KURIKULUM STANDARD KELAS PERALIHAN PANDUAN GURU BAHASA INGGERIS Terbitan Kementerian Pendidikan Malaysia Bahagian Pembangunan Kurikulum 2019
Terbitan Oktober 2019 © Kementerian Pendidikan Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam sebarang bentuk dan dengan cara apa-apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya, Malaysia. CIP/ISBN ISBN 976-967-420- XXX-X
KANDUNGAN Rukun Negara v Falsafah Pendidikan Kebangsaan vii Kata Aluan ix Pendahuluan 1 Summary 3 Content Overview 5 Content and Organisation of the Scheme of Work 6 Scheme of Work Template: Supporting Information 7 Differentiation Strategies 14 Scheme of Work : Lessons 1 to 108 22 Panel of Writers 131
v RUKUN NEGARA BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak: Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya; Memelihara satu cara hidup demokratik; Mencipta satu masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; Menjamin satu cara hidup yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai corak; Membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip yang berikut: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN
vii FALSAFAH PENDIDIKAN KEBANGSAAN “Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara” Sumber: Akta Pendidikan 1996 (Akta 550)
ix KATA ALUAN Assalamualaikum dan Salam Sejahtera. Alhamdulillah dengan izin dan limpah kurnia-Nya, Bahagian Pembangunan Kurikulum telah berjaya menghasilkan Buku Panduan Guru Kurikulum Standard Kelas Peralihan (KSKP). Buku ini diharap dapat menjadi panduan dan rujukan guru seterusnya sebagai pencetus idea baharu kepada guru dalam merancang dan melaksanakan pengajaran dan pembelajaran (PdP) mata pelajaran KSKP di sekolah. Selari dengan transformasi kurikulum di semua peringkat persekolahan, Buku Panduan Guru ini memfokuskan kepada kemahiran berbahasa iaitu kemahiran mendengar, bertutur, membaca dan menulis melalui aktiviti dan komunikasi yang menyeronokkan dan merangsang pembelajaran untuk mempertingkat dan memperkukuh penguasaan bahasa Melayu. Buku ini turut memberi panduan tentang penekanan kepada penguasaan kemahiran abad ke-21 seperti pemikiran kreatif, inovasi, penyelesaian masalah, dan kepimpinan mengikut kesesuaian dan keupayaan kumpulan murid Kelas Peralihan. Selain itu, elemen Kemahiran Berfikir Aras Tinggi (KBAT) melibatkan kemahiran mengaplikasi, menganalisis, menilai, dan mencipta turut diintegrasikan bagi membantu guru melaksanakannya bersesuaian dengan keupayaan dan pencapaian murid. Akhir kata, syabas dan tahniah diucapkan kepada panel penulis dan semua pihak yang terlibat dalam penghasilan Buku Panduan Guru KSKP. Semoga buku ini dapat memberi manfaat kepada semua pihak dalam usaha meningkatkan kualiti penguasaan bahasa Melayu dalam kalangan murid kelas peralihan sebagai persediaan meneruskan pendidikan di peringkat menengah. Sekian, terima kasih. Dr. MOHAMED BIN ABU BAKAR Timbalan Pengarah Bahagian Pembangunan Kurikulum 2019
1 PENDAHULUAN Kurikulum baharu bagi Kelas Peralihan dilaksanakan mulai tahun 2019 selari dengan perubahan dalam kurikulum kebangsaan. Kurikulum baharu ini dikenali sebagai Kurikulum Standard Kelas Peralihan (KSKP) dilaksanakan bagi menggantikan Kurikulum Kelas Peralihan (Semakan 2003) yang mula dilaksanakan pada tahun 2003. KSKP digubal bagi memenuhi keperluan dasar baharu di bawah Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 agar kualiti kurikulum yang dilaksanakan di Kelas Peralihan selari dengan Kurikulum Standard Sekolah Rendah (KSSR) dan Kurikulum Standard Sekolah Menengah (KSSM). Kurikulum berasaskan standard yang menjadi amalan antarabangsa dijelmakan dalam KSKP menerusi penggubalan Dokumen Standard Kurikulum dan Pentaksiran (DSKP) bagi semua mata pelajaran. Usaha menambah baik kurikulum Kelas Peralihan adalah sejajar dengan usaha Kementerian Pendidikan Malaysia bagi memastikan semua murid menguasai kecekapan asas berbahasa Melayu. KSKP memfokuskan kepada kemahiran berbahasa iaitu kemahiran mendengar, bertutur, membaca dan menulis. KSKP hendaklah dilaksanakan melalui aktiviti dan komunikasi yang menyeronokkan dan merangsang pembelajaran untuk mempertingkat serta memperkukuh penguasaan bahasa Melayu murid sebagai persediaan untuk meneruskan pelajaran mereka di Tingkatan Satu. KSKP juga mengambil kira elemen memupuk nilai perpaduan dan keharmonian kaum supaya murid mengenal, menghormati dan menerima kelainan serta perbezaan individu. Kejayaan dan keberkesanan proses pengajaran dan pembelajaran (PdP) bergantung kepada kefahaman dan penghayatan guru terhadap hasrat dan matlamat pelaksanaan KSKP. Keberkesanan pelaksanaan KSKP menuntut komitmen yang jitu daripada guru dalam mempelbagaikan pendekatan PdP. Buku Panduan Guru ini dihasilkan untuk membantu guru dan semua pihak yang terlibat dalam memastikan pelaksanaan KSKP mencapai hasrat dan matlamat Sistem Pendidikan Kebangsaan.
2
