Conclusion References Introduction

What is a syllabus?
A syllabus is concerned with the selection and grading of content. For example, the authors of a coursebook may have based the content and sequence on guidelines laid down by the Ministry of Education. A language syllabus is most likely to include functions and structures, vocabulary, pronunciation and skills to be developed. It may also include the types of activities and tasks children will be involved in. Some foreign-language syllabuses may now include a cognitive (learning to learn), cultural/citizenship, and cross-curricular focus, thereby contributing to the child’s global development.
Various factors are considered
when selecting and grading content, such as the age and conceptual level of the learners, their needs and interests, their language level and previous language-learning experience, and the degree of difficulty and challenge of the language and activities.
Storybooks and the coursebook Storybooks can be used to provide variety and extra language practice by supplementing and complementing another language course. For example, if you have just covered a unit in your coursebook about animals, you may like to read an animal story to your pupils, such as Brown Bear, Brown Bear… Or, if you have just covered a particular language function and structure in a unit, you could use a story in which this language is used. For example, after teaching offering and accepting something politely, ‘Would you like…?’, ‘Yes, please’, you could read a story like The Elephant and the Bad Baby to show how this language is used in a different context. In this way, learning can be made memorable and more enjoyable. The linguistic objectives described in each set of story notes highlight the language that is considered relevant to primary-age children and will help you decide which stories to use – and when to use them in conjunction with your coursebook.

2. Creating an inclusive learning environment
An inclusive learning environment is one where all children are welcome, children help each other, teachers collaborate with each other, teachers and children treat one another with respect and there is a partnership between teachers and parents. This is based on a philosophy of acceptance and a celebration of diversity within which all children, regardless of ability, gender, language, ethnic or cultural origin are valued equally, treated with respect and provided with equal opportunities. The abilities and achievements of all children are valued and each learner is supported in the process of reaching their full potential in a stimulating, rewarding and safe environment. There is a commitment to removing all barriers to the full participation of everyone as equally valued and unique individuals.
All children will benefit from working together in inclusive classes as they will learn with and from each other. They will also develop empathy and an understanding of differences as well as a positive understanding of themselves and others. They will learn to appreciate diversity, which enriches and strengthens everyone.