ACTIVITY 16

a.         The curriculum and relevant policy documents I follow do not have much to do with the curriculum of the «Νέο Σχολείο» as I do not work for the public sector. Having read the «Νέο Σχολείο» law I find that some of the elements may agree with the development of my curriculum but that’s about it.

            Making a curriculum is not an easy process. My curriculum is very rarely based on a coursebook and is sort of an upside down process. It starts with the goals I’d like to reach by the end of the year. Then I break my year plan into “units” which I call learning elements. The skills my students should possess by the end of these units are very clear and I give plenty of time to myself in order for my students to reach the goals I’ve set.

b.         I do not currently use a coursebook but when I did I carefully selected the material I used so that I could follow the curriculum I had already designed and then I could assess my students using other means. 

           

The assessment mechanisms I use are diagnostic, formative and summative with focus on summative assessment which I have to say I prefer. I never formally test the students. I like giving out puzzles and games or realia that trigger the use of the English language in different contexts. Assessment is an on going process for me and I have lately copied an assessment page from a Finnish school that is based on what students can or can’t do and not on their test scores. I find this process more enjoyable and it finally gives a clearer picture both to me and to my students as to what they can or can’t do with the language.