1-CURRICULUM FRAMEWORK, DSKP & SOW.pdf
- 1. •THE CURRICULUM FRAMEWORK •THE DSKP •THE SoW •THE TEXTBOOK •THE TEACHER’S BOOK What documents are there for The English Language Curriculum For KSSR and KSSM?
- 3. THE DSKP
- 4. THE DSKP
- 5. THE SoW – PRE SCHOOL
- 7. THE SoW - SECONDARY
- 9. THE RELATIONSHIP BETWEEN THE DOCUMENTS
- 12. What is the purpose of the curriculum framework? The CF contains the overall content taught during the whole primary/secondary education.
- 14. PRE SCHOOLCURRICULUMFRAMEWORK – CON’T
- 15. PRE SCHOOLCURRICULUMFRAMEWORK – CON’T
- 16. PRE SCHOOLCURRICULUMFRAMEWORK – CON’T
- 18. PRIMARY CURRICULUMFRAMEWORK SECONDARY CURRICULUM FRAMEWORK
- 19. PRIMARY CURRICULUMFRAMEWORK SECONDARY CURRICULUM FRAMEWORK
- 20. PRIMARY CURRICULUMFRAMEWORK SECONDARY CURRICULUM FRAMEWORK
- 22. PRIMARY CURRICULUM FRAMEWORK SECONDARY CURRICULUM FRAMEWORK
- 30. PRIMARY CURRICULUM FRAMEWORK SECONDARY CURRICULUMFRAMEWORK
- 31. PRIMARY CURRICULUM FRAMEWORK SECONDARY CURRICULUM FRAMEWORK
- 32. PRIMARY CURRICULUM FRAMEWORK SECONDARY CURRICULUMFRAMEWORK
- 33. PRIMARY CURRICULUM FRAMEWORK SECONDARY CURRICULUMFRAMEWORK
- 35. PRIMARY CURRICULUM FRAMEWORK SECONDARY CURRICULUMFRAMEWORK
- 37. WHAT IS THE SoW? • The SoW is drawn from the DSKP. • It is a detailed plan of work for you to cover in an academic year. • The lesson plans are then prepared based on the specifications given in the SoW.
- 38. WHAT ARETHE CONTENTS OF THE SoW? • Content and organisation of the Scheme of Work • Scheme of Work Template: Supporting Information • Differentiation strategies • Glossary of terms • Scheme of Work Lessons 1 – 81/80/96 (SJK), 1 – 160 (SK), 1 – 112 (SM) • Pre-lesson and post-lesson tasks (SK/SJK) • Suggested Pre LessonTasks (SK YEAR 1 & 2) • Suggested Post LessonTasks (SK YEAR 1 & 2) • FormativeAssessment (SK YEAR 1 & 2) • Textbook-Based Lessons: extension activities (SM FORM 1 & 2) • Non-Textbook-Based Lessons: suggested activities (SM FORM 1 & 2)
- 39. What do you do if you do not understand any terms used in the SoW?
- 41. LESSON CYCLES YEAR 1 21 phonic lessons TEXTBOOK LESSONS (5 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Writing 1 Lesson Reading 1 Lesson Speaking 1 Lesson Language Arts The sequence of the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook. NON – TEXTBOOK LESSONS (5 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking, Reading and Writing The last few lessons (149 – 160) review language and skills practised over the whole of Primary Year 1. The final three Language Arts lessons suggest a class performance of some kind which reviews a chosen area of language learned during the year.
- 42. LESSON CYCLES YEAR 2 11 phonic lessons TEXTBOOK LESSONS (5 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Writing 1 Lesson Reading 1 Lesson Speaking 1 Lesson Language Arts The sequence of the skills lessons in the textbook-based lessons is decided by the focus in the Superminds 1 textbook. NON – TEXTBOOK LESSONS (5 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts In the non-textbook-based lesson, the skills lessons are mostly in a fixed order of Listening, Speaking, Reading and Writing The last few lessons (156 – 160) review language and skills practised over the whole of Primary Year 2. The final three Language Arts lessons suggest a class performance of some kind which reviews a chosen area of language learned during the year..
- 43. LESSON CYCLES Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts YEAR 3 Typical lesson cycles Each unit (units 1–10) of Get Smart plus 3 provides teachers with enough materials for 16 lessons, including three cycles of the four skills (Listening, Speaking, Reading, Writing) plus Language Arts lessons, and one Language Awareness or Project-Based Learning lesson Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts 1 Lesson Language Awareness / Project-based Learning Two lessons (Lessons 80 and 160) provide teachers with the opportunity to create Project-Based Learning (PBL) Lessons.
