We hope you're ready now to REALLY begin: you've filled out the Background Information form, the attitude questionnaire, posted your biography, prepared your computer with new directories and are keen to get started!

Tip 1

Look through the whole unit before you begin working, in order to pace yourself. There are 4 activities; the third one is the longest and will take the most time.

Due dates for the three activities:

We will begin our study of the curriculum by examining a bit of the background of the new curriculum but before we do our first activity, let's have a look at our objectives for the unit.

Pay special attention to how these objectives are written. We will discuss them in more detail in Unit 4.

Objectives

By the end of this unit, you will be able to

explain why standards are the basis for this curriculum.
describe how current language learning theory is reflected in the curriculum.
relate how the Rationale and the Principles in the curriculum reflect up-to-date educational concepts.

Grading Procedure

Activity 1 will not be assessed for a grade but will be used to compile a class list of questions. This activity will have a handed in /didn't hand in evaluation.
Activity 3 (Parts I, II, III) will be assessed through a checklist.

There are two options for downloading the checklist:
checklist (for WORD 6 and 7, and '97 users)
checklist (for WORD 2000 users and those with WORD 97 who would like to give it a try; this is a smaller file)

This checklist is also located in the Curriculum WebQuest (Activity 3). There is also a marking scale that you will find on the Curriculum WebQuest.

The new curriculum and change

In November 1998, a draft of the Standards for Pupils of English was published. It was welcomed in some circles with open arms, in others, with anxiety, discomfort and suspicion. Some of the questions we have heard teachers ask:

Why standards?
What has all this got to do with language learning?
What's performance assessment?
What's the matter with the four skills?
Where's the grammar, anyway? :-)
Where are the vocabulary lists?
What are these domains (sounds like a Chinese menu...)?

and many, many more demonstrate the confrontation with unknown territory, new terminology and new concepts. We hope that by the end of this course, any suspicions you may have, discomfort with the new terminology and fear of how and what you are going to teach using this new document will dissipate.

Perhaps you would like to read an article about Change to help you understand the process better. Take a look at The Process of Change and Curricular Innovation by Ofra Inbar. Ofra Inbar is one of the members of the Writing Committee for Standards for Pupils of English, and has been active in giving workshops all over the country.

Tip 2

Beit Berl College

Ministry of Education

 We would like to thank the British Council, Israel for their support.

Copyright	Israeli Curriculum Center, Ministry of Education
Updated on	January 15, 2000
The URL of this page is	http://ftp.beitberl.ac.il/~eflk12il/unit1/
Creators	Jean Vermel and Gail Mann
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