TEFL 5 CURRICULUM AND SYLABUS PRESENTATION

• Engels
• Middelbare school
• HBO
• havo
• Leerjaar 4
• Studiejaar 3

A curriculum and Syllabus Proposal for my second year Spatial Design group

LEVEL 4

 

Rana Ercelik - 20-12-24

This presentation will outline  all fundamental aspects of my syllabus,

Which are:

-The target group

- My vision

- National requirements

- Syllabus structure

- Motivation for choices

- Testing

-  Feedback 

Spatial Design

Year Group: Year 2 . Ages 16-22

Proficiency Level: CEFR A2 (speaking/writing), B1 (reading/listening).

Key Needs: 

- Building fluency in speaking and writing.

- improving writing skills, 

- enhancing comprehension of authentic materials.

-  A2 proficiency for speaking and writing, and B1 for reading and listening. 

-  struggle with vocabulary acquisition and writing clarity

 - I address through immersive learning and meaningful, real-world tasks. 

 - I create opportunities for collaborative projects and balancing receptive and productive skills, the syllabus motivates students and builds their confidence in applying English in practical contexts.

Vision: Immersion in English,However, immersion only works if students stay engaged. 

-Collaboration in Learning

activities like debates, role-plays, and group discussions to my lessons.

“Immersive, practical English learning for success in the real world.

Bullet Points:

Balanced development of all four language skills.

( Anxiety while speaking English) -----> Fluency  created through meaningful, contextual practice. ( Real life situations)

Motivation via real-world relevance and authentic materials.

- My vision is to create an immersive and practical learning environment that equips students with the skills to confidently use English in real-world situations. 

- emphasize balanced development across reading, writing, speaking, and listening. 

-By using meaningful, contextual practice and real-world materials, students remain motivated and see the value of their learning

National Requirements

Table format:

Skill Required Level Focus in Syllabus

Speaking/Writing A2 Building fluency

Reading/Listening B1 Exam preparation

- National requirements:  A2 proficiency for speaking and writing and B1 proficiency for reading and listening.

 My syllabus aligns with these standards because of I am  prioritizing fluency in speaking and writing, while also ensuring students are well-prepared for exams in reading and listening.

Syllabus Structure

Term 1: Foundation (grammar, vocabulary, basic skills).

Term 2: Thematic projects integrating all skills.

Term 3: Exam preparation and refinement.

The syllabus is divided into three terms.

 In Term 1 We focus on foundational skills like grammar, vocabulary, and building confidence. 

Term 2 transitions to thematic projects that integrate speaking, writing, reading, and listening. Finally, 

Term 3 prepares students for their exams and focuses on refining weaker areas through mock assessments and focused practice

Motivation for Choices

Bullet Points:

Principles Used:

Theme-based learning: Relevant contexts (e.g., sustainability, design).

Usage-based learning: Repetition and real-world practice.

Authentic materials: Films, project briefs, manuals.

Literature Support: Vocabulary acquisition, task-based learning.

The syllabus is made of the key didactic principles.

- theme-based learning to make lessons engaging and relevant to students. 

-Repetition and real-world practice are central, as they align with research on usage-based learning. Authentic materials, like films and project briefs, ensure students are exposed to real English. These choices are supported by literature on effective vocabulary acquisition and task-based learning.

Testing

Formative Testing: Regular quizzes, peer feedback, classroom activities.

Summative Testing: CEFR-aligned exams (A2 for speaking/writing, B1 for reading/listening).

Project-Based Evaluation: Group presentations, reports.

Testing in this syllabus 

- both formative and summative.

 Formative testing: quizzes and peer feedback to track daily progress. Summative assessments align with CEFR levels: A2 for speaking and writing and B1 for reading and listening. + group presentations and reports assess students’ ability to apply language skills in real-world scenarios

Vision in Action

Vision → Syllabus Design → Student Outcomes.

This slide connects my vision to the syllabus design and expected outcomes. :

By focusing on fluency, practical applic

ation, and motivation, the syllabus directly supports the vision. This approach aims to produce confident, capable students ready for exams and real-world challenges.

Feedback here please: