Curriculum Induction Teaching 2019

Day 2 Handouts (Secondary)

Secondary

Handout D2.S1.H1: Listening Learning Standards for

Form 4

 Look at the Listening Learning Standards for Form 4 in the left-hand column below.
 The middle column has important terms used in the Learning Standards.
 In the right-hand column, write your interpretation of the meaning of each term. Compare
your interpretations with those in the glossary of terms in the Form 4 SoW (Scheme of
Work).
Learning Standard
Term Your interpretation
Form 4 (B1 Mid)
1.1.1
Understand independently the
main ideas in extended texts understand
on a wide range of familiar independently
topics

1.1.2
Understand independently
specific information and details
extended texts
in extended texts on a wide
range of familiar topics

1.1.3
Recognise independently
attitudes or opinions in
a wide range of familiar
extended texts on a wide
topics (also see 1.2.1)
range of familiar topics

1.1.5
Understand independently
more complex questions on a complex questions
wide range of familiar topics

1.1.6
Understand independently
longer simple narratives on a longer simple narratives
wide range of familiar topics

1.2.1
Guess the meaning of
unfamiliar words from clues a wide range of familiar
provided by other words and topics (as in 1.1.3)
by context on a wide range of
familiar topics
1.3.1
Recognise with support typical
features at word, sentence
with support
and text levels of a range of
spoken genres

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 Secondary

Handout D2.S1.H2: Medals and missions

The ‘Medals and missions’ model for feedback

Pupils need feedback about their progress and not just praise or encouragement. They need
to know:

 What they are aiming for = Goals (learning objectives, the nature of good work, etc.)
 Where they are now in relation to these goals = Medals
 How to close the gap between where they are now and the goals = Missions
Medals: This is information about what a pupil has done well. For example, teachers can write 'Your
paragraphs and punctuation are good!' or 'That's a good argument!’ in the margin next to a well-made
point. Grades and marks are measurements not medals. Medals are information about what exactly
was done well. It is important to understand that a medal can relate to the process of learning as well
as a final product.
Missions: This is information about what the pupil needs to improve, correct or work on. It is best when
it is forward looking and positive. For example, 'Try to give your group/partner more evidence for your
views.' or 'Use more paragraphs to show the structure of your writing.' Again, measurements such as
grades do not give this information.

TASK: Work with a partner. Work through the scenarios below. Take it in turns practising giving verbal
‘medals and missions’ feedback to the pupil in each scenario. Use the Form 4 Learning Standards on
Handout D2.S1.H1 to indicate goals.
1. Pupils are listening to a recording of a news story. While listening they must make notes using a
graphic organiser. Pupil A appears to be on task but you can see that their graphic organiser is
mostly blank. What ‘medals and missions’ feedback can you give Pupil A?
2. Pupils are discussing in small groups the following statement: ‘Footballers are paid too much
money’. The activity is a communication regulator with different response-mode cards for each
pupil to use. Pupil B is able to contribute ideas but struggles to summarise the conversation when
the response-mode card calls for this. What ‘medals and missions’ feedback can you give Pupil B?

3. Pupils are watching a short film about climate change and then answering comprehension
questions. Pupil C is able to answer questions about global understanding (gist) but fails to answer
questions related to inference. What ‘medals and missions’ feedback can you give Pupil C?

4. Pupils have been listening to an interaction between native speakers in which two people plan a
holiday. Pupil D was able to make accurate predictions about the dialogue but struggles to
understand certain phonological features in the conversation. What ‘medals and missions’
feedback can you give Pupil D?

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Secondary

Handout D2.S1.H3: Differentiation

1. Differentiation is an a_ _ _ _ _ ch to
lesson planning in which you plan
extension tasks for the most proficient
pupils and _ _ pport methods for the
l_ _ s proficient.

2. Stretch the most proficient pupils by

asking them to do a more
ch_ _ _ _ _ _ _ _ _ v_ _ _ _on of an
activity.

3. F_ _ _ f_ _ _ _ _ers can teach what they

learned during a task to someone else.

4. Help pupils who need more support by

using p _ _ _ _ _ _ _ and
gr _ _ _ _ _ _ to help them understand or
use vocabulary.

5. Adapt your ‘teacher talk’ for different

pupils by using a variety of words,
phrases and different grammatical
constructions (some s_ _ _ _ _, some
more c _ _ _ _ _ _). Repeat if necessary!

