CEFR: Common European Framework

1. Start next year 2018

2. For year 1 and year 2 only
3. New syllabus (new content standard, new
learning standard)
4. Listening and speaking will be (saparated)
5. Will use SUPERMINDS as the main book
The CEFR scales and descriptors identify performance
areas and describe them in ‘can do’ statements,

Note:
- *By the end of the school year, most pupils will have
reached the target CEFR level shown in the table.
- Secondary Form 1: Revise A2 Mid
SKILLS
How do pupils’ skills develop
across the 6 years of Primary?

• Range : Limited ⇒ Wide

• Frequency : High ⇒ Low
• Support : With ⇒ None
• Complexity : Simple ⇒ Complex
• Cognitive challenge : Age appropriate
• Length : Shorter ⇒ Longer

D1.S2.18
1. Listening
Curriculum Content and Learning Standards and the CEFR

Speaking
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
 
  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
 
               
2.1   2.1.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1
Communicate Communicate Give very Give simple Ask about Explain and Give Give
simple simple basic personal and give reasons detailed detailed
information information personal information express for basic information information
intelligibly about information using basic basic opinions about about
  themselves using fixed statements opinions themselves themselves
clearly phrases and others
 

D1.S2.10
Curriculum Content and Learning Standards and the CEFR

Reading example:
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
 
  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
 
 3.2              
Understand   3.2.1 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1
a variety of Understand Understand Understand Understand Understand Understand Understand
linear and the main the main the main the main the main the main the main
non-linear idea in a idea of very idea of idea of idea of idea of idea of
print and variety of simple simple short simple texts simple texts simple
digital texts text types phrases and sentences simple texts of one or of two longer texts
by using on familiar sentences two paragraphs  
appropriate topics paragraphs or more  
reading  
strategies  

D1.S2.12
Curriculum Content and Learning Standards and the CEFR

Writing example:
Content Learning Learning Learning Learning Learning
Focus Learning Standard
Standard Standard Standard Standard Standard Standard
 
  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
 
     4.1.2          
4.1   i) Form upper and lower 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2
Form letters Develop case letters of regular size No learning Begin to use Use cursive No learning No learning
and words in early and shape** standard cursive writing in standard standard
**preliterate children only   handwriting in written work*
neat legible writing   a limited range  
print using skills* ii) write letters and words of written *all children
cursive writing   in a straight line from left work*
*all to right with regular  
children spaces between words *all children
  and spaces*  
 
  iii) copy letters and
   
familiar high frequency
words and phrases  
correctly*
*all children

D1.S2.14
Curriculum Content and Learning Standards and the CEFR

Language Arts example:

Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
 
  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
 
     5.2.1  5.2.1  5.2.1  5.2.1  5.2.1  5.2.1
5.2   Name Name Ask and Say in Explain in Describe in
Express Identify, people, people, answer simple simple simple
personal analyse and things or things, simple words and language language a
responses respond to places of actions, or questions phrases why they character’s
to literary elements in interest in places of about how a text like or actions or
texts texts illustrations interest in characters, makes dislike an feelings and
  accompanyi texts actions and them feel event, explain the
ng texts   events of   description reasons for
  interest in a   or character them
text in a text  

D1.S2.16
Documentation

Three main documents:

• CEFR-Aligned curriculum framework (DSKP)
• Syllabus, Scope and Sequence
• Scheme of Work (RPT)

D1.S2.23
WHAT TO
TEACH?
1)PHONICS 2) SKILLS
 THE TEACHING OF PHONICS
Teachers need to teach phonics for basic literacy as stipulated in the
LINUS Programme before carrying out lessons on other language skills
such as Listening, Speaking, Reading, Writing and Language Arts.

Therefore, Scheme of Work for Phonics is a guide for

teachers to develop phonics-based lessons. Teachers
4 weeks
are required to prepare lessons for
(Year 1) and 2 weeks (Year 2) at the
beginning of the schooling year.
 THE TEACHING OF PHONICS
Once the phonics teaching and learning have been
carried out at the beginning of the year, teachers
should embark on the teaching of other language skills
lessons as suggested in the Main Scheme of Work and
Superminds Textbook.

However, teachers are encouraged to consolidate the

Phonics teaching and learning activities in the lessons
throughout the year.
Lesson plans for phonics should be developed based on:
The Scheme of Work for Phonics

YEAR 1
YEAR 2
Phonics Scheme of Work (Year 1) : Overview by lesson, skill,
content +learning standards & cross-curricular element
Content and learning standards are derived from the
curriculum framework which are also reflected in the DSKP
SKILLS
Upon completion of the phonics teaching and
learning for Year 1 (4 weeks) and Year 2 (2 weeks),
teachers need to refer to the Main Schemes of
Work (Year 1 - 370 pages, Year 2 - 346 pages) and
Superminds Textbook to plan lessons on the
language skills such as Listening, Speaking,
Reading, Writing and Language Arts.
 The Main Schemes of Work

YEAR 1 Scheme of Work consists of 370 pages YEAR 2 Scheme of Work consists of 346 pages
OVERVIEW OF THE NATIONAL (SK) AND NATIONAL-TYPE (SJK)
SCHEME OF WORK FOR YEAR 1
Sample of SCHEME OF
WORK
 LEARNING OBJECTIVE(S)
• Teachers must write “will be able to” statement when writing
learning objective(s) in the lesson plan.
e.g. By the end of the lesson, pupils will be able to ...

• Your objectives should be Measurable,Observable,Clear and

Achieveable.

• Learning objectives SHOULD BE based on the main skill and and

complementary skill(s) indicated in the Schemes of Work.