Pilot Curriculum
English as a Foreign Language
in Cyprus Primary Schools
(Years 1 – 6)
Styliani Hadjikyriacou
Inspectress, Cyprus Ministry of Education and Culture
Androulla Englezaki
Inspectress, Cyprus Ministry of Education and Culture
Sophie Ioannou-Georgiou
Teacher Trainer, Cyprus Pedagogical Institute,
Cyprus Ministry of Education and Culture
Pavlos Pavlou
Assistant Professor, Department of English Studies,
University of Cyprus
Kleri Kouppa
Maria Xanthou
Koula Christodoulou
Yianna Rodiki-Petrides
Primary EFL Advisors,
Cyprus Ministry of Education and Culture
English Language Curriculum for Primary Schools in Cyprus
1
Pilot Curriculum
for EFL in Cyprus Primary Schools (years 1 – 6)
Contents
1. Introduction
2. Philosophy underlying the new curriculum
i.
ii.
iii.
iv.
v.
vi.
Emphasis on Young Learners’ Characteristics
Communicative Language Learning and Teaching
Individual Learner Characteristics
Intercultural Awareness
Life-long Learning
Cross-curricular links
3. General aim of the curriculum
4. General Objectives
5. Recommended Methodology
6. Assessment / Evaluation
7. Syllabus
English Language Curriculum for Primary Schools in Cyprus
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1
Introduction
Learning foreign languages is a vital requirement for succeeding in a competitive,
modern, dynamic and rapidly changing European society whose primary concerns
include the fostering and enabling of communication among European citizens, the
promotion of European integration, linguistic equality and plurilingualism.
The ability to communicate in more than one language is a basic skill for all European
citizens. Learning foreign languages promotes the acceptance and understanding of
different cultures and is the way forward for a multilingual Europe of many diverse
nations, communities, cultures and language groups. European citizens are called
upon to exemplify the European values of openness to others, tolerance of differences
and willingness to communicate. Learning and speaking other languages encourages
these values.
According to the Council of Europe:
“only through a better knowledge of European modern languages it will
be possible to facilitate communication and interaction among Europeans
of different mother tongues in order to promote European mobility, mutual
understanding and cooperation, and overcome prejudice and
discrimination».
(Council of Europe, 2001)
Furthermore, the European Union aims to have a powerful economy and a
competitive market force. In order for these aims to be achieved, European citizens
should have the language skills necessary in the global market-place. The European
Union is built around the free movement of its citizens, capital and services and the
citizen with good language skills will be better able to take advantage of the freedom
to work or study in any other member states. (Commission of the European
Communities, 2003).
Cyprus has responded to these challenges and has been investing heavily in the
promotion of Foreign Language Learning (FLL). Given that English plays the role of
a lingua franca in Europe and all over the world, special effort has been made to
improve the competence of all Cyprus citizens in the English language. As part of this
policy, the proposed curriculum aims at improving the current state of teaching and
learning of English in Primary Education. One of the innovations in the present
curriculum is the introduction of English from the age of 6. From year 1 to year 3 of
primary school, children will participate in English lessons of 40-minute periods twice
a week. Furthermore, from year 4 to year 6 of primary school, children will have
English lessons of 40-minute periods, four times a week.
Introducing English from the age of 6, follows a general trend in education systems
across Europe. Countries such as Sweden, Italy, Spain and France have introduced
English to children from the age of 6 and some have been doing so for more than a
decade. In Austria, for example, many schools teach English from the first year of
primary school (6 year-olds), since 1989.
English Language Curriculum for Primary Schools in Cyprus
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There are many studies as regards the optimal age to start language learning but there
is not, however, a definite agreement in their results that a very early start is superior
to a later start. An indisputable effect of early language learning seems to be on the
development of a native or near-native pronunciation. It must be noted, however, that
most of the research available has been carried out in naturalistic settings and not in
school contexts where learners are exposed to the foreign language for a few teaching
periods a week. In cases of formal instruction, it has often been found that older
learners catch up with those who have had an early start; a result mostly due to the
increased cognitive abilities of older learners.
There are, however, other advantages to an early start. An interesting study is
mentioned in Johnstone (1994) with children learning English in the first and third
year of primary school in Italy. Reading and writing were also included from the start.
Interestingly, the benefits extended beyond the foreign language since the children
also showed significant improvements in all aspects of their mother tongue
development when compared to a control group.
There are, therefore, numerous advantages in starting to learn foreign languages at a
young age, in addition to the improved phonological and aural skills which many
children have and can use to pick up and reproduce the pronunciation and intonation
of the foreign language. These other benefits focus mostly on the children’s lower
inhibitions and less developed language ego. The fact that the children’s language ego
and self-identity are still forming, enables them to be more open towards learning
languages than adolescents and adults (Brown, 2000; inter alia).
These same characteristics lead to the most important benefit of early language
learning which is the development of lifelong positive attitudes to other languages and
other cultures. Even though linguistic benefits might disappear, if in the future the
learnt language is not practised, positive attitudes will remain.
From a clearly linguistic point of view, an early start in an L2 will imply less
interference from L1 and will, in time, enable children to form a healthy foundation in
the foreign language, an awareness of language learning skills and metacognitive
skills which can assist in the successful introduction of an L3 (mother tongue plus two
foreign languages), which is the target aimed for by the European Union
(Commission of European Communities, 2003: 7).
This curriculum aims to provide a framework for the effective teaching and learning
of English in Cypriot Primary Schools.
This proposed curriculum consists of the following:
• an analysis of the philosophy which underlies it
• its aims and objectives
• the methodology recommended for successful implementation of the
curriculum
• recommended procedures for evaluation and assessment
• the syllabus for English as a Foreign Language (EFL) in primary education
English Language Curriculum for Primary Schools in Cyprus
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2
Philosophy underlying the new curriculum
The present curriculum is based on the principles which guide the teaching of young
learners and on the notion that language is a means of communication between people
from different cultures.
i.