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Secondary

Handout D2.S1.H4: Time and differentiation

In your groups, read each of the following statements and discuss whether you would use
the idea with your pupils. If so, why? If not, why not?

1. Set some activities with very short time spans — 30 seconds, 1 minute, 2
minutes. This creates a sense of pace and stretches the thinking of the
more able while helping to push the less motivated pupils.

2. When pupils are working on an activity give them reminders about how
much time they have left. Use countdowns as time runs out. However, be
prepared to be flexible and respond to needs as they arise: give more time
to some pupils if they need it.

3. Give your pupils a series of activities to complete within a lesson or phase

of a lesson – ones that increase in difficulty. Set the challenge of seeing
how far they can get in the lesson time. Set a target for the amount of work
they must complete.

4. Make time concrete for all pupils by using both aural and visual methods.
For example, use sand-timers, stop-watches or short clips of music
alongside your spoken reminders about time.

5. Pupils can work on activities over an extended period of time, such as an

open-ended project. Allowing pupils to choose a topic they want to work on
can be very motivating for them. Projects can then be worked on at times in
lessons when pupils have finished other planned activities.

6. Ask pupils how much time they think they need for an activity. Sometimes
give them the time they request; other times, ask them to complete the
activity in half that amount of time.

7. If pupils are doing group work, match fast finishers with other fast finishers
to do additional work, e.g. Think of three more questions and ask your new
partner.

Some ideas taken from: Sue Cowley, The Seven T’s of Differentiation (Sue Cowley Books, 2013)

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 Secondary

Handout D2.S2.H1: Sentence scramble

a process of
learning core is
CEFR in the
to perform acts.
learning language
communicative of
language to use The
view is that it

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Secondary

Handout D2.S2.H2: Micro-teaching overview

Micro-teaching overview

During this training you will be working in a small group to plan lessons from the
curriculum documents. Your trainer will then choose which groups will deliver the
planned lessons over 15–20 minutes as a micro-teaching session.

Below is the schedule for the planning and delivery of the micro-teaching
sessions.

Micro-teaching
Lesson type Planning of lesson
delivery

Listening Day 2, Session 2 Day 2, Session 3

Speaking Day 3, Session 2 Day 3, Session 3

Reading/Writing Day 5, Session 1 Day 5, Session 2

Literature in Action /
Day 5, Session 3 Day 5, Session 4
Language Awareness

In your micro-teaching, you need to be able to…

o Use the curriculum documents (e.g. DSKP, Curriculum, Syllabus,

Scheme of Work or information based on these) and textbook to plan a
lesson
o Create achievable learning objectives
o Adapt materials from the textbook if required
o Build in formative assessment opportunities
o Use active learning approaches and techniques
o Create a safe learning environment.

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Secondary

Handout D2.S2.H3: Lesson plan template

Lesson plan template provided by the Ministry of Education

SUBJECT : ENGLISH

YEAR/FORM :

DURATION

THEME :

TOPIC :

FOCUS SKILLS : L/S/R/W/LA/LiA :

CONTENT STANDARD :

LEARNING STANDARD :

LEARNING OBJECTIVES :

CROSS CURRICULAR ELEMENTS :

*ACTIVITIES : i. PRE-LESSON :

ii. LESSON :

DEVELOPMENT

iii. POST-LESSON :

TEACHER’S REFLECTION

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Secondary

Handout D2.S2.H4: Components from SOW for the

development of a lesson plan - Listening

Complete the lesson plan using the lesson plan template provided by the Ministry and
Speaking lesson information provided here.
Theme: Science and Technology
Topic: Let’s Chat
Cross curricular elements: Information and Communications Technology
Language/Grammar focus: computer-related vocabulary; words/phrases related to
communication;
Standards for a Listening skills lesson:

Content Focus Learning

standard Standard

Main skill Listening Listening

1.1 Understand the 1.1.1
Understand meaning in main idea when Understand
a variety of familiar listening to texts independently the main
contexts on familiar topics ideas in extended texts
on a wide range of
familiar topics

Complementary Speaking Speaking

skill 2.1 Communicate 2.1.1
Communicate information clearly Explain simple content
information, ideas, on familiar topics from
opinions and feelings what they read and hear
intelligibly on familiar
topics

Refer to textbook materials in 1a Listen, activity A, B and C, Student’s Book and instruction
for teachers in the Teacher’s Book when planning this Listening skills lesson.

