Pilot Curriculum
for EFL in Cyprus Primary Schools
(years 1 – 6)
Styliani Hadjikyriakou-EFL Inspectress
Maria Xanthou
Irene Temete
Pilot Curriculum
for EFL in Cyprus Primary Schools
(years 1 – 6)
Contents
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1. Introduction
2. Philosophy underlying the new curriculum
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Emphasis on Young Learners’ Characteristics
Communicative Language Learning and Teaching
Individual Learner Characteristics
Intercultural Awareness
Life-long Learning
Cross-curricular links
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3.
4.
5.
6.
7.
General aim of the curriculum
General Objectives
Recommended Methodology
Assessment / Evaluation
Syllabus
1.

Introduction
The ability to communicate in more than
one language is a basic skill for all
European citizens.
“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)
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English plays the role of Lingua
Franka
Promotion of Foreign Language
Learning
Introduction of English from the age
of 6
-From year 1 to year 3 of primary school: 40minute periods twice a week
-From year 4 to year 6: 40-minute periods four
times a week
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Benefits of this early start of
English Language Learning
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Development of a native or near-native
pronunciation
Significant improvements in all aspects of the
children’s mother tongue development
The children’s language ego and self-identity
are still forming, so they can be more open
towards learning languages.
Development of lifelong positive attitudes to
other languages and other cultures
Children form a foundation in foreign
languages, which can assist for a later
introduction of L3.
2
Philosophy underlying the new
curriculum

Emphasis on Young Learners’
characteristics
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Children are able to grasp meaning easily.
Children can creatively use their limited
language recourses.
Children have a capacity for indirect learning.
Children have an instinct for play and fun.
Children have a lively imagination.
Children have an instinct for interaction and
talk.
Need for teaching activities to correspond to
the children’s level of cognitive and emotional
development.

Communicative Language Learning
and Teaching
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Language is used for communication (about
something, to someone, for a purpose).
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.
Language is considered as a system for the
expression of meaning and not a system of rulegoverned structures.
Emphasis is given on communication via the
development of the four language skills.
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Individual Learner
Characteristics
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Multiple Intelligences (Verbal-Linguistic,
Logical-Mathematical, Visual-Spatial,
Kinesthetic, Musical-Rhythmic, Interpersonal,
Intrapersonal, Naturalist)
Differentiated teaching (Guessing games, story
telling, visual aids, visualization, songs,
problem solving, role-play, reflection, pair and
group work, projects and experiments)
Permanent activity corners (picture
dictionaries, puzzles, crosswords and other
language games, magazines, computer games
and simplified readers)
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Intercultural Awareness
Life-long learning
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Development of learning skills (using a
dictionary, using an index page or carrying out
a basic search on the Internet, co-operating
with other people -team work, negotiating and
taking decisions)
Cross-Curricular links
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Adding and subtracting, drawing a map, talking
about weather, Content and Language
Integrated Learning (CLIL)
3.
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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.
4. General Objectives
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Integration of the four skills
(Listening, Speaking, Reading
and Writing)
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First two years-listening and speaking skills
Remaining four years-integration of all four
skills, however with emphasis still given on
speaking and listening
Sufficient coverage of A1 level
of the Common European
Framework is expected.
5.
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Recommended Methodology
Communicative Language
Teaching (CLT)
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Activities that promote real communication
promote learning
Activities in which language is used for
carrying out meaningful tasks promote
learning
Language that is meaningful to the learner
supports the learning process.
Emphasis on fluency, not accuracy
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How to create opportunities for
learners to develop their
communicative skills:
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Expose learners to genuine and authentic use
of foreign language
Use demonstration, gestures and appropriate
tone of voice
Engage learners in role-play interactions (at a
kiosk, at a cafe, at a shop)
Use games, songs and stories
Use communicative activities which are
functional and have a communicative intent
and a real purpose (write a card, prepare a
poster)
Use pair and group-work activities
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Some of the most popular
communicative activities are:
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Games: Guessing games, singing games,
board games, word games
Songs and rhymes: circle songs, action songs,
traditional songs, modern songs
Role-play
Miming
Listen and draw, read and colour, read and
match
Story-telling
New technologies: media, internet, computer
Remember:
The chosen activities 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.
6
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Assessment/Evaluation
What to assess:
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Integration of the four skills
Learning how to learn
Children’s attitudes
How to assess:
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Games, songs, puzzles, drama (listen/read and
draw/colour, draw/colour/match)
Projects, portfolios, self assessment, peer
assessment, continuous assessment)
Aims of the EFL Curriculum
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Year 1: introducing oneself, parts of body,
colours, classroom objects, expressing likes
Year 2: parts of body, describing animals,
expressing possession (I’ve got…)
Year 3: numbers 1-20, telling the time,
locating objects (Where’s/are..), expressing
possession (s/he’s got…)
Year 4: talking about age (How old are you?),
Present Continuous, Present Simple (s)
Year 5: I like+ing, I’m good at…, quarter
past/to…, There is/are, Comparatives –er
Year 6: future – going to, Let’s…, You
should.., Past simple
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Pilot Curriculum for EFL in Cyprus Primary Schools (years