Emphasis on Young Learners’ characteristics
In order to understand how the teaching of foreign languages to young learners differs
from teaching other age groups, one needs to understand the strengths of young
learners when it comes to language learning. These strengths can then be used to their
full potential in order to improve the children’s learning experience.
Children are able to grasp meaning easily. Children can understand the general
meaning conveyed in communication before they can understand individual foreign
language (second language/L2) words. Their understanding can, therefore, be
enhanced through visual aids, gestures, facial expressions and demonstrations that
convey meaning.
Children can creatively use their limited language recourses. Children are capable
of using their little knowledge of the L2 so as to successfully communicate their
intended message. They can achieve this by recombining what they already know, by
using various communication strategies, gestures and facial expressions.
Children have a capacity for indirect learning. This is what happens with first
language acquisition. Native speakers do not consciously focus on learning their
mother tongue. This is learned indirectly through Peripheral learning when people
use language to try to solve problems and/or perform various tasks. Children can
reproduce this kind of learning when it comes to a second or a foreign language,
provided the teaching and learning context offers them the opportunity to do so.
Children have an instinct for play and fun. At a very young age, children most
probably do not see the need for learning a foreign language. They have an inherent
need, however, for play. They also do not see the need to communicate in the foreign
language, if they do not live in an L2 context. The need to communicate and the
reason to use the foreign language can, therefore, be created through participation in
games and other fun activities.
Children have a lively imagination. Children’s capacity for fantasy and imagination
has a very constructive role to play in the language classroom and provides a powerful
stimulus for real language use. It can help them to ‘travel’ to other countries and
‘meet’ other people as well as ‘be’ other people through role-play and other drama
activities.
Finally, children have an instinct for interaction and talk. This is one of the most
powerful motivators for using language. Like all people they need to use language in
order to establish interpersonal relationships. They also love opportunities to talk
about themselves and their interests.
Other main points which should be taken into consideration when teaching young
learners is the need for teaching activities to correspond to the children’s level of
cognitive and emotional development and for teaching to give primary emphasis on
children’s attitudes towards the target language and the foreign language lesson in
general. Attitudes are particularly important in that they can influence a child’s
English Language Curriculum for Primary Schools in Cyprus
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learning career for many years to come. Not being able to master specific language
structures or vocabulary items may be remedied in future years, whereas a negative
attitude towards the language and the lesson can hamper any such efforts.
ii.
Communicative Language Learning and Teaching
Although new trends and approaches to learning have recently been developed, the
fundamental theory behind all recent developments is still the theory of
Communicative Language Learning, which seems to be the most powerful learning
theory in the history of the field.
The primary argument of this theory is that language is used for communication.
Language is seen as a social tool which speakers use to make meaning; speakers
communicate about something to someone for some purpose, either orally or in
writing. Communication is, therefore, a form of social interaction. It involves a high
degree of unpredictability and creativity in form and message; it takes place in
discourse and sociocultural contexts which provide constraints on appropriate
language use and clues as to correct interpretations and utterances; it always has a
purpose.
According to this theory, the primary goal of language teaching should be to enable
learners to communicate, using their abilities in the L2, in a variety of contexts and
situations. Communicative Language Teaching is, therefore, ‘an approach (and not a
method) that aims to (a) make communicative competence the goal of language
teaching and (b) develop procedures for the teaching of the four language skills that
acknowledge the interdependence of language and communication’. (Richards and
Rodgers, 2001 p. 155)
Communicative language teaching considers language as a system for the expression
of meaning and not a system of rule-governed structures hierarchically arranged.
Because CLT is definitely a learner-centered approach, learners are actively involved
in their own learning process. According to Nunan and Lamb (2001), learners’
language skills develop through the learners actively using and reflecting on the
language inside and outside the classroom.
The new curriculum adopts this thinking and is designed to meet the needs of Cypriot
primary school pupils concerning the learning of the English language. The emphasis
is given on communication via the development of the four language skills. While at
the very early stages there is more emphasis on oral/aural skills, gradually all the
skills are developed and integrated under a structured framework.
In conclusion, the emphasis of language teaching for young learners should be
primarily on meaning and communication, especially since young children are still
developing the abilities to manipulate abstract concepts such as grammar – Piaget’s
(1972) level of formal operations begins at age eleven. Generally, young children tend
to learn languages in a more intuitive rather than an analytical way and this way of
learning is supported by the theory of Communicative language learning and its
approach to teaching.
English Language Curriculum for Primary Schools in Cyprus
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iii.
Individual Learner Characteristics
The curriculum recognises the varying needs of learners as these relate to the
children’s specific characteristics. The curriculum does not embrace a one-size-fits-all
approach but is sensitive to the needs of learners and their particular learning styles
(Visual, Auditory, Kinesthetic) or particular combination of intelligences.
Gardner’s theory of Multiple Intelligences is, therefore, important to the present
curriculum. The theory suggests that each person perceives and understands the world
differently so not all learners learn in the same way. According to the theory of
Multiple Intelligences, each individual is equipped with eight different ways of
perceiving the world. Verbal – linguistic learners show sensitivity to spoken and
written language, logical – mathematical learners have the capacity for inductive and
deductive thinking, reasoning and using numbers, visual – spatial persons recall what
they see, bodily – kinesthetic individuals use their body to learn, musical – rhythmic
learners recognize tonal patterns and rhythms, interpersonal learners have the ability
for person-to-person communication and relationships, intrapersonal individuals have
the capacity for self-reflection and awareness and naturalist persons are able to draw
upon features of the environment.