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 Secondary

Handout D2.S3.H1: Micro-teaching evaluation form

Use this form to record your evaluation of each micro-teaching session.

Micro-teaching 1 Micro-teaching 2 Micro-teaching 3

Criteria Dis- Not Dis- Not Dis- Not
Agree Agree Agree
agree sure agree sure agree sure

1. The teacher was friendly and

created a safe learning
environment.
2. The teacher explained learning
objectives using language
suitable for Form 4 pupils.
3. The teacher made the purpose
of activities clear.

4. The session materials were

engaging.

5. The teacher gave participants

useful feedback.

6. The teacher ensured that the

pace of the micro-teaching
session was suitable.
7. The teacher checked on
progress throughout the micro-
teaching session.
8. The teacher ensured that
learning was summarised and
consolidated.

Notes

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 Secondary

Handout D2.S3.H2: Micro-teaching advice clinic

Use this form to record the advice your group gives about the micro-teaching in this
session. Use a new form for each group.
Group: ______________________
Advice our group gives to colleagues on their micro-teaching
1. Their mission (or target) Our advice (actions to achieve the target)

2. Their mission (or target) Our advice (actions to achieve the target)

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 Secondary

3. Their mission (or target) Our advice (actions to achieve the target)

4. Their mission (or target) Our advice (actions to achieve the target)

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Secondary

Handout D2.S3.H3: Exemplar lesson plans

This exemplar lesson plan is for your records. It is based on the Content and Learning
Standards provided to you, components from the SoW as well as the activities from the
textbook. The activities in this exemplar lesson plan are suggested activities for the purpose
of giving an example of a good lesson plan. A few activities may differ from the ones you
have prepared earlier.

SUBJECT : ENGLISH

YEAR/FORM : 4

DURATION 60

THEME : Science and Technology

TOPIC : Let’s Chat

FOCUS SKILLS : L/S/R/W/LA/LiA : Listening

CONTENT STANDARD : Listening 1.1 Understand meaning in a variety of

familiar contexts

Speaking 2.1 Communicate information, ideas,

opinions and feelings intelligibly on familiar topics

LEARNING STANDARD : Listening 1.1.1 Understand independently the main

ideas in extended texts on a wide range of familiar
topics

Speaking 2.1.1 Explain simple content on familiar

topics from what they read and hear

LEARNING OBJECTIVES
CROSS CURRICULAR ELEMENTS
: By the end of this lesson, pupils will be able to:
 practise independently listening for the main
ideas in an extended familiar conversation
 practise explaining familiar ideas they have
come across in their lives
: Information and Communications Technology

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Secondary

*ACTIVITIES : i. PRE-LESSON : Ask pupils to guess what is happening in the pictures.

Ask them to name the devices in the pictures.
Put pupils in small groups and get them to brainstorm
10 computer-related words and write them on their
mini-whiteboards or a piece of paper. The first group to
finish are the winning group. As their reward, they get
to check other groups’ vocabulary lists and, if they find
new words on the other lists that do not appear on the
their list, they can take these words and add them to
their list.

ii. LESSON : Ask pupils to read through the questions and allow a
short discussion. For Activity A to meet the
complementary skill, extend activity by adding a
question like, why do you think your parents are slower
DEVELOPMENT than younger people? Allow discussion time.
Follow activity B instructions in the Teacher’s Book.
Play the CD. Give pupils the opportunity to write their
answers then listen again. Put pupils with their talk
partners and get them to discuss their answers with
each other. This is a practice so that pupils listen to
how their talk partners understood the information. Play
the CD again and ask pupils to individually check their
answers again. Now check answers as whole class by
selecting a few pupils and giving a clear correct answer
to all.
Ask pupils to read through the questions in Activity C.
Check all pupils understand the vocabulary used in the
sentences 1-8. Play the CD. Put pupils with their talk
partners and get them to discuss their answers with
each other. Play the CD again and ask pupils to
individually check their answers again. Then put them
in small groups to discuss their answers before
collecting responses as a whole class.
Note: If pupils are proficient enough and are likely to
finish early, plan additional lesson activities such as:
using the recording from the Reading Lesson covered
previously in the lesson sequence with their textbooks
closed and asking pupils to guess the person’s opinion
(see Reading lesson which will be delivered before
Listening lesson according to new SoW so pupils will
be familiar with the Reading texts).
Put pupils in pairs and ask pupil A to tell pupil B how
often they use devices other than computers. Pupil B
listen and then go and tell another pupil what they
heard pupil A said.

iii. POST-LESSON : Ask pupils to identify with their talk partners at least one
new word or phrase that they have learned in relation
to the lesson topic. When pupils are ready, collect and
share words/phrases as a whole class.

