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This unit detailed how to go about developing a course for young learners. The first part of the unit discussed level testing, which shows the learner?s ability if it is designed well. The unit also detailed a variety of different level descriptors used by various testing bodies. Secondly, a needs analysis can indicate students' past learning experiences, what they most want to study and what kind of study they would benefit from. The first class with students might involve a needs negotiation based around class rules and student expectations of the teacher. The unit then detailed some limiting factors, including employer expectations, resource and time constraints, cultural issues and the motivational factors of the students themselves. There are various theories that form the basis for a syllabus, including the structural syllabus (based around grammar) and the situational syllabus (based around functional use). A syllabus needs to be broken down into time slots, detail the content to be covered and resources required, should allow free time to cover unexpected items, should indicate the age of the learners and should allow space for tests and revision. Next, the unit detailed a number of different assessment types, including a proficiency test that assesses current knowledge in reference to a future task and aptitude tests that predict the future success of students in their current course. The unit also introduced a range of CYLE tests, the KEY test and PET test, and each are suitable depending on the age, level of the learner and the number of hours students have previously studied English. Finally, the unit detailed the benefits of an end-of-course evaluation, namely evaluation of the course material, garnering student feedback, and forming the basis for a report that can be provided to an employer. Questions can be multiple choice and cover materials, syllabus and teaching style.
