Curriculum Induction

Year 5 and Year 6

MODULE 1: The New English Language Curriculum
MODULE 1: THE NEW ENGLISH LANGUAGE CURRICULUM

This module explains why the English language curriculum has

been changed, and what role the Common European Framework
of Reference for Languages (CEFR) plays within the reform.

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;
and
• explored the purpose of curriculum-related documentation.
WHY IS THE ENGLISH LANGUAGE CURRICULUM CHANGING?
Select TRUE or FALSE:

1. The CEFR is adopted because it sets international standards we aspire to reach.

2. The new curriculum adapted the CEFR to help pupils to become effective language
users in today’s society and the world of work.
3. The CEFR describes what pupils can’t do at each level of proficiency.
4. The CEFR lets us set proficiency targets at the end of each lesson.
5. There is a clear progression across school grades, so teachers can plan learning,
monitor progress and support pupils to reach curriculum objectives.
6. The CEFR lets all teachers describe pupils’ proficiency levels in the same way.
7. The textbooks we have adapted are not aligned to the CEFR levels.
8. International textbooks can give pupils a window into the outside world and help
them develop critical thinking skills with support from the teacher.
WHY IS THE ENGLISH LANGUAGE CURRICULUM CHANGING?
Select TRUE or FALSE:

1. The CEFR is adopted because it sets international standards we aspire to reach.

TRUE
2. The new curriculum adapted the CEFR to help pupils to become effective language
users in today’s society and the world of work. TRUE
3. The CEFR describes what pupils can’t do at each level of proficiency. FALSE
4. The CEFR lets us set proficiency targets at the end of each lesson. FALSE
5. There is a clear progression across school grades, so teachers can plan learning,
monitor progress and support pupils to reach curriculum objectives. TRUE
6. The CEFR lets all teachers describe pupils’ proficiency levels in the same way.
TRUE
7. The textbooks we have adapted are not aligned to the CEFR levels. FALSE
8. International textbooks can give pupils a window into the outside world and help
them develop critical thinking skills with support from the teacher. TRUE
THE CEFR AND THE NEW CURRICULUM

What is the CEFR?

• The Common European Framework of Reference for
languages (CEFR) is an international standard for describing
language ability. It uses Can Do statements to describe a
language learners’ language ability.
• It describes progressive language development in six main
levels.
• It covers the four core skills (reading, writing, listening,
speaking) and the language elements within them
(grammar, vocabulary)
• There are global (or general) scales which describes the level of
language ability in general. They give us an overall description
of learners’ language ability at a glance.
TEST YOUR KNOWLEDGE!

1. The CEFR is a framework with a total of ___________ levels

and four skills.
2. The CEFR uses “can do” statements to describe the kind of
___________ competencies language learners have and what
they can or should be able to do at different levels.
3. CEFR levels are ___________ rather than country-specific
because they indicate the same level of performance for
learners anywhere in the world.
4. The learning approach outlined in the CEFR places
importance on being ___________-centred.
TEST YOUR KNOWLEDGE!

1. The CEFR is a framework with a total of six levels and four

skills.
2. The CEFR uses “can do” statements to describe the kind of
communicative competencies language learners have and what
they can or should be able to do at different levels.
3. CEFR levels are international rather than country-specific
because they indicate the same level of performance for
learners anywhere in the world.
4. The learning approach outlined in the CEFR places
importance on being pupil-centred.
CEFR

The CEFR consists of both:

✔ • Global scales, which are more general

AND
✔ • Skills-specific scales, which are more
specific
CEFR LEVELS AND GLOBAL SCALES

PROFICIENT USER
CEFR LEVELS AND GLOBAL SCALES

INDEPENDENT USER
Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite possible without strain
B2 for either party. Can produce clear, detailed text on a wide range of subjects
Ind and explain a viewpoint on a topical issue giving the advantages and
epe disadvantages of various options.
nde
nt Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
use situations likely to arise whilst travelling in an area where the language is
r spoken. Can produce simple connected text on topics, which are familiar, or
B1 of personal interest. Can describe experiences and events, dreams, hopes &
ambitions and briefly give reasons and explanations for opinions and plans.
CEFR LEVELS AND GLOBAL SCALES

BASIC USER
Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of
A2 information on familiar and routine matters. Can describe in simple terms
Bas aspects of his/her background, immediate environment and matters in areas
ic of immediate need.
use Can understand and use familiar everyday expressions and very basic
r phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
A1 details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
THE CEFR GLOBAL SCALES – THE GIST

C2 Can understand with ease virtually everything heard or read […]

