start to this section of the assignment Kateryna – you have done some good reading and
research and it is clear that you already have some experience with YLs - fine. However we do need to
hear your own voice more, via:
1 – critical, interpretative comment on the sources you refer to
2 – refs to your own experience to support / counter their theories
I.e. indicate whether you agree or not with the sources and say why – based on your experiences – this
makes the research more persuasive, clearly demonstrating you knowledge.
Ab) The rationale is there, although I think you need to make some specific mention of your age-group at
the intro too
 c) They key here is to identify 5/6 key areas that have an implication on course planning (rather than
classroom implications as you have at present). Areas you have covered so far are:

content (role of language work) / topic choice /context / activity types / / consider also stakeholders –
learning skills - ??

Use subheadings to distinguish between the many ideas you have. They appear to blend into each other
and there is no harm in being explicit so that the markers know exactly what you are covering. (b)

Bear in mind that throughout this part (ie with each key finding above) you should nod to the implications
for course planning – make this as clear as possible, so by the end of Part 1 the reader will have a very
clear idea of what you think an exam course should include. The strands you identify here will be brought
through into later parts of the assignment. (f)

As at stage 2:

PART 2 COMMENT ON PART 2

a. A brief description of the learners and Needs analysis and commentary – maximum 28 marks
some of their characteristics e.g. age,  Key principles of needs analysis and diagnostic testing
 Analysis of the diagnostic test and identification of learner needs
nationalities, learning styles,  Discussion and justification of priorities supported by the needs analysis
motivation, interests etc.
b. Information about how learners’ needs As at stage 1:
were identified- and rationale related Not submitted – work in progress!
to principles of needs analysis and
diagnostic testing (reference literature- As at stage 2:
2-4 titles)
c. Information about what diagnostic
tests were used- and rationale related
to principles of needs analysis and
diagnostic testing (reference literature-
2-4 titles)

Many thanks to Neil Anderson and Tillat Khalid for allowing use to use their ideas.
 d. Appropriate use of relevant terms
e. A discussion of the results of the test
f. Prioritises results with justification
g. Adheres to word limit (900 words +/-)
PART 3
a. A course proposal
b. Shows how parts 1 and 2 influenced
the course proposal, course content
and approach to teaching
c. Referring to key sources on syllabus
and course design (3-4)
d. Provides clear aims and objectives that
are manageable and link back to needs,
motivation and learning styles and
forwards to the course proposal
e. Shows how the materials in the course
proposal fulfil the aims of the proposed
course
f. Provides rationale for syllabus type,
content, sequencing, activity
types/approach, materials chosen and
takes account of institutional
constraints.
g. Adhered to word count (1100 +/-)
Many thanks to Neil Anderson and Tillat Khalid for allowing use to use their ideas.
COMMENT ON PART 3
Course proposal – maximum 35 marks
 Key principles of syllabus and course design
 Justification of learning aims, teaching approach and the course in terms of learner needs
 Design of the course
As at stage 1:
Good that you have already thought about this in some detail, however you will need to clearly
demonstrate that your plan, its rationale, your research on syllabus underpinning it all stems from the data
/ findings of Part 1 and Part 2. It’s important to design it with the particular learners of Part 2 in mind –
anything generic (that could apply to any group of 6-10 YLs is not appropriate).
Tips for Part 3:
As with Part 2 – the focus is very much about your plan for these ss – so we need to stay with this and
avoid any generic referencing. As usual go for the what I’ve done and why approach.
Here you should consider starting with your Course Objectives. These will be directly informed by the
learning priorities at the end of Part 2 as well as key areas from the NA and (as a result) key elements from
Part 1. NB Check nothing has been included in your course aims and objectives which has not been
defined as a need.
Ask yourself which areas clearly emerged as common to all, and start to formulate them as objectives.
Ensure that you do not have anything to add to these results, for example something you have noticed
about the group you would identify as important but which has not come out in the needs analysis.
Remember to consider eg issues of learner training as well as linguistic and skills needs (ie stuff thrown up
from the NA and Part 1).
Next, decide how you will frame these. You could choose to express them as competencies, sub-skills,
lexical areas, structural/grammatical areas, or a combination of these. Look at the assignment rubric to
 help you to word your objectives clearly – as a check, try to ensure that they will be measurably achievable
at the end of the proposed course. Setting clear objectives serves as a check to the relevance and
importance of course content, as well as enabling the course planner to evaluate the success of the course
(key for part 4)

