The Language Arts module is aimed at developing teachers‘ competence in the key components of Language Arts/Literacy instructions. Emphasis will be placed on the general Language Arts framework which includes lesson planning, resources, differentiated instruction, assessment and gender based learning at the primary level.
The aim of this module is to:
- Prepare selected primary school teachers to effectively manage Language Arts/Literacy instructions in their schools;
- equip teachers with contemporary skills/strategies in Language arts/Literacy instruction;
- select appropriate Language Arts/Literacy material/resources to use across all grades;
- equip teachers with a wide variety of appropriate assessment modalities to identify students‘ needs and track their progress.
The National Standards Curriculum (NSC) Scope and Sequence provides an overview of the skills and content to be covered in the Language Arts curriculum at each grade level over a period of time and in a particular order. Therefore, it is important for teachers to know how to utilize the scope and sequence document to:
Avoid being overwhelmed by or unfocused in planning;
Help assess student‘s readiness for instruction (progression for learning).
Scope: The depth and breadth of the content to be taught at a specific grade level and the development of the content across grade levels.
Sequence: The order in which the content should be taught for the best learning (building on past knowledge) within a grade level and across grade levels.
Importance of Scope and Sequence Scope and sequence of learning bring order and delivery of content, supporting the maximizing of students‘ learning and offering sustained opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the missing of significant learning.
A coherently organized and sequenced curriculum, avoids these potential issues. What students are learning builds on what they have learned previously, and lessons are not unnecessarily repetitious or redundant across courses, subject areas, and grade levels. Teachers generally know what is being taught by other teachers, particularly teachers in the same subject area, including the subject-area material and standards that are taught in both previous and subsequent grade levels. All learning materials—from textbooks and reading materials to quizzes and tests—are based on the same consistent and coherent set of learning expectations.
Generally speaking, there are two main forms of curriculum coherence: Vertical coherence: When a curriculum is vertically aligned or vertically coherent, what students learn in one lesson, course, or grade level prepares them for the next lesson, course, or grade level. Teaching is purposefully structured and logically sequenced so that students are learning the knowledge and skills that will progressively prepare them for more challenging, higher-level work.
Horizontal coherence: When a curriculum is horizontally aligned or horizontally coherent, what students are learning in a one grade language arts class, for example, mirrors what other students are learning in a different grade one class. In addition, the assessments, tests, and other methods teachers use to evaluate learning achievement. Additionally, progress are based on what has actually been taught to students and on the learning standards that the students are expected to meet in a particular class, subject area, or grade level.