CURRICULUM

INDUCTION
TRAINING 2020
YEAR 5 & YEAR 6
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Contents
0 MODULE 1 0 MODULE 6

1 The New English Language

6 Writing Skills
Curriculum And The CEFR
0 MODULE 7

0 MODULE 2
Language Awareness
7
0 MODULE 8
Listening Skills

20 MODULE 3 Language Arts

30 MODULE 4
Differentiating Learning 80 MODULE 9

4 MODULE 5
Speaking Skills
9 Assessment Year 6

0 Reading Skills

5
0 MODULE 1
The New English Language

1
Curriculum And The CEFR

By the end of this module, you will have :

learned about reform objectives and teacher
responsibilities as English language educators.
developed an understanding of the CEFR scales and
levels.
studied the link between the new curriculum and the
CEFR.
explored the purpose of curriculum-related
documentation.
reflected on learning and provided some short
feedback on the learning experience.
Module 1: Handout 1 – CEFR Global Scales
CEFR levels and global scales (for your information)
*There is also a pre-A1 level to describe language ability below A1 level.
SCHEME OF WORK – PRIMARY YEAR 5

 The purpose of this document is to provide teachers with support and information on
planning, creating and delivering their lessons throughout the year.
 The SOW is divided to sections which provide the following information and content:
1. Content and organisation of the SOW
2. Supporting information
3. Pre-lesson and post-lesson tasks
4. Differentiation strategies for Primary pupils
5. Glossary of terms in Year 5
6. Scheme of Work (Lessons 1-160)
 Content and organisation of the SOW
 SOW gives teacher an overview of every lesson in Year 5, including Content and Learning
Standard which must be covered within each lesson.
 SOW consists of 160 lesson outlines, each lesson lasting a total of 60 minutes.
 Consists of two types of lesson;
1. Textbook-Based lessons ( ENGLISH PLUS 1- UNIT 1 –UNIT 8)
2. Non-textbook-Based lessons. (Skills-based lessons, Language Arts lessons,
Project-Based learning lessons and Language Awareness lessons.)
 Supporting information
1. Lesson (Each lesson within the SOW is given a number followed by the lesson type. For
example – Lesson 6 (Listening 2) , Lesson 21 (Language Arts 4)
2. Main skill focus – each lesson has one main skill focus.
3. Theme – World of Self, Family and Friends, World of Knowledge, World of Stories
4. Topic
5. Cross-curricular elements - has been assigned one or more Cross-curricular elements,
refer DSKP
6. Language/Grammar Focus – it is not expected that the lesson is taught explicitly or
formally.
7. Contents standards and learning standards – taken from DSKP and the Curriculum
Framework
8. Main skill and Complementary Skill – each lesson focuses on one main skill and one
complementary skill.
9. Learning outline – pre-lesson, lesson delivery and post-lesson
10. Materials/References – relevant page numbers of the Student’s Book and Teacher’s
Book
11. Differentiation strategies – based on the learning needs of the pupils in the class.
Pre-lesson and post-lesson tasks
Pre-lesson and post-lesson tasks
 Differentiation strategies for Primary pupils
1. STRATEGY 1 – Differentiate by the task pupils are given
2. STRATEGY 2 – Differentiate by the type and amount of support provided
3. STRATEGY 3 – Differentiate by the outcome expected from pupils
4. STRATEGY 4 - Differentiate by the time pupils are given to complete a task
5. STRATEGY 5 - Differentiate by supporting individual learning preferences and needs
6. STRATEGY 6 – Differentiate by the types of questions asked
7. STRATEGY 7 - Differentiate by the feedback given
Glossary of terms in Year 5
Scheme of Work (Lessons 1-160)
Now , try the quiz to see how much you have learned.

https://forms.gle/FBQUvmpNcDBkxLh58

https://forms.gle/wtMVHbiyioJhRKxn7
 0 MODULE 2
Listening Skills

2
By the end of this module, you will have :
Studied the features and benefits of a pupil-centred
learning approach
Explored how to use aframework for teaching and
assessing Listening Skills
studied the listening content and listening standards in
the new curriculum
explored and devised appropriate sequenced activities
for the Listening Learning Standards
Used material from the textbook to plan a listening
lesson.
Reflected on learning and identified action points for
future lesson planning
Let’s watch the video

Sample plan of a Listening activity

Now , try the quiz to see how much you have learned.

https://forms.gle/oEJUaz1QGRAiaCEx9
 0 MODULE 3
Differentiating Learning

3
By the end of this module, you will have :
Develop a better understanding of the principles of
differentiation
Reflected on differentiation in your current practice
Identified and explored differentiation strategies in the
SOW
Analysed a sample lesson from the SOW and identified
appropriate differentiation strategies for it.
Studied the links between formative assessment and
differentiation
 Differentiation in the Scheme of Work
Look at this lesson from the draft Year 5 Scheme of Work. Make notes on the differentiation strategies you
would use with one of YOUR classes to facilitate the learning of all your pupils. Use the column on the right.
SCHEME OF WORK: TEXTBOOK BASED LESSON (Starter Unit)

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES DIFFERENTIATION STRATEGIES

Main Skill Main Skill Pre-lesson English Plus 1  

Writing 4.2
Communicate basic information
intelligibly for a range of purposes in
print and digital media
Complementary Skill
Speaking 2.1
Communicate simple information
intelligibly
Writing 4.2.4
Describe people, places and objects
using suitable statements
Complementary Skill
Speaking 2.1.5
Describe people, places and objects
using suitable statements
1. Write ‘Adjectives’ in centre of a mind map. Elicit adjectives from previous lesson and write them around mind map. Pupils tell you any opposite adjectives on
the board. How many opposites can they match?
Student’s Book Activities 3 and 4
p.8
Lesson delivery
2. Write: very, really, quite on board. Model sentences with words in context e.g. I’m very / really interested in music. Ask: What kind of words go after very,
really, quite? Follow instructions for writing Exercise 3, Teacher’s Book p.22. Activity 3 p. 9
3. Pupils memorise two of their sentences then in pairs tell each other.
Teacher’s Book p.22 and 23
4. Draw a table on board with headings TV programmes, Places, People and Games or Films. Elicit sentences from pupils and write on board the programmes,
places etc. they mention under each heading. Which are the most popular in each of the four groups?
5. Pupils re-read text from p.8 Activity 1, which they did in previous lesson. They find examples of: has got, have got, hasn’t got and haven’t got. Choose pupils to  
give examples and to say if they are from Paul’s, Ben’s or Maria’s text or from Activity 2.

6. Read the table in p.9 Activity 3 with pupils then they complete it.

Note how well pupils described places, people and objects when writing about them.

Post-lesson

7. Pupils in small groups prepare 3–4 questions to ask you about things you have got. Choose a leader from each group to ask two of their questions. Pupils from
other groups can’t repeat the same question.
Differentiation Questionnaire
Reflect on your use of differentiation in your classroom. Answer the questions honestly. There are
no right or wrong answers.
* An open-ended task is one which can have several different answers or even no correct answer, so pupils
can use language at their own level (e.g. Tell your partner about your favourite place)
 0 MODULE 4
Speaking skills

4
By the end of this module, you will have :
Extended understanding of key concepts relating to
speaking skills
Considered and practised self-assessment of speaking
skills
Analysed and reflected on common problems with
speaking and teacher responses to these.
Been introduced to the speaking learning standards in
the curriculum framework
Read about and reflected on speaking activities for the
new curriculum in their own context
Used material from the textbook to plan a speaking
lesson for a class they know well
Reflected on learning and identified action points for
future lesson planning
 Year 5 Speaking Content and Learning Standards

Information for planning a Speaking lesson

Exemplar lesson plan

 0 MODULE 5
Reading skills

5
By the end of this module, you will have :
Developed understanding of process involved in
Reading through a practical task.
Explored some techniques for supporting pupils with
reading
Reviewed some key terms for reading
Familiarised yourself with the content and learning
standard for reading and considered how theses are
linked to reading processes and sub skills
Reviewed some Do’s and Don’t’s for planning Reading
lesson
Used material from the textbook to plan a reading
lesson for a class they know well
Reflected on learning and identified action points for
future lesson planning
KEY TERM FOR READING

READING FOR GIST

EXTENSIVE READING
GRADED READERS
GUIDED READING
JIGSAW READING
SILENT READING
INTENSIVE READING
ALOUD READING
SHARED READING
Content and Learning Standards for Reading

Supporting pupils with Reading

 0 MODULE 6

6
Writing skills

By the end of this module, you will have :

Developed an understanding of writing skills and
appropriate classroom tasks
Analysed the writing learning standards in the
curriculum framework
Studied a three-step model for producing written text,
used materials from the textbook to plan a writing lesson
Reflected on learning and identified actions for future
lesson planning.
 Information for planning a Writing lesson

Year 5 Content and Learning Standards for Writing

 0 MODULE 7

7
Language awareness

By the end of this module, you will have :

Participated in and reflected on sample grammar
practice activities for the new curriculum
Considered the treatment of grammar in the CEFR and
the new curriculum
Been introduced to a three-stage process in grammar
learning
Considered the links between grammar form and the
new curriculum
Tried a grammar activity and reflected on how it could
be used in a class in Malaysia
Used material from the textbook to plan a Language
awareness lesson for a class you know well
Reflected on learning and identified actions points for
future lesson planning
A Framework for Teaching Grammar
 0 MODULE 8

8
Language arts

By the end of this module, you will have :

Used materials provided by the Ministry of education to
plan a Language Arts lesson for a class you know well
Reflected on your lesson planning explored how to use
a framework for teaching and assessing Listening skills
Reviewed an exemplar Language Arts lesson plan
developed by the Ministry of Education
Reflected on previous action points and identified new
action points for future profesional development
Exemplar lesson plan
 0 MODULE 9

9
Assessment for Year 6

By the end of this module, you will have :

Read a brief description of the test
Explored the relationship between the learning
standards, the SOW and the test
 CHECK YOUR UNDERSTANDING OF THE NEW UPSR EXAM

QUESTION 1
The revised UPSR will test Reading, Writing and Listening only.
Select one : True False

QUESTION 2
I should not change the wording or focus of the Learning Standards
Select one : True False

QUESTION 3
The revised UPSR is designed to measure pupils’ proficiency at A1-B2 levels on the
CEFR.
Select one : True False

QUESTION 4
I can use the textbook without referring to the SOW to teach according to the new
curriculum
Select one : True False
 CHECK YOUR UNDERSTANDING OF THE NEW UPSR EXAM

QUESTION 4
I can use the textbook without referring to the SOW to teach according to the new
curriculum
Select one : True False

QUESTION 5
The new curriculum, teaching and learning , and revised UPSR are all aligned to the
CEFR.
Select one : True False
 Lesson plan template
Lesson plan template provided by the Ministry of Education

SUBJECT : ENGLISH
:  

YEAR
:  

DURATION
:  

THEME
:  

TOPIC
:  

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

:  

CONTENT STANDARD
:  

LEARNING STANDARD
:  

LEARNING OBJECTIVES
:  

CROSS-CURRICULAR ELEMENTS
:

ACTIVITIES: i. PRE-LESSON
 

ii. LESSON DEVELOPMENT

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