Many children have a combination of intelligences and learning styles. The challenge
for our schools is to cater to all the learners and not to marginalize children because of
their particular learning preferences. Educators, therefore, need to provide
differentiated teaching. Guessing games, story telling, visual aids, visualization,
songs, problem solving, role-play, reflection, pair and group work, projects and
experiments are instructional methods that appeal to various intelligences and should
be employed in the classroom.
An additional way of catering to individual learner characteristics is to provide
permanent activity corners in the classroom in order to provide pupils with self access
materials catering to their preferences, such as picture dictionaries, puzzles,
crosswords and other language games, magazines, computer games and simplified
readers.
iv.
Intercultural Awareness
Through learning a foreign language, students become familiar with other cultures
and other people. This is one of the most important aspects of learning other
languages and should not simply be left to occur through incidental learning, but
should consciously be promoted by classroom teachers through selected activities and
by taking advantage of foreign children in the classroom, who can share their
traditions and customs with the rest of the class.
Intercultural awareness and general openness to other people is one of the main
benefits of learning a language from an early age, before negative attitudes and
xenophobia sets in. Therefore, every opportunity should be taken in order to expose
children to other cultures: customs, traditions, art, and way of thinking
English Language Curriculum for Primary Schools in Cyprus
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v. Life-long learning
Life-long learning is an important goal for educators, learners and even learners’
parents. Learning-how-to-learn skills are necessary for any modern citizen in search
of a successful future in a European society that needs progressive and dynamic
people.
The curriculum focuses, therefore, on ‘learning how-to-learn’. It actively promotes
the development of learner autonomy and aims to develop suitable learning skills at
every stage. Such skills include simple ones such as using a dictionary, using an index
page or carrying out a basic search on the Internet. There are also more complicated
skills such as how to co-operate with other people (team work), how to negotiate and
take decisions and how to critically assess one’s personal development.
vi.
Cross-Curricular links
The language and themes which the learners deal with during their English language
lesson should not be completely different from the main aims and objectives of the
other school subjects. Indeed, English lessons should, whenever possible, help the
children further consolidate such aims.
Adding and subtracting (Mathematics), for example, can be practiced during the
English lesson when the children are learning the numbers in English. Drawing a map
of a room, their house or their neighbourhood (Geography), can also take place in
English when relevant vocabulary is being learnt. Talking about the weather (Science)
is another example of topics and themes from other subjects which can be addressed
in the English lesson.
Such practice not only enhances the cross-curricular links of the English curriculum
but also improves the quality of learning since the children are involved in
communication about a topic they are interested in. The focus thus shifts to
communication and away from specific language structures, hence developing
automaticity and real-life communication skills. This practice is in line with the
conclusion of the Council of Europe’s numerous workshops on primary foreign
language learning, namely that integration of language learning with other school
subjects can offer benefits to all areas of the curriculum as well as reinforce children’s
conceptual development and help them see connections between the foreign language
and other aspects of their learning (Doye and Hurrell, 1997).
Finally, such practices are compatible with the Content and Language Integrated
Learning (CLIL)1 methodology, which is currently becoming very popular around
Europe.
1
For more information on CLIL, visit http://www.clilcompendium.com/clilcompendium.htm or
http://www.cilt.org.uk/clip/faqs.htm
English Language Curriculum for Primary Schools in Cyprus
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3
General aim of the curriculum
The aim of teaching English as a foreign language in primary education is to enable
learners to acquire a general communicative competence, so that they can use English
creatively for genuine communication in a variety of everyday situations.
Furthermore, learners should become sensitive to language appropriacy, become
exposed to numerous ‘Englishes’, that is various types of English used around the
world, and develop positive attitudes towards English, and foreign languages in
general, and towards other cultures and people who speak English as a first or second
language.
4
General Objectives
Language learning basically entails the integration of the four language skills:
listening, speaking, reading and writing. Hence, the development of the four basic
language skills constitutes a very important requirement of this curriculum. For the
two first years of formal instruction in English, young learners are expected to
practice mainly their listening and speaking skills, whereas reading and writing take a
much smaller share of the lessons. Writing, for example, is used to practise the
Roman alphabet and reading for the children to recognise isolated words from their
immediate environment such as their names or classroom items. The teacher should
not force more reading and writing during the first two years of instruction. It would
be advisable, however, not to hold back children who seem to be ready for more
reading and writing. These children should be catered for by being asked to point out
words in class story books, by being given a variety of copying activities or by being
asked to write labels for the classroom.
For the remaining four years of formal instruction, the four skills claim equal shares
of the language lesson. Each lesson should include all four skills, although an
emphasis on listening and speaking may still remain up to completion of primary
school education.
More details as to what the pupils will be expected to be able to do by the end of
primary school are given below, on four separate lists which describe the aims of each
language skill as these are analyzed by the Council of Europe (2001), in what is
described as the Common European Framework of Reference for Languages (CEF)2.
This Framework, provides ‘a common basis for the elaboration of language
syllabuses, curriculum guidelines … across Europe’ (page 1). In order to enable
people to use the CEF as a common, ideal scale, three Common Reference levels have
been developed; A - Basic User, B- Independent User, C – Proficient User.
2
You can find the complete text of the Common European Framework at:
http://www.coe.int/T/E/Cultural_Cooperation/education/Languages/Language_Policy/Common_Framework_of_Reference/
English Language Curriculum for Primary Schools in Cyprus
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Each level is divided into two sub - categories, A1, A2, B1, B2, C1, C2. For primary
school children, the appropriate levels to form a concrete reference point for the
English language syllabus are A1 and A2. It is expected that all children will have
sufficiently covered the A1 level whereas stronger children will be able to move into
the A2 scale during the 5th or 6th year.
The tables below describe the expectations at each level, for each one of the four
language skills. Before that however, for a complete picture of the CEF, we provide
the global scale for the A1 and A2 levels.
