Student Name:

Amna
Design
a
Syllabus
Abdelrahman
Submitted to:

Pa u l i n e Ke i th

Student ID: H00229351

Curriculum Development
EDU 4203

Introduction
I was in Sharjah model school for boys where they follow the
ministry of education curriculum for all subjects, however English
language follow two British curriculums which are Bridge to Success
and Parade. In fact, the ministry of education adapts those
curriculums and changes them to suit our culture and the learners as
second language learners. For example, the contexts that grade 3 in
public school are learning, is actually designed for grade one in
Parade curriculum.
In fact, implement changes to the curriculum is one of the hardest
job that teachers face in public schools. This is because; it needs lot
of time for planning and preparing for the materials.

Syllabus
In this assessment I have chosen to focus on unit three which is
about the playground because it contain lots of context that I think
is beneficial for the children. In addition, this syllabus for sure will
develop students listening, speaking, reading and writing skills.
Moreover, this syllabus has integration with math, where students
learn about numbers and skip counting.

Tasks

Examples

Advantages

Speaking

Short presentations.

Listening

Bingo game.

Develop students fluency,

articulates, pronunciation
and presentation skills.
Improve their self-esteem
make the, more confident.
Tech student to respect
others opinion.
Learn new vocabulary and
information from other

Reading

Writing

Lot of flash cards where they

read the words.

Writing sentencing by using

(there is, there are and
prepositions).

students.
Develop students
pronunciation.
Develop students grammar
and spelling.
Learn new vocabulary.
Develop students grammar
and spelling.

Lessons accommodate different learners

Students possess different kinds of minds, so they learn, remember,
perform, and understand in different ways (Gardner, 1993). During
the lesson there will be lot of different activities that suit the
learners, I create some hands-on-activities which suit the kinesthetic
learners who like to move around and touch (Lewis, 2014). In fact,
during the lesson students will work together help each other, when
they get support they can do better, also they can exchange and
share knowledge, ideas and it will develop students communication
skill. As Vygotsky believe when student work with adult or other able
student he can do better than what is he normally do (Vialle,
Lysaght, & Verenikina, 2008). Furthermore, there will be lot of group
work, which support linguistic and interpersonal learner. For
example, if student finished his work and his answer is correct he
can help his group member. Working in groups is better than working
individually because the children will help each other. According to
Vygotsky (1962) who believe thinking is necessary to clarify
important points but also that thinking with others helps us to learn
more (Pound, 2006).

External involvement
In fact, I think there are lots of external involvement in the syllabus,
firstly the celebrations like Flag Day and national day, where
students spend all the day celebrating. Secondly, long assemblies,
which always affect my classes where are always at the first of the
day schedule, so they waste 10 to 20 minutes of my class time.
Moreover, lot of restricted content by the Ministry of education. Let's
say teachers want to create hands-on-activities which are affective,
or use any teaching methods that they think they are useful.
Sometime it works, but usually it does not because the Ministry asks
the teacher to finish the curriculum as fast as they can and if they
did not do it will be a big problem. Finally, there are field trips,
shortage of time and holidays.

Lesson plans
This assignment contain sixteen lesson plans where eight of them
are weekly and the information is brief, on the other hand the other
eight are individually lesson plan which has more detail.
Click here to find the lesson plans and the materials.
https://drive.google.com/folderview?
id=0B3SEaWlUl1eoc2NzdnEyUjNoUm8&usp=sharing

References
Gardner, H. (1993). Multiple Intelligences The Theory in Practice. New York: Basic.
Harmer, J. (2006). THE PRACTICE OF LANGUAGE TEACHING . Harlow: Longman .
Lewis, B. (2014). Kinesthetic Learning. Retrieved December 1, 2015, from
about.com:
http://k6educators.about.com/od/educationglossary/g/gkinesthetic.htm
Vialle, W., Lysaght, P., & Verenikina, I. (2008). HANDBOOK ON CHILD
DEVELOPMENT 2E. South melboure: Cengage Learning.