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Q1: Group 1 - curriculum as planned learning content (Definitions 1-3); Group 2 (Definitions 4-8)
Q2(a): For planned learning content, we consider that students should be familiarised with the textbook content (e.g. for grammar lesson, students should consider the rules of the certain grammatical item); factual and theoretical skills; and apply them to attain a satisfying performance in the examination :)
Q2(b): pedagogical techniques (methods), be clear about the English knowledge, school curriculum (2nd language acquisition), satisfy with students' learning needs
Q2(c): Socialisation (Interact with the world as a human being); teaching social rules and norms
LIANNA IS perfect!

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Q1: 5, 7, 8 (experiences)
Q2a: Experiences equal proficiency
Q2b:
- good subject knowledge
- teach effectively to maximize students' learning
Q2c:
-prepare students for the future(e.g. career, further studies, communication)

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Q1: Definition 2& 4&6
Q2： (a) contextualized in daily life. Communicate with the authentic world
(b) Conducting teaching with meaningful activities.
(c) cultivate learners who can advance with time

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Q1: Group 1: Definition 1,2,3 (about learning subjects)
Group 2: Definition 5,7,8(about learning experience)
Group 3: Definition 4,6(about questioning and thinking)
Q2: (a)Students get some skills for essential knowledge and the knowledge which is useful for living. Also some learning which help them to understand how to be a person.
(b)Give proper guidance for students and provide knowledge which help them gain the skills and knowledge of learning sites and living.
(c)Take the responsibility for learners and provide knowledge and skills.

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Q1: 5, 7, 8 (Experience) & 1, 2, 6 (Content) & 3, 4 (Nature)
Q2(a): Come to grips with core knowledge and skills
Q2(b): Able to design different kinds of activity and assessment  that help deliver subject knowledge and evaluate students' progress, treat students according to their needs
Q2(c): Nurture future manpower and help discover the talent of each students

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Q1：2&4&6 （content）
Q2:a）language proficiency like syntactic structure, lexical diversity, communicative effectiveness, language accuracy.
b）pedagogical methods, teaching effectiveness, teaching cater for students' needs, designing activities cater for learning diversity.
c）active collaboration under the education

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Q1: 5,7,8 (Experience)
Q2a: can effectively use grammatical concepts in daily life, as well as comprehend the language and be able to use it.
b: possess in-depth knowledge of the subject, ability to clarify students' misunderstandings and be able to use different methods to cater to different learning styles.
c: produce knowledgable, caring citizens

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Lianna Longie Jessica Calvin Rachel's Group

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Lianna Longie Jessica Calvin Rachel's Group

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Tutorial Activity 2

Q1: Which of the following models of curriculum design best describe Andy’s way of lesson planning?
a. The content-focused, Forward model – starting the planning from what the teacher has to teach
b. The pedagogy-oriented, Central model – starting the planning from how students should learn
c. The outcome-based, Backward model – starting the planning from what learning outcomes (knowledge, skills/abilities, values) students need to achieve.
Please explain why you think so:

Andy applies the outcome-based, Backward model in his classroom. In the beginning of the class, he told his students what they were going to do in the lesson (i.e. adverbs of frequency). He firstly checked students’ understanding towards the adverbs of frequency and then introduced the concepts and illustrated the examples of it. Students were then given chances to complete worksheets related to the teaching content and attempted to use the adverbs in context. After completing the exercise, Andy checked the answers with them, ensuring that students do understand the content and the educational objectives are met. Also, the skills stated in the learning objectives are practiced/used from time to time during the activities, conveying that learning experiences are well-chosen and organized according to learning needs. It is a learner-centered approach focusing on learners’ experience and regards students as active participants in shaping their own learning.

Q2: According to your observation of Andy’s lesson plan and the case description, how would you describe Andy’s perspective on the curriculum?
(i) Andy’s understanding about the curriculum aim:.

To a large extent, Andy deems the curriculum aims at enhancing the intellectual capabilities (learning the vocabulary items) of the students, which he clearly stated the content and knowledge students are going acquire in the beginning and consolidate students’ understanding by several activities. Also, he deems the curriculum should give attention to the development of generic/social skills as well, owing to the involvement of skills including speaking, listening and communication skills in the learning objectives.

(ii) Andy’s teaching strategies include:

He adopted various approaches in teaching. Namely, he first caught students’ attention towards the teaching content of the day by relating them to previous knowledge (i.e. asked them to describe their reading habits by using frequency words); Then, multiple practice opportunities were provided to students towards using the frequency words. This could ensure and check students’ understanding towards the learning objectives and consider whether further instruction and assistance should be given to the class.

(iii) Has Andy used any formal or informal classroom assessment strategies?

Andy has adopted both formal and informal classroom assessment approaches. For formal classroom assessment approaches, Andy asked his students to complete worksheets related to the frequency words as classroom and assignment of the day. This could consolidate students’ understanding towards what they had learnt at the lesson. As for informal assessment approaches, he chosen to assess students’ speaking skills, listening skills and communication skills in the classroom context. For instance, he asked students to listen to others and communicate with others in order to acquire the answers for the classwork worksheets.