A1
Can understand use familiar everyday expressions, basic
phrases regarding personal needs, talk about themselves,
give some personal details and interact in a simple way if
A
the other person is prepared to help.
Basic Users
A2 Can understand and use vocabulary associated with areas of
immediate relevance, can communicate in simple
interactions and do simple descriptions on these areas.
Table 1: Global CEF Scale
Speaking Skills
A1
•
•
A
Basic Users
A2
•
•
•
•
•
•
•
•
Has a basic repertoire of words and phrases related to
personal details, familiar people and familiar places.
Shows limited control of simple grammatical
structures and sentence patterns
Can ask and answer questions about personal details.
Can interact in a simple way.
Can link words with basic connections like and then.
Can communicate limited information in simple
everyday situations using memorized phrases and
words (talk about people, family, immediate
environment, likes, dislikes, daily routines,
possessions, etc).
Can use simple structures correctly but it is expected
that systematically they make basic mistakes
Can make themselves understood in short utterances
but not fluently yet
Can answer questions and respond to simple
statements but they are rarely able to keep
conversation going on their own accord
Can link groups of words with simple connectors
like and, but, because.
English Language Curriculum for Primary Schools in Cyprus
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Listening Skills
A1
•
•
A
Basic Users
A2
•
•
•
Can follow slow and carefully articulated speech on
all areas of immediate relevance (see global scale).
Can understand and follow simple instructions and
directions.
Can understand phrases and expressions related to
areas of immediate relevance and priority and be
able to meet the needs of a concrete type as long as
speech is clearly and carefully articulated.
Can identify the topic of discussion between native
speakers (standard dialect).
Can understand the main point of announcements
and messages on familiar topics and simple
directions either from live discussions or talks or
from audio media and recordings.
Reading Skiils
A1
•
Can understand very short simple texts (messages,
postcards, notes with familiar names and words,
simple information with visual support, simple
instructions).
A2
•
Can understand short, simple texts, containing basic
familiar vocabulary related to everyday familiar
matters (letters, orders, enquiries, advertisements,
lists, timetables, signs and notices).
Can find specific predictable information in all the
above material, locate it and isolate what is required.
A
Basic Users
•
Writing Skills
A
Basic Users
A1
•
A2
•
Can write simple isolated phrases and sentences
(about themselves and other people).
Can write a series of phrases and sentences linked
with simple connectors (themselves and other
people, family, aspects of immediate environment,
basic descriptions of events, activities and
experiences).
English Language Curriculum for Primary Schools in Cyprus
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5
Recommended Methodology
As was mentioned earlier, the main methodology underlying the curriculum is
Communicative Language Teaching (CLT). Key elements which characterise CLT
classroom practise are:
1. Activities that promote real communication promote learning (communication
principle).
2. Activities in which language is used for carrying out meaningful tasks promote
learning (task principle).
3. Language that is meaningful to the learner supports the learning process
(meaningfulness principle).
(Richards and Rodgers 2001: 161)
The implementation of CLT is largely dependent on the teacher. Medgyes (1990)
explained the role of the teacher in a brief but accurate way:
‘Communicative teachers are like supporting actors in a play, who have hardly any
words to say, yet are the most crucial figures, on whom the whole drama hinges’.
(p.107)
Consequently, the role of the teacher in implementing a successful and efficient
language programme cannot be overestimated. According to Breen and Candlin
(2001), as an interdependent participant in the process, the teacher needs to actively
share the responsibility for learning and teaching with the learners. The teacher
should, therefore, create opportunities for learners to develop their communicative
skills as well as their learning-how-to-learn skills.
Primarily, pupils need to be exposed to genuine and authentic use of the foreign
language. Opportunities should, therefore, be created, so that English can be used for
communication. Communication can take place from the very first lessons through
greetings like ‘Good morning!’, ‘Hello!’, words of praise, such as ‘Very Good’, ‘Well
Done’ and simple instructions like ‘Listen!’, ‘Open your books.’, ‘Could you please
put your hands up?’. Demonstration, gestures and the appropriate tone of voice help
in making the meaning clear.
It is, however, difficult to create opportunities in which very young learners would
reaslistcally need to communicate in a foreign language. It is, therefore, imperative
that such opportunities are offered through communicative activities. Nevertheless,
whereas children of 9 and above could engage in role-play interactions taking place at
a kiosk, at a café or at a shop, these are not likely activities for a child of 6 or 7. Real
communication for these very young learners can take place through games, songs
and stories; which are for them the most important activities they engage in.
English lessons should be rich in communicative activities, which are functional in
that they have a communicative intent and a real purpose. Communicative activities
can work between the teacher and the class or between the child and a remote
audience (e.g writing a card, preparing a poster). It is important, however, to provide
many opportunities for the children to communicate with each other during pair and
group-work activities. Current research shows that students can develop their
English Language Curriculum for Primary Schools in Cyprus
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communicative competence when given such opportunities. While communicating
with their peers, pupils are actively involved in the learning process. They use all their
linguistic resources in trying to communicate, they learn from mistakes and
misunderstandings and negotiate meaning.
Further to the linguistic benefits, pair and group work promote valuable team skills.
Pupils learn to collaborate, to help each other and to respect each other’s opinions.
Some of the most popular communicative activities are presented below:
Games are effective learning tools for the complete age spectrum of young learners.
They help students use the target language without feelings of anxiety. They also
help the teacher to create contexts in which the target language is useful and
meaningful. There is a wide variety of games which can be used in the language
classroom. Guessing games, singing games, board games and word games are a few
examples.
Songs and rhymes are also excellent techniques for foreign language teaching.
Although they are particular favourites of the very young, even older children love
singing, if the songs are of interest to them. Young children may appreciate rhymes,
circle songs and action songs whereas children of 10 and 11 find traditional songs
which link to a country’s culture (e.g. African American songs) or modern songs
more interesting.