3 STANDARDS-BASED CURRICULUM FOR REMOVE CLASS ENGLISH LANGUAGE AIMS The Standards-Based Curriculum for Remove Class acts as a transition stage for pupils completing their primary education in national-type schools (Chinese and Tamil vernacular schools) and moving on to secondary education. Therefore, the Standards-Based English Language Curriculum for Remove Class (SBELCRC) aims to reinforce pupils’ basic understanding of the English language so that they are able to communicate in the language for knowledge acquisition, future workplace needs and to enable them to communicate effectively in a variety of contexts. OBJECTIVES Pupils are able to: 1. listen to and understand simple spoken English in order to function in common real world situations. 2. speak clearly using simple language. 3. read and understand stories and simple factual and literature texts for enjoyment and information. 4. write using simple language. 5. inculcate awareness and appreciation of moral values, unity and love towards the nation. FOCUS The SBELCRC focuses on enabling pupils to communicate effectively in the real world. Reinforcement of listening, speaking, reading and writing skills in Remove Class will ensure pupils can adapt to more extensive language usage when they proceed to Form One. For the purpose of standardisation where spelling, grammar and pronunciation are concerned, the Standard British English is used as reference for English in Malaysian schools.
4 CONTENT ORGANISATION The curriculum content in the SBELCRC is organised into three broad sections, namely Content Standards, Learning Standards and the Performance Standards. The Remove Class Content and Learning Standards for English Language are aligned to the Common European Framework of Reference (CEFR) for Languages, an international framework for language teaching, learning and assessment practised by many countries. The framework is used as a reference to develop the English Language target proficiency levels (A1 and A2 or Basic User; B1 and B2 or Independent User; and C1 and C2 or Proficient User). These curriculum target levels describe what the pupils are expected to achieve at each stage of learning from preschool to Form Five. These target levels will enable pupils to measure their own progress, and facilitate teachers in terms of gaging pupils’ proficiency level. The target proficiency level for Remove Class is set at A2 Mid. The Performance Standards express the degree or quality of proficiency that pupils are expected to display in relation to the Content and Learning Standards. These Standards allow pupils to reflect, think and act upon their learning strategies for self-improvement. CONTENT STANDARDS, LEARNING STANDARDS AND PERFORMANCE STANDARDS The Content Standards are developed by taking into consideration the four language skills; Listening, Speaking, Reading and Writing, and Literature in Action component. They are specific statements on what pupils should know, understand and be able to do within a schooling period, encompassing aspects of knowledge, skills and values, work habits and personal character traits that are cultivated in stages throughout the pupils’ secondary education. The Learning Standards are concise educational objectives that pupils are expected to know and be able to do at a particular stage of their secondary education. The Performance Standards are the indicators of the degree or the quality of proficiency that pupils are expected to display in relation to the Content and Learning Standards
5Remove Class SContent OThe purpose of this document is to provide teachers with support and inthroughout the year. Teachers will need to refer to this document when pContained within this Scheme of Work document, teachers will find the fo1. Content and Organisation of the Scheme of Work This section provides teachers with an introduction to the Scheme oScheme of Work. 2. Scheme of Work Template: Supporting Information This section provides teachers with an explanation of the various degives teachers advice on completing the Scheme of Work template fo3. Glossary of Terms Teachers will be required to create their own lesson plans and mateStandards contained within the Scheme of Work. These Content andAssessment Document (DSKP). This section provides teachers with supporting explanations for some4. Differentiation Strategies This section provides teachers with a number of suggested differentia5. Scheme of Work (Lessons 1 to 108) This section provides teachers with details for the planning, creating a6. Appendices The appendices contain additional support materials which the teache
5 cheme of Work Overview formation with regards to planning, creating and delivering their lessons planning and delivering their lessons. ollowing information: f Work and an explanation of how the lessons are organised within the etails contained within the Scheme of Work template. This section also or their lessons. erials. Teachers will therefore need to refer to the Content and Learning d Learning Standards come from the Standards-Based Curriculum and of these Content and Learning Standards. ation strategies for teachers to use within their classes. and delivering their lessons throughout the year. ers will find useful.
