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Curriculum

by Ganga Ghimire

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Curriculum Introduction
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Introduction to Curriculum -
Curriculum is an English which derived from Latin word 'currere' which means race course. Basic Level English Curriculum (Grades 6-8)
1. Introduction
English is a major international language, one of the six official languages of the United Nations and the means of international communication. It is taught from Primary Level to Secondary Level as one of the compulsory subjects. Besides Nepali language, English can also be used as a medium of instruction in all schools as per the provision made by the Education Regulations. The National Education Policy Commission (1992) laid a great emphasis on the regular updating and improvement of school Curricula; hence this revision is the result of this on-going process. Teaching English in schools has two main purposes. Firstly, to enable pupils to exchange ideas with people of any nationality who speak or write English. Secondly, to expose them to the vast treasures of knowledge and pleasure available in both printed and electronic forms. Some of the important features of this revised curriculum are as follows:
1. The four language skills: listening, speaking, reading and writing are carefully graded and sequenced.
2. Common language competencies are set for basic level.
3. Language functions are presented with the emphasis on using them for communication.
4. Additional materials are sought for extensive practice. 5. Subject matters to practice the language skills are prescribed from broader spectrum.
6. Students' evaluation is expected to be based on the objectives of language skills outlined in the curriculum. 7. A provision is made for alternative tests items for differently abled students. This curriculum presents core competencies for the basic level. The learning outcomes are derived from the core competencies for all grades and presented in sequential order. These learning outcomes are categorized under language skills in gradual progression. A separate list of language functions for each grade has been presented with examples.
The next part presents the elaboration matrix which mainly focuses on the language functions. It provides possible teaching technique, teaching materials as well as student assessment procedure. Being a competency based curriculum, it anticipates that the assessment be based on the learners' performance. The skills are divided into four areas listening, speaking, reading and writing, although in practice it is impossible to isolate them in this way. Listening can be followed by speaking or writing, just as writing may follow listening or reading. Whatever may be the order all language learning aspects are to be practised in compliance with the needs of the learners. 2. Competency: English being an academic language course should help students of this level gain competency at grammatical, discourse, sociolinguistic and strategic level. Hence, the following competencies have been derived from the above mentioned areas. 1. Listen and comprehend spoken English in a variety of personal, social and academic contexts. 2. Communicate in spoken English in a variety of personal, social and academic contexts 3. Comprehend written English in personal, social and academic contexts. 4. Communicate in written English in a variety of personal, social and academic contexts. 5. Develop skills and competencies to use English as a medium for further studies and a tool for obtaining information and enjoyment 6. Learn to think creatively and critically to develop the language skills by promoting tolerance, inclusiveness and socio-cultural harmony
curriculum
Introduction


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