Songs allow children to practise their pronunciation and intonation in the comfort of a
group when they sing chorally. They can also be used for listening activities since
they are authentic listening texts of the target language.
Role play activities create opportunities for the pupils to use the language they have
learned under simulated real-life conditions. Children can receive valuable feedback
by watching those involved in the role play and observing their reactions, which can
indicate whether the children succeeded in communicating their message or not. Also
role plays offer the opportunity for employing, and observing, non-verbal aspects of
communication, such as gestures, facial expressions and eye contact.
Miming is a very good activity to promote comprehension of vocabulary items and
various language structures such as ‘can do’ and ‘can’t do’ statements or actions in
progress. Miming is important in that it also enables the production of language
without forcing the child to verbally produce a structure, that is by miming a phrase or
vocabulary item that the child is given on a piece of card, she is able to show that she
understands the term (comprehension) and also produce an action without being
forced to speak.
Other similar useful activities are listen and draw, read and colour, read and match.
Story-telling is a valuable activity for young learners. It allows for comprehension
without pressing for production. Production, on the other hand, if required, can take
place without the need for speaking, as for example, through drawing, miming,
drama.
English Language Curriculum for Primary Schools in Cyprus
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Story-telling enables young learners to receive input, listen to the narration and notice
the intonation and rhythm of the language while, at the same time, picking up the
central meaning of the story. Stories do not always have to be simplified. Pupils can
be exposed to authentic children stories which the teacher can make the stories
comprehensible through appropriate use of visual aids, paraphrasing, gestures and
facial expressions. Being able to listen to a story and understand the general meaning,
trains pupils in the application of strategies for the deciphering of meaning without
the need to understand every single word in a text.
New technologies have a lot to offer towards helping promote the curriculum’s
objectives. Firstly, technology enables the teacher to offer learning activities which
cater to a variety of different learning styles and intelligences. The variety of media,
for example, which can be integrated in an activity can be very helpful to learners.
Furthermore, technology can assist teachers in providing a variety of different levels
of an activity, so that pupils with different learning abilities can be catered to.
Secondly, new technologies, and the Internet in particular, can offer access to
authentic materials and a variety of dialects and ‘Englishes’. Furthermore, working
with technology can offer learners opportunities for creative work during which they
can produce language work in a variety of forms, such as powerpoint presentations,
posters created with Word Art and Clip Art.
Another important aspect of technology is the opportunity it offers for communication
through asynchronous tools, such as email, bulletin boards and blogs and synchronous
tools such as audio and videoconferencing. Such tools assist in the planning and
implementation of intercultural projects during which young learners can improve
their intercultural awareness and general knowledge of other cultures, while at the
same time use the language they have learnt for authentic communication with other
English speakers around the world.
Last, but not least, new technologies have been found to be especially motivating for
children.
In conclusion, it must be emphasized that the focus of the English lesson needs to be
placed on fluency. At least in the early stages of language learning, the learner’s
attempts at language production should not be hampered by overcorrection and a
focus on accuracy. Nevertheless, accuracy has a role to play and students’ attention
should be drawn to accuracy when important mistakes are constantly made or when
mistakes seriously obstruct the learner’s effort to communicate.
It is, however, imperative that any attempts at correction take place within a friendly
and supportive atmosphere. Our aim at this early stage of young learners’ education
is to make learning English as fun and as enjoyable as possible through a ‘positive’
learning climate in the classroom; a factor which is widely argued to be crucial for
successful learning.
Therefore, the chosen activities, as mentioned above, must be fun, interesting and
creative and take place within a pleasant and friendly learning atmosphere so that
students will develop and maintain a positive attitude towards the English lesson and
the English language in general.
English Language Curriculum for Primary Schools in Cyprus
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6
Assessment/Evaluation
The two major issues in the assessment/evaluation of students in primary education
are the “what” and the “how”. With regard to “what”, Smith (1995) identifies four
aspects of learning that should be assessed: content (that is language), attitudes,
learning-how-to learn and educational goals.
The first aspect of language learning that needs to be assessed is the content and, in
particular, the development of the fours skills namely, listening, speaking, reading
and writing. It is also necessary to assess the integration of the four skills. As all
language skills are integrated in real life and are rarely used in isolation they should
also be assessed integratively.
An equally important skill that should be assessed is learning how to learn. In
today’s fast changing world, children must be trained to use a variety of learning
skills and discover the ones which are the most effective for them. These are skills
which characterise an autonomous learner and which are necessary for dealing with
the 21st century citizen’s need to continually acquire new knowledge and/or skills so
to be able to function effectively and to remain competitive in the modern society.
Children’s attitudes should also be assessed. When it comes to children, fostering
positive attitudes should be one of the priorities in learning since this is the best time
for them to form strong positive attitudes towards learning, the target language and
culture. Negative attitudes formed at this stage will be hard to alter in the future.
Finally children’s behavioural and social skills should also be assessed. Teachers,
regardless of their individual subjects, are above all pedagogues and share in the
responsibility for the education and the development of a child as a whole person.
Working as a member of a team, being polite, sensitive to others’ feelings and
appreciative of others' efforts are some of the qualities all subject teachers should
promote and assess.
How to assess
A motivating environment is a result of the teacher’s efforts to make learning as
enjoyable as possible. Games, songs, puzzles, drama and drawing are among the
activities that are usually used as part of this effort. Nevertheless, the teacher’s hard
work in establishing a motivating atmosphere and positive attitudes towards learning
and English can be severely damaged when it’s time for assessment.
To avoid this, assessment should be carried out in a way that protects the positive
atmosphere created in the classroom and the children’s positive attitudes towards
learning and English in general. The approach proposed by this curriculum includes
structured Assessment Activities/Tasks which are based on the principles of FLL by
children and alternative assessment activities.
Examples of assessment activities are read/draw, listen/colour, draw/colour/match
and other tasks that are now also found in the most popular commercial EFL exams
internationally.
English Language Curriculum for Primary Schools in Cyprus
15
Alternative assessment activities include projects, take-home assessment tasks,
portfolio assessment, self-assessment and peer-assessment and continuous assessment
through observation and conferencing. (Ioannou-Georgiou and Pavlou, 2003). These
are assessment activities which are quite valid but do not disturb the atmosphere of
the classroom. An added benefit of these procedures is that they include the student as
a partner in the learning process and they develop autonomy and learning-how-tolearn skills.
This proposed assessment approach follows a shift in the field of assessment and
evaluation, namely that from strictly summative testing tools to a more humanistic
approach using assessment techniques that stress formative evaluation (Gattullo,
2000; inter alia). Summative assessment aims to assess learning at the end of a unit of
learning without the intention of providing feedback to the next cycle of learning. On
the other hand, formative assessment aims to influence both teaching and learning
and offer feedback to both teachers and learners.
7
Syllabus
As will be noted below, the syllabus includes a strong element of recycling. This is
important in that language is seen to be learnt through repeated exposures and
interactions. Recycling is also an element of scaffolding which can support children in
their learning.
Year 1.
Children are very young and are only just now learning how to read and write in their
first language. They also have to deal with the unfamiliar structure of the school and a
fixed school timetable. They are too young to understand the need for a foreign
language and are very sensitive to failure.
At this stage of learning a foreign language, songs, games, role-play, story telling and
handicraft have a significant role to play. Pupils are encouraged to learn by doing and
by being fully immersed in activities they enjoy. Reading and writing are not primary
aims at this stage, although pupils can gradually become familiar to some basic
written forms such as their names, numbers and some classroom items. Handwriting
can also be practised as the children need time to get used to the Roman alphabet. It is
perhaps, better not to introduce any writing until after the first half of the academic
year since children are only now learning how to write in their first language and we
should avoid confusing the two alphabets. If some children are still struggling with
reading and writing in their first language, they should not be pressured into any type
of reading and writing in the L2. Opportunities for this can be offered in year 2.
Interesting cultural issues can also be introduced at this age. Children might, for
example, enjoy making paper jack-o-lanterns for Halloween or playing a traditional
Easter egg hunt at Easter.
English Language Curriculum for Primary Schools in Cyprus
16
Primary aims at this stage is for the learner to become accustomed to the sounds of the
language and the intonation and start producing language in an anxiety-free context of
an enjoyable lesson. At this time it is important to establish positive attitudes, develop
and maintain motivation for learning English. These aims are achieved if the children
enjoy the lesson and the various learning activities they are involved in (Blondin et
al., 1998; Kennedy and Jarvis, 1991).
In particular, the central aims of the EFL curriculum for Year 1, are to help pupils to:
• develop positive attitudes towards language learning
• develop their awareness of the world;
• develop social awareness;
• develop L2 language awareness
• support the development of the cognitive, numeracy and literacy skills
promoted by the other school subjects of the national curriculum (e.g.
numbers, colours, sizes, adding)
Communicative Aims
Language exponents
•
Greeting people
•
Hello! Goodbye!
•
Introducing oneself
•
I’m + name
My name is…
What’s your name?
•
Naming parts of the body
•
head, feet, hands, body
•
Responding to instructions
•
Stand up / Sit down / Clap your
hands / Stamp your feet / Run /
Jump
•
Identifying colours
•
What colour is it?
Blue, red, yellow, green
•
Counting
•
Numbers 1-5
•
Identifying people
•
Who´s this?
This is + name
•
Introducing
family
•
This is my mum, dad, sister,
brother, grandma, grandpa
•
Identifying classroom objects
•
What’s this?
It’s a book, pen, pencil, ruler
•
Talking about colours
•
My cat is black / yellow / brown.
members
of
the
English Language Curriculum for Primary Schools in Cyprus
17
•
Making guesses
•
It’s a … Yes / No
•
Expressing possession
•
I’ve got a …
This is my cat/dog/bird
•
Expressing likes
•
I like eggs / bread / cheese / milk /
apples / bananas
•
Merry Christmas / Happy Easter
•
Happy Birthday
•
•
Gving Christmas
greetings.
and
Wishing “Happy Birthday”
Easter
Year 2.
The primary aims and the philosophy mentioned earlier for Year 1 pupils, continues
to apply for year 2 pupils.
This curriculum aims to enable the children through a variety of fun activities to learn
basic vocabulary that relates to everyday events and situations so that they will
gradually manage to start communicating in the language. It aims to revise all
language components that were taught in year 1, since recycling is a primary principle
for successful learning, as well as to introduce new language, still associated with
everyday situations.
Reading and writing are still in the back seat, although work in these skills is taking
place and the children should be able and comfortable writers in the Roman alphabet
by the end of the year. This can take place through a variety of fun copying and other
language games. Oral /aural work, however, still have the major share of the lessons.
Cultural topics should again appear at various stages during the year. Learning foreign
names, traditional rhymes and songs and discussing differences in traditional
festivities between Cyprus and English-speaking countries are some examples.
Communicative Aims
Language exponents
•
Greeting people
•
Good morning!
Goodbye!
•
Introducing oneself
•
I’m + name, My name is…
What’s your name?
•
Introducing others
•
He/She/ It is + name
English Language Curriculum for Primary Schools in Cyprus
Hello!
Hi!
18
•
Identifying parts of the body
•
My head / feet / hands / body /
face / hair / eyes / ears / fingers /
tummy / toes
•
Responding to instructions
•
Stand up / Sit down / Clap your
hands / Open/Close the door /
Stamp your feet / Jump / Touch /
Point to …/
•
Giving instructions.
•
Stand up / Sit down / Come here/
Open/Close your book.
•
Identifying colours
•
It´s blue, red, yellow, green, grey,
white, black, pink, orange
•
Counting
•
Numbers 1-10
•
Identifying people
•
Who´s this/that?
This/That is + name
•
Introducing
family
•
This is my mother, father, sister,
brother
•
Identifying classroom objects
•
What´s this?
It´s a book, pen, pencil, pencil
case, ruler, sharpener, board,
picture
•
Describing animals and objects
•
•
My cat is big / small.
My ball is big/small.
Its´ black / grey / brown
•
Making guesses
•
Is it a …? He/She/It is ….
Yes/No
•
Expressing possession
•
I´ve got a … He´s got…
This is my cat/dog/bird
•
Expressing likes and dislikes
•
I like ……/ I don´t like…
•
Naming rooms of the house
•
This is my house.
This is the kitchen / bedroom /
bathroom / living room
•
Locating objects
•
Where´s the …? It´s on / in …
members
of
the
English Language Curriculum for Primary Schools in Cyprus
19
•
Giving Christmas
gretings.
Easter
•
Merry Christmas, Happy Easter
•
Wishing ´Happy Birthday´ and
´Happy Name day´
•
Happy Birthday
Happy Name day
and
Year 3.
8-year-old children in their third year of English still need to enjoy the lesson and be
involved in a variety of activities. Thus, there is still a lot of ‘fun’ time in the language
lesson, where pupils sing and play. In year 3, however, reading and writing take on a
more important part of the lesson and there is more balance between the four skills.
As shown form the description of the language components that will be taught,
recycling of language is the major characteristic of this curriculum. Everything that
was taught in years 1 and 2 is now revised whereas new language components are
also added. Opportunities to explore cultural issues should also be included wherever
possible.
Communicative Aims
Language exponents
•
•
Asking for personal information.
Giving personal information.
•
What´s your name?
How old are you?
What´s your favourite colour?
Is this your pen?
What colour is your car?
Is it blue?
•
Expressing possession
•
What have you got?
I have / I haven´t got…
What has he / she got?
He /She has got…
He / She hasn´t got…
•
Describing faces and body parts
•
I´ve got long / short hair, big
/small eyes…
•
Counting
•
Numbers 1-20
•
Telling the time
•
It’s five/six/seven o’clock.
English Language Curriculum for Primary Schools in Cyprus
20
•
Locating objects
•
Where’s …?
Where are …?
Prepositions : on, in, under
•
Identifying house objects and
furniture
•
Bed, chair, table…
•
Talking about abilities
•
I can… / can’t...
It can…
Can you…?
•
Expressing likes and dislikes
•
I like / don’t like…
Do you like…?
Yes, I do. No, I don’t.
Who likes…?
Does he/she like …?
Yes, he/she does.
No, he/she doesn’t.
Who likes…?
•
Expressing possession
•
I’ve got… / haven’t got…
Who’s got…?
He/She’s got…
What has he/she got…?
How many … have you got…?
How many … has he/she got…?
•
Identifying items of clothing
•
What is he/she wearing?
Jeans, dress, boots, glasses, hat,
shorts, trainers, shoes…
•
Describing people’s appearance.
•
My mum is short/tall, She’s got
long/short hair,
•
Talking about people.
•
My mum has got…
He/She likes…
He/She can…
Year 4.
Pupils are now considerably older but they are still children and 9-year old learners
crave for songs and games as much as their younger friends. The basic teaching
philosophy remains the same.
At this point the language is familiar to them as they have been using it for the past
three years. By the end of the year they should be able to communicate orally in
English Language Curriculum for Primary Schools in Cyprus
21
simple tasks regarding themselves and their immediate environment. Opportunities
for intercultural awareness should be exploited. Unfamiliar celebrations could, for
example, be introduced at this point. Such celebrations could be St. Patrick’s day
(Ireland), Independence Day (USA) and Thanksgiving (USA).
Communicative Aims
Language exponents
•
Introducing oneself
•
Hello, I’m…, What’s your name?
•
Talking about colours
•
What’s your favourite colour?
•
Talking about age
•
How old are you? I’m … years
old.
How old is he/she/it?
He/She/It is … years old.
•
Talking about likes and dislikes
•
•
Talking about possessions
•
He’s/ She’s got… I’ve got…
Who’s got …?
•
Talking about appearance
•
His/Her hair’s long/short
•
Describing objects
•
They’re big/small/long.
•
Asking
about
appearance
•
Is his/her hair long?
Has he/she got short hair?
•
Talking about what is happening
•
Present Continuous
I’m dancing/jumping
He/She’s singing
Is he/she …ing?
Are you …?
•
Naming objects of the house
•
It’s a fridge, chair, sink, wardrobe
They are plates, cups …
•
Talking about abilities
•
I can play/ swim …
•
Talking about the weather
•
What’s the weather like today?
It’s hot / sunny / raining / windy /
snowing / stormy
someone’s
Do you like…?
I like…, I don’t like…
Does he/she like…?
He/She
likes… He/She doesn’t like…
English Language Curriculum for Primary Schools in Cyprus
22
•
Asking about the location of
objects
•
Where’s the…..
Where are the … ?
•
Talking about the seasons
•
It’s spring / summer / autumn /
winter
My favourite season is…
•
Talking about feelings
•
I’m / He/She´s scared / hungry /
tired happy / sad / angry / worried
/ thirsty
Is he/she happy? Are you scared
of…? How do you feel?
•
Talking about animals and insects
•
My
favourite
animals
are
monkeys…/ butterflies …
They are dangerous / interesting /
scary
They’ve got …head / legs / eyes
•
Locating things
•
It’s/ They are in, on, behind, in
front of, next to
There is / are…
•
Counting
•
Numbers 1-100
•
Telling the time
•
What time is it?