C1 Can understand a wide range of demanding, longer texts, and
recognise implicit meaning […]
B2 Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialisation […]
B1 Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. […]
A2 Can understand sentences and frequently used expressions related to
areas of most immediate relevance […]
A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type […]
Pre-A1 Can understand short, very simple instructions, questions, statements
and words provided that they are delivered slowly and clearly and […]
CEFR SKILLS–SPECIFIC SCALES

The CEFR skills-specific descriptors (Can Do statements):

⮚ are very broad and specific. They describe the language

that learners have to learn in order to use language for
communication.
⮚ provide many examples about real-life situations a learner
would probably face when using language (e.g. As a
tourist, for online communication)
⮚ define levels of proficiency in detail, which allow learners’
progress to be measured at each stage of learning.
⮚ give a basic for the design of curriculum guidelines and
content.
THE CEFR SKILLS–SPECIFIC DESCRIPTORS

• The new KSSM/KSSR curriculum contains the Learning Standards for

each grade covering the four core skills (Reading, Speaking, Listening,
Writing) plus language arts.

• The Learning Standards are detailed and observable skills that pupils
are expected to achieve by the end of each school grade.

• These Learning Standards are based on the skills-specific

descriptors in the CEFR.
Global scales Skills-based descriptors
Learning Standards
CREATING THE LEARNING STANDARDS

Below is an example to demonstrate the link between the CEFR and the learning standards:

This example is taken from a CEFR descriptor (a Can Do statement) for A1 level from the
Speaking descriptors:

Can make an introduction and use basic greeting and leave-taking expressions

This CEFR descriptor helped develop one of the Learning Standards for Speaking skills in
the new KSSM/KSSR curriculum – in this case for Year 2 Primary:

2.3.1 Introduce self and others to an audience using fixed phrases

See below the link between the CEFR descriptor and the learning standard:

Can make an introduction and use basic greeting and leave-taking expressions

Introduce self and others to an audience using fixed phrases

CURRICULUM DOCUMENTATION

You will use and refer to five documents during lesson planning and
teaching:

⮚ Curriculum Framework
⮚ Standards-Based Curriculum and Assessment Document (DSKP)
⮚ Syllabus
⮚ Scheme of Work (SoW)
⮚ Textbook
CURRICULUM DOCUMENTATION

The CEFR-aligned Curriculum Framework

• Year-by-year mapping of English language Content Learning and Performance Standards as well as
pedagogical approaches aligned to the CEFR
DSKP

• Year-by-year description of the themes, topics, grammar, vocabulary and structure

• Essential reference document, provides an overall view and is useful for planning
Syllabus

• Year-by-year teaching manual

• Links the Learning Standards with learning activities (e.g. from the textbook)
• Essential document for all teachers for every lesson!
SoW

• International textbook aligned to the CEFR

• Comprises Student’s Book, Teacher’s Book and audio files for Listening activities.
• Contains activities for pupils
Textbook
WHAT IS INSIDE THE SCHEME OF WORK (SoW)?

An introductory part which...

⮚ Explains how the SoW works
⮚ Explains how lessons are organised and any exceptions or notes to pay
attention to
⮚ Contains a section on differentiation strategies, generic pre- and
post-lesson activities and a glossary to explain terms found in the
SoW and Content/Learning Standards for the grade.

• Lesson cycles: contain all the lesson outlines with instruction on

how to adapt teaching and learning in order to meet the learning
standards in each lesson.

It is very, VERY important to read through the introductory part at the

beginning of the school year and refer to sections like differentiation
strategies, generic pre- and post-lesson activities and the glossary.
WHAT IS INSIDE THE SCHEME OF WORK (SoW)?

There is also a textbook with suggested learning activities. The SoW helps
the teachers see the relationship between the learning activities in the
textbook and the learning standards in the curriculum. Teachers are also
supported by the Teacher’s Book which gives teachers a step-by-step
instruction on how to deliver the lesson. It is very important that teachers
use the SoW and the textbook, including the Teacher's Book, together
when planning a lesson.

The SoW is a useful tool for teachers at lesson planning stage as it

contains useful guidance including pre-lesson and post-lesson activities
and references to textbook activities that are linked to the learning
standards.
LET’S RECAP I

Type one word in each gap to complete the text

The CEFR consists of ________ scales, which are more general, and skills-specific
scales. The skills-specific descriptors describe the language that learners have to learn in
order to use language for ________, and provide many examples about real-life situations
a learner will probably face when using language (e.g. as a tourist, for online
communication).

The new KSSM/KSSR curriculum contains the Learning Standards for each grade covering
the four core skills (Reading, Speaking, Listening, ________) plus language arts. The
learning standards are detailed and observable skills that pupils are expected to achieve by
the ________ of each school grade. These Learning Standards are based on the skills-
specific descriptors in the CