THE COMPANY’S PHILOSOPHY › wp-content › uploads › 2018 › 01 › Our...In Our Discovery...

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Pearson is a global company with over 40,000 employees operating in more than 100 countries. The company is the world leader in education, covering a full range of educational services with its expertise. Pearson’s portfolio includes innovative textbooks, digital learning solutions, online testing and assessment, professional development, and a suite of integrated services.

Pearson’s purpose is to help people make progress in their lives through learning. The learner is at the centre of everything Pearson does. Pearson believes in learning, and everything the company publishes, from textbooks to e-Learning programmes, is designed to help students learn and achieve success. Their education business reflects 150 years of experience in publishing, with 60 years of this being dedicated to the Gulf region. They are acknowledged experts in teaching the English language and in producing resources for students who speak English as a second language. Furthermore, they employ a wide range of curriculum and language experts, use acknowledged experts as authors, and create content that works by blending the educator’s ideas and goals with their content and services.

Pearson thus offers outstanding educational services, informed by decades of experience, research, and global success.

THE COMPANY’S PHILOSOPHYPearson is dedicated to the continuous improvement of education throughout the Arab world. They view education as a lifelong process, with the defining goal of developing productive, creative and insightful citizens who work in meaningful and constructive ways for their own wellbeing and the wellbeing of others. This primary motivating principle underlies everything that Pearson does.

PEARSON: A COMPANY PROFILEPEARSON: A COMPANY PROFILE

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PROPOSALPROPOSAL

Pearson is pleased to present this proposal for a new series, Our Discovery Island. This series forges new paths for learning the English language within a clearly defined pedagogical framework, grounded in educational research and informed by your guidance and requirements.

The Our Discovery Island content is produced by expert, fully-qualified native speakers of the English language who have significant experience of the Arab market. This content is then filtered through editors in the MENA region. With offices throughout the Arab world, and local educational consultants, Pearson’s regional expertise is unparalleled.

Pearson’s approach is one of close collaboration between client and company, prioritising everyone’s needs and requirements. Pearson’s educational experts harmonise contemporary educational theory with national objectives in their implementation of high-quality educational materials, which are continually assessed against your requirements.

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Our Discovery Island:Our Discovery Island: An Unforgettable Adventure An Unforgettable Adventure

The adventure of life is to learn.William Arthur Ward

Pearson is pleased to invite you to join the adventure that is Our Discovery Island, a six-level primary English series that engages children in 21st century learning.

In Our Discovery Island, children are encouraged to make learning their own. Young learners are curious, adventure-seeking and brimming with energy. This energy and enthusiasm is something the series nourishes, nurtures and grows. Learning comes alive, as teachers are supported through a wealth of both print and digital material specifically designed to meet the needs of a primary classroom.

The course provides a truly innovative learning experience which:

ReachesReaches Adventures on themed islands develop the cognitive, emotional and social skills of the whole learner.

TeachesTeaches Links to daily life through cross-curricular connections and authentic texts immerse pupils in English.

Gets ResultsGets Results Guided communication, collaboration, fun characters and engaging stories motivate learners and make learning English more exciting than ever.

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Research underpins everything we do at Pearson, and Our Discovery Island is no exception.

A Learner-Centred ApproachOur Discovery Island ensures that all learners become activeparticipants in their own learning. Our strategy is to harness the instincts, skills and characteristics which define the young learner. This includes embracing the energy, imagination and curiosity of young learners through a comprehensive, effective and organised pedagogical framework. It is learner-centred, engaged and engaging, and responsive to the needs of both the learner and the teacher.

Furthermore, the course is objective-led, enabling learners to get a sense of their own progress and achievements. We believe it is essential to provide pupils with authentic opportunities for communication and continuous practice, in order to gain fluency. It is for this reason that the series is focused on activity-based, experiential and co-operative learning.

We also rely on Total Physical Response (TPR), play-acting, games and songs. In this way we ensure that pupils become active participants in their own education, not just the passive recipients of knowledge.

Our Discovery Island also incorporates activities that appeal to pupils having a variety of learning styles. Attention has been paid to visual, auditory and tactile/kinaesthetic learners through the inclusion of:

• illustrations, photos and graphic organisers (visual learners)

• opportunities to hear and repeat key learning targets (auditory learners)

• and sticker activities, routines and games using touch and movement (tactile/kinaesthetic learners).

