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Vorbire i ascultare

Following the government's decision not to proceed with the revisions to level descriptions consulted on in 2009, schools should use the level descriptions contained in the secondary curriculum handbook for end of key stage 3 statutory assessment at the end of Year 9 from 2011 until further notice (from 2010 for schools which have a compressed, two-year key stage 3). n urma deciziei guvernului de a nu continua cu revizuirile descrierile nivel consultat cu privire la n 2009, colile ar trebui s utilizeze descrierile nivelul cuprinse n manualul de curriculum secundar pentru sfritul de etapa cheie 3 de evaluare legal la sfarsitul anului 9 de la 2011 pn la noi ( din 2010 pentru colile care au un comprimat, etapa de doi ani cheie 3). A consolidated set of the level descriptions which should be used are set out below. Un set consolidat a descrieri nivelul care ar trebui s fie utilizate sunt prezentate mai jos. These are drawn from the primary curriculum handbook (1999) for levels 1-3, and from the secondary curriculum handbook (2007) for levels 4 8 and exceptional performance. Acestea sunt extrase din manualul de curriculum-ul primar (1999) pentru nivelurile 1-3, i din manual curriculum secundar (2007) pentru nivelurile 4-8 i performane excepionale.

Level 1 Nivelul 1
Pupils talk about matters of immediate interest. Elevii vorbesc despre problemele de interes imediat. They listen to others and usually respond appropriately. Ei asculta la alii i, de obicei reaciona n mod corespunztor. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. Ele transmit sensuri simplu la o serie de asculttori, vorbind audibil, i s nceap s extind ideile sau n conturile lor prin furnizarea de unele detalii.

Level 2 Nivelul 2
Pupils begin to show confidence in talking and listening, particularly where the topics interest them. Elevii ncep s arate ncredere n a vorbi i de a asculta, n special n cazul n care interesul subiecte le. On occasions, they show awareness of the needs of the listener by including relevant detail. La ocazii, ei arat contientizare a nevoilor de asculttorului prin includerea detaliu relevant. In developing and explaining their ideas they speak clearly and use a growing vocabulary. n curs de dezvoltare i explica ideile lor, ei vorbesc n mod clar i de a folosi un vocabular n cretere. They usually listen carefully and respond with increasing appropriateness to what others say. Ei au, de obicei, asculta cu atenie i s rspund cu creterea adecvare la ceea ce spun altii. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used. Ele ncep s fie contieni de faptul c, n unele situaii, un vocabular mai formal i tonul vocii sunt folosite.

Level 3 Nivelul 3
Pupils talk and listen confidently in different contexts, exploring and communicating ideas. Elevii vorbi i a asculta cu ncredere n contexte diferite, explorarea i

comunicarea ideilor. In discussion, they show understanding of the main points. n discuie, se arat nelegere din punctele principale. Through relevant comments and questions, they show they have listened carefully. Prin comentariile i ntrebrile relevante, ele arat care le-au ascultat cu atenie. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. Ei ncep s se adapteze ceea ce spun la nevoile de asculttor, variind de utilizare a vocabularului i nivelul de detaliu. They are beginning to be aware of standard English and when it is used. Ele ncep s fie contieni de standard, englez i atunci cnd este folosit.

Level 4 Nivelul 4
Pupils talk and listen with confidence in an increasing range of contexts. Elevii discuta i a asculta cu ncredere ntr-o gam tot mai larg de contexte. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. Discuie lor este adaptat la scop: dezvoltarea de idei gnditor, descriind evenimentele de transport i opiniile lor n mod clar. They listen carefully in discussions, making contributions and asking questions that are responsive to others' ideas and views. Ei asculta cu atenie n discuii, care aduc contribuii i s pun ntrebri, care sunt receptivi la ideile altora "i punctele de vedere. They adapt their spoken language appropriately and use some of the features of standard English vocabulary and grammar. Se adapteaz limba vorbit n mod corespunztor i de a folosi unele dintre caracteristicile standard de limba englez vocabular si gramatica.

Level 5 Nivelul 5
Pupils talk and listen confidently in a wide range of contexts, including some that are formal. Elevii vorbi si asculta cu ncredere ntr-o gam larg de contexte, inclusiv unele care sunt formale. Their talk engages the interest of the listener as they begin to vary their expression and vocabulary. Discuie lor angajeaz interesul asculttorului ce acetia ncep s varieze exprimare i vocabularul. In discussions, they pay close attention to what others say, ask questions to develop ideas and make contributions that take account of others' views. n cadrul discuiilor, au atent la ce spun alii, pune ntrebri pentru a dezvolta idei i a face contribuii care s in seama de opiniile altora ". They adapt their spoken language to suit the situation and begin to use standard English in formal situations. Se adapteaz limba lor vorbita pentru a se potrivi situaiei i s nceap s foloseasc limba englez standard n situaii formale.

Level 6 Nivelul 6
Pupils adapt their talk to the demands of different contexts, purposes and audiences with increasing confidence. Elevii vorbesc adapteze lor la cerintele de contexte diferite, scopuri i publicul cu creterea ncrederii. Their talk engages the interest of the listener through the variety and liveliness of both vocabulary and expression. Discuie lor angajeaz interesul asculttorului prin varietatea i vioiciunea att vocabular i exprimare. Pupils take an active part in discussions, taking different roles and showing understanding of ideas and sensitivity to others. Elevii ia o parte activ n discuiile, lund n diferite roluri i a artat nelegere fa de idei i sensibilitate la alii. They demonstrate their knowledge of language variety and usage effectively and

use standard English fluently in formal situations. Ele demonstreaz cunotinele de limb i varietate de utilizare n mod eficient i de a folosi standard fluent limba engleza in situatii formale.