- 44. LESSON CYCLES Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts YEAR 4 Year 4 Scheme of Work units consist of 16 lessons each. The Year 4 textbook, Get Smart plus 4, contains 10 units (or modules, also referred to as units). The textbook units typically provide teachers with enough material for three cycles of the four skills (Listening, Speaking, Reading, Writing). Exceptions are marked as non- textbook based lessons. Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Language Arts 1 Lesson Language Awareness / Project-based Learning
- 45. LESSON CYCLES YEAR 5 The Year 5 textbook, English Plus 1, contains 9 units – a Starter unit and Units 1–8. Year 5 Scheme of Work units consist of 16 lessons in the Starter unit followed by 18 lessons in Units1 – 8. The textbook units typically provide teachers with enough material for three cycles of the four skills (Listening, Speaking, Reading, Writing). Apart from in the Starter unit, there are three Language Arts lessons, two Consolidation lessons and one Language Awareness or a Project-Based Learning lesson per unit. In total, 18 lessons. The Starter unit, as it is shorter, has 16 lessons, and is organised in the same way as the other units, except the Consolidation lessons have been omitted.
- 46. LESSON CYCLES YEAR 6 The Year 6 textbook, Academy Stars Year 6, begins with a short Welcome Unit, and then has 10 longer units. The Year 6 Scheme of Work contains 10 ‘lesson cycles’ of 16 lesson outlines. Each lesson cycle corresponds approximately to one unit in the textbook. The textbook units typically provide teachers with enough material for three rounds of the four skills (Reading, Writing, Listening, Speaking), although there are some lessons marked as non-textbook based lessons which require teachers to source material from elsewhere. Each lesson cycle also has three Language Arts lessons and one Language Awareness/Project-Based Learning lesson.
- 47. LESSON CYCLES TEXTBOOK LESSONS (11 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Speaking 2 Lessons Reading 1 Lesson Language Awareness 1 1 Lesson Listening 1 Lesson Enrichment Activity 1 Lesson Language Awareness 2 2 Lessons Action-Oriented Task 1 Lesson Writing 1 Lesson Literature in Action FORM 1 NON – TEXTBOOK LESSONS (6 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Literature in Action 1 Lesson Language Awareness The Scheme of Work is organised in that one textbook-based cycle (i.e. 11 lessons) is followed by two cycles of non-textbook-based lessons (i.e. 2 cycles of 6 lessons = 12 lessons). This is to ensure that the textbook- based lessons are evenly distributed throughout the year. NOTE: 55 out of the 112 lessons will be textbook- based lessons.
- 48. LESSON CYCLES TEXTBOOK LESSONS (11 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Speaking 2 Lessons Reading 1 Lesson Language Awareness 1 1 Lesson Listening 1 Lesson Enrichment Activity 1 Lesson Language Awareness 2 2 Lessons Action-Oriented Task 1 Lesson Writing 1 Lesson Literature in Action FORM 2 NON – TEXTBOOK LESSONS (6 LESSONS) Lesson Lesson Skill/Focus 1 Lesson Listening 1 Lesson Speaking 1 Lesson Reading 1 Lesson Writing 1 Lesson Literature in Action 1 Lesson Language Awareness The Scheme of Work is organised in that one textbook-based cycle (i.e. 11 lessons) is followed by three cycles of non-textbook-based lessons (i.e. 3 cycles of 6 lessons = 18 lessons). This is to ensure that the textbook-based lessons are evenly distributed throughout the year. NOTE: 44 out of the 112 lessons will be textbook-based lessons.
- 49. LESSON CYCLES Lesson Lesson Skill/Focus 2 Lessons Reading 1 Lesson Language Awareness 2 Lessons Listening 2 Lessons Speaking 2 Lessons Writing 1 Lesson Literature in Action 5 Lessons Revision Lessons ( 56, 57 (unit 6), 106, 109, 110 (unit 11)) *Note: lessons in cycles 6 and 11 do not follow the usual ten-lesson cycle FORM 3 Lessons in cycles 6 and 11 do not follow the usual ten-lesson cycle, because one of the speaking lessons from the sequence is replaced by a revision lesson (units 6 and 11) and one writing lesson is replaced by a revision lesson (unit 11 only). Also the second Listening lesson in cycle 11 (lesson 106) is dedicated to revising listening skills based on pupils’ needs. For lesson 106, teachers can either re-use listening material from the textbook or from other sources.
- 50. LESSON CYCLES Lesson Skill/Focus 1 Reading 2 Language Awareness 3 Listening 4 Speaking 5 Writing 6 Revision 7 Reading 8 Language Awareness 9 Listening 10 Speaking 11 Writing 12 Revision 13 Literature in Action Teachers should note the following: 1. Units 4 and 8 have a few additional lessons. These lessons are; a second Literature in Action lesson; two additional revision lessons (either Mid- or End-of-Year revision lessons). Unit 8 also has two Project-Based Learning lessons. 2. Reading, Listening, Speaking and Writing will mainly cover a total of two lessons (i.e. 120 minutes) in each cycle. Revision lessons can be repurposed to help extend the time required for teaching a skill (e.g. Writing) if pupils would benefit from additional time. FORM 4
- 51. LESSON CYCLES English Download provides teachers with enough materials for at least five skill-based and Language Awareness lessons. Each unit in the Scheme of Work contains one Revision lesson to allow teachers to either review and extend learning or reteach certain areas that teachers feel should be retaught based on their observations. PBL lessons are included in Unit 7. A typical cycle presents lessons in this order: • Reading lesson(s) • Language Awareness lesson • Listening lesson(s) • Speaking lesson(s) • Writing lesson(s) • LiA lesson (units 1-8 only) • Revision lesson In every unit, each skill may have one or two lessons. There are twelve Language Awareness lessons as well as two PBL lessons, eight LiA lessons and twelve Revision lessons. FORM 5
- 52. Materials for Non textbook lessons, PBL, Revision Lessons EVALUATION DIFFERENTATION ADAPTATION CREATING MODIFYING DELETING ADDING SIMPLYING RE-ORDERING
- 53. Let’s look at a couple of lessons from the SoWs
- 54. YEAR 6 (SK) SoW: LESSON 7
- 55. YEAR 6 (SK) SoW: LESSON3
- 56. • Looking at the Learning Standard(s) in each lesson in the SoW, what would your focus be? Example: Year 6 ❑By the end of the lesson, pupils will be able to show understanding of specific information and details of …………. by (listening strategy) ❑ By the end of the lesson, pupils will be able to show understanding of specific information and details of ....................... by (listening strategy) WHAT DO YOU HAVE TO TEACH BASED ON THE LEARNING STANDARDS?
- 57. FORM 5 SoW: LESSON 4
- 58. FORM 5 SoW: LESSON 7
- 59. WHAT DO YOU HAVE TO TEACH BASED ON THE LEARNING STANDARDS? • Looking at the Learning Standard(s) in each lesson in the SoW, what would your focus be? Example: Form 5 ❑ By the end of the lesson, pupils will be able to write a draft of a reply email of 3 paragraphs using the correct features and then modify it based on the provided exemplar ❑ By the end of the lesson, pupils will be able to produce a draft of a reply email of 3 paragraphs using the correct features and then modify it based on the provided exemplar
- 60. NOW WE HAVE LO, SO WHAT IS SUCCESS CRITERIA? • Looking at the Learning Standard(s) in each lesson in the SoW, what would your SUCCESS CRITERIA be? • Example: Form 5 LO: By the end of the lesson, pupils will be able to write a draft of a reply email of 3 paragraphs using the correct features and then modify it based on the provided exemplar SC: 1. Read the exemplar email 2. Identify the 3 features of an email from the exemplar 3. Read the email task and list the 3 information needed to write the email 4. Write the reply email using the 3 features in step 2 5. Check the written email with the exemplar and make changes QUESTION: LO – THE PRODUCT SC – THE PROCESS
- 61. HOWABOUTTHE SUCCESSCRITERIA FORTHISPRIMARY ENGLISHLESSON? • Looking at the Learning Standard(s) in each lesson in the SoW, what would your focus be? • Example:Year 5 LO: By the end of the lesson, pupils will be able to show understanding of the main idea in (NAME OF TEXT) by listening to the first and last part of the text CS: 1. Listen to the first part of the (audio) 2. State what they heard 3. Listen to the last part of the (audio) 4. State what they heard 5. State the main idea of the (audio) based on what was heard in the first and last part QUESTION:
- 62. Since we have the SoW, what is the purpose of the DSKP? It is the syllabus which contains the themes, language skills, grammar, language functions and vocabulary to be taught and learnt for an academic year. We need the DSKP for the Performance Standards. Only then we can complete our SBA (PBD)