Notice that many of the objectives exemplified above start to trigger in your mind the types of material
and activities you could use in a lesson, and the types of language which might arise. For example,
‘Students will be able to write a covering email for a flyer on new business English courses, which is laid
out following formal letter conventions’. This is the next stage in course design, using the objectives to set
out the content of the course.

Give your course objectives numbers and make them reasonably explicit / concrete – this is important as
they need to be evaluated in part 4 – so if they are left vague this will impact the success of the
assessment. Having set these out start by stating how you worked on these ie making refs to your reading
on formulating course objectives / goals etc. Again go for the what I’ve done and why approach to help
with WC and keep theory in practice.

Organise your body so that you discuss, your approach, your course plan content your, the sequencing of
lessons materials (and any homework / [learner training / autonomy]). Identify threads which run through
the course. Justify how you have done this. Make explicit mention of any institutional constraints. Use
sub- headings for these.

Under approach you will need to discuss syllabus design - again clarify what type of syllabus you have
chosen for these learners and underpin with refs to theory – you must clearly discuss key principles of
syllabus and course design - note from the last ER
This section often lacked sufficient reference to literature on course and syllabus design
principles. Some candidates failed to consider the theory, while others mentioned it without
direct reference to key sources.

Then discuss how the content of the plan hangs together and how objectives are being met. Here some
direct ref to your CP in the appendix is appropriate.

Many thanks to Neil Anderson and Tillat Khalid for allowing use to use their ideas.
 At the top of the CP in the appendix put the complete list of your course objectives - colour code. Then
make it clear on the CP where you will be addressing these. You will also need to make a note of where
you assessments / evaluation take place (for Part 4).

As at stage 2:

PART 4 COMMENT ON PART 4

a. Discussion of different types of Assessment – maximum 28 marks
assessment in relation to the course  Key principles of different types of assessment
 Justification of assessment procedures in terms of course design and learner needs
proposal  Application of assessment procedures
b. Referring to key sources when
discussing testing (e.g. Hughes,
McNamara, Baxter- 3-4 titles)
c. Rationale for choice of formative and
summative means of assessment in
relation to principles and learners.
d. Indication of how summative
assessment will occur
e. Description of how these tests have
been created and adapted with the
specialism in mind
f. Discussion of any constraints placed on
the choice of tests
g. demonstrating an understanding of key
testing principles. A range of the
following terms have been used,
defined, sourced: (face / content /
construct) validity; reliability;
practicality; direct vs. indirect testing;

Many thanks to Neil Anderson and Tillat Khalid for allowing use to use their ideas.
 integrative vs. discrete item testing;
subjective vs. objective marking;
(beneficial) backwash.
h. observed the recommended word
count for the section (1000 words)

PART 5 COMMENT ON PART 5

a. recapped on the key principles Part5 is assessed in conjunction with other parts above. There is no separate assessment sub-category
summarised in part one, in order to
demonstrate how the course proposal
reflects these
b. Application of those principles to the
course proposal / assessment
procedures
c. Indication of how learners will benefit
from the course proposal
d. indicated what some of the limitations
of the course proposal are, when
balancing the needs of the learner(s)
and constraints imposed
e. observed the recommended word
count for the section (400 words)

Many thanks to Neil Anderson and Tillat Khalid for allowing use to use their ideas.