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in216 SUSAN FEEZThe writers of the curriculum used these principles to develop a curriculum frameworkcalled the Certificates in Spoken and Written English (CSWE) .This frametvork was writtenin terms of a pathway of language outcomcs organiscd across four levels:1 Beginner2 Post-beginner3 Intermediate4 Advanced.Thc CSWE language outcomes arc written in terms of genrcs to make the languagedescriptions general enough to lie a common language for planning courses and monitoringand assessing learner progress across the AMEP. At the same time Halliday’s languagc modelallows teachers to use the notion of register to customisc the very general genre descriptionsof the framework in order to meet the specific language-learning nccds of individual AMEPlearners.3.2 From curriculum to syllabus3.2. I D$ning tcrrncThc \\ riters of the CSWF differentiated Iictn ccn tv o IC\ el\ of English-language provision,one gencral, the curriculum le~el, and thc othcr spccihc, the syllabuy leic,l.3.2.2 Genercil otrtcornes: the curricirlurn lerdThe CSWE is written at the general Icvcl of curriculum. 1.carners \vork through the CSWEpathway at a pace related to their educational liackgrountl. As they movc from level to level,they nvrk in increasingly spccialiscd contexts, from a gcncral lcarning context at Iicginncrand post-hcginncr 1 1 to morc spccialiscd contexts rcla to employment, further studyor community access at the intcrnictliatc antl atlvanccd 1The discourse-oi-icntctl learning outcomes arc \vi-ittcn in tcxrms of \-cry general gcnrecategories, for example, description, rccount, instructions or information tcxt. Thesecategories are thcn linked to a macroskill listcning, speaking, reading or writing ~ orderto dcscrihc what a learner should he ablc to do with language at thc cntl ofa course of studyat that level, for cxamplc:Can dcmonstratc understanding of a spoken information tcxtCan tell a recountCan rcad written instructionsCan write a tlcscription.The outcomes arc grouptd into language-learning domains:listrning antl speakingreadinghvriting.This organisation makes it possihlc to Iircak the curriculum into smaller modules forstudents tvho need intensive \vork in listening antl speaking or rcading and writing lvhereone of thcsc areas lags behind the other. The complctc lcarning path\vay is illustrated inFigure 17.1.