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  • Developing C21 Skills Across The Primary and Secondary English Language Curriculum

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    Ainur omarbekova
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    The document discusses developing 21st century skills across primary and secondary English language curricula. It promotes infusing a wider range of curriculum subjects with critical and creative thinking skills, collaborative working skills, digital literacy skills, and media literacy skills. Charts are provided mapping possible critical and creative thinking skills like analyzing, reasoning, problem-solving and evaluating across different types of thinking. Word games are also included as examples for developing critical thinking. The importance of content and language integrated learning (CLIL) is discussed for making curriculum content more engaging and memorable for students.

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    The document discusses developing 21st century skills across primary and secondary English language curricula. It promotes infusing a wider range of curriculum subjects with critical and creative thinking skills, collaborative working skills, digital literacy skills, and media literacy skills. Charts are provided mapping possible critical and creative thinking skills like analyzing, reasoning, problem-solving and evaluating across different types of thinking. Word games are also included as examples for developing critical thinking. The importance of content and language integrated learning (CLIL) is discussed for making curriculum content more engaging and memorable for students.

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    Download as PPTX, PDF, TXT or read online from Scribd
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    5 views26 pages

    Developing C21 Skills Across The Primary and Secondary English Language Curriculum

    Uploaded by

    Ainur omarbekova
    The document discusses developing 21st century skills across primary and secondary English language curricula. It promotes infusing a wider range of curriculum subjects with critical and creative thinking skills, collaborative working skills, digital literacy skills, and media literacy skills. Charts are provided mapping possible critical and creative thinking skills like analyzing, reasoning, problem-solving and evaluating across different types of thinking. Word games are also included as examples for developing critical thinking. The importance of content and language integrated learning (CLIL) is discussed for making curriculum content more engaging and memorable for students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    of 26

    Developing C21st skills across the Primary

    and Secondary English Language


    Curriculum
    Wider[C21st skills infused] curriculum
    Broad C21st skills definition

    critica
    l and
    c
    ways of
    think reative thinking
    in g kills
    IC T s

    ways of C21st tools for


    working working
    skills
    on Media- ation
    m ati & citiz
    fo r y o n ens
    In erac ti
    il t m unica on
    ati
    ways of hip
    Com llabor
    Co living
    Possible Critical and Creative Thinking Skills Matrix

    analysing reasoning problem - evaluating possibility creative


    solving thinking thinking

    Factual

    Conceptual

    Procedural

    Metacognitive
    analysing reasoning problem - evaluating possibility creative
    solving thinking thinking

    Factual

    Conceptual

    Procedural

    Metacognitive
    analysing reasoning problem - evaluating possibility creative
    solving thinking thinking

    Factual

    Conceptual

    Procedural

    Metacognitive
    analysing reasoning problem - evaluating possibility creative
    solving thinking thinking

    Factual 10 4 18
    Conceptual
    14 9 6
    Procedural
    7 1 5
    Metacognitive
    analysing reasoning problem - evaluating possibility creative
    solving thinking thinking

    Factual
    Words within words strategy
    Conceptual

    Procedural Find part of the body in farmer arm

    Metacognitive
    Find a fruit in disappear
    Find words in words
    Find part of the body in farmer arm Find a fruit in disappear pear
     Find finish in ‘friendly’.

     Find part of the body in ‘learn’.

     Find a past verb in ‘plate’

     Find the opposite of untrue in ‘cereal’

     Is chocolate early ?

     Find a number in money

     Find an animal in bowl

     Find a child in person

     Find two in repair

     Find a place in broom


    CLIL

    CONTENT • Content
    more engaging content
    more memorable content
    LESSON • Language
    more content involving the development of
    life skills, across school skills, critical thinking
    INSPIRED INTEGRATED

    LEARNIN
    G
    The CLIL Imperative
    For Primary children in particular the wider [subject]
    curriculum is a source of endless wonder. So many
    things are met for the first time, so many new ways of
    looking at things in the world, so many skills never
    before tried and practised.
    Secondary school
    Content Frames Task Frames
    Types of classroom questions

    Statistics show that the average teacher asks between 300 and 400 questions per day

    • Referential
    • Display
    • Convergent
    • Divergent
    • Concept checking
    • Probing
    • Hypothetical
    • Procedural
    Referential
    Display
    Convergent
    Divergent
    Concept checking
    Probing
    Hypothetical
    Procedural
    Classroom Question Culture

    No hands Wait Time

    Plan and plan


    Mix of
    follow-up
    Questions
    (Elicitation)

    Get Pupils to
    Don’t Dismiss
    Question
    Answers
    themselves
    Follow-ups
    (Probing)
    • Are you sure?
    • How do you know?
    • What do you notice?
    • What’s the same and what’s different?
    • Can you convince me?
    • Is there another way?
    • Is it always, sometimes or never true?
    • Can you imagine?
    • I think I understand what you mean, are you
    saying?
    C21st CLIL
    rm ati
    Info eracy
    on

    lit

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