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BALEAP Accreditation Scheme May 2017 event

13th May 2017 @ 10:30am - 4:00pm


Syllabus design: from Principles through Practice to Progression


This workshop is likely to be of interest to

  • Course designers who prepare syllabuses and assessments on EAP programmes
  • Managers considering applying for BALEAP Accreditation of their courses
  • Teachers currently participating or planning to participate in the TEAP Scheme
  • TEAP mentors assessing Associate Fellow portfolios within their institutions and those on the Senior Fellow pathway who hope in future to be assessing portfolios.


Syllabus design is a key aspect of EAP provision both for course designers and for teachers who have to implement a syllabus with students. However, it is sometimes the case that the course design principles get lost in the practicalities of teaching & learning and assessment on busy programmes. Criteria for both the BALEAP Accreditation Scheme (BAS) for courses and the TEAP Portfolio Scheme for individuals focus closely on course design in EAP.


The criteria which relate specifically to course design in Section 5 of the BAS handbook are

5.3.1      The Course will be designed according to clearly articulated principles of language learning and the development of academic literacy in relation to the needs of students in English-medium academic contexts.

5.3.2      The Course design will explicitly link course aims and learning outcomes to language and academic literacy skills teaching, with clear routes of progression.

5.3.3 The Course syllabus will have an explicit organising principle with a coherent set of components which allow for progression, recycling and transfer of language knowledge, academic literacy skills and study competence to target academic contexts.

5.4.3      Teachers will understand the overall syllabus and its relationship to students’ future academic studies. They will understand the links between various elements of the syllabus: the aims and learning outcomes of each component and each lesson; the materials; the assessments. This understanding will be reflected in lessons.


The criteria that relate specifically to course design in Section D of the TEAP Portfolio handbook are

Professional knowledge and values

  1. the need in a syllabus for progression and recycling and transfer of knowledge and skills to other learning contexts


Areas of activity

  1. identifying and exploiting the aims and objectives of an EAP syllabus to address the gap between students’ competence and what they need for academic study
  2. exploiting a syllabus to select, adapt or create learning resources from appropriate sources and to develop appropriate tasks

iii. planning and delivering a series of lessons based on a personally devised syllabus or plan of study to meet the demands and needs of all stakeholders


Within these criteria, the key challenge is to create a syllabus with ‘an explicit organising principle with a coherent set of components’ which teachers can understand and implement. This is particularly important for summer pre-sessional teachers who may be unfamiliar with the teaching context and also with the particular requirements of EAP in relation to target academic contexts.


The BALEAP Accreditation Scheme May Event will explore some approaches to course design which can help to create more coherent syllabuses that ground EAP practice within the expectations of the wider institution. This can help to raise the profile and the credibility of an EAP Unit within its institution.


There will be a series of parallel workshops looking at different principles that can underlie the design of courses. Participants are invited to bring with them their EAP syllabuses for comparison, analysis and discussion.


The venue is:

Cantor Building, Sheffield Hallam University

on the left of the map, on Arundel St


13th May 2017
10:30am - 4:00pm
Event Category:


71 available
BASC event 2017Free!

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