GUIDELINES FOR THE FINAL PROJECT

Course: Curriculum Design and Material Development

For your final project, you are required to design a new syllabus and an associated
assessment plan tailored to a specific educational context. After that, pick at least one unit
from your syllabus and create appropriate teaching materials for it. Your work should cover
a multi-week course totaling at least 20 teaching hours. The syllabus is intended for use by
multiple instructors, not solely for your own teaching purposes.

The project has two connected parts:

1. Theoretical Rationale: Explanation of your design decisions.
o This should be written in the main body of your essay.
o The word count is 3,000 words (+/- 10%).
• 2,000 words (+/- 10%) for the explanation of the course design.
• 1,000 words (+/- 10%) for the explanation of the teaching materials.
2. Practical Design: Creation of the syllabus and assessment plan; and teaching materials
for at least one unit in your course.
o This should be included in the appendices.
o There is no word count limit for this part.
You should submit your project as a single document, clearly divided into sections for
each part. While writing the theoretical rationale, refer to the design elements (i.e. the practical
design) in the appendices to help readers understand the connections between the two parts.

Part 1: Theoretical Rationale

Provide a detailed explanation of your syllabus by addressing the following elements:
1. Introduction
o Describe the context for your course, including relevant background information.
o Justify the need for the course you are designing.
2. Needs Analysis
o Explain the needs analysis approach you have adopted.
o Provide references to support your chosen plan.
o Demonstrate awareness of contextual and practical limitations, explaining how your
plan accounts for these factors.
 3. Course Aims
o Clearly outline the aims of your course.
o Show how these aims address the needs of different stakeholders identified in your
needs analysis.
o Explain how you prioritized the needs of various stakeholders and why.
o Connect your aims, objectives, or outcomes to other courses discussed in the
literature.
4. Course Outline
o Detail and justify the structure of your course.
o Describe your chosen approach to organizing the course, citing relevant literature.
Link this to the needs analysis (even if hypothetical).
o If space permits, discuss why you excluded certain syllabus types or instructional
approaches, considering the needs analysis and course context.
5. Assessment Plan
o Introduce your assessment plan, linking it to the course’s learning outcomes and
ensuring it offers adequate feedback opportunities. (Include a detailed outline in the
appendices, but provide commentary here.)
o Discuss how contextual factors have influenced your assessment design.
6. Course Evaluation Plan
o Explain and justify the evaluation method you chose for the course. Reference relevant
literature to support your plan. (Include the evaluation plan in the appendices and
provide an explanation here.)
o Compare your evaluation approach to those used in other courses, highlighting how
they shaped your decisions.
o Discuss how contextual constraints were addressed in your evaluation plan
7. Material Design
o Provide a written explanation to justify your choices for the selected unit, including
how the materials align with the syllabus objectives and how they address the learners'
needs.

Format and Submission Details for the theoretical rationale:

o Word count: The explanation for the syllabus (part 1-6) should be approximately 2000
words (+/- 10%) and the rationale for the material design (part 7) should be
approximately 1000 words (+/- 10%).
o Include references to relevant theories, frameworks, and best practices in curriculum
design and material development.
Part 2: Practical Design
1. You should include the following details about your course and your process of
course design:
o A description of the educational context, the learning environment, the resources
available, and typical learner profiles.
o A needs analysis plan with examples of the instruments to be used.
o The course aims, objectives, and learning outcomes.
o An outline of the course. This could be formatted as a scope and sequence table.
o A plan for assessing progress towards or achievement of course goals and objectives.
The assessment should be carefully integrated into the overall design of the course.
o Relevant assessment instruments (e.g. a series of observation schedules, tasks or tests
to measure progress at different stages of the course, or a formal end of course test or
task [e.g. if your assessment includes a listening test, you must provide a transcript of
what the students hear]).
o An answer key, assessment criteria, and/or scoring guide for your assessment, where
relevant.
o Explicit guidance on how feedback will be provided to both students and other
relevant stakeholders of the course.
o A course evaluation plan with examples of the instruments to be used.

2. The design of at least one unit from your syllabus.

 VINH UNIVERSITY
FOREIGN LANGUAGES DEPARTMENT
*********************

FINAL PROJECT
MODULE: COURSE DESIGN AND MATERIAL DEVELOPMENT

(NAME OF YOUR COURSE)

Supervisor:
Class:
Group:

Vinh, 2024
 VINH UNIVERSITY
FOREIGN LANGUAGES DEPARTMENT
*********************

Assignment Title: …………………………………………………………

Name of module: …………………………………………………………

Group: … 1. Full name (Date of birth, Student number)

2. …
3. …
4. …
5. …

Semester: …………………………………………………………

Date of submission: …………………………………………………………

Word count: …………………………………………………………

Reflection

What did you learn in the process of producing this assignment? Write three or
more points below.

*
 TABLE OF CONTENT
1. Introduction
2. Need analysis
3. Course aims
4. Course outline
5. Assessment plan
6. Course evaluation plan
7. Material design
8. Conclusion

Reference
Appendix 1
Appendix 2
….

Note:
Your course design should be explained in the main text of your essay. This explanation should
include two parts:
1. Course Design Explanation (Parts 1–6): Approximately 2,000 words (+/- 10%).
2. Material Design Explanation (Part 7): Approximately 1,000 words (+/- 10%).
The details of your course should be included in the appendices (e.g. the tools for need analysis,
course aims, course syllabus, assessment plan, course evaluation plan, and the design of one unit in
your course). While there is no word limit for the appendices, you must refer to them in your essay.
Use the main text to highlight and elaborate on key points or features from the appendices, focusing
on areas you want the reader to understand in greater depth.

Your assignment will be assessed based on the following criteria:

o Assessment criteria for course design (Rubric 1)
1. Knowledge and understanding of key concepts and principles
2. Development of a language course, assessment plan, and sample instruments
3. Use of secondary literature to underpin the development of the practical element
4. Communication of ideas
5. Structure and presentation

o Assessment criteria for material development (Rubric 2)

1. Use of literature to justify the focus of instruction and the design of the materials.
2. Communication of ideas, structure and presentation of work
3. Development of a set of original materials for a specific course of study.
 RUBRIC 1
ASSESSMENT CRITERIA FOR COURSE DESIGN

NOTE: Grade equivalents:

• DISTINCTION: 9–10
• COMMENDATION: 7–8
• PASS: 5–6
• FAIL: 1–4

FAIL PASS COMMENDATION DISTINCTION

Low Mid Marginal Low-High Low-High Low-High Exceptional
1. Knowledge The assignment does Although the Some key concepts and The assignment The assignment The assignment The assignment
and not demonstrate assignment includes principles in course demonstrates satisfactory demonstrates a good demonstrates a broad demonstrates an
understanding understanding of even some key concepts and assessment design knowledge and knowledge of key concepts knowledge of key exceptional breadth and
of key concepts the basic principles that from course and have been identified, understanding of key and principles of course and concepts and principles depth of knowledge of
and principles underpin course and assessment design, the but the assignment concepts and principles of assessment design and of course and key concepts and
assessment design. Or assignment does not include course and assessment effectively applies this assessment design. It principles of course and
the brief has not been evidences insufficient appropriate links design, but only partially knowledge to the practical also exhibits a high assessment design. The
addressed. understanding of these. between these and the shows how these relate to element. level of critical level of critical
practical element the practical element. awareness of the examination and
challenges of designing analysis extends
local courses and existing thinking about
assessments, and course design. This is
applies this to the applied to the practical
practical element. element.
2. Development The course, assessment The course, The course, The course, assessments, The course, assessments, The course, The course,
of a language plan, and/or sample assessments, and/or assessments, and/or and sample instruments and sample instruments are assessments, and assessments, and
course, instruments are sample instruments sample instruments fulfil all structural sensitive to the context of sample instruments sample instruments
assessment incomplete. They are may be mainly fulfil most of the requirements of the use. Both are mostly ready demonstrate creativity demonstrate a very high
plan, and unfit for use in the derivative, of limited structural requirements assignment and are mostly for immediate use in a live in design and a high degree of insight about
sample specified context. The relevance for the of the assignment, but appropriate to their context. teaching context. degree of insight about the context of use and
instruments course design, context, and/or poorly exhibit elements that The course and the context of use. creativity in design.
assessment plan, and/or designed. Some may make their use assessments could be used
sample instruments are elements of the impractical in the with some modification in
taken with no assignment may be specified context. live teaching contexts.
adaptation from missing.
existing sources.
3. Use of There is very limited The extent of reading Some appropriate Appropriate sources are A good range of appropriate A broad range of source The wide range of
secondary evidence of any is insufficient to references have been used to develop ideas and sources are used to develop materials are used to source materials used
literature to reading. adequately support the selected but they are inform the practical ideas and inform develop ideas and evidences exceptional
underpin the decisions taken in the insufficient or element. Some of these the practical element. A inform the engagement with the
development of practical element. inappropriately used to have been independently critical approach to the practical element. A subject. Various
the practical support the decisions selected by the student. selection, analysis and critical and insightful theoretical perspectives
element. taken in the practical Some aspects of the evaluation of ideas from approach to the have been expertly
element. Arguments argument may be limited in sources has been taken. selection, analysis, synthesized to support
 and ideas from reading range and depth, and Ideas are effectively evaluation and synthesis their application to the
may be under- descriptive rather than synthesized. of ideas from sources practical element.
developed or critical. underpins the design
unsubstantiated. argument.
4. Communication is There is some There is some Ideas are communicated Ideas are communicated Ideas are communicated Ideas are communicated
Communication severely limited or communication of development and clearly but the student’s clearly, and the student’s very clearly and very clearly and
of ideas intermittent. Ideas may ideas, but they are connection of ideas, own voice may not be own voice is evident. The demonstrate a high cogently, demonstrating
be lacking, and there poorly developed and but the line of evident. The argument may argument is coherent. degree of personal a very high level of
may be language connected. Irrelevance argument is weak or lack some coherence. engagement. There is a personal engagement.
problems which may be a problem. non-existent. There is a smooth flow of There is a strong
significantly impede Inaccurate or disjointed need for greater argument and sustained argument
communication. language may be a attention to issues of explanation which which shows
contributing factor. coherence and more has some originality. considerable originality.
appropriate use of
language.
5. Structure and Little or no attention There are aspects of There are aspects of the The assignment, including The assignment is well The assignment is well The assignment is
presentation has been paid to the the structure and/or structure and/or the references, is generally structured and presented structured and presented professionally
requirements for the presentation of the presentation of the well structured and throughout, including the throughout, including structured and
structure and/or work, including the work, including the presented, although some references. The appendices the references. presented, including the
presentation of this appendices and appendices and aspects could be improved. are well presented and Appendices are very references. Appendices
work. references, which fall references, which fall The appendices are properly integrated into the well presented and well are well presented and
below pass standard. below pass standard. generally well presented work. integrated into the well integrated into the
These require These can be easily and adequately integrated work. work.
significant revision. remedied. into the work.

Additional comments:
 RUBRIC 2
ASSESSMENT CRITERIA FOR MATERIAL DEVELOPMENT
FAIL PASS COMMENDATION DISTINCTION
Class/Grade Low Mid Marginal Low – Mid - High Low -Mid - High Low - Mid -High Exceptional

Assessment Criteria
1. Use of literature to There is very limited The extent of reading Some appropriate Appropriate sources are A good range of A broad range of source The wide range of source
justify the focus of evidence of any reading. is insufficient to references have been used to justify and inform appropriate sources is materials is used to materials used evidences
instruction and the adequately support selected but they are the selection of content used to justify and inform justify and inform the exceptional engagement
design of the the decisions taken in insufficient or and design of the the selection of content selection of content and with the subject of
materials. the selection of inappropriately used to materials. Some of these and design of the design of the materials. materials design. Various
content and design of support the decisions have been independently materials. There is a A critical and insightful ideas from theory and
the materials. taken in the selection of selected outside of the critical approach to the approach to the research have been
content and design of the module materials. Some selection, analysis and selection, analysis, expertly synthesized to
materials. Arguments and aspects of the argument evaluation of ideas from evaluation and synthesis support the selection of
ideas from reading may may be limited in range the sources used. Ideas of ideas from the content and design of the
be under-developed or and depth or may not be are effectively sources is evident in the materials.
unsubstantiated. achieved in the design of synthesized in the design design of the materials.
the materials. of the materials.
2. Communication of Little or no attention has There is some There is some Ideas are communicated Ideas are communicated Ideas are communicated Ideas are communicated
ideas, structure and been paid to the communication of development and clearly but the student’s clearly and the student’s very clearly and very clearly and cogently,
presentation of work requirements of ideas, but these are connection of ideas, but own voice may not be own voice is evident. The demonstrate a high demonstrating a very high
structure and/or poorly developed and the line of argument is evident. The argument argument is coherent. degree of personal level of personal
presentation in this connected. weak or non-existent. may lack some coherence. The assignment is well engagement. There is a engagement. There is a
work. Irrelevance may be a Greater attention to issues The assignment is structured and presented smooth flow of strong sustained argument
problem. Inaccurate of coherence and generally well structured throughout. argument and which shows considerable
or disjointed language appropriate use of and presented, although explanation which has originality.
may be a contributing language is needed. some aspects could be some originality. The assignment is very
factor. There are aspects of the improved. The assignment is well well structured and
There are aspects of structure and/or structured and presented professionally presented.
the structure and/or presentation of the work throughout.
presentation of the which fall below pass
work which fall below standard. These can be
pass standard. These easily remedied.
require significant
revision.
3. Development of a The set of materials The set of materials Some thought has been The materials mostly The materials are ready The materials The materials demonstrate
set of original does not meet the length are not appropriate for given to the appropriacy meet requirements for for use in the chosen demonstrate creativity a very high degree of
materials for a requirements set out in the target population, of the materials, their appropriacy, delivery and context in terms of in fulfilling stated aims creativity in fulfilling
specific course of the brief. The tasks and suffer from poor delivery and content, but content, but would appropriacy, delivery and and objectives and in stated aims and objectives
study. activities are taken from planning for their overall the materials are benefit from revision content. terms of their and in terms of their
existing sources with no delivery and contain not successful in before being used with appropriacy, delivery, appropriacy, delivery,
adaptation. inaccurate content. achieving their intended students to ensure they The design and layout of and content. content.
aims. fulfil stated aims and the materials will support
The materials are The materials will not objectives. teachers’ use of the Aspects of the design Aspects of the design and
inappropriate for support teachers’ use The materials will be materials and student and layout of the layout of the materials are
teachers’ use of the of the materials and limited in their support of The materials will mostly learning. materials are innovative innovative in their support
materials and student student learning. teachers’ use of the support teachers’ use of in their support of of teachers’ use of the
learning materials and student the materials and student teachers’ use of the materials and student
learning. learning. materials and student learning.
learning.

Additional comments: