1 New Curricula Gymnasium-English School year Welcome Δρ. Σαλώμη Παπαδήμα Σοφοκλέους BA, GradCertEd, DipEd, PostGradDipCALL, MEd, MLit, Dprof Επίκουρη Καθηγήτρια, Διευθύντρια Κέντρου Γλωσσών Τεχνολογικό Πανεπιστήμιο Κύπρου Tηλ Κινητό: Φαξ Ηλεκτρονικό Ταχυδρομείο Ιστοσελίδα Αντιπρόσωπος του EuroCALL στην Κύπρο "Those who know nothing of foreign languages, know nothing of their own." - Johann Wolfgang Von Goethe

2 New Curricula Gymnasium-English School year Subjec t districtMeeting 1Meeting 2Meeting 3Meeting 4Venue Larnaca Ammochostos 18/11/201113/12/201122/01/201218/05/2012Λύκειο Αγ. Γεωργίου EnglishLemesos Pafos 09/11/201109/12/201114/02/201208/05/2012Π.Ι. Λεμεσού Lefkosia01/11/201123/11/201110/02/201202/05/2012Π.Ι. Λευκωσίας

3 New Curricula Gymnasium-English School year Why are we here? To find out about… What is new in the philosophy of the new Curricula (a)in general (b)in the English curriculum for the gymnasium (c)in relation to CEFR (d)in relation to the new prescribed books What do you expect from these seminars?

4 New Curricula Gymnasium-English School year What do we need? What are the tools we are required to use? New Curricula general guidelines / framework New Languages Curricula guidelines / framework Common European Framework of Reference (CEFR) for Languages English Prescribed teaching materials

5 New Curricula Gymnasium-English School year Seminar aims: Familiarise Use to design-plan Teach Submit thematic units / lesson plans and teaching materials Evaluate New Curricula general guidelines / framework New Languages Curricula guidelines / framework Common European Framework of Reference (CEFR) for Languages English Prescribed teaching materials

6 New Curricula Gymnasium-English School year Seminar expected outcomes: Familiarise Design-plan EnrichTeach Submit thematic units / lesson plans and teaching materials Evaluate AIM: enrich; find different activities for different learning styles; make it more experiential, interactive, real-life like, with specific communicative, contextualised authentic-like expected outcomes.

7 New Curricula Gymnasium-English School year Seminar aims Compare current practices with new elements in general, in languages, in English IMPROVE and ADD NOT REPLACE TEACHING AND LEARNING AIMS: EXPECTED COMMUNICATIVE OUTCOMES BASED ON SYSTEMATIC AND ORGANISED PLANNING NOT MERE COVERAGE OF TEXTBOOK CONTENTS

8 4 seminars 3 ο Go… Practicing Teacher Implement / try out your new thematic unit with your students. 2ο Set… From where we are to where we want to be… 1.Getting to know the prescribed materials 2.Compare with New Curricula Framework 3.Develop Course Outline 4.Thematic Unit Planning 1 ο On your marks… Establishing the basis: 1.New Curriculum Framework: overall philosophy 2.New Language Curriculum Framework 3.CEFR 4.Texts types 5.Frameworks or Prescribed material? 4 ο Hurray… Practicing teachers 1.Show and tell 2.Micro teaching 3.Self / peer Evaluation 4.Seminar evaluation Teacher trainer 1.Summing up Seminar 2 Seminar 1 Seminar 4 New Curricula Gymnasium-English School year Seminar 3 3 ο Go… Getting ready… 1.The use of New Technologies: Show and tell 2.Teaching and Learning ideas: Think Tank & Share 3.Experiential, Interactive, Cooperative Learning – any ideas? 4.Thematic Unit Development

9 Αναλυτικά Προγράμματα Σε κάθε χώρα, κάθε υπουργείο Παιδείας αναπτύσσει την δική του γενική εκπαιδευτική πολιτική. Αναπτύσσει επίσης και κάποια ειδική πολιτική για κάθε μάθημα ξεχωριστά. Το κάθε υπουργείο παιδείας αναπτύσσει επίσης αναλυτικά προγράμματα για τη διδασκαλία και εκμάθηση του κάθε μαθήματος. Αυτά δίνονται κυρίως σε δυο τύπους / μορφές: 1. Αναλυτικό πρόγραμμα μέσα από Εγχειρίδια 2. Αναλυτικό πρόγραμμα / Κατευθυντήριες γραμμές (α) Σχολικά εγχειρίδια, τα οποία αναλαμβάνει να αναπτύξει ή να καθορίσει το ίδιο το υπουργείο. Στην περίπτωση αυτή χρησιμοποιείται κυρίως αυτό το υλικό, το οποίο πρέπει να καλυφθεί μέσα σε ένα συγκεκριμένο χρονικό διάστημα. (β) Κατευθυντήριες γραμμές. Αυτές αναπτύσσονται και πάλι από το υπουργείο Παιδείας. Στόχος τους είναι να καθοδηγήσουν τον εκπαιδευτικό πώς να αναπτύξει το δικό του αναλυτικό πρόγραμμα, σε σχέση, με τους μαθητές του και τις ιδιαιτερότητές τους. Στην περίπτωση αυτή, ο εκπαιδευτικός ακολουθεί τις κατευθυντήριες γραμμές για να σχεδιάσει το μάθημα. Ο εκπαιδευτικός επιλέγει τόσο το υλικό που θα χρησιμοποιήσει όσο και τις επί μέρους δραστηριότητες, ασκήσεις, τεχνικές, κλπ. Οι κατευθυντήριες γραμμές περιγράφουν συνήθως και τα διάφορα επίπεδα μάθησης των μαθητών. Στην περίπτωση της γλωσσικής διδασκαλίας, τα επίπεδα αυτά είναι επίπεδα γλωσσομάθειας. Περιγράφουν τι πρέπει να μπορεί να κάνει ένας μαθητής, χρησιμοποιώντας μια συγκεκριμένη γλώσσα, για κάθε επίπεδο. Και οι δυο τρόποι αντικαθρεφτίζουν την μέθοδο διδασκαλίας και εκμάθησης, τις τεχνικές, τα είδη ασκήσεων και δραστηριοτήτων, τα θέματα, το περιεχόμενο, τα πολιτιστικά, γλωσσικά και άλλα στοιχεία που περιέχονται μέσα στην ύλη, τον τρόπο αξιολόγησης και τα επίπεδα γλωσσικής επάρκειας που θα πρέπει να έχουν οι μαθητές στο τέλος κάθε προγράμματος. New Curricula Gymnasium-English School year

10 What are the current practices in Cyprus? Framework/Guidelines? New Curricula Gymnasium-English School year Prescribed books? What are we expected to do with the new curricula? What do we do? What should drive our curriculum? What are the expected outcomes of our teaching? Follow the book page by page, item by item, cover the prescribed book content OR Select according to expected outcomes and students needs: what they should be able to do with the language (speak, listen, read & write) by the end of a certain period: communicate in authentic, real-life-like contextualised situations

11 New Curricula Gymnasium-English School year Development of a thematic unit based on:  New Curriculum / Frameworks for Public Schools in the Republic of Cyprus  New Curriculum / Frameworks for Languages  Prescribed set of materials Checklist See pages 3-4

12 New Language Curricula What was it up until now? Study of the new Language Curriculum Language Curriculum – General aim What can we establish? New Curricula: 1.Same Philosophy in all subjects 2.Same framework in all languages (CEFR levels) 3.Curriculum Frameworks and not only textbooks 4.Control– checklist 5.Teacher training 6.Teaching material evaluation, replacement and enrichment 7.Use of New Technologies – digital literacy 8.Continuous updating New Curricula Gymnasium-English School year

13 New Curricula Gymnasium-English School year Educational learning processes: Student centred experiential Active Cooperative Digital For further information and examples, see notes

14 New Language Curriculum and CEFR  Α1 level (CEFR), σελ  Α’-Β’ Gymnasium, Α2 level (CEFR), σελ. 4-7  C’ Gymnasium– Α’ Lyceum, σελ Compare topics in levels Α 1, Α2 και Β1 Conclusions New Curricula Gymnasium-English School year Compare with CEFR levels in CEFR document

15 Photo – Family member description Α1 This is my son. His name is Orestis. He works at G.M. He lives in Melbourne. Α2 This is my son. His name is Orestis. He works at G.M. He lives in Melbourne. He studies Marketing.. He likes music and sports. He plays the piano and the guitar and he sings. He plays soccer, he swims and he does snow boarding. Β1 Here’s my son. His name is Orestis. He is 26 years old. He was born in Melbourne. He is Greek-Cypriot Australian. He studied Marketing at RMIT University. He lives in Melbourne. He works at General Motors. He loves his job. He also likes music, sports, travelling an good food. He plays the piano and the guitar, he sings and his composes his own music. He plays with his band in concerts and various other functions. Παίζει πιάνο και κιθάρα, τραγουδά και συνθέτει δικά του τραγούδια. He plays soccer twice a week. He likes swimming. His passion, however, Is snow boarding. He goes to Mount Buller every winter. He likes good food and drink. He loves going out with his friends. His latest passion is photography. He takes many photos. New Curricula Gymnasium-English School year Some Practice with CEFR levels

16 Activity example Personal profiles Develop personal profiles in the following CEFR levels: Α1 Α2 Β1 New Curricula Gymnasium-English School year I’m Steven Jobs. A1 I’m Steven Jobs. I am American. I am the founder of Apple Inc. I love Technology. A2 B1

17 Activity example Personal profiles Develop personal profiles in the following CEFR levels: Α1 Α2 Β1 New Curricula Gymnasium-English School year I’m Bill Gates.

18 Your examples Let’s here some more descriptions of people you know or of family members. Who would like to volunteer? Description 1 CEFR level Α1 Description 2 CEFR level Α2 Description 3 CEFR level Β1 How can this method be used in your teaching? For which topics? For which levels? In what way? Give examples. New Curricula Gymnasium-English School year

19 Thematic Unit development at different levels How can one topic be developed in the different CEFR levels? Α1 Α2 Β1 Β2 Γ1 Γ2; How is it developed from one level to another? We have seen the example of the oral presentation of a family member, that of my son, with the use of a photo. Have a look at the next example, on the topic of Spare Time : New Curricula Gymnasium-English School year

20 New Curricula Gymnasium-English School year

21 B2C1C2 Then you can compare your work with the example on the same topic that follows. New Curricula Gymnasium-English School year

22 New Curricula Gymnasium-English School year

23 Now, let us develop a thematic unit in a different way, based on some specific text types, related to the specific communicative situation. First let us see what text types are. Then we will see the example on the topic of Family trip to Greece Thematic unit development based on certain text types New Curricula Gymnasium-English School year

24 What are text types? Study the next two slides. 1.The ones in the first slide are used in speaking They are also used for listening comprehension 2. The ones in the second slide are used in writing They are also used for reading comprehension All communication is made through the use of some oral or written text type. New Curricula Gymnasium-English School year

25 Spoken text types

26 Written text types Writing

27 Thematic unit development, based on text types New Curricula Gymnasium- English School year

28 2. Find the main text types which are related to this topic, both oral and written. Develop a thematic unit having text types as your starting point. New Curricula Gymnasium-English School year Topic: Travelling to London Discourse forms

29 2. Find the main text types which are related to this topic, both oral and written. New Curricula Gymnasium-English School year Topic: Travelling to London Discourse forms Dialogue Airport Departures & arrivals schedules Restaurant menu Hotel registration form Train timetables / schedules Face to face conversation Telephone conversation mapSong 2. Compare

30 New Curricula Gymnasium-English School year Which should be your starting point? Prescribed sets of materials OR Expected communicative, contextualised outcomes? To develop your thematic unit…

31 New Curricula Gymnasium-English School year To develop your thematic unit you will need the following: New Curricula general guidelines / framework New Languages Curricula guidelines / framework Common European Framework of Reference (CEFR) for Languages English Prescribed teaching materials Other printed and digital material. Work in groups of four. The checklist can be your guide.

32 New Curricula Gymnasium-English School year For the next seminar, please bring the following: 1.Your Up Beat set of Materials 2.Extra materials on the topic of your choice Γεια σας 再见 До свидания Au revoir Good bye Auf Wiedersehen Adiós Arrivederci さようなら

33 New Curricula Gymnasium-English School year Seminar expected outcomes: Familiarise Design-plan EnrichTeach Submit thematic units / lesson plans and teaching materials Evaluate New Curricula general guidelines / framework New Languages Curricula guidelines / framework Common European Framework of Reference (CEFR) for Languages English Prescribed teaching materials

34 New Curricula Gymnasium-English School year Seminar expected outcomes: Familiarise Design-plan EnrichTeach Submit thematic units / lesson plans and teaching materials Evaluate AIM: enrich; find different activities for different learning styles; make it more experiential, interactive, real-life like, with specific communicative, contextualised authentic-like expected outcomes.

35 Δρ. Σαλώμη Παπαδήμα Σοφοκλέους BA, GradCertEd, DipEd, PostGradDipCALL, MEd, MLit, Dprof Επίκουρη Καθηγήτρια, Διευθύντρια Κέντρου Γλωσσών Τεχνολογικό Πανεπιστήμιο Κύπρου Tηλ Κινητό: Φαξ Ηλεκτρονικό Ταχυδρομείο Ιστοσελίδα Αντιπρόσωπος του EuroCALL στην Κύπρο Thanks for the cooperation Good luck with the New Curricula New Curricula Gymnasium-English School year