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The sample phase program plans and the sample units of work in this document demonstrate ways in which teachers can build a teaching and learning program and develop units of work to ensure coverage of the scope of the syllabus.
Sample Stage 4 Scope and Sequence Plan
4.UL.4 uses a range of language structures to express their own ideas in writing. 4.MLC.1 demonstrates understanding. the importance of appropriate language use in different contexts 4.MLC.2 explores the different ways in which. meaning is conveyed by comparing and describing the structures and features of New Greek. The activity is an integral part of the learning process and is based on previous experiences. 4.UL.1 demonstrates understanding of main ideas and supporting details in spoken texts and responds appropriately.
Criteria for assessment of learning and assessment of guidelines relate to the outcomes and are clearly expressed in terms of the knowledge, understanding and skills required for the activity AP2, AP4. Students should be informed of the criteria that will be used to assess their learning. They must be clear about the meaning of the language used and the subject-specific terminology.
However, when planning units of work, teachers must consider how to maximize feedback in the context of the teaching, learning and assessment activities and how the feedback contributes to student learning. Student activities relate to learning about and learning with statements and form the basis of the unit of work. The assessment for learning activity in bold on page 27 is described in detail at the end of the unit.
Teacher observation and verbal feedback during the discussion of the main ideas in the spoken text. Students learn about: Students learn: Integrated teaching, learning and. assessment activities Proof of learning Feedback Assessment for learning activity –. linguistic characteristics of texts, such as conversations, interviews and messages. Listen again to the conversations of the group of friends discussing what they like, like, dislike and hate and do an information gap activity in English. Group discussion about text type characteristics, text content, and character roles and relationships.
Teacher observation and oral feedback on accuracy in the use of structures in word building, word characteristics of. The assessment for the learning activity in bold on page 43 is described in detail at the end of the unit. Performing the role play will demonstrate students' ability to use Greek to express their ideas.
Sample Stage 5 Scope and Sequence Plan
Assessment for Learning
Assessment for learning helps teachers and students know whether their current understanding is an adequate basis for future learning. This assessment can be used to inform parents, the next teacher and especially the student about the student's progress. Consequently, teachers using their professional judgment within a standards-related framework can extend the process of assessment for learning into assessment of learning.
One activity in this document is annotated to show how the principles of assessment for learning appear in that activity.
Planning for Effective Learning and Assessment
The teacher provides oral feedback to students on their understanding of spoken text and written feedback on their notes. 4.UL.1 demonstrates understanding of key ideas and supporting details in spoken texts and responds appropriately 4.UL.2 demonstrates understanding of key points. 4.UL.4 applies a series of linguistic structures to express own ideas in writing 4.MLC.1 demonstrates understanding of the.
4.MBC.1 demonstrates understanding of the interdependence of language and culture 4.MBC.2 demonstrates knowledge of key features.
Designing Effective Learning and Assessment
Annotated Assessment for Learning Activity
If the evidence shows that students had difficulty in listening and responding activities, teachers may need to adapt further learning experiences with additional modeling of structures and scaffolding to support the construction of the text. Students whose performances meet the criteria progress to the next activity where they participate in a role-play conversation about their food and drink preferences.
Sharing Learning and Assessment Intentions
Effective Feedback to Students
Recording Evidence for Assessment
A scale like the one below can be a useful way to summarize the range of students. This method can be adapted to capture evidence of an individual student's strengths and weaknesses in various elements of one activity, or the performance of a specific student, class, group or cohort of students, across a range of assessment activities. The Modern Greek K–10 syllabus promotes an outcomes-focused approach to programming.
Learn about and learn that statements about the results are selected and organized in a logical order according to the learning context. The amount of selected content must be manageable in the time allocated to the device. Identify the specific evidence of learning to be observed through the teaching, learning and assessment activities.
This evidence will make it possible to make judgments about performance in relation to the results and the identified content. Teachers plan the most appropriate teaching, learning and assessment activities for the selected content and ensure they provide the desired evidence of learning as determined in step 4. Teaching, learning and assessment activities should be student-centred and promote the development of knowledge and understanding promote. and skills.
As teachers progress through the programming process, it is important to reflect on previous steps and assess the extent to which the unit has remained outcome-focused. After the unit is implemented, it is also necessary to evaluate the extent to which students have progressed as a result of the experience and what needs to be done to help them in their learning.
Sample Unit Proformas
Allow sufficient time to cover the scope of the unit in appropriate depth and to allow sufficient opportunity for feedback and further progress. Students learn about: Students learn about: Integrated teaching, learning and assessment activities. ways to support effective communication. metalanguage to describe the structures and features of language. specific patterns and rules in word construction, word order and sentence construction. identify ways in which stress, intonation and body language are used to convey meaning. explore grammatical systems to appreciate how languages work. identify specific features of the language. provides models of language structures Σου παρασία..;. Teacher's verbal feedback on identification of specific information conversations. imagine that they invite this. the purpose and context of • planning, drafting and editing when young people lunch in the near Writing the note Teacher's written communication and their constructive text future.
The flyer should contain a description of the clothing, prices and available sizes. the ability to experiment with linguistic patterns and structures to express their own ideas in writing. the teacher about the ability to convey information and ideas using appropriate vocabulary and structures. depending on context, purpose of informal language and when. and public and where it is used. the importance of • evaluating accuracy and being aware of the choices appropriate for structures made to accurately convey when building and. they are reflected in language • identify and analyze ways in which culture is reflected in and behavior language use in various. cultural attitudes that contribute • identify cultural meaning to texts and discuss influences in specific texts. ways texts are •. identify target and • watch and listen to a scene of shopping. 5.MLC.1 demonstrates an understanding of the nature of languages as systems by describing and comparing language features across languages. 5.MLC.2 uses linguistic resources to support the study and production of texts in Modern Greek. Students read the email and write an email in response, expressing their opinion on each of the gift ideas and then expressing their preference.
Sample Stage 4 Unit of Work: Eating and Drinking
Sample assessment for learning activity: Listening and Responding
They must name the person, the food/drink item and say whether the person likes or dislikes it. Verbal feedback from the teacher on main ideas and specific details. structured for specific distinction between main transaction in a department store or similar purposes ideas and specific details in place and complete an information gap. text activity where students summarize the. ways to identify relevant • judge the information details when listening for the relevance of detail in specific information comprehension text, e.g. extract ideas and issues referred to in text. Relevance of oral Written feedback of improve and promote appropriate additional use of a visual cue as an incentive, e.g. one comment to the visual peers on the relevance of oral independent learning information to expand and scene of a cartoon story or video cue comment on the visual. dictionaries, glossaries, grammar references. present models of language structures related to the use of the past tense. the manipulation of structure, format and choice of. vocabulary to achieve specific purposes. select and incorporate specific structures to achieve specific purposes, e.g. the use of appropriate tense for. provide opportunities for students to imitate models and practice the structures by participating in oral and written exercises such as word substitution Students.
This activity takes place in the middle of a unit of work that students undertake in the middle of level 5. Students organize a birthday party for a friend. They made plans for the party, which included sending invitations and organizing what to bring to the party. They participated in role-playing activities in shopping situations to choose outfits to wear to the party.
They learned vocabulary related to gift ideas and participated in activities that allowed them to internalize the structures needed to express opinions.
Sample Stage 5 Unit of Work: Special Occasions – A Birthday Party
Sample assessment for learning activity: Reading and Responding
They are now responding to an email from a friend, who makes suggestions regarding the birthday present. 5.UL.4 experiments with linguistic patterns and structures in Greek to convey information and express one's own ideas.