61. Content and OrganisatioWhat is the Remove Class Scheme of Work and how can it help teaThe Remove Class Scheme of Work gives teachers an overview of the Scheme of Work will provide teachers with assistance in their daily, weekby teachers either individually or by teachers working together to pool th(PLC) within their schools. What does the Scheme of Work consist of? The Remove Class Scheme of Work consists of a total of 108 lessons winto 30-minute lessons, teachers will need to plan and adapt their lessoLesson 1 to Lesson 108.
6 on of the Scheme of Work chers? Content and Learning Standards to be covered within each lesson. The kly and longer-term planning of lessons. These lessons will be developed eir expertise and experience via the Professional Learning Communities with each lesson lasting a total of 60 minutes. If lessons are organised ons accordingly. Each lesson in the Scheme of Work is numbered from
72. Scheme of Work Templa1. Lesson Each lesson within the Scheme of Work is given a number followed b2. Main Skill Focus Each lesson will have one main skill focus with the exception of the AcSpeaking, Reading and Writing). 3. Theme The four given themes are: People and Culture Health and Environment Science and Technology Consumerism and Financial Awareness Each cycle of lessons has been assigned a specific theme. This is to the course of the Remove Class. 4. Topic Teachers will be responsible for selecting the specific topic areas for given theme. 5. Language or Grammar Focus This will be related to either a grammatical structure or function (e.g. words related to free-time activities). Teachers are advised to refesuggested grammar content for the lessons.
7 ate: Supporting Information y the lesson type (e.g. Lesson 1 Listening, Lesson 2 Speaking etc.) ction-Oriented lessons which will have a focus on all four skills (Listening, ensure that all of the above themes are adequately covered throughout the lessons. Teachers will need to ensure that the selected topic fits the Present Simple and Present Continuous) or an area of vocabulary (e.g. er to the Standards-Based Curriculum and Assessment Document for
86. Content and Learning Standards The given Content and Learning Standards are taken from the Standa7. Main Skill and Complementary Skills The vast majority of lessons within the Scheme of Work will focus on The main skill should be the primary focus of the lesson. The complemimportant for teachers to note that both the main skill and complemennot an optional skill which can be ignored. 8. Learning Outline Teachers will be responsible for creating their own lessons. However,teachers to complete. Teachers will need to refer to the given Conten9. Materials or References Some suggestions have been included in this section for teachers to r10. Cross-Curricular Elements Teachers will need to refer to the Cross-Curricular Elements when pla11. Differentiation Strategies Teachers have been provided with a number of suggested differentiatselect those strategies which are suitable in relation to the materials u
8 ards-Based Curriculum and Assessment Document for Remove Class. one main skill and one complementary skill. mentary skill is to support and supplement the selected main skill. It is ntary skill must be covered within the lesson. The complementary skill is , some sections of the Scheme of Work have been left blank for t and Learning Standard when planning their lessons. refer. anning their lesson. tion strategies (see Differentiation Strategies). Teachers will need to used and the specific needs of their pupils.
9How are the Scheme of Work Lessons Organised? Action-Oriented Tasks are integrated-skills-based lessons where Literature in Action: There are no specific materials to support tbased on the themes and topics contained in the relevant, possib Language Awareness Lessons will focus on 1. indirect questions with present and past tenses Do you know what……? Can you tell me….? 2. past tense with a limited range of sequencing adverbs first, then, after that, etc. 3. modal verbs to talk about rules and obligations must, mustn’t, should, shouldn’t 4. present continuous tense, going to, will, to talk about future eTomorrow we’re meeting in the park to play football. 5. modal verbs to give and talk about advice Can, could, should, shouldn’t, might 6. defining relative clauses to describe and give information wh7. Growing range of prepositions Against, into, out, of, towards, past, over, near to, in front of e8. Infinitive of purpose She went to the shops to buy a new bag for school. 9. Passive sentences (present simple and past simple} The house is made of wood.
9 all four skills are practised and developed. this lesson type. Teachers are encouraged to create their own lessons ble resources. events, plans and arrangements o, which, and that. etc.
13. GlossaEach lesson in the Scheme of Work contains specific Content and Leaexplanations of some of the terms used. Terms ListenListening 1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics a range of familiar topA range of familiar topitopics covered in primaattractions, art and proHowever, pupils in ruradifferent topics. TeachListening 1.1.4 Understand longer sequences of supported classroom instructions longer sequences of Supported classroom iExamples of support focomprehension by askLonger sequences of cmatch the sentences awhy it is wrong, and theTeachers should use thinstructions, based on
0 ary of Terms rning Standards. Teachers may find useful the following Meaning ning pics cs means a variety of topics which pupils know. Examples include ary school such as clothes, free time and animals, such as tourist ofessions. al or remote areas and pupils who live in cities may be familiar with hers should use their own judgment here. supported classroom instructions nstructions are ones which the teacher helps pupils to understand. or instructions include using gestures, pictures or checking king pupils questions. classroom instructions usually contain 3 sequences or more, e.g. First, and pictures, then underline the false sentence, explain to your partner en write the true sentence together. heir own judgment on longer sequences of supported classroom the language level and background knowledge of the pupils they teach.
1Terms Listening 1.1.5 Understand more complex supported questions more complex suppoA more complex questthey go on holiday andSupported questions acan provide this help bquestion words on the Listening 1.1.6 Understand with support longer simple narratives on a range of familiar topics with support with support means witpictures, examples or edictionary. longer simple narrativLonger simple narrativenarratives contain langTeachers should use thinterest of the pupils th
1 Meaning orted questions ion is a question which contains more than one clause, e.g. Where did d why did they enjoy it? are ones which the teacher helps pupils to understand. Typically teachers by checking understanding, explaining the question or writing key board. th help. This help can come from the teacher, a classmate, from explanations in their textbook or from a reference resource, such as a ves es are stories which are usually longer than 10 lines. The simple guage and ideas which pupils can understand. heir own judgment on longer simple narratives, based on the level and hey teach.
1Terms SpeakSpeaking 2.1.4 Explain and give reasons for simple advice give reasons for simpPupils who can give reaYou should go to GeorgContent standard 2.3 Focus Manage interaction appropriately See also Speaking 2.3 Speaking 2.4 Reading 3.1 Focus Writing 4.2 appropriately Appropriately refers to not necessarily be 100successfully. Speaking 2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying short exchanges Short exchanges are uHere is an example shounderstanding of what Pupil 1: Langkawi is myPupil 2: Why? Pupil 1: I like beaches, Pupil 2: So, you like naPupil 1: Yes Teachers should use thspeaking task is for the
2 Meaning king ple advice asons for simple advice can explain why they have given the advice, e.g. rge Town if you like history, because the buildings are old and interesting. the successful communication of a message. The message itself may % accurate, but the pupil has communicated his or her meaning sually interactions in which each pupil has 4 speaking turns or fewer. ort exchange, in which pupil 2 keeps interaction going by checking pupil 1 says: y favourite place. jungle, flowers. Not many people. ature and quiet places? heir own judgment on short exchanges, based on how simple the eir pupils and on how familiar the speaking topic is to them.