TEACHER’S REFLECTION Add your reflection at the end of the lesson.

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Secondary

Handout D2.S4.H1: Pyramid discussions

Pyramid discussions (or Think, Pair, Share)

Pupils answer a question first individually, then in pairs and then share their answer
with the whole class.
A Think, Pair, Share discussion is a simple technique that gets everyone thinking
about a topic. There are three stages:

Stage 1: Each pupil writes down his or her

answer to a key question (on language,
personal opinions or ideas, knowledge or
content) provided by the teacher. This gives
pupils some time to think for themselves.

Stage 2: Give pupils time to

compare and discuss their
answers with each other in pairs.

Stage 3: Have a short plenary

discussion with the whole class of
some of the pairs’ answers.

Teachers may need to identify the specific support that pupils need for the activity. For
example, pupils may need a list of words relevant to the topic or model sentences that can
be used in this activity.
As a variation, Think, Pair, Square puts pupils into groups of four to share their ideas rather
than as a whole class discussion. This might be a good way to help pupils develop
confidence and to practise before asking them to contribute to the whole class. It also gives
the teacher more opportunities to monitor and observe language use in the different pairs
and groups.

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Secondary

Handout D2.S4.H2: Speaking skills’ development

 Complete the graphic organiser below while you listen to verbal input from the
trainer.
 Add ideas in the blank boxes for how teachers can help pupils with the three stages
to speaking, as well as the self-monitoring that takes place throughout.
 After the verbal input from the trainer, add your own ideas and be ready to share
these in your groups.

Conceptualise Articulate
& Formulate

Self-monitor

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Secondary

Handout D2.S4.H3: Functional language

Complete the table below.

Identify with a partner the language chunks associated with each function that would
be appropriate for Form 4 pupils. Refer to the Syllabus and textbook Table of
Contents

Function Examples of language chunks

A compliment

An invitation

An acceptance

A suggestion

A request

An apology

A promise

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Secondary

Handout D2.S4.H4: Contribution cards

ONE CONTRIBUTION ONE CONTRIBUTION

ONE CONTRIBUTION ONE CONTRIBUTION

ONE CONTRIBUTION ONE CONTRIBUTION

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Secondary

Handout D2.S4.H5: Communication regulators

Communication regulators provide a structure to pupil discussions. They are useful in a

lesson to equalise participation and communication among the members of a group and to
give everyone an opportunity to speak. This then helps to promote positive communication
patterns in the classroom.
For all these activities, it is essential to give pupils some preparation time (time to think
about the discussion topic before the Speaking activity begins).

Talking chips

Place pupils in small groups. Give each pupil a chip (a token) of some kind (for
example, a pen lid or an eraser). If someone wants to talk, they must place their
chip in the centre of the table. They cannot then talk again until everyone in the
group has placed their chip on the table.
When everyone has used their chip once, they can take their chip back and
anyone can talk again by placing the chip on the table again.

Response-mode chips
Give pupils a number of different chips (or small colour-coded pieces of paper) that
each refer to a specific type of response that pupils can make in a group Speaking
task (for example, Asking a question, Giving an idea, Giving praise, Responding to
an idea, Summarising the conversation).
If a pupil wishes to speak they must place the appropriate chip on the table,
representing their response mode.

Timed turns
No one can talk for more than a minute (or another fixed time) in total and there is
a time-keeper for each pupil or for the group.

Hot-seat
One person is placed in the Hot-seat for 1 minute (or another fixed time) and
answers questions on a given topic from the other members of the group. The
group members can only listen and ask questions.
Pupils take it in turns to be in the hot-seat.

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Secondary

Handout D2.S4.H4 Learning journal

Learning journal entry 2

Respond to no more than three of the following prompts for your reflection on your learning
in Day 2.

 Today I learned…
 I was surprised by…
 The most useful thing I will take from today is…
 I was particularly interested in…
 What I liked most from today was…

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