Our Discovery Island: Our Discovery Island: MethodologyMethodology

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The 5PsOur Discovery Island methodology builds on the tried and tested ‘3Ps’ (Presentation, Practice, Production) approach, adding ‘Personalisation’ and ‘Pronunciation’. The methodology centres around the goal of achieving fluency.

Presentation Presentation provides the pupil with the key content for the unit.

Practice Practice is provided in the form of controlled and more open activities using the presented language.

Production Production activities encourage pupils to use the language either to speak or write something. They also encourage them to become more autonomous and to manipulate the language in order to communicate.

Personalisation Personalisation activities are included in the lesson structure to engage and ignite pupils’ interest.

Pronunciation Pronunciation of English sounds is a crucial literacy area which is addressed in phonics lessons.

Our Discovery Island:Our Discovery Island: Methodology Methodology

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1 Technological Innovation: Blended LearningTechnology is a literacy unto itself, and the young learner is a digital native. With this in mind, Our Discovery Island capitalises on the curiosity which feeds the young learners’ technological instincts and puts pupils on the path towards learning, creativity, critical thinking and development.

2 Enriched digital contentOur Discovery Island features both Active Teach Interactive Whiteboard Software and a Pupil’s CD-ROM. These components provide opportunities to enrich pupils’ learning both in school and at home. They project the course into the 21st century and provide safe, effective, educational material through which pupils learn the skills they will need to navigate a quickly-changing, information-accessible world.

These are ground-breaking digital products, combining the methodologies of classroom-based ELT and games-based learning.

Our Discovery Island:Our Discovery Island: Features Features

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3 ContentOur Discovery Island’s content is alive, vivid and engaging. It motivates children by introducing them to a group of characters on an island. Pupils follow the characters on a Quest throughout their book whilst listening to stories, singing songs, communicating and playing games along the way. Most importantly, pupils enjoy themselves and make their own discoveries in English. In Our Discovery Island learning is an adventure!

Furthermore, Our Discovery Island’s vocabulary and grammar syllabus has been developed in line with external exam topics, vocabulary and grammar to help pupils who are preparing for external English exams for young learners (CYLET, JETSET, Trinity and KET for schools).


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4 DesignThe design is vivid, fresh, imaginative and fully attuned to the needs of the young learner. It is produced by designers thoroughly acquainted with modern trends within the Arab market. It engages young learners, notorious for their short attention spans, not only through fictional characters but also through photographs of children their own age, in order to present pupils with figures they can identify with.

5 PhonicsResearch has shown that knowledge of phonics should be based on proper familiarity with sounds – a familiarity which may be acquired through repetitive aural/oral activities focused on individual phonemes. The importance of raising pupils’ phonemic awareness thus underlies the teaching of phonics in Our Discovery Island.

Our Discovery Island offers an integrated phonics programme across the whole series. The phonics lessons follow the synthetic phonics method and provide a comprehensive and complete phonics syllabus, designed to aid literacy. This syllabus teaches grapheme-phoneme correspondences in terms of frequency and usefulness to beginner learners of English and provides visual support to aid the understanding of new and/or unknown words.


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6 Content and Language Integrated Learning (CLIL) and cultural references

Drawing upon a wealth of research into cross-curricular studies, which conclude that foreign-language learners benefit significantly from using the new language to study other curriculum subjects, CLIL has been integrated within each unit. This provides links to other school subjects and offers the opportunity to study children’s lives and cultures in other parts of the world. A diverse range of topics are covered, including Science, the Social Sciences, Maths, Arts and Crafts, and Music.

7 ProjectsProjects not only encourage exploration of ideas and language, but also co-operative learning, which helps pupils gain a sense of independence, and a conscious awareness of what they themselves need in order to learn. This encourages self-learning and self-responsibility, a vital and foundational skill for lifelong learning.

The Mini-Projects in every cross-curricular lesson in Our Discovery Island are a chance for children to collaborate, think creatively and share what they know with their peers and family. From a simple poster with illustrations and single-word labels or captions, to more ambitious projects recorded on film or other digital media, projects can be a fabulous way for children to apply and personalise what they learn.


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8 Substantial reading materialsIn Our Discovery Island, there is a strong focus on reading and writing. Pupils are given experience of a wide variety of text types, and they develop essential reading and writing skills and strategies. Carefully staged lessons enable pupils to build their confidence and ability to read texts as well as write their own.

9 Values sectionsThese sections give a key moral component to the material learnt. The values topic is usually linked to the story/reading text and reminds pupils of the important societal values which underpin the course content.

10 Home-school linksThe home-school links provide a foundational link between home and school and encourage parental involvement. They afford the opportunity to continue learning away from the classroom and into the home through the support of parents, friends and family.

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11 Complete integration between componentsClear and distinctive labelling not only makes the course easier to read, but also creates consistency throughout the components, making the course easy and effective to use.

12 StoriesStories allow pupils to engage with the English language in a fun and dynamic way. Pupils are encouraged to act out the story, thus integrating TPR, as well as providing a valuable opportunity for them to revise new words and structures. The section capitalises on, and nourishes, the young learners’ instinctive creativity, imagination and energy.

13 PortfolioThe portfolio for Our Discovery Island consists of a selection of work which pupils have carried out throughout the year. It encourages self-reflection and an acknowledgement of achievement. It is the pupils themselves who decide which pieces of work they want to include, giving autonomy and self-direction in their learning.


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The course components are extensive and comprehensive, meeting all the requirements of a successful language-teaching course.

1 Components for the pupil

a Pupil’s BookThe Pupil’s Book provides materials to present and practise the target language effectively. It introduces new language in lively and engaging contexts. A wide variety of practice tasks lead from controlled language activities through to production and personalisation activities.

Each unit includes listening, speaking, reading and writing activities, ensuring that pupils develop their skills and are able to practise new language in a broad range of contexts.

Additionally, the Pupil’s Book contains songs, chants, stories, games, listening and reading texts, and communicative activities to ensure lessons are varied, motivating and effective.

b Activity BookThe Activity Book provides reinforcement and consolidation of the language presented in the Pupil’s Book. It contains controlled and more open practice plus personalisation and further listening and reading texts.

Sagrario Salaberri

PUPIL’S BOOK

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Sagrario Salaberri

ACTIVITY BOOK

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Our Discovery Island: Our Discovery Island: Components Components

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c Reading and Writing BookThe Reading and Writing Book provides further practice of these specific skills.

• It focuses on reading and comprehension with more demanding texts than those offered in the CLIL and Culture pages of the Pupil’s Book.

• It offers reading and writing activities to revise the key vocabulary.

• It builds up the skills and tips needed to write texts which practise pronunciation, syntax and structure.

• An Answer Key is provided at the back of the Teacher’s Book.

d Grammar BookThe Grammar Book offers further practice of the grammatical points covered in the corresponding Pupil’s Book unit. An Answer Key is provided at the back of the Teacher’s Book.

e Pupil’s CD-ROMThe Pupil’s CD-ROM provides additional material for pupils to use either in the classroom or at home. It contains stimulating interactive activities which are designed for pupils to recycle and revise the language and vocabulary taught on the course.

In addition, pupils can access the flashcards and hear the word spoken. There are also enjoyable digital board games with spinners.

READING AND WRITING BOOK

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GRAMMAR BOOK

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Our Discovery Island:Our Discovery Island: Components Components

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2 Components for the teachera Teacher’s Book

The Teacher’s Book provides the following:

• An introduction highlighting the main features of the course. It includes a ‘tour’ unit, giving advice on how the different features and components are woven into each unit. Advice is also provided on how to use the Active Teach effectively in class.

• A summary map for each unit. As well as highlighting the linguistic content of the unit, this lists the cross-curricular, cultural and phonological elements. It also summarises how the eight basic competencies have been integrated.

• Step-by-step lesson plans covering all of the course material. Each lesson is clearly structured into stages, with activities included for starting and ending the lesson. There are further optional activities suggested for fast finishers or extension work. The Answer Key and Audioscript are provided at the end of each unit or section.

• Answer keys for Reading and Writing Book, Grammar Book, Photocopiables and the Test Book.

• A Games Bank providing instructions for all the games suggested in the lesson notes.

• There is also a useful Classroom Language summary at the back of the Teacher’s Book.

TEACHER’S BOOK

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Sagrario Salaberri


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b Test BookThe Test Book contains the following:

• an initial test

• eight unit tests (testing all four skills – reading, writing, listening, speaking)

• two end-of-term tests

• an end-of-year test

• and an exam preparation section, which provides question types from external exams.

Audio recordings are provided on the audio CDs and an Answer Key and Audioscript for all the tests are provided at the back of the Teacher’s Book.

c Audios CDsThe CDs contain all of the chants, songs, stories and listening comprehension activities.

d Active TeachOur Discovery Island Active Teach provides software for use on any Interactive Whiteboard (IWB). It eases classroom management as it contains direct links to all of the Pupil’s and Activity Book pages, digitally transformed to create more opportunities for interaction between pupil, teacher and the material. It includes:

• ‘hide’ and ‘reveal’ answers

• links to further practice activities and games that recycle the language of the unit and previous units

• and links to audio and video content without the need for a separate CD or DVD player.

TEST BOOK

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Our Discovery Island:Our Discovery Island: Components Components

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e PhotocopiablesFifty-six pages of photocopiable material are offered via the Active Teach to give maximum flexibility and variety throughout the teaching year. There are seven photocopiables for use in each unit. These include games, puzzles and vocabulary activities, further practice of the phonics of the unit, as well as material for exploring the CLIL and cultural themes in the unit.

f FlashcardsFlashcards are offered digitally and to print via the Active Teach, illustrating the two main target vocabulary sets for each unit. The cards have a picture on the front and the corresponding word on the back.

The lesson notes and notes in the Games Bank clearly explain how the printed flashcards can be used to present, practise and consolidate language through games and activities.

g Phonics CardsWithin the flashcards there are also sets to be used specifically with the Phonics lessons. The notes for each of these lessons in the Teacher’s Book clearly explain how these should be used for presenting, practising and blending sounds for literacy.

h PostersThere are three posters to accompany each level of Our Discovery Island, offered via the Active Teach. The posters provide an additional resource for the phonics, CLIL and speaking elements of each unit.


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Our Discovery Island provides three different ways of assessing pupils’ progress, involving both teacher and pupil.

1 Formative (or informal) evaluationThe teacher monitors pupils’ progress throughout the unit as they carry out the activities in class. The Teacher’s Book includes a Pupil’s evaluation chart which the teacher can use to evaluate pupils’ performance in the different classroom activities.

2 Summative (or formal) evaluationEight Progress Check lessons are provided at the end of each unit. In addition, the Test Book contains an initial test for the beginning of the school year, eight unit tests, two end-of-term tests and an end-of-year test.

3 Self-assessmentAt the end of each unit in the Pupil’s Book, pupils evaluate their own participation in the different classroom activities. This helps them to become aware of how they are progressing, and to start to develop a realistic appreciation of their own skills, knowledge and learning objectives.

Our Discovery Island:Our Discovery Island: Evaluation Evaluation

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Our Discovery Island: Our Discovery Island: Correlation with CYLET Correlation with CYLET

A careful study has been carried out to show the correlation between Our Discovery Island (ODI) and the Cambridge English: Young Learners (CYLET).

Comparisons Starters Movers Flyers

Learner ageCYLET 7–8 8–11 9–12

ODI 6–8 8–10 10–12

CourseCYLET N/A N/A N/A

ODI 1–3 4–5 6

Study hoursCYLET 100–120 275–320 475–570

ODI 180–270 300–450 360–540

Vocabulary

CYLET suggested vocabulary level

400 600 1,000

CYLET vocabulary list

371 586 871

ODI target vocabulary

464 767 888

ODI extra phrases

523 919 1,119

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The study of the correlation between ODI and CYLET covered, not only vocabulary, but also topics and grammar and structure. The following can be concluded:

• Topics in ODI cover all those in CYLET.

• Recycling of topics in ODI (in different units of the same level, and in different levels) reinforces language learning.

• ODI pays attention not only to presentation and practice of vocabulary but also to that of phrases.

• The vocabulary and phrases in ODI, not only cover, but also extend those in CYLET.

• ODI focuses more on exposure to High Frequency Words for young learners.

• 80% of the grammar points in ODI match those in CYLET.

• The sequence of grammar points in ODI is a bit different from that in CYLET.

• The grammar points are introduced under themes in ODI rather than under functions.

• The activities in the ODI Pupil’s Book and Activity Book match all the task types and question formats in CYLET.

Our Discovery Island:Our Discovery Island: Correlation with CYLET Correlation with CYLET

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