Level 7 Nivelul 7
Pupils are confident in matching their talk to the demands of different contexts, including those that are unfamiliar. Elevii sunt ncreztori n potrivirea lor vorbesc la cerinele de contexte diferite, inclusiv cele care nu sunt familiari. They use vocabulary in precise and creative ways and organise their talk to communicate clearly. Ei folosesc vocabular n moduri precise i creative i s organizeze vorbesc lor de a comunica n mod clar. They make significant contributions to discussions, evaluating others' ideas and varying how and when they participate. Ei fac contribuii semnificative la discuii, evaluarea ideile altora i diferite cum i atunci cnd particip. They use standard English confidently in situations that require it. Ei folosesc standard limba englez cu ncredere n situatii care necesita acest lucru.

Level 8 Nivel 8
Pupils maintain and develop their talk purposefully in a range of contexts. Elevii menine i dezvolta vorbi lor intentionat ntr-o gam de contexte. They structure what they say clearly, using apt vocabulary and appropriate intonation and emphasis. Ei structura ceea ce spun n mod clar, folosind intonaia apt vocabular i oportun, i accent. They make a range of contributions that show they have listened perceptively and are sensitive to the development of discussions. Ei fac o serie de contribuii arat c acestea au ascultat perceptiv i sunt sensibile la dezvoltarea de discuii. They use standard English confidently in a range of situations, adapting as necessary. Ei folosesc standard de limba englez cu ncredere ntr-o gam de situaii, adaptare dup cum este necesar.

Exceptional performance Performan excepional

Pupils select and use structures, styles and registers appropriately, adapting flexibly to a range of contexts and varying their vocabulary and expression confidently for a range of purposes and audiences. Elevii selectai i s utilizeze structurile, stiluri i registre n mod corespunztor, se adapteaz cu flexibilitate la o serie de contexte diferite i vocabularul lor i expresie cu incredere pentru o serie de scopuri i audiene. They initiate and sustain discussion through the sensitive use of a variety of contributions. Ei iniia i susine discuia prin utilizarea sensibil a unui soi de contribuii. They take a leading role in discussion and listen with concentration and understanding to varied and complex speech. Ei iau un rol principal n discuii i asculta cu concentrare i nelegere a vorbirii variat i mai complex. They show assured and fluent use of standard English in a range of situations and for a variety of purposes. Ele arat asigurat i utilizarea fluent engleza standard ntr-o gam de situaii i pentru o varietate de scopuri.


Functional skills help young people to take a more active and responsible role in their communities, to be more alert and responsive to changes in technology, to communicate effectively and be literate in the broadest sense. competene funcionale ajuta pe tineri s adopte un rol mai activ i responsabil n comunitile lor, s fie mai alert si mai receptiv la schimbrile n tehnologie, pentru a comunica n mod eficient i s fie analfabei, n sensul cel mai larg. The functional skills standards require learners to be able to make sense of their world and to develop their own perspectives. Standarde funcionale abilitilor necesare elevilor pentru a fi n msur s fac sens din lumea lor i pentru a dezvolta perspectivele lor. The key concepts of 'competence' and 'critical understanding' underpin these aims. Conceptele-cheie de "competen" i "nelegerea critic" stau la baza acestor obiective.

Functional skills in the English programme of study competene funcionale n programul de limba englez de studiu
The English programme of study for key stage 3 embeds the level 1 functional skills standards. Programul de limba englez de studiu pentru etapa cheie 3 ncorporeaz nivel 1 standardele functionale aptitudini. In addition, the key processes and range and content sections of the programme of study reflect the functional English standards at level 1, in order to ensure a smooth transition between key stages 3 and 4 (this is summarised in Links with functional skills). n plus, procesele cheie i o gam i seciuni coninutul programului de studiu reflect standardele funcionale limba englez la nivelul 1, n scopul de a asigura o tranziie lin ntre etapele cheie 3 i 4 (acest lucru este rezumat n Link-uri cu abiliti funcionale). The curriculum opportunities section of the programme of study requires that pupils speak, listen and write for contexts beyond the classroom, which ensures that there are relevant contexts in which to test the functional element. Seciunea curriculum oportunitile din programul de studiu necesit ca elevii vorbesc, asculta i scrie pentru contexte dincolo de sala de clas, care asigur c exist contexte relevante n care pentru a testa element funcional.

Links with functional skills Link-uri cu competene funcionale

Level 1 functional skill standard: take full part in formal and informal discussions/exchanges standard Nivelul 1 de calificare funcional: s ia parte pe deplin la discuii formale i informale / schimburi

Make relevant contributions to discussions, responding appropriately to others Contribuii relevante pentru discuii, pentru a rspunde n mod corespunztor pentru alii Prepare for and contribute to formal discussion of ideas and opinions Pregatitiva pentru i s contribuie la discuii formale de idei i opinii

Be flexible in discussion, making different kinds of contributions S fie flexibil n discuie, fcnd diferite tipuri de contribuii Present information and points of view clearly and appropriately in different contexts including the more formal (key processes). Prezent de informaii i puncte de vedere n mod clar i adecvat n diferite contexte, inclusiv ... mai mult formale (proceselor cheie).

Links to English key stage 3 programme of study as follows: Link-uri n englez etapa cheie 3 program de studiu, dup cum urmeaz:

Make...relevant contributions in groups, responding appropriately to others (key processes) Face ... contribuii relevante n grupuri, pentru a rspunde n mod corespunztor la alii (proceselor cheie) The range of speaking and listening activities should include: prepared formal presentations and debates (range and content) The range of purposes for speaking and listening should include[:]...expressing ideas...and opinions (range and content) Gama de a vorbi i asculta activiti ar trebui s includ: prezentri pregtite formale i dezbateri (n intervalul i coninut) Gama de scopuri pentru a vorbi i de a asculta ar trebui s includ [:]... exprima idei i opinii ... (gama i coninut) ... ... adapting talk for a range of purposes and audiences (key processes) Make different kinds of...contributions (key processes) vorbi de adaptare, pentru o serie de scopuri i audiene (proceselor cheie) face diferite tipuri de ... contribuii (proceselor cheie) Present information/points of view clearly and in appropriate language in formal and informal exchanges and discussions. Prezinte informaii / puncte de vedere n mod clar i n limba corespunztoare n schimburile formale i informale i discuii.

Level 1 functional skill standard: read and understand a range of texts standard Nivelul 1 de calificare funcionale: citeasc i s neleag o serie de texte

Identify the main points and ideas and how they are organised in different texts Identifica principalele puncte i idei i modul n care acestea sunt organizate n diferite texte Understand texts in detail Textele nelegerea n detaliu Read and understand texts and take appropriate action Citeasc i s neleag texte i s ia msuri adecvate In a range of texts including reports, instructional, explanatory and persuasive texts, on paper and on screen. ntr-o serie de texte, inclusiv rapoarte, de instruire, i texte explicative persuasive, pe hrtie i pe ecran.

Links to English key stage 3 programme of study as follows: Link-uri n englez etapa cheie 3 program de studiu, dup cum urmeaz:

Extract and interpret...main points and ideas from texts (key processes) Extras i puncte de interpreta ... principal i idei de la texte (proceselor cheie) Extract and interpret information, events, main points and ideas from texts, Infer and deduce meaning, Assess the usefulness of texts, sift the relevant from the irrelevant and distinguish between fact and opinion (key processes) Extras i interpreta informaii, evenimente, principalele puncte i idei de la texte, deduce i deduce sensul, s evalueze utilitatea de texte, cerne relevante din irelevante i s fac distincia ntre fapt i opinie (proceselor cheie) Covered implicitly Acoperite implicit Reading and understanding a range of texts (key concepts), The range of nonfiction and non-literary texts studied should include: forms such as journalism, travel writing, essays, reportage, literary non-fiction and multi-modal texts including film; purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade (range and content) Citirea i nelegerea unei game de texte (concepte cheie), gama de non-ficiune i texte non-literare studiate ar trebui s includ: forme, cum ar fi jurnalism, scris de cltorie, eseuri, reportaj, literar non-ficiune i textele multi-modal, inclusiv film ; scopuri cum ar fi de a instrui, informa, explica, descrie, analiza, revizuirea, discuta i convinge (gama i coninut)

Level 1 functional skill standard: write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience Nivelul 1 de calificare standard funcional: scrie documente pentru a comunica informaii, idei i opinii prin utilizarea unor formate i stiluri de potrivite pentru scopul lor i audien

Write clearly and coherently including an appropriate level of detail Scrie n mod clar i coerent, inclusiv un nivel adecvat de detaliere Present information in a logical sequence prezint informaia ntr-o succesiune logic Use language, format and structure suitable for purpose and audience Folosesc un limbaj, formatul i structura potrivit pentru scopul i audien Use correct grammar including subject verb agreement and correct and consistent use of tense Utilizai gramatica corecta, inclusiv acordul verbului subiect i utilizarea corect i consecvent a tensionate Proofread and revise writing for accuracy of grammar, punctuation and spelling, and to ensure that meaning is clear Corecta i revizui scris pentru precizie de gramatic, ortografie i punctuaie, i s se asigure c sensul este clar In a range of documents on paper and on screen. ntr-o serie de documente pe suport de hrtie i pe ecran.

Links to English key stage 3 programme of study as follows: Link-uri n englez etapa cheie 3 program de studiu, dup cum urmeaz:

Write clearly and coherently, including an appropriate level of detail (key processes) Scrie n mod clar i coerent, inclusiv un nivel corespunztor de detaliu (proceselor cheie) Structure their writing to support the purpose for the task and organise meaning (key processes) Structura lor de scris, de a sprijini scopul pentru sarcin i semnificaia organizeaz (proceselor cheie) Adapt style and language appropriately for a range of forms, purposes and readers (key processes) Adaptarea stil i un limbaj adecvat pentru o serie de forme, scopuri i cititori (proceselor cheie) Use grammar accurately in a variety of sentence types, including subject-verb agreement and correct and consistent use of tense (key processes) Utilizai gramatica cu precizie ntr-o varietate de tipuri de propoziie, inclusiv acordul subiect-verb i utilizarea corect i consecvent a tensionat (proceselor cheie) Use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect (key processes) Planificarea utilizrii, redactare, editare, corectur i de auto-evaluare pentru a forma i ambarcaiunile lor scris, pentru efect maxim (proceselor cheie) The forms for such writing should be drawn from different kinds of stories, poems, play-scripts, autobiographies, screenplays, diaries, minutes, accounts, information leaflets, plans, summaries, brochures, advertisements, editorials, articles and letters conveying opinions, campaign literature, polemics, reviews, commentaries, articles, essays and reports (range and content) Formularele pentru scriere ar trebui s fie trasat de la diferite tipuri de poveti, poezii, scripturi-play, autobiografii, scenarii, agende, minute, conturi, pliante de informare, planuri, rezumate, brouri, reclame, editoriale, articole i scrisori de transport opinii, campanie literatura de specialitate, polemici, recenzii, comentarii, articole, eseuri i rapoarte (gama i coninutul)

Planning for functional skills Planificarea pentru competene funcionale

The key concept of competence in English emphasises the need for pupils to be adaptable and apply their understanding in a widening range of contexts within the classroom and beyond. Conceptul cheie de competen n limba englez subliniaz necesitatea ca elevii s fie adaptabile i s aplice nelegerea lor ntr-o gam de contexte extinderea n cadrul clasei i n afara. This is also at the heart of functional skills. Aceasta este, de asemenea, n centrul de competene funcionale. In this way, functional skills are much more than a set of technical competencies in English. n acest fel, competenele funcionale sunt mult mai mult dect un set de competene tehnice n limba englez. They involve pupils being able to select, apply and evaluate a range of skills to tackle tasks and problems. Acestea implic elevii posibilitatea de a selecta, aplice i s evalueze o gam de abiliti pentru a face fa sarcinilor i probleme.

When planning opportunities for pupils to develop and understand functional skills you should consider whether you have: La planificarea oportuniti pentru elevi de a dezvolta abiliti i s neleag funcionale ar trebui s ia n considerare dac avei:

provided opportunities for the different skills you are focusing on in reading, writing and speaking and listening to be developed in combination oportunitile oferite de diferite aptitudini suntei concentrndu-se pe de citire, scriere si vorbire i ascultare s fie dezvoltat n combinaie ensured pupils understand they are learning skills that they will use and apply in a variety of contexts elevii asigurat neles c sunt abiliti de nvare pe care le vor folosi i se aplic ntr-o varietate de contexte given pupils the chance to select the skills they need for a particular task dat elevilor ansa de a selecta competenele de care au nevoie de o anumit sarcin provided opportunities for pupils to apply these skills for real purposes and contexts beyond the classroom. oportunitile oferite pentru elevi de a aplica aceste aptitudini pentru scopurile reale i contexte dincolo de sala de clas.

For example, a sequence of activities for year 9 pupils requiring them to work in small groups to produce materials offering advice for year 6 pupils intending to come to the school would offer rich opportunities to develop a range of transferable skills in meaningful contexts. De exemplu, o secven de activiti pentru anul 9 elevi, cerndu-le s lucreze n grupuri mici pentru a produce materiale, oferind sfaturi pentru anul 6 de elevi care intenioneaz s vin la coal ar oferi oportuniti de bogat pentru a dezvolta o gam de abiliti transferabile n contexte semnificative.

By researching literature for primary school pupils and parents and identifying gaps, pupils could demonstrate the ability to read and understand texts and take appropriate action. Prin cercetarea literaturii pentru elevii de coal primar i prinii i identificarea lacunelor, elevii ar putea demonstra capacitatea de a citi i nelege texte i s ia msurile corespunztoare. By working collaboratively to develop the materials and conducting interviews with year 6 pupils to identify what they should include, pupils would need to demonstrate the ability to make relevant contributions to discussions, responding appropriately to others. De lucru n colaborare pentru a dezvolta materiale i interviuri cu anul 6 elevi de a identifica ceea ce ei ar trebui s includ, elevii ar trebui s demonstreze capacitatea de a aduce contribuii relevante la discuii, pentru a rspunde adecvat la alii. By producing materials for an external audience, pupils would need to demonstrate the ability to write clearly and coherently including an appropriate level of detail, use language, format and structure suitable for purpose and audience and ensure written work includes accurate grammar, punctuation and spelling and that meaning is clear. Prin producerea de materiale pentru un public extern, elevii ar trebui s demonstreze abilitatea de a scrie n mod clar i coerent, inclusiv un nivel adecvat de detaliere, limb utilizare, formatul i structura potrivit pentru scopul i publicul i pentru a asigura o lucrare scris include gramatica exacte, semne de punctuaie i de ortografie i c sensul este clar.

While these outcomes could be achieved by simulations, the activity becomes truly functional if the end product is applied for a real purpose and context by testing and using it with its intended audience. n timp ce aceste rezultate ar putea fi realizat prin simulri, activitatea devine cu adevrat funcional n cazul n care produsul final este aplicat pentru un scop real i contextul de testare i folosind-o cu publicul su destinat. A series of tasks like this also has the potential to be developed in conjunction with ICT colleagues to provide evidence of functional skills in ICT and develop links with other subjects. O serie de sarcini cum ar fi, de asemenea, aceasta are potenialul de a fi dezvoltate n colaborare cu colegii TIC pentru a oferi dovezi de competene funcionale n domeniul TIC i de a dezvolta legturi cu alte subiecte.

Evaluarea limba englez

Assessment is an essential part of normal teaching and learning in all subjects. Evaluarea este o parte esenial de predare i nvare normale n toate subiectele. It can take many forms and be used for a range of purposes. Se poate lua multe forme i s fie utilizat pentru o gam larg de scopuri. To be effective assessment must be 'fit for purpose'; being clear about what you want the assessment to achieve will determine the nature of the assessment and what the outcome will be. Pentru a fi eficient de evaluare trebuie s fie "adecvat scopului final", s fie clar despre ce vrei de evaluare pentru a obine va determina natura evaluare i ceea ce va fi rezultatul. This section gives pointers on planning assessment opportunities in English. Further support on gathering evidence, integrating assessment, periodic, day-to-day and peer assessment is available in the assessment section. Aceast seciune ofer indicii cu privire la oportuniti de planificare de evaluare n limba englez. sprijini n continuare pe colectarea probelor, integrarea de evaluare, periodic, de zi cu zi i evaluarea colegial este disponibil n seciunea de evaluare. When planning assessment opportunities consider the following: Atunci cnd posibilitile de planificare evaluare ia n considerare urmtoarele:

Purpose What is the assessment for and how will it be used? Scop - Ce este evaluarea i cum va fi folosit?
Does it form part of ongoing assessment for learning to provide individual feedback or targets so that the pupil knows what to do next? Are parte de evaluare n curs de desfurare pentru nvare pentru a oferi feedback individual sau obiective, astfel c elevul tie ce s fac n continuare? Is it to provide an overall judgement about how the pupil is progressing against national curriculum levels? Este de a furniza o apreciere de ansamblu despre modul n care elevul este progreseaz mpotriva nivel curriculum-ului naional? Related to this is the need to consider how the purpose of assessment affects the frequency of assessment. Legat de aceasta este nevoie s ia n considerare modul n scopul evalurii afecteaz frecvena de evaluare. For example, there should be sufficient time between level-related judgements to allow a pupil to show progress, whereas to be effective the assessment of ongoing work should be embedded in day-to-day teaching and learning. De exemplu, ar trebui s existe timp

suficient ntre hotrrile legate de nivelul, pentru a permite un elev de a arta progresul, ntruct, pentru a fi eficiente de evaluare a lucrrilor n curs ar trebui s fie integrate n procesul de predare de zi cu zi i de nvare.

