Initial Learner Data Collection and Interpretation Assessment

Assignment Overview

Stage 1: Review the Questionnaire and Interview

Create a syllabus for the first 5 hours of a course with a learner, Alberto.
Stage 1: Download the questionnaire (document 2 in your Atom list of downloads for this assignment).
You must read the questionnaire and then watch the interview below:
Right click and click open link in new tab to access the video:
The questionnaire was completed by a student, Alberto, who wants to improve his English. The interview is between Alberto and his new one-to-one teacher. The student has paid for 20 hours of one-to-one lessons.

Stage 2: Complete the Learner Profile

Stage 2: Having read his questionnaire and watched the interview, using the information you've collated, complete the learner profile on the downloaded template.

Stage 3: Analyse Aims and Select Syllabus Type

Stage 3: After filling in the learner profile, you then need to analyse the information to establish Alberto's aims for his one-to-one English course. Along with this, you need to decide which syllabus type would be most suitable for Alberto depending on what his needs are.

Stage 4: Write the First 5-Hour Syllabus

Stage 4: Now, you need to write the syllabus for the first 5 hours of his course. Note that you must account for each individual hour of the course, and your decisions must be justified in your 700-1000 word rationale.

Guiding Questions for Syllabus Design

Think about these questions as you write the syllabus:

1. What topics and skills need to be covered?

2. What language areas need to be improved?

3. How can I logically arrange the lessons?

4. Am I meeting the learner’s aims?

Brief Summary of Assessment Requirements

The assessment required the creation of a five-hour syllabus for a one-to-one English course with a learner named Alberto, who has enrolled for 20 hours of private English lessons. The key requirements included:

1. Stage 1: Review the Questionnaire and Interview

   • Download and read Alberto’s questionnaire (Document 2).

   • Watch the interview between Alberto and his one-to-one teacher to understand his background, motivations, and learning goals.

2. Stage 2: Complete the Learner Profile

   • Using the collected information, complete a detailed learner profile on the provided template.

   • Include personal details, language background, current proficiency, learning preferences, strengths, weaknesses, and short-term/long-term goals.

3. Stage 3: Analyse Aims and Select Syllabus Type

   • Identify Alberto’s learning aims and priorities.

   • Decide the most suitable syllabus type (functional, structural, task-based, skills-based, or negotiated) based on his needs.

   • Justify the choice of syllabus type.

4. Stage 4: Write the First 5-Hour Syllabus

   • Design each individual hour of the course with clear learning objectives, language focus, skills focus, activities, resources, and expected outcomes.

   • Provide a 700–1000 word rationale explaining the pedagogical decisions, logical sequencing, and alignment with Alberto’s goals.

5. Guiding Questions for Syllabus Design

   • What topics and skills need to be covered?

   • What language areas need improvement?

   • How can the lessons be logically arranged?

   • Are the learner’s aims being met?

Step-by-Step Guidance Provided by the Academic Mentor

Step 1: Reviewing Learner Information

• The mentor instructed the student to download the questionnaire and watch the interview.

• The focus was on identifying Alberto’s current English level, learning goals, and preferred learning style.

• The mentor encouraged careful note-taking and observation of nuances in the interview to inform syllabus design.

Step 2: Completing the Learner Profile

• Using the template, the mentor guided the student to categorise and summarise all relevant information.

• Emphasis was placed on accuracy, completeness, and clarity in recording personal details, linguistic strengths/weaknesses, and learning objectives.

• The mentor highlighted that a well-prepared learner profile forms the foundation for designing an effective syllabus.

Step 3: Analysing Aims and Selecting Syllabus Type

• The mentor guided the student to identify key learning priorities based on Alberto’s goals (e.g., improving speaking fluency, vocabulary, or grammar).

• Different syllabus types were explained, and the student was encouraged to justify the choice of the most suitable one for a one-to-one course.

• The mentor emphasized alignment between the learner’s aims and the course design.

Step 4: Designing the 5-Hour Syllabus

• The mentor helped the student break down each lesson hour by hour, including objectives, language and skills focus, tasks, and expected outcomes.

• Guidance was given on sequencing lessons logically, progressing from simple tasks to more complex or communicative activities.

• The student was instructed to write a rationale explaining how the syllabus meets the learner’s needs, supports progression, and justifies pedagogical choices.

Step 5: Ensuring Alignment and Reflection

• The mentor reviewed the draft syllabus with the student, checking for:

  • Coverage of relevant language skills and topics

  • Logical sequencing and progression

  • Alignment with Alberto’s goals

• The student was encouraged to reflect on the learning objectives achieved and make adjustments before final submission.

Outcome Achieved

• A comprehensive five-hour syllabus was developed for Alberto’s one-to-one English course.

• Each hour included clear objectives, skills focus, tasks, and expected outcomes.

• A 700–1000 word rationale was provided to justify choices made regarding syllabus type, lesson sequencing, and alignment with Alberto’s learning aims.

• The assessment ensured the student demonstrated the ability to:

  • Analyse learner data effectively

  • Design a targeted, logical syllabus

  • Justify pedagogical decisions

  • Reflect on the learning objectives achieved

Learning Objectives Covered

1. Learner Analysis Skills – Understanding learner background, needs, and goals.

2. Syllabus Design – Planning structured lessons aligned with learner aims.

3. Pedagogical Justification – Explaining reasoning behind syllabus choices.

4. Lesson Sequencing – Arranging lessons logically for maximum learner benefit.

5. Outcome Reflection – Evaluating whether the syllabus meets intended objectives.

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