1 / 13

The English Curriculum --- a new perspective

The English Curriculum --- a new perspective. The Curriculum Framework (1997). Subject Targets To think and communicate To acquire, develop and apply knowledge To respond and give expression to experience. Interpersonal dimension target. Knowledge dimension target.

kaiyo
Télécharger la présentation

The English Curriculum --- a new perspective

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The English Curriculum --- a new perspective

  2. The Curriculum Framework(1997) • Subject Targets • To think and communicate • To acquire, develop and apply knowledge • To respond and give expression to experience Interpersonal dimension target Knowledge dimension target Experience dimension target Learning Objectives: Forms & Functions Skills & Strategies Attitudes

  3. Subject targets • To think and communicate • To acquire, develop and apply knowledge • To respond and give expression to experience Experience strand Knowledge strand Interpersonal strand 9 Generic Skills Values and Attitudes Learning Objectives:Forms & Functions Skills & Strategies Attitudes Flexible and diversified modes of curriculum planning + Effective learning, teaching and assessment strategies The Curriculum Framework (2003)

  4. New emphases • Exposing learners to rich learning • experiences • Adopting a task-based approach • Catering for learner diversity • Promoting learner independence • Developing a ‘reading to learn’ culture • Promoting assessment for learning

  5. Changes are taking place …… • Flexible use of textbook & greater • diversity of resources • Thematic modules for integrated work • More focus on reading • More use of language arts activities • and open-ended tasks • More focus on student work • Less emphasis on formal dictation

  6. …… but more can be done • Connectivity, continuity, part to whole • Scaffolding of tasks • Match between teaching and testing • Marking criteria, effective feedback • De-skill? Re-skill?

  7. The Power of • a balanced curriculum…… • Targets: knowledge, interpersonal, experience & Learning Objectives • Skills, values & attitudes …. vertical /horizontal development Part to whole

  8. The Power of …. • 2. diversities / variation + integration • approaches, tasks, activities, materials, language skills ….. Coherence A range of forms & functions, skills & strategies, values & attitudes Integrative language use Communicative purposes

  9. Curriculum Restructuring & Integration input Activities / tasks Games …….. input input Other resources: Supplementary / Grammar / Phonics worksheets ….. Big Books Small readers Poems / Plays Reading / Listening materials…. Textbook (framework/ context/ language focus) output guided writing / free writing / reading aloud / reading interest / radio play / project……. life experiences intellectual development aesthetic experiences authentic and meaningful use of language

  10. The Power of • 3. spiral learning / recycling • vertical continuity across levels (explicit curriculum organization) • language & skills, modules • input & output • SCAFFOLDING build on prior knowledge / experience --- extension

  11. Different support & resources available ….. • CECES • NET • LLSS • SBCDP Key features & focuses differences & similarities Q: Why do we need so much support? language environment, expectations of language standard, transfer ………

  12. Key considerations: • 1.management / allocation of resources / • division of labor • 2. teacher training / readiness / needs • 3. student learning: • - rich experiences • - connectedness of learning experiences • - vertical continuity

  13. Did you ask ….. • Are teachers ready to take in different initiatives? • How are the teachers going to cohere them (within one level & across levels)? • How do the students make connections among different initiatives? • How do the students move across different levels? • Who should make the decision?

More Related