It’s five o’clock/ half past six
•
Talking about habitual activities
•
Present Simple:
I play, go work, go to school,
have breakfast / lunch / supper
He
gets
up/
he
has
breakfast/lunch/supper, he dances,
he goes to bed
•
Talking about likes and dislikes
•
He/she likes football / basketball /
dancing / hiding…
He/she doesn’t like …
•
Naming the days of the week
•
Today / Tomorrow is Sunday…
•
Learning about some famous
places in England / Australia /
USA
•
British museum, Buckingham
palace, London Zoo, the White
House, the Grand Canyon …
English Language Curriculum for Primary Schools in Cyprus
23
Year 5.
The majority of pupils should be able to cover the Common European Framework A1
goals by the end of this year. If, however, certain pupils need more time, they have
this year and the next in order to do so. More able pupils, on the other hand, who
might cover the A1 goals before the end of the year, should be given the opportunity
to move forward into A2 areas.
Intercultural awareness goals can be further enhanced at this stage by establishing
communication with children from various countries within the framework of various
intercultural and cross-curricular projects.
Communicative Aims
Language exponents
•
•
Naming the days of the week
•
Introducing people
personal information
•
Using polite phrases appropriately
•
Excuse me, please. Sorry. Here you
are. Thanks. Thank you.
•
Talking about oneself and one’s •
favourite things
I’ve got…I haven’t got...My favourite
sports / music / school subject is …
•
Talking about what is happening
•
Present Continuous – what are you
doing? ... dancing, playing tennis,
running, swimming.
•
Talking about what one likes and •
doesn´t like doing
I like dancing… I don´ t like
cycling…
•
Talking about things people are good •
at
I´m good / not very good at cycling /
swimming …
•
Counting
•
Talking about various buildings and •
their location
and
eliciting •
•
Today / Tomorrow
Monday….
is
Sunday,
This is Anna.
How old are you? I’ve got a
sister/brother…I live at…
My telephone number is…
Numbers 1 - 1000
There is a supermarket / library /
chemist´s … There are bookshops /
toy shops …
English Language Curriculum for Primary Schools in Cyprus
24
•
Asking the price of goods in a shop
•
How much is this…that…?
much are these …/ those …?
•
Telling the time
•
It´s quarter past / to …
It´s ten past one.
It´s twenty to four.
•
Talking about school subjects and •
timetables
•
Describing habitual activities
•
Present Simple: get up, get dressed,
have breakfast, watch TV…
•
Talking about physical states
•
What’s the matter? I’ve got a
cold/cough/flu/headache/sore
throat…
•
Giving advice
•
You must
vegetables
•
Asking and saying what month •
people’s birthdays are in.
Months of the year, dates (Dates: on
the 4th of June… 1st, 2nd, 3rd.)
•
Making and accepting invitations
•
Would you like to …? Shall we …?
No, thanks / I´m sorry I can´t / Yes,
that´s a great idea
•
Making comparisons
•
Comparatives ending in –er and
superlatives ending in –est
•
Talking about animals in various •
countries
Animal names, where they live, what
they eat, their abilities and habits
•
Talking about animals that lived in •
the past
Wh- questions (When/Where did ….
live?) /What did … eat?)
Past Simple (was/were)
how long/how tall…?
Names of dinosaurs
•
Talking about early memories
How
School subjects: Greek, English,
Geography,
Art,
Physical
Education….
I have English on … (days of the
week)
I have Maths at 9:25 (The time:
o´clock, half past…)
•
eat
more
fruit
and
When I was…(my first day at school,
on a holiday…)
English Language Curriculum for Primary Schools in Cyprus
25
Year 6.
The general aims of formal instruction in the English language for year 6 pupils are
the same as the aims for year 5 pupils. Children are expected to develop in all four
language skills. Those pupils who have not covered A1 goals are expected to do so
during this year, whereas stronger pupils might be able to progress further into A2
goals.
Cultural awareness topics can be introduced and explored through the use of the
Internet and computer-mediated-communication projects (e.g. emails and blogs).
Communicative Aims
Language exponents
•
Saying which school subjects
you like and what things you
are good at
•
S/he
likes
physical
education…S/he is good at
drawing, swimming…
•
Talking
and
possessions
describing
•
I have got a goldfish / cat /
dog… He eats… He sleeps….
•
Asking and answering about
how people travel
•
We can travel by car, bus,
train, airplane… by bike, by
bus… on foot.
•
Saying where various places
are
•
Prepositions of place: near,
opposite,
in
front
of,
between…
•
Asking for
directions
•
Turn right / left at / go across /
straight on…
•
Talking about professions
•
He / She´s a dentist, cook,
pilot,
reporter,
singer,
secretary…
•
Talking about nationalities
•
He / She is from Italy, China,
Brazil…He / She is Italian …
•
Making future plans
•
Future with going to…
•
Making suggestions
•
Let´s …/ Shall we….? Why
don’t we…?
•
Giving advice
•
You must / should/ need to /
could
eat
fruits
and
vegetables…
and
giving
English Language Curriculum for Primary Schools in Cyprus
26
•
Giving
and
instructions
following
•
Imperatives
•
Locating people and objects in
the past
•
Past Tense
There was a church…
There were trees…
•
Talking about events in the
past
•
Past Simple
Yesterday I visited …
Last months I went to…
•
Talking about a sequence of
events in the past
•
Past Simple
He got up… he had
breakfast… he went to
school…
Sequencing adverbs: First,
then, later, next, last …
•
Making comparisons.
•
Superlatives:
He is my best friend. This is
the highest mountain…longest
river…
English Language Curriculum for Primary Schools in Cyprus
27
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