- 63. PERFORMANCE STANDARDS: YEAR 6 vs FORM 5 YEAR 6 FORM 5
- 64. How do we assess performance level based on the Learning Standards? We have to analyse the Learning Standard and the Performance Standard descriptors . Why? The Performance Standard descriptors do not mirror the Learning Standards
- 65. YEAR 6: LEARNING STANDARDS FOR LISTENING SKILL
- 66. YEAR 6: PERFORMANCE LEVEL FOR LISTENING SKILL
- 67. YEAR 6: PERFORMANCE LEVEL FOR LISTENING SKILL
- 68. FORM 5: LEARNING STANDARDS FOR LISTENING SKILL
- 69. FORM 5: PERFORMANCE LEVEL FOR LISTENING SKILL
- 70. FORM 5: PERFORMANCE LEVEL FOR LISTENING SKILL
- 71. YEAR 6: CONTENT & LEARNING STANDARDS FOR WRITING SKILL
- 72. YEAR 6: CONTENT& LEARNINGSTANDARDSFOR WRITING SKILL
- 73. YEAR 6: PERFORMANCELEVELFOR WRITINGSKILL
- 74. YEAR 6: PERFORMANCE LEVEL FOR WRITING SKILL
- 75. FORM 5: LEARNING STANDARDS FOR WRITING SKILL
- 76. FORM 5: PERFORMANCE LEVEL FOR WRITING SKILL
- 77. FORM 5: PERFORMANCE LEVEL FOR WRITING SKILL
- 78. LOOKATTHIS EXAMPLEAND DECIDEHOWYOU WOULDDETERMINE THEPL • Looking at the Learning Standard(s) in each lesson in the SoW, what would your SUCCESS CRITERIA be? • Example: Form 5 LO: By the end of the lesson, pupils will be able to write a draft of a reply email of 3 paragraphs using the correct features and then modify it based on the provided exemplar SC: 1. Read the exemplar email 2. Identify the 3 features of an email from the exemplar 3. Read the email task and list the 3 information needed to write the email 4. Write the reply email using the 3 features in step 2 5. Check the written email with the exemplar and make changes THINK: LO – THE PRODUCT SC – THE PROCESS
- 79. FORM 5: PERFORMANCE LEVEL FOR WRITING SKILL
- 80. FORM 5: PERFORMANCE LEVEL FOR WRITING SKILL
- 81. Method:OBSERVATION PBD ASSESSMENT • Checklist • Anecdote • Running Record • Picturesof Activities EVIDENCE • Attitude • Conduct/practices • Practical work/Hands on • Manipulative Skills • Study Skills • Kinestetic Skills • Computer Literacy Skills ASSESSING To assess the process and product of pupils' work suchasart work, scrap book, handcraft, product, course work
- 82. Method: WRITTEN PBD ASSESSMENT EVIDENCE • Writing • Organizing Ideas • Application • Interpretation • Evaluation • Creation ASSESSING entailscheckingandmarkingpupils'writtenworkandassignment • Essays • Project report • Folio • Written exercises • Describing /interpreting statistic, maps, tables or charts
- 83. Method: ORAL PBD ASSESSMENT ASPECT • Question and Answer • Read aloud • Lecture • Debate • Story Telling • Discussion • Interview • Singing • Poetry Recitation • Listen and provide verbal responses ACTIVITIES Gather information during the interaction between pupils and teacher, pupils and pupils, and pupils with learning materials • Understanding of concepts • Knowledge of facts • Listening Skills • The precise usage of language • Style of presentation • Calculating efficiency • Manner of speaking
- 86. Differentiation Strategies for Primary Pupils Strategy 1: Differentiate by task pupils are given Strategy 2: Differentiate by the type and amountof support provided Strategy 3: Differentiate by the outcomeexpected from pupils Strategy 4: Differentiate by the time pupils are given to complete a task. Strategy 5: Differentiate by supporting individual learning preferences and needs Strategy 6: Differentiate by the types of question asked Strategy 7: Differentiate by the feedback given
- 87. Differentiation Strategies for Secondary Pupils Strategy 1: Differentiate by instruction and feedback Strategy2: Differentiateby the task pupils are given Strategy3: Differentiateby the typeand amount of supportprovided Strategy4: Differentiateby the outcomeexpected from pupils Strategy 5: Differentiate by the time pupils are given to complete a task. Strategy6: Differentiateby supportingindividuallearning preferencesand needs Strategy7: Differentiateby the types of question asked Strategy8: Differentiateby the feedbackgiven
- 88. TEACHER GUIDE : IMPLEMENTING THE CEFR-ALIGNED CURRICULUM (PLANNINGAND MANAGING LEARNING) 2ND EDITION https://drive.google.com/file/d/1TYH1qcgaPGPAkP3N7VOT121b126w MAME/view?usp=drivesdk LINK TO MATERIALS