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This unit went over course development. Specifically, this includes tests and examinations, syllabus construction, different levels of English proficiency, course evaluation, and possible limitations that could influence your course. The different levels of English proficiency for young learners are as follows: Starter (A1 - Breakthrough), Elementary (A2 - Waystage), Pre-intermediate (B1 Threshold), Intermediate (B1 Threshold), Upper intermediate (B2 Vantage, C1 - Effective Operational Efficiency, and C2 - Mastery). Descriptions of these different levels are provided for on page 4 of this unit, and an example part of a level test was given for our knowledge of how such a test should be constructed. Next, the unit went over what a Needs Analysis is and entails for young learners. It was recommended that teachers conduct a needs analysis after level testing, and explain to students their syllabus and assignments, what they will be learning (and ask students what they feel is most important that they learn and practice in; general interests), and set classroom rules/expectations (and ask students if they have any for you, the teacher!). The first class should be designated to the level testing, needs analysis, and ice breakers to get to know your students (and to let students get to know each other). An example of needs analysis is given on page 7 of this unit. Also covered in this unit was the area of limiting factors, such as expectations or guidelines/rules set by your employer, time constraints, resources available, cultural influences/issues, and the students themselves (i.e. personalities, goals, motivations, peer dynamics, culture). Next this unit went over syllabus design for young learners of English language. The different types of syllabi (i.e. Structural, situational, functional-notional, and learner-led) were briefly defined, as well as the student syllabus, material syllabus, and the organizational syllabus. The links to a few websites on syllabus design were provided for in this unit at well, which proved to be great reference material. Furthermore, a set of questions that a teacher should ask him or herself before designing a syllabus were listed, as well as clear examples of how to break up your allotted time for your course. A sample syllabus was provided for on page 13 and was a great example to view. Additionally this unit went over the different types of assessment for young learners, which are as follows: Diagnostic (assess students knowledge in specific areas gained from past learning experiences), placement (group students by current ability; not specific to an area), achievement (assess learning to a known body of work, i.e. a chapter in your syllabus), progress (less formal; assess students knowledge in specific areas; good way for students and teacher to monitor learning and areas of strengths and improvement), aptitude (to predict students' likely future performance in the course), and proficiency tests (assess students' knowledge and reference to some future task, such as studying medicine). Tests should always be marked very shortly after they are handed out to students and are annotated and returned to students as soon as it is practicable to do so. It is also very important that some kind of remedial or review periods are conducted in areas where students seemed to need extra help or improvement in. It is therefore critical for teachers to set a class for review on their syllabus before conducting a final assessment of the course. It is further important that teachers leave room in their syllabus when designing it because it is very unlikely that no challenges or situations will arise throughout the duration of the course. Lastly, this unit went over examinations and course evaluation. A list of the formal examinations for different age groups of young learners was listed (i.e. KET, PET), as well as the three levels (Starters, Movers, and Flyers). Course evaluation is always vital to your teaching because it allows students the opportunity to tell you (assess the teacher!) what they enjoyed/didn't enjoy in terms of activities, what they feel you could improve in, and any general comments. An example course evaluation was provided for in this unit. Course evaluations therefore are good reference to improve or change your own teaching and lessons, as well as supply documentation for your employer that gives information about the course and class.
