Abstract
Intended learning outcome-based framework in higher education serves as both a theoretical foundation for curriculum design and a skills development tool. This article describes constructive alignment of the university, faculty, curriculum, course and lessons in order to create an effective framework of English for Specific Purposes (ESP) curriculum for Higher Education students who are majoring in chemistry and biology. The term constructive indicates that students are fully accountable for the information and abilities they have acquired. In turn, a teacher's responsibility is based on taking into account what students must learn in order to achieve learning outcomes. A suitable curriculum with sufficient learning opportunities can increase the likelihood that students will achieve desired outcomes. Thus, the article shows the role of the teacher who is directly responsible for leading this coordinated educational process such as implementation of all the values defined by the university, faculty, curriculum, and course through complicated forms and techniques of teaching, as well as the logical use of a system of technical means and visual aids. Keywords: Intended Learning Outcomes (ILO), constructive alignment, curriculum, English for Specific Purposes (ESP), chemistry, biology