Curriculum

Syllabus
Lesson planning
Nelly Zafeiriadou, MA, Ed D
ELT School Advisor
nelzafeir@sch.gr

What a curriculum is not
A list of subjects to be transmitted and
learned
that is a syllabus
details of methods and times

that is a timetable
A curriculum is :

an attempt to communicate the essential
features and principles of an educational
proposal in such a form that it is open to
critical scrutiny and capable of effective
translation into practice.
Stenhouse 1975

Values which influence curriculum
design are those of:

the curriculum designers
the teachers
the learners
the society in which it is delivered


Every curriculum has three levels:

Planned : what is intended by designers
Delivered : what is organised by institution
what is taught by teachers
Experienced: what is learned by students

The Crossthematic Unified Curriculum
Teaching/learning aim
The aim of teaching English in Primary and
Secondary Education is to facilitate the
development of language skills that will
enable pupils to communicate effectively in
different linguistic and cultural contexts.
The Crossthematic Unified Curriculum
The acquisition of foreign language literacy can assist
in the promotion of multilingualism and multiculturalism
as basic guiding principles for the development of
cognitive and social skills
The teaching of English can contribute to the
development of pupils ability to use the language in
real-life communication situations, in predictable and
non-predictable settings, using linguistic, and
paralinguistic means of communication
Pupils will also be given the opportunity to realise that
language can not only be used for communication
purposes, but also as a tool for acquiring and
managing knowledge and information from different
subject areas.





CONTENT GUIDING PRINCIPLES

Literacy
Multilingualism
Multiculturalism

LITERACY


Pupils should:
acquire knowledge of the English language
form, structure and function.
develop and practice speaking, listening,
reading and writing skills in order to be able
to understand and use all kinds of information
and knowledge as well as express opinions
and ideas.

MULTILINGUALISM
Pupils should:
develop an awareness and understanding of the
differences between language and speech.
develop an awareness of the differences
between languages.
develop an understanding of the English
language as a common linguistic code.
be able to communicate not only with native
speakers but with non-native speakers of English
as well.

MULTICULTURALISM

Pupils should:
develop an awareness of cultural and linguistic
diversity.
develop an appreciation and understanding of
people of different cultural and linguistic
backgrounds.
develop intercultural awareness and cross-
cultural communication skills.
learn to accept and appreciate otherness

COMMON EUROPEAN FRAMEWORK OF
REFERENCE FOR LANGUAGES:
LEARNING, TEACHING, ASSESSMENT

The Common European Framework of
Reference for Languages (CEF) is a
comprehensive document created to
encourage reflection and communication
about every aspect of language learning,
teaching and assessment.

COMMON EUROPEAN FRAMEWORK OF
REFERENCE FOR LANGUAGES:
LEARNING, TEACHING, ASSESSMENT

CEF helps teachers, teacher trainers,
curriculum developers, materials designers
and educational institutions to:
communicate
coordinate their efforts
focus their work

CEF consists of nine chapters:


1. Definition of aim, objectives and functions
2. Explanation of the approach adopted
3. Introduction of the common reference levels
4. Identification of categories needed for the description of language
use
5. Categorisation of the users/learners general and communicative
competence
6. The processes of language learning and teaching, the relation
between acquisition and learning, the nature and development of
multilingual competence
7. The role of tasks in language learning and teaching
8. The implications of linguistic diversity for curriculum design,
multilingualism and multiculturalism
9. Assessment and assessment types

Responsibility of the English
language teacher

Students in Europe today live and act in a
multilingual and multicultural environment.
English language teachers have even
more responsibility than other teachers;
the responsibility originating from the
nature of the discipline they teach. Among
other things English language teachers
provide students with a special
communication tool which promotes
mutual understanding and tolerance.

Thus the English language teacher
should:

make sure that students achieve an ability to
communicate which goes beyond simple linguistic
capacity
raise students awareness as to the diversity of
languages and cultures
provide a key for them to discover other cultures and go
beyond superficial views and stereotypes
educate European citizens in the spirit of understanding
and respect for diversity and tolerance in order to
combat prejudice and xenophobia.

New teaching material for primary
and secondary education
The design of the new teaching material was
based upon current methodological and
pedagogical principles of literacy,
plurilingualism and pluriculturalism as set by
CEF (2001) and the Cross-curricular Unified
Framework (2003)

Lesson planning
Aim
Anticipated problems
Class profile
Stages
Pre-reading/writing/listening etc.
While-reading/writing/listening etc.
Post-reading/writing/listening etc.

Planning a reading/listening lesson
The pre-reading/listening stage
the teacher should motivate the learners to read/listen, create a
purpose for reading/listening and activate their prior knowledge,
that is relevant schemata either formal or content so that learners
can exploit their prior knowledge of both content and language in
order to comprehend the text
The while-reading/listening
activities should be associated with the reading/listening process
and skills suitable to help learners interact with the text in order
to extract meaning.
The post-reading/listening stage
provides an opportunity for skill integration because in real life
we always talk or write about things we have read and because
skill integration reinforces learning.

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Sources


, Government Gazette, FEK 304/13-
03-03
Pedagogic Institute: www.pi-schools.gr
Common European Framework of Reference
for Languages: Learning, Teaching,
Assessment (2001) Council of Cultural
Cooperation Education Committee, Modern
Languages Division, Strasbourg: CUP


Last useful tips
Teach me and I ll forget
Show me and I will remember
I nvolve me and I will learn
(old Chinese proverb)

Thanking you for
your time and
patience
I wish you all the best of luck in your
teaching career