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Dste English Curriculum Design

The document outlines the curriculum design for an English teaching program. It aims to equip teacher trainees with the knowledge, skills, attitudes and values needed to teach English, literature and communication skills. The design adopts learner-centered strategies informed by visible learning theory. It will prepare trainees for further study and work by helping them develop competencies for facilitating learning, integrating technology, and addressing contemporary issues. The curriculum spans 3 years and includes strands in communication, linguistics, listening, reading, literary appreciation, grammar and writing. It covers topics like theories of language and communication, language acquisition, phonology, study skills, genres of literature and writing styles.

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Moses Owino
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429 views3 pages

Dste English Curriculum Design

The document outlines the curriculum design for an English teaching program. It aims to equip teacher trainees with the knowledge, skills, attitudes and values needed to teach English, literature and communication skills. The design adopts learner-centered strategies informed by visible learning theory. It will prepare trainees for further study and work by helping them develop competencies for facilitating learning, integrating technology, and addressing contemporary issues. The curriculum spans 3 years and includes strands in communication, linguistics, listening, reading, literary appreciation, grammar and writing. It covers topics like theories of language and communication, language acquisition, phonology, study skills, genres of literature and writing styles.

Uploaded by

Moses Owino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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DSTE ENGLISH CURRICULUM DESIGN

ESSENCE STATEMENT
The DSTE English Curriculum design seeks to equip the teacher trainee with knowledge, skills, attitudes
and values required for the teaching of English, Literature and Communication Skills in a Competency
Based Curriculum. This design enhances the teacher trainee’s pedagogical content knowledge and
competencies required to facilitate the learning of listening, speaking, reading, study skills, writing,
grammar, communication skills and literary appreciation at both Junior and Senior levels. The English
Curriculum is undergirded by varied theories of language and literature. Exposure to these theories and
approaches will enhance facilitation of learning.

The design adopts learner-centered learning strategies. This is informed by John Hattie’s Visible
Learning Theory, which affirms the need for the learners to think about and solve problems, work in
teams, communicate through discussions, take initiatives and bring diverse perspectives to their
learning. (Hattie,2008). The training of teachers at Diploma Level will take formal, non-formal and
informal learning approaches.

This curriculum will prepare the teacher trainee for further studies and world of work. It will empower
the teacher to cope with changes, challenges, realities of globalization, justice and democracy among
other pertinent and contemporary issues. The curriculum will be effective in moulding an engaged,
empowered and ethical teacher who will inculcate the same values to learners.

GENERAL LEARNING OTCOMES FOR ENGLISH


By the end of the course, the teacher trainee should be able to:

1. Apply knowledge of human communication and language processes in various contexts,


2. Analyse various forms of literature for literacy criticism and enjoyment,
3. Facilitate the learning of English language skills, Grammar, Literature and Communication Skills
in Secondary school,
4. Use knowledge of various language theories and approaches in language learning and classroom
interactions,
5. Mainstream core competencies, pertinent and contemporary issues and values in learning of
English, Literature and Communication skills,
6. Integrate Information and Communication Technologies(ICTS) in the learning process,
7. Utilise knowledge of content, pedagogy and assessment to facilitate learning,
8. Engage in culturally responsive and inclusive teaching and learning practices for differentiated
learning,
9. Appreciate the role of English, Literature and Communication Skills as avenues for creativity and
talent development.

1
SUMMARY OF DSTE ENGLISH STRANDS AND SUB-STRANDS.
YEAR STRAND SUB STRAND NO. OF
HOURS
YEAR 1 Foundational Aspects of Communication Introduction to Communication 4
Background to English Language Learning Introduction to Language 4
Listening and Speaking Listening skills 6
Reading Close/ Critical reading 12
Fluency 4
Literary Appreciation Oral Literature 6
Grammar Word Classes 1 6
Writing Sentence structure and paragraphing 6
48 HRS

Foundational Aspects of Communication Types of Communication 1 5


Types of communication 2 3
Background to English Language Learning Status of Language in Kenya 6
Listening and Speaking Listening comprehension 8
Reading Word Building and vocabulary 5
Literary Appreciation Literary Theories 6
Grammar Word classes 2 8
Writing Mechanics of writing 5
46 HRS

Foundational Aspects of communication Theories and models of communication 6


4 Background to English Language Learning Levels of Language 14
Listening and speaking Phonetics and phonology 1 10
Phonetics and phonology 2 10
Reading Study Skills 1 6
Literary Appreciation Poetry 15
Grammar Word classes 3 6
Writing Social Writing 4
71 HRS

YEAR 2 Foundational Aspects of Communication Gender Sensitive Communication 2


Background to English Language Learning Branches of Linguistics 1 6
Listening and Speaking Sound patterns 6
Reading Study skills 2 6
Literary Appreciation Play 1 14
Grammar Phrases 8
Writing Functional writing: Institutional 10
50 HRS

Foundational Aspects of communication Communication and context 6


Background to English language Learning Linguistic Theories 6
Language acquisition Theories 6

2
Listening and speaking Conversational Etiquette 6
Reading Intensive Reading 8
Literary Appreciation Play 2 13
Grammar Clauses: Noun, Adverbial, Relative 10
Writing Creative writing 8
63 HRS

Foundational Aspects of Communication Organisational Communication 3


Background to English Language Learning Approaches and methods to Language 10
Teaching
Listening and Speaking Public Speaking, Debates, interviews 6
Reading Extensive Reading- Print, offline, Digital 10
texts
Literary Appreciation Prose 30
Grammar Sentences 1- Types and Structure 8
Passive voice and Indirect Speech 5
Writing Literary writing(Scripts) 10
82 HRS

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