1Terms Speaking 2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks basic steps Basic steps are the maextended classroom tAn extended classroomlonger than 10 minutescarrying out a class surpresentation to their claWritinWriting 4.2.2 Spell most high frequency words accurately in independent writing most high frequency High frequency words This learning standard make spelling mistakesTeachers should use thwords pupils often writeindependent writing Independent writing is Writing 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in response to feedback modify this appropriaFeedback means commPupils who can modify they receive to reorgandraft which is easier to draft.
3 Meaning ain steps needed to complete a task successfully. tasks m task is one which involves a number of stages, and which usually takes s to complete. Examples include pupils making a group poster, pupils rvey and reporting the results, and pupils planning and giving a short assmates. g words are words which pupils use often in the Remove Class. means that pupils can spell the words accurately in general, but will s with some words. heir own judgment on familiar high frequency words, according to the e in their lessons. when a pupil writes alone without help. ately in response to feedback ments on written work from the teacher or from other pupils y a draft appropriately in response to feedback can use the comments nise content and correct most language errors. The result is a second understand and which contains fewer language errors than the first
14. Differentiation StrateStrategy 1: Differentiate by instruction and feedback Use classroom management techniques to support differentiation. 1. Ensure that pupils who are finding particular tasks in English chalconfidence. You can do this in a number of ways. The following ai) Ask them to read instructions aloud. ii) Monitor and check that pupils having difficulty with the task hfeedback with the whole class, choose them to answer the firiii) Prompt and support during group work if a pupil is having dwhen they have done well. When you check answers with thseen them answer. iv) Choose them to be ‘group leaders’ for games or activities, ework. v) Choose them to ‘report back’ after group work – this means tideas themselves. vi) Ask them to take responsibility for classroom tasks, e.g. helpquestions. vii) Ask them to write answers up on the board while other pupils2. Before checking answers with the whole group, always allow pupiThis encourages confidence as there is a shared responsibility forand those struggling with the tasks will gain extra support. 3. When getting feedback, don’t go around the class picking pupils idifferent pupils each time over a few lessons). Choose the respopupils.
4 egies for Secondary Pupils llenging still have a chance to contribute in class in order to develop their are a few examples: have completed the first few questions correctly and when going through rst one or two questions which you know they have done correctly. difficulty with the task or with confidence, then indicate and praise them he whole group you will then ask them to do the question you have just e.g. count the points for team games, ensuring the group completes the they will repeat what the group has done even if they didn’t come up with ping hand out copies so they are involved even if they are struggling with s call out the answers. ils to do a peer check (comparing their answers in pairs or small groups). r any errors. It also allows peer to peer teaching – some pupils can clarify n order. Ask pupils randomly (making a note if it helps to ensure you ask ondent according to the level of the task and what you know about your
14. Monitor closely – this will allow you to check that everyone has questions to those finding the task easy. 5. Always do an example for each task. This provides a clear instrexample to increase the challenge. Strategy 2: Differentiate by the task pupils are given It is possible to use the same source material and expected outcomes buslightly more preparation for the teacher but the tasks can often be reuseExamples of task differentiation include the following: i) Give more proficient pupils standard ‘gap fill’ tasks but add in We’re having lots of adventures on our holiday. While we experience. We’re having lots of adventures on our holiday. While we a terrible experience. ii) Give more proficient pupils sentence constructions e.g. requirsentence’ or ‘use the tense given’ for less proficient pupils. F Make sentences using the past continuous and past simpHis brother/eat/when/the lights/go out. Tick the correct sentence in each case a. His brother ate when the lights went out. b. His brother was eating when the lights were going out. c. His brother was eating when the lights went out.
5 understood and is doing the task successfully and to provide extension ruction for everybody. Those finding the task easy can help supply the ut to adapt and differentiate the way the task works for pupils. This takes ed for more than one class. n multiple choice options for the less proficient pupils. For example: 1._____ (stay) at a campsite near a river, we 2.______ (have) a terrible 1. stayed/were staying at a campsite near a river, we 2. had/were having ring them to add in correct tenses, but change the task to ‘tick the correct For example: le:
1iii) For exercises involving filling in a table or categorising, add more proficient pupils to do all the items themselves and eveiv) For grammar analysis boxes where the use of a grammar forto less proficient pupils and add examples that they match toin the textbook. v) For standard question / answer formats, allow more proficientbut mix them up so it becomes a matching task. Sometimes, the teacher can also give different tasks to more proficient asee strategy 6 for more on this. Another way to differentiate by task, if using the same task for the whonumber of correct responses. This can vary in terms of the amount pupilTasks might include: i) brainstorming lists ii) creating mind maps iii) thinking of examples iv) playing games requiring personalised answers, e.g. about thev) doing a presentation of information Open-ended discussion tasks (e.g. Tell me about life in cities and life icontribute with more unusual words, more complex language, or more oProject work is particularly good for differentiating tasks. You can give group may be asked to create a booklet and presentation on historical plafor one historical place. (See also additional ideas in Strategy 4).
