Project description

Level system 

The first change is to place students in English classes based on their level of English ability, rather than their grade. In this way, the student described in the above example who returns to study after a 10-year absence and who has never studied English before, would not be placed in level 3, but in level 1 with other beginner English students. Although the national policy calls for the achievement of level B1 by the end of secondary school, given the specific characteristics of EBA students and their teachers, this seems unattainable in this system at this time. A four-level system has therefore been devised, designed to lead students to the attainment of level A2 by the end of four years. 

A detailed curriculum 

Based on student needs 

EBA students in the advanced cycle are adults, and it is important that they are taught in keeping with the principles of adult education. Therefore, the content of the sessions contained in the new plan for English instruction at EBA is intended to be: 

 Intrinsically motivating: interesting, personalized and fun 

 Practical: applicable to real situations our students might be called upon to use English in 

 Participative: focusing primarily on productive skills 

Problem and solution based: simulating situations using a variety of strategies 

 Collaborative: containing ample opportunities for pair, groups and class. 

 Informal: learner-centered rather than teacher-centered 

 Informative: based on topics that are both familiar and thought-provoking 

Most EBA students work, and indicated that English is important to them as a possible way to improve their employment situation. The content of the curriculum therefore aims to provide students with the type of language that might be helpful to them in the world of work, both in their current jobs and in the future. But, in addition to workers, it is important to remember that EBA students are also students, parents, members and of their communities, and the ability to share information about their lives is a motivating factor. Content that allows students to practice using personal information about all aspects of their lives has therefore also been included.    

Focus on function 

The curriculum has been designed to focus on function rather than form, which is a complete departure from how English has typically been taught in CEBAs up to now. The functions chosen focus on practicing the language for authentic communicative purposes. The functions were chosen based on student needs, the descriptors for each level set out in the Common European Framework of Reference for Languages, and the objectives of 2016 Peruvian National Curriculum and the 2009 curriculum for EBA.

Realistic objectives 

The pace of the sessions is slow to reflect the real circumstances of English teaching at CEBAs in which a typical lesson lasts between 30 and 40 minutes and many students are frequently absent or late. Outcomes have been developed with an emphasis on achievability, considering the circumstances and constraints of the EBA student body, teaching staff, and system. 

Implementation 

A series of lesson plans and materials is being developed to accompany this plan, and teacher and regional leader trainings are slated to take place early this year to familiarize teachers with the plan, the lesson plans and their use. Although all of these materials will be made available online to all EBA teaching staff, the curriculum will be implemented and monitored in a pilot project involving fourteen centers during the academic year starting in March 2017. These centers will be the first to work with a level system, with all students beginning at level A1.1. The second strategy is to form a group of leaders in seven regions than after being in a specific training for them, they can be our arms in the regions, articulate EBA teachers with DRE – UGELs and form a network. 

Teacher training 

To be real that the most EBA teachers can use effectively these lesson plans, DEBA will ask to the DRE around Peru for the best teachers and bring them to Lima for an Intensive teacher training program for a week. We hope EBA students improve their English level proposing a new Curriculum plan (new lesson plans and their resources) and changing the way to teach English at EBA.

Project_description