Page 16 - SplashTB A Sample_v2.indd

SAMPLE MATERIAL

1 Self-knowledge and autonomy

1 To form a balanced and positive image of oneself through interaction with others and gradual recognition of one’s own characteristics, possibilities and limitations, developing self-esteem and autonomy

Children are encouraged to be themselves and to participate in their own way in a classroom environment. Oxford Splash offers a variety of activities for presenting and practising language which are designed to appeal to different personalities and learning styles, so that children feel confident in the classroom. Frankie, Dizzy, Tex and Spot each have different personalities and excel at different things. So too do the children characters, Oscar and Sophie. The children in the classroom will be able to identify with the characters portrayed and the experiences they have.

The stories also portray typical scenarios both at home and at school that show the children the importance to respecting one another, working together and sharing. In the Class Book activities they will explore expressing themselves, consolidating what they’ve learnt and developing cognitive skills. And through the games and activities they will learn about teamwork and helping others. 2 To have an awareness of, and use, one’s whole body and its different functions, experimenting and then learning to coordinate and control both gesture and movement with increasing precision.

Oxford Splash puts a big emphasis on using physical movement both to support learning and as a way to bring variety and fun to the classroom. There are TPR activities to consolidate and recycle language, plus there are actions suggested for all the songs that help reinforce meaning. This way, the language children are using is meaningful and their ability to express themselves is not limited. The routine songs and chants also incorporate movement and use the classroom as an environment rather than just a static set up. The level of challenge in the Class Book worksheets gradually increases through each level so as to match the cognitive development of the child and keep them motivated. The pop-outs also help with motor skills by requiring children to press out, fold and manipulate them as part of an activity. The cut-outs such as the mini-books and Photocopy Master worksheets provide more challenge as the children get older, plus leaving them with something to keep and a feeling of achievement at having made something themselves. 3 Identify one’s own feelings, emotions, needs and preferences, expressing them and communicating them to others, and in turn recognising and respecting those of others.

Oxford Splash invites children to participate in the class in a way that they find most comfortable. The routines are slowly built up so as to make the lesson set up clear and familiar, while there are roles within the lesson that children can take part in on their own or in groups, thus fostering teamwork and respect for one another. There are specific routines and topics in the course that encourage the children to express themselves as individuals, for example enabling them to say how they are today, talking about feeling ill. There are regular opportunities for personalising their work and talking about their own experiences of a particular topic. The My portfolio worksheet rounds off each unit with a personal piece of work that reflects the language they’ve learnt, while the suggestions for project and craft activities involve working together and contributing to a larger goal.

The stories in Oxford Splash help the children to learn to express emotions and give the teacher opportunities to discuss problems and experiences that are typical for the age-group. Above all, children are encouraged to contribute at a level and in a manner in which they are able so that they feel confident. 4 To carry out routine activities with increasing autonomy, growing in self-confidence and initiative, and developing strategies for meeting one’s basic needs.

The routines suggested in Oxford Splash are gradually built up in line with the confidence and challenge that the children need. There are routines that require monitors, such as the Weather routine, and routines that require collaborative work, such as the Tidy up routine. Children are given roles within activities and role plays to build their confidence, and there is always a model to follow with clear instruction in the Teacher’s Book for how to do this.

A young child’s capacity for learning languages is well known and accepted by most specialists and there is every reason therefore to integrate English teaching into the general Pre-Primary methodology. When language acquisition begins at such a young age, it can be an enjoyable and motivating experience that paves the

way for the child’s continued learning through Primary and Secondary education. Children who have their first contact with a foreign language in Pre-Primary will naturally develop a range of aptitudes and skills which will help them throughout their language studies.

Oxford Splash Plus and the objectives for Pre-Primary education