6 some items into the table in advance for less proficient pupils but leave en add some additional ones of their own. m has to be completed or matched to a reason, give the correct answers o the analysis. The more proficient pupils can complete the task as given t pupils to answer unsupported. Give the answers to less proficient pupils nd less proficient groups of pupils according to their needs and interests: ole class, is to include some open-ended items which allow for a large s produce or the complexity of their answers. eir hobbies / likes and dislikes / families in the country, or What will happen next?) allow more proficient pupils to riginal ideas. slightly different tasks to less and more proficient pupils, e.g. a stronger aces in Malaysia; less proficient pupils might be asked to create the same
1Strategy 3: Differentiate by the type and amount of support provideThe teacher can support pupils to understand and use language with: i) their own teacher talk (e.g. ‘Look at the words in the box. Whiii) with gestures or mime iii) utilising more proficient pupils to reinforce, e.g. the teacher reinforce the word, choose a more proficient pupil to repeat language and add challenge for them and the repetition will aiv) with visuals (e.g. flashcards on the board to help pupils underv) with written words (e.g. written words on a worksheet to help vi) when giving tasks, have two worksheets – add in a gloss (cmother tongue. vii) where pupils are doing project work, encourage more proficieproficient pupils with input e.g. give them handouts of informaDifferent types and amount of support can be given to less proficient pupfor more proficient pupils. Strategy 4: Differentiate by the outcome expected from pupils The teacher may expect more language from some pupils, and less fromthat they feel successful. Four useful strategies here are: Compulsory plus optional Remember and share Add on Project work
7 ed ich one is a number?’) sets an instruction or clarifies a new word - to check the instruction or or explain again. This will encourage more proficient pupils to produce also support less proficient pupils. rstand or use vocabulary), pupils with spelling) clarification) of important and/or difficult vocabulary in basic English or ent pupils to do more, e.g. research content themselves and support less ation to start using rather than expect them to find this themselves. pils, depending on their needs, or can be used to provide extra challenge m others. The main aim is that every pupil says or writes something, so
11. Compulsory plus optional Here, the teacher sets pupils targets such as With your pThe minimum target (2 sentences, 2 new words) is compmore’ is optional, and gives a chance for more proficienttarget at first, but with more practice, they will soon get t‘There are 10 true and false questions for the reading. Yoyou have time you can do more.’ This will allow pupils to d2. Remember and share If pupils are asked to remember and share, they have to t(E.g. Look at the classroom objects on my table. In one mand then tell me). This task allows all pupils to make succiii) Add on Monitor during tasks, e.g. reading or listening questions. and ask them. Alternatively ask them to rewrite sentencepupils. iv) Project outcome If pupils are doing project work, encourage more proficient more complex outcomes. For example, if pupils are doingproduce a written report and do a class presentation; lessa short illustrated summary only.
