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Language Curriculum Design & Evaluation - EDU00017M

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  • Department: Education
  • Module co-ordinator: Dr. Jan Hardman
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2017-18

Module will run

Occurrence Teaching cycle
A Spring Term 2017-18

Module aims

To help students develop an understanding of what a language curriculum is and how to design and evaluate it.

Module learning outcomes

Subject content
Students who successfully complete the module should be able to:

  • understand key terms such as curriculum, syllabus and needs analysis
  • be familiar with the parts that make up a language curriculum
  • see the coherent relationship between the different component parts
  • employ a range of tools to carry out an environment analysis and a needs analysis
  • be familiar with principles of teaching and learning that underpin goals and objectives
  • be familiar with the different types of language syllabus
  • assess the appropriateness of teaching approaches, methods and techniques within a
  • be familiar with a range of methods of assessment
  • design a language course for a particular context
  • evaluate the course in terms of its efficiency and effectiveness.

Academic and graduate skills

  • Formulate arguments and contribute to discussion
  • Develop academic writing skills
  • Participate in individual and group work, presentations, and peer-teaching activities
  • Demonstrate effective planning and time management
  • Word-process, manage files, use-email, VLE and the Web
  • Undertake empirical and literature research


Task Length % of module mark
Language Curriculum Design & Evaluation - Essay
N/A 100

Special assessment rules



Task Length % of module mark
Language Curriculum Design & Evaluation - Essay
N/A 100

Module feedback

Written feedback on assignment report sheet (within 6 weeks) and face-to-face feedback in supervisions.

Indicative reading

Brown, J. D. (1995). The elements of language curriculum. Boston, MA: Heinle & Heinle.
Graves, K (2000). Designing language courses: A guide for teachers. Boston, MA: Newbury House.
Graves, K. (1996). Teachers as course developers. Cambridge, Cambridge University Press.
Long, M. (2005). Second language needs analysis. Clevedon, UK: Multilingual Matters

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.