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Integrating STEM in English Language Teaching

The document reflects on a day of training to learn how to implement the National School Curriculum (NSC) in the classroom. The author went into the training with some understanding of the curriculum framework but uncertainty about how to plan and teach with it. One key thing learned was that using thematic approaches would help integrate STEM and STEAM subjects into English language lessons, drawing on students' knowledge from other classes to scaffold language skills. The training also provided clarity on how standards, strands, attainment targets, and benchmarks are related within the curriculum. Attainment targets focus on what students should achieve in each strand, and benchmarks outline the skills needed at each grade level to meet standards. This framework is intended to help teachers assess

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4 views2 pages

Integrating STEM in English Language Teaching

The document reflects on a day of training to learn how to implement the National School Curriculum (NSC) in the classroom. The author went into the training with some understanding of the curriculum framework but uncertainty about how to plan and teach with it. One key thing learned was that using thematic approaches would help integrate STEM and STEAM subjects into English language lessons, drawing on students' knowledge from other classes to scaffold language skills. The training also provided clarity on how standards, strands, attainment targets, and benchmarks are related within the curriculum. Attainment targets focus on what students should achieve in each strand, and benchmarks outline the skills needed at each grade level to meet standards. This framework is intended to help teachers assess

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Reflection- Day 4

Equity among students and the performance of schools. -K.


Miller

Day 4 was aimed at assisting us with implementing the NSC within the classroom. I started the day
with little knowledge about the items that were to be discussed. Although I had an understanding of
the framework of the curriculum, there were doubts as to how it would play out in my planning and
teaching.
What I wanted to know entering this session was whether or not there would be a set lesson plan
and unit plan format for all schools. Having had knowledge of the meaning of STEM and STEAM,
how would I now integrate these areas in the teaching of English Language?
One of the things I took away from the session was that the thematic approach would assist greatly
in the integration of STEM and STEAM in the language classroom. It is not that we are being asked
to teach science or mathematics. The themes used for each unit will foster the use of materials with
content related to these disciplines. Much of the content may be covered by the students in the
respective classes therefore promoting healthy discussions and interest in the language lesson. The
teacher will be able to engage the students and from the activities and use the prior knowledge of the
students as a scaffold to building the language skills.

I was also clearer as to the relationship between standards, strands, attainment targets and
benchmarks. The standard refers to the level the student is expected to be performing at. The strand
refers to a category of knowledge within the discipline. There are three main strands in English
language; reading, writing and listening and speaking. The attainment target is what was previously
referred to as general objectives and focuses on what the student will be expected to achieve based
on each strand. Benchmarks are the skills the learner is expected to ascertain at each grade level in
order to meet the standards.
What these targets do, is assist the teacher in assessing the level of the students and planning for
them adequately to assist them in achieving competence in all areas thus ensuring that at the end of
their tenure in the school system, regardless of the teacher, class or school, all students would have
had equal opportunity to achieve the same goals.

Picture showing the attainment targets


from unit one at the grade 7 level being

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