8 partner, write 2 sentences or more, or In your group use two new words. ulsory, and everyone needs to achieve this to be successful. But the ‘or t pupils to challenge themselves. Some pupils will stop at the minimum the idea of going beyond the minimum target. This can be simple, e.g. ou have 5 minutes. You must do 5 questions – you can choose any 5. If do more or less and also to choose the questions they find easiest. tell the teacher words or ideas they learned in a previous lesson or task. minute, I’ll cover them… Now, share with your group what you remember cessful contributions. Where pupils have done well, have a few extension questions to hand es or think of their own additional questions to ask other more proficient pupils to do more – either produce a greater quantity of output or produce g a project on the environment, more proficient pupils can research and s proficient students can be given materials to use for ideas and produce
1Strategy 5: Differentiate by the time pupils are given to complete a tSome pupils need longer than others to complete tasks, especially whena little more time to finish, and extra tasks for pupils who complete the tasame new words; Label the picture in the textbook and check any you dwhat to talk about). If pupils are doing group work, match fast finishers with other fast finishenew partner. Rewarding fast finishers with something ‘fun’ to do (such as playing a gampupils to work quickly, rather than to work carefully at their own speed. EStrategy 6: Differentiate by supporting individual learning preferencWhen appropriate, teachers can support preferences by letting pupils example, pupils decide for themselves which tasks they want to do (e.g. the ways they prefer to learn or topics they find interesting. Different pairings and groupings will allow pupils to work in different weach other (e.g. one who can write and one who cannot yet write well) oproficient pupils and less proficient pupils together all the time. Vary the iSometimes teachers might want to mix girls and boys, or have single-sexIn some tasks, pupils can be assigned different roles to do, for examppairing and grouping over time. Teachers can support needs by setting individual tasks and targets fowork in particular. For example, a teacher might decide on a writing targprovide them with different tasks from those pupils who can already wr
9 task. n writing is involved. When it’s appropriate, these pupils should be given ask early should be provided (e.g. Write three more sentences using the don’t know in the dictionary; Talk with your friend in English: You choose rs to do additional work, e.g. Think of three more questions and ask your me or using digital applications) should be avoided, as this will encourage Extra tasks should extend and enrich learning. ces and needs make choices about what they do and how they do it. Sometimes, for the type of writing task they complete or a revision game), depending on ways – teachers can sometimes pair up pupils who can help and support or who enjoy working together. It is good to avoid always grouping more interactions as this will allow all pupils to benefit from different dynamics. x pairs/groups. le a group manager, writer or artist. Teachers should make sure to vary or pupils based on assessment. This works well for reading and writing get for each child; if a pupil is not yet a proficient writer, the teacher can rite effectively. If a few pupils are proficient writers, they could be given
2extra tasks. For reading, pupils can be encouraged to keep a reading log they enjoyed it or not etc.). This works well as more proficient pupils canStrategy 7: Differentiate by the types of question asked Closed questions are questions in which the choice of possible answersusually have more possible answers, and longer responses. Asking clodisease or a natural disaster?) gives them a chance to produce accurateAsking open questions to more proficient pupils (e.g. What should we dAs less proficient pupils grow in confidence and competence, teachersreasons for asking more proficient pupils easier questions, as this involveStrategy 8: Differentiate by the feedback given Feedback given to pupils should be varied according to their ability to acat writing has tried hard and produces work with a number of misspellingsof common or important words highlighted. The pupil should respond tthem. If a more proficient pupil writes well and makes 2 misspellings, ththem to find and correct them. Teachers can use a correction code for written tasks, e.g. have a set omistake with spelling, WW – mistake with word choice etc.). More proficshould be able to respond to the extra challenge built in to this feedbaspeaking.
0 (including notes on what they have read, the content of the text, whether include much more detail and record greater numbers of texts. s is very limited. They often involve very short responses. Open questions osed questions to less proficient pupils (e.g. Why did dinosaurs die? A e answers, as they are usually easier to answer than open questions. do if there was a natural disaster like a flood?) provides extra challenge. s can ask them more open questions. Sometimes there are also good es them in the lesson and helps the pace of the lesson. ct on the feedback. For example, if a pupil who is currently less proficient , feedback can be given on what they did well, and only 1 – 3 misspellings to this feedback because the suggested improvement is achievable for he teacher can tell them the lines in which the misspellings are, and ask of symbols or letters which identify errors (T - mistake with tense; Sp - cient pupils could use the correction key and find their errors. The pupil ack. The same principle could also apply to giving feedback on pupils’
2Summary It is extremely important that teachers are aware that a pupil’s proficiencyEnglish, this does not mean in any way that this will remain true throughoequal opportunity to develop over time and teachers should ensure that alThere has been a considerable amount of research recently into the suteacher feedback can impact on a pupil’s development over time. Furthehttps://www.mindsetworks.com/science/
1 y in English is not fixed and because a pupil is currently less proficient in out a pupil’s secondary education. It is important that all pupils are given l their pupils are challenged and given equal opportunity for development. bject of the ‘growth mindset’ which looks at, amongst other things, how er information on the ‘growth mindset’ can be found at: