This document provides guidance on designing an English syllabus for 21st century students. It recommends including sections on context, competences, contents, methodology, diversity, and assessment. For each section, it suggests key information to include. For example, for the introduction it recommends describing the learners, level, and rationale for learning English. For competences, it advises naming and explaining how key competences are addressed. The methodology section should outline criteria like socioconstructivism and address diversity, groupings, and ICT use. It also gives examples of strategies for diversity and assessing competences. The overall document provides a framework and considerations for developing a comprehensive English syllabus.

1. SYLLABUS DESIGN
FOR XXI CENTURY STUDENTS
TEACHING EFL - MONTSE IRUN
Montse Irun
mirun@dal.udl.cat

2. PLANNING
 Planning is taking decisions
in the team to achieve
some objectives, carrying
them out, assessing them
and taking new decisions to
reinforce what worked and
to improve what did not
work.
TEACHING EFL - MÀSTER SECUNDÀRIA

3. TEACHING EFL - MÀSTER SECUNDÀRIA

4. 1. CONTEXT: School / learners / subject characteristics
2. KEY COMPETENCES
3. ENGLISH COMPETENCES
4. CONTENTS
5. METHODOLOGY
5. DIVERSITY
6. ASSESSMENT CRITERIA AND PROCEDURES
7. LEARNING UNITS
TEACHING EFL - MÀSTER SECUNDÀRIA
Decret 143/2015 (ESO)
Theoretical justification which states the educational
intentions and their aims
ENGLISH SYLLABUS

5. INTRODUCTION
TEACHING EFL - MÀSTER SECUNDÀRIA

6. INTRODUCTION
 Contextualization: describe the type of school, learners, etc.
 Level: choose the level and explain
 Rationale: Explain why it is important to learn English at that
level. Follow the ideas from the introduction to the laws.
 Organization of the document

7. INTRODUCTION: KEY IDEAS
 Language European Common Framework
 Reasons for learning: Interaction with others.
Personal development (cognitive skills
development)
 Communicative competence
 Interculturality and plurilingualism
 School Linguistic Project

8. COMPETENCES
TEACHING EFL - MÀSTER SECUNDÀRIA

9. CONTRIBUTION TO KEY
COMPETENCES
 Name Key competences.
 Explain how they are dealt with
TEACHING EFL - MÀSTER SECUNDÀRIA

10. ENGLISH COMPETENCES
Dimensió comunicació oral Dimensió comprensió lectora Dimensió expressió escrita Dimensió literària
1 2 3 4 5 6 7 8 9 10 11
TEACHING EFL - MÀSTER SECUNDÀRIA

11. LITERATURE DIMENSION (EXAMPLE)
 The aim of this competence is to make students aware of
the importance that reading literature has if we want to
broaden our cultural background.To this aim this syllabus
includes the reading an adapted reader on one of the classic
novelists in the English literature in the second term and the
design and exhibition of a comic in the third term.

12. CONTENTS
TEACHING EFL - MÀSTER SECUNDÀRIA

13. CONTENTS
 Contents are a set of knowledge: facts, abilities,
strategies, attitudes, etc. around which the activities
are organized. Learners learn by working on the
contents.
 They are stated with a noun
TEACHING EFL - MÀSTER SECUNDÀRIA

14. ENGLISH DIMENSIONS
 Attitudinal and plurilingual dimension
 Oral Communication
 Reading comprehension
 Written Expression
 Literature dimension

15. METHODOLOGY
TEACHING EFL - MÀSTER SECUNDÀRIA

16. METHODOLOGY
 Criteria and decisions that organize the teaching-learning
process.
 Methodology: socioconstructivism
 Aspects to include:
 Dealing with diversity
 Groupings
 ICT
TEACHING EFL - MÀSTER SECUNDÀRIA

17. GENERAL PRINCIPLES
 Start from the learners’ developmental level: cognitive
competence level. Previous knowledge
 Build on meaningful / experiential learning: positive attitude
to learn meaningfully, apply knowledge
 Enable learners to learn autonomously: learn to learn,
planning and compensation strategies
TEACHING EFL - MÀSTER SECUNDÀRIA

18. GENERAL PRINCIPLES
 Modify the schemata that learners have: break the balance
 Enhance learners’ interaction: zone of proximal
development, cooperative learning, peer teaching, problem
solving activities
 Global approach: from the learners’ interest
TEACHING EFL - MÀSTER SECUNDÀRIA

19. GROUPINGS
 Lockstep: debates, coming to a solution
 Small group / pair work: cooperative work, training in
problem solving activities, sharing opinions, learners can
adapt timing, individual needs. Difficult to assess individual
work, not advisable for activities with a high level of
concentration. Good for communicative language teaching.
 Individual work: teachers can get to know learners very well,
systematize learning, no social abilities
TEACHING EFL - MÀSTER SECUNDÀRIA

20. RESOURCES
 Means to attain the objectives
 Types:
 Models: flashcards, visuals, etc.
 Audiovisual: videos, films, DVDs
 Computers: online resources
 Printed: students’ book and teacher’s guide, resource books
for teachers, curricular materials, worksheets, magazines
TEACHING EFL - MÀSTER SECUNDÀRIA

21. RESOURCES
 Criteria:
 Practicalities: availability
 Didactic: objectives, contents, activities, methodology
 Psychological: motivating, meaningful learning, interaction
TEACHING EFL - MÀSTER SECUNDÀRIA

22. DIVERSITY
STRATEGIES
 Variation
 Interest
 Students collaboration: co-
operative learning, group
work
 Sharing responsibilities
 Individualization: self access
 Personalization: here and now,
type of learner
TEACHING EFL - MÀSTER SECUNDÀRIA

23. STRATEGIES FOR ACTIVITIES THAT
DEAL WITH DIVERSITY
 Compulsory plus optional
 Open ended activities
 One text, many levels
 Enabling the attainment of
objectives at several
cognitive levels.
 Extra work for earlier
finishers and remedial work.
TEACHING EFL - MÀSTER SECUNDÀRIA

24. ASSESSMENT
TEACHING EFL - MÀSTER SECUNDÀRIA

25. ASSESSMENT CRITERIA AND INSTRUMENTS
 Stated with an infinitive
 Mention the ones dealt with and explain when.
 List instruments
 Self and co assessment
 Resitting
TEACHING EFL - MÀSTER SECUNDÀRIA

26. LEARNING UNITS
TEACHING EFL - MÀSTER SECUNDÀRIA

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