Evidence What are the best ways to gather the evidence needed to support the purpose of the assessment? Dovezi - Care sunt cele mai bune metode pentru a aduna probele necesare pentru a sprijini scopul evalurii?
Assessment shouldn't be limited to a narrow range of evidence. Evaluare nu ar trebui s fie limitat la o gam ngust de dovezi. Any meaningful judgement of progress or attainment should be based on a range of activities, outcomes and contexts This could include assessing the learning as it's happening through observation, discussion or focused questioning; involving pupils in the process through peer or self-assessment; or sampling a range of work over a period of time. Orice hotrre semnificative de progres sau realizarea trebuie s se bazeze pe o serie de activiti, rezultate i contexte Aceasta ar putea include evaluarea de nvare cum se ntmpl prin observare, discuii sau concentrat ntrebri; elevi implicarea n acest proces prin peer sau de autoevaluare; sau prelevarea de probe o gama de munc pe o perioad de timp. If there are areas where you don't have sufficient evidence you could either adjust your planning or use a more focused short task or test to fill the gap. Dac exist zone n care nu avei dovezi suficiente pentru ai putea ajusta fie planificare dvs. sau de a folosi o sarcin mult mai concentrat de scurt sau de testare pentru a umple golul. The gathering of evidence also needs to be manageable. Strngerea de probe, de asemenea, trebuie s fie gestionabile. With care, the same evidence may be used for a variety of purposes. Cu grij, aceleai elemente de prob poate fi utilizat pentru o varietate de scopuri.

Outcome What form will the assessment outcome take and how will it be used? Rezultatul - Ce form va lua rezultatul evaluarea i cum va fi folosit?
Depending on the purpose of the assessment the outcome could be a level judgement of progress over time or a specific and measurable improvement target for the pupil. n funcie de scopul evalurii rezultatul ar putea fi o hotrre nivel de progres n timp sau o int mbuntire specifici i msurabili pentru elev. Effective use of the assessment outcome results in actions such as providing an instant response or planning for the longer term. Utilizarea eficient a rezultatelor rezultatul evalurii n aciuni, cum ar fi oferind un rspuns instantaneu sau de planificare pe termen lung. The best means of communicating assessment outcomes should also be considered. Cele mai bune mijloace de comunicare a rezultatelor de evaluare ar trebui s fie, de asemenea, luate n considerare. For example, it might be through written feedback or discussion. De exemplu, ar putea fi prin feedback scris sau discuii. The outcome may also provide you with valuable information for your future planning, by identifying areas that need to be revisited by a class or individuals to secure understanding or by revealing gaps in curriculum coverage where there is no evidence of achievement in a particular area to assess. Rezultatul poate oferi, de asemenea, cu informaii valoroase pentru planificarea viitorul tau, prin identificarea zonelor care trebuie revizitate de ctre o clas sau de persoane pentru a asigura nelegere sau prin dezvluirea lacune n

curriculum acoperire n cazul n care nu exist nicio dovad de realizare ntr-o anumit zon pentru a evalua .

Obiective pentru programa colar

If schools are to respond effectively to the values and purposes underpinning the school curriculum, they need to work in collaboration with families and the local community, including church and voluntary groups, local agencies and business, in seeking to achieve two broad aims through the curriculum. n cazul n care colile sunt pentru a rspunde n mod eficient la valorile i scopurile care stau la baza programei colare, care au nevoie pentru a lucra n colaborare cu familiile i comunitatea local, inclusiv grupurile de biseric i de voluntariat, ageniile locale i de afaceri, n ncercarea de a atinge dou obiective generale prin intermediul curriculum-ului . These aims provide an essential context within which schools develop their own curriculum. Aceste obiective furnizeaz un context esenial n care colile dezvoltarea curriculum-ului lor.

Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and to achieve Scop 1: programa colar ar trebui s urmreasc pentru a oferi oportuniti pentru toi elevii s nvee i pentru a realiza
The school curriculum should develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment for all pupils. Programa colar ar trebui s dezvolte plcerea, i angajamentul, nvarea ca un mijloc de ncurajare i de stimulare a progresului cel mai bun posibil i cea mai mare realizare pentru toi elevii. It should build on pupils' strengths, interests and experiences and develop their confidence in their capacity to learn and work independently and collaboratively. Acesta ar trebui s se bazeze pe elevi "punctele forte, de interesele i experienele i de a dezvolta ncrederea n capacitatea lor de a nva i de a lucra independent i colaborare. It should equip them with the essential learning skills of literacy, numeracy, and information and communication technology, and promote an enquiring mind and capacity to think rationally. Acesta ar trebui s le doteze cu abilitile de nvare eseniale de alfabetizare, aritmetic, i tehnologiei informaiilor i comunicaiilor, i s promoveze o minte ntrebtor i capacitatea de a gndi raional. The school curriculum should contribute to the development of pupils' sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain's diverse society and of the local, national, European, Commonwealth and global dimensions of their lives. Programa colar ar trebui s contribuie la dezvoltarea simului elevilor de identitate prin cunoaterea i nelegerea spiritual, moteniri morale, sociale i culturale ale societii diverse Marea Britanie i de la nivel local, naional, european, Commonwealth i dimensiuni globale din viaa lor. It should encourage pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields, and prompt a personal response to a range of experiences and ideas. Acesta ar trebui s ncurajeze elevii s aprecieze aspiraiile umane i realizri n domeniile estetice, tiinifice, tehnologice i sociale, i prompt un rspuns personal la o serie de experiene i idei.

By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable pupils to think creatively and critically, to solve problems and to make a difference for the better. Prin furnizarea de contexte bogat i variat pentru elevi de a dobndi, dezvolta i se aplic o gam larg de cunotine, nelegere i competene, curriculum-ul ar trebui s permit elevilor s gndeasc creativ i critic, pentru a rezolva problemele i de a face o diferen de mai bine. It should give them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. Acesta ar trebui s le dea posibilitatea de a deveni creative, inovatoare, ntreprinztori i capabile de conducere de a le dota pentru vieile lor viitoare n calitate de lucrtori i ceteni. It should also develop their physical skills and encourage them to recognise the importance of pursuing a healthy lifestyle and keeping themselves and others safe. Acesta ar trebui s dezvolte, de asemenea, aptitudinile lor fizice i s le ncurajeze s recunoasc importana de a urma un stil de via sntos i pstrarea ei nii i de alii n condiii de siguran.

Aim 2: The school curriculum should aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life Scop 2: programa colar ar trebui s vizeze promovarea spirituale elevilor, dezvoltarea moral, social i cultural i s se pregteasc elevii pentru toate oportunitile, responsabilitile i experiene de via
The school curriculum should promote pupils' spiritual, moral, social and cultural development and, in particular, develop principles for distinguishing between right and wrong. Programa colar ar trebui s promoveze spirituale a elevilor, dezvoltarea moral, social i cultural i, n special, elaborrii unor principii pentru a distinge ntre bine i ru. It should develop their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies. Acesta ar trebui s dezvolte cunotinele lor, intelegere si apreciere a propriilor convingeri i i culturi diferite, i modul n care aceste persoane de influen i societile. The school curriculum should pass on enduring values, develop pupils' integrity and autonomy and help them to be responsible and caring citizens capable of contributing to the development of a just society. Programa colar ar trebui s transmit valori durabile, dezvoltarea integritatea elevilor i autonomie i de a le ajuta s fie ceteni responsabili i ngrijirea capabili s contribuie la dezvoltarea unei societi juste. It should promote equal opportunities and enable pupils to challenge discrimination and stereotyping. Acesta ar trebui s promoveze egalitatea de anse i pentru a permite elevilor s conteste discriminarea i stereotipurile. It should develop their awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level. Acesta ar trebui s dezvolte gradul de contientizare i de nelegere, i respectul pentru, mediul n care triesc, i angajamentul lor de a asigura dezvoltarea durabil la nivel personal, local, naional i global. It should also equip pupils as consumers to make informed judgements and independent decisions and to understand their responsibilities and rights. Acesta ar trebui s echipeze, de asemenea,

elevi n calitate de consumatori s fac judeci informate i decizii independente i s neleag responsabilitile lor i drepturile. The school curriculum should promote pupils' self-esteem and emotional wellbeing and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community. Programa colar ar trebui s promoveze elevilor "respectul de sine i bunstarea emoional i de a le ajuta s formeze i s menin relaii merit i care ndeplinesc, bazate pe respectul pentru ei nii i pentru alii, acas, la coal, de munc i n comunitate. It should develop their ability to relate to others and work for the common good. Acesta ar trebui s dezvolte capacitatea lor de a se raporta la alii i s lucreze pentru binele comun. It should enable pupils to respond positively to opportunities, challenges and responsibilities, to manage risk and to cope with change and adversity. Acesta ar trebui s permit elevilor s rspund pozitiv la oportuniti, provocri i responsabiliti, s gestioneze riscul i s fac fa schimbrilor i de adversitate. It should prepare pupils for the next steps in their education, training and employment and equip them to make informed choices at school and throughout their lives, enabling them to appreciate the relevance of their achievements to life and society outside school, including leisure, community engagement and employment. Acesta ar trebui s pregteasc elevii pentru etapele urmtoare lor n educaie, formare i ocuparea forei de munc i de a le dota s fac alegeri informate la coal i pe tot parcursul vieii lor, permindu-le s aprecieze relevana de realizrile lor la via i societate n afara colii, inclusiv de agrement, implicarea in comunitate i ocuparea forei de munc.

The interdependence of the two aims Interdependena dintre cele dou obiective
These two aims reinforce each other. Aceste dou obiective se consolideaz reciproc. The personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and to achieve. Dezvoltarea personal a elevilor, spiritual, moral, social i cultural, joac un rol semnificativ n capacitatea lor de a nva i pentru a realiza. Development in both areas is essential to raising standards of attainment for all pupils. De dezvoltare n ambele domenii este esenial pentru ridicarea standardelor de realizare pentru toi elevii.

Valorile i scopurile care stau la baza programei colare

Education influences and reflects the values of society, and the kind of society we want to be. Educaie influeneaz i reflect valorile societii, ct i tipul de societate pe care dorim s fie. It is important, therefore, to recognise a broad set of common values and purposes that underpin the school curriculum and the work of schools. Este important, prin urmare, s recunoasc un set larg de valori comune i scopurile care stau la baza programei colare i activitatea colilor.

Foremost is a belief in education, at home and at school, as a route to the spiritual, moral, social, cultural, physical and mental development, and thus the wellbeing, of the individual. Cea mai important este credina n educaie, acas i la coal, ca o cale pentru a spirituale, morale, sociale, dezvoltarea cultural, fizic i psihic, i, astfel, bunstarea, a individului. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Educaia este, de asemenea, un traseu pentru egalitatea de anse pentru toi, o democraie sntoas i doar, o economie productiv, i dezvoltarea durabil. Education should reflect the enduring values that contribute to these ends. Educaie ar trebui s reflecte valorile durabile care contribuie la aceste scopuri. These include valuing ourselves, our families and other relationships, the wider groups to which we belong, the diversity in our society and the environment in which we live. Acestea includ evaluarea noi, familiile noastre i alte relaii, grupuri mai largi din care facem parte, diversitatea n societatea noastr i a mediului n care trim. Education should also reaffirm our commitment to the virtues of truth, justice, honesty, trust and a sense of duty. Educaie, de asemenea, ar trebui s reafirme angajamentul nostru de a virtuile de adevr, dreptate, onestitate, ncredere i un sentiment de datorie. At the same time, education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. n acelai timp, educaia trebuie s ne permit s rspund pozitiv la oportunitile i provocrile din lume n continu schimbare n care trim i muncim. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies. n special, trebuie s fim pregtii s se angajeze ca indivizi, prini, lucrtorilor i a cetenilor cu schimbrile economice, sociale i culturale, inclusiv globalizarea continu a economiei i societii, cu modele noi de munc i de agrement i cu expansiunea rapid a tehnologiilor de comunicare .

Cadrul naional i n scopul de Curriculumul Naional

The two broad aims for the school curriculum are reflected in section 351 of the Education Act 1996, which requires that all maintained schools provide a balanced and broadly based curriculum that: Cele dou obiective generale pentru programa colar sunt reflectate n seciunea 351 din Legea nvmntului din 1996, care impune ca toate colile meninut oferi un curriculum echilibrat i bazeaz, n general c:

promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society promoveaz spiritual, de dezvoltare moral, cultural, mental i fizic a elevilor la coal i a societii prepares pupils at the school for the opportunities, responsibilities and experiences of adult life. pregtete elevii la scoala pentru oportunitile, responsabilitile i experiene din viaa de adult.

The Act requires the Secretary of State, local authorities and the governing body and headteacher to take steps to achieve these requirements. Legea impune Secretarului de Stat, autoritilor locale i organului de guvernare i directorului s ia msuri pentru a atinge aceste cerine. The Secretary of State meets his responsibilities in this area by

providing a national framework which incorporates the National Curriculum, religious education and other statutory requirements. Secretarul de stat ndeplinete responsabilitile sale n acest domeniu, prin furnizarea unui cadru naional care s ncorporeze Curriculum Naional, educaia religioas i alte cerine legale. This framework is designed to enable all schools to respond effectively to national and local priorities, to meet the individual learning needs of all pupils and to develop a distinctive character and ethos rooted in their local communities. Acest cadru este proiectat pentru a permite tuturor colilor s rspund eficient la prioritile naionale i locale, pentru a satisface nevoile individuale de nvare ale tuturor elevilor i pentru a dezvolta un caracter distinctiv i ethos nrdcinate n comunitile lor locale.

The four main purposes of the National Curriculum Cele patru scopuri principale ale Curriculumului Naional

To establish an entitlement Pentru a stabili un drept

The National Curriculum secures for all pupils, irrespective of social background, culture, race, gender, differences in ability and disabilities, an entitlement to a number of areas of learning and to develop knowledge, understanding, skills and attitudes necessary for their self-fulfilment and development as active and responsible citizens. Curriculumul Naional asigura pentru toi elevii, indiferent de mediul social, cultur, ras, sex, diferenele n capacitatea i handicap, un drept la o serie de domenii de nvare i s dezvolte cunotinele, nelegerea, abiliti i atitudini necesare pentru ndeplinirea lor de auto- i dezvoltare n calitate de ceteni activi i responsabili.

To establish standards S stabileasc standarde

The National Curriculum makes expectations for learning and attainment explicit to pupils, parents, teachers, governors, employers and the public, and establishes national standards for the performance of all pupils in the subjects it includes. Curriculumul Naional face ateptrile pentru nvare i realizarea explicit la elevi, prini, profesori, guvernatori, angajatorilor i publicului, i stabilete standardele naionale pentru performana tuturor elevilor din subiecii include. These standards can be used to set targets for improvement, measure progress towards those targets, and monitor and compare performance between individuals, groups and schools. Aceste standarde pot fi utilizate pentru a stabili obiective pentru mbuntirea, msura progresele nregistrate n aceste obiective, i monitorizeze i s compare performanele ntre indivizi, grupuri i coli.

To promote continuity and coherence Pentru a promova continuitatea i coerena

The National Curriculum contributes to a coherent national framework that promotes curriculum continuity and is sufficiently flexible to ensure progression in pupils' learning. Curriculumul Naional contribuie la un cadru naional coerent care s promoveze continuitatea i curriculum-ul este suficient de flexibil pentru a asigura progresul n procesul de nvare elevilor. It facilitates the transition of pupils between schools and phases of education and provides a foundation for lifelong learning.

Aceasta faciliteaz tranziia de elevi ntre coli i fazele de educaie i ofer o baz pentru nvarea pe tot parcursul vieii.

To promote public understanding Pentru a promova nelegerea publice

The National Curriculum increases public understanding of, and confidence in, the work of schools and in the learning and achievements resulting from compulsory education. Curriculumul Naional crete nelegerea public, i ncrederea n, activitatea de coli i n nvare i realizrile rezultate din nvmntul obligatoriu. It provides a common basis for discussion of educational issues among lay and professional groups, including pupils, parents, teachers, governors and employers. Acesta ofer o baz comun pentru discutarea problemelor educaionale ntre laic i grupuri profesionale, inclusiv elevi, prini, profesori, guvernatori i angajatori.

Developing the school curriculum Dezvoltarea curriculum-ului colar

While these four purposes do not change over time, the curriculum itself cannot remain static. n timp ce aceste patru scopuri nu se schimba in timp, curriculum-ul n sine nu poate rmne static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself. Acesta trebuie s fie receptiv la schimbrile n societate i economie, i modificri n natura de colarizare n sine. Teachers, individually and collectively, have to reappraise their teaching in response to the changing needs of their pupils and the impact of economic, social and cultural change. Profesorii, individual i colectiv, trebuie s reevalua predare ca rspuns la nevoile n schimbare ale elevilor lor i impactul schimbrilor economice, sociale i culturale. Education only flourishes if it successfully adapts to the demands and needs of the time. Educaie numai n cazul n care nflorete cu succes adapteaz la cerinele i nevoile timpului. Add to portfolio Adauga in portofoliu Email E-mail

Use of language Utilizarea limbii

Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Elevii ar trebui s fie predat n toate disciplinele s se exprime n mod corect i n mod corespunztor i s citeasc corect i cu nelegere. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English. Deoarece standard engleza, vorbit i scris, este limba predominant n care cunotine i aptitudini sunt predate i nvate, elevii ar trebui s fie nvai s recunoasc i de a folosi limba engleza standard.

Writing Scris
In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. n scris, elevii ar trebui s fie nvai s foloseasc

ortografia corect i semne de punctuaie i urmai conveniile gramaticale. They should also be taught to organise their writing in logical and coherent forms. Ei trebuie s fie, de asemenea, nvai s organizeze munca lor n forme logic i coerent.

Speaking Vorbire
In speaking, pupils should be taught to use language precisely and cogently. Din punct de vedere, elevii ar trebui s fie nvai s foloseasc un limbaj precis i convingtor.

Listening Ascultare
Pupils should be taught to listen to others, and to respond and build on their ideas and views constructively. Elevii ar trebui s fie nvai s asculte la alii, i de a rspunde i de a construi pe ideile lor i punctele de vedere constructiv.

Reading Lectur
In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading. n lectura, elevii ar trebui s fie predate strategii pentru a le ajuta s citeasc cu nelegere, s localizeze i s utilizeze informaii, s urmeze un proces sau argument i de sintez, i s sintetizeze i s adapteze ceea ce invata de la citirea lor. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. Elevii ar trebui s fie predate vocabularul tehnic de specialitate i de subiecte i modul de utilizare i scrie aceste cuvinte. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. Ei trebuie s fie, de asemenea, nvai s utilizeze modelele de limba vitale pentru nelegere i exprimare n diferite subiecte. These include the construction of sentences, paragraphs and texts that are often used in a subject [for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop arguments]. Acestea includ construirea de propoziii, paragrafe i texte care sunt adesea utilizate ntr-un subiect [de exemplu, limba pentru a exprima cauzalitatea, cronologia, logica, explorare, ipotez, comparaie, i cum s pun ntrebri i s dezvolte argumente].

Sub rezerva cerinelor de

The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools. Curriculumul Naional se aplic n cazul elevilor de vrst colar obligatorie n colile din comunitate i fundaie, inclusiv colile din comunitate speciale i coli speciale fundaie, i de voluntariat coli care beneficiaz de ajutor i de voluntariat controlate. It is organised on the basis of four key stages. Acesta este organizat pe baza a patru etape cheie. Key stage 1: Ages 5-7 (Years 1-2) Cheie etapa 1: Evul 5-7 (1-2 ani)

Key stage 2: Ages 7-11 (Years 3-6) Cheie etapa 2: Evul 7-11 (3-6 ani) Key stage 3: Ages 11-14 (Years 7-9) Cheie etapa 3: Evul 11-14 (Ani 7-9) Key stage 4: Ages 14-16 (Years 10-11). Cheie Etapa 4: Evul 14-16 (10-11 ani). At key stages 1 and 2 the statutory subjects that all pupils must study are art and design, design and technology, English, geography, history, information and communication technology, mathematics, music, physical education and science. La etapele cheie 1 i 2 subieci statutare c toi elevii trebuie s studieze sunt art i design, design si tehnologie, engleza geografie, istorie, tehnologia informaiei i comunicare, matematic, muzic, educaie fizic i tiin. Religious education must also be provided at key stages 1 and 2. Educaia religioas trebuie s fie, de asemenea, furnizate la etapele cheie 1 i 2. For each subject and for each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils' performance. Pentru fiecare subiect i pentru fiecare etap cheie, programele de studiu prevzute la ceea ce elevii ar trebui s fie predate, i atingerea obiectivelor stabilite standardele de ateptat de performan, elevilor ". It is for schools to choose how they organise their school curriculum to include the programmes of study. Este pentru coli de a alege modul n care organizeaz programa lor colar pentru a include programele de studiu.

Programmes of study Programele de studiu

The programmes of study (as defined by the Education Act 1996, section 353b) set out what pupils should be taught in each subject at each key stage, and provide the basis for planning schemes of work. Programele de studiu (astfel cum sunt definite de Legea Educaiei 1996, 353b seciune) prevzute ce elevii ar trebui s fie predate n fiecare subiect n fiecare etap cheie, i s furnizeze baza pentru planificarea scheme de lucru. When planning, schools should also consider the four general teaching requirements (use of language, use of ICT and health and safety and inclusion) that apply across the programmes of study. Atunci cnd planific, colile ar trebui s ia n considerare, de asemenea, cele patru cerinele generale de predare (folosirea limbii, folosirea TIC i a sntii i siguranei i includerea) care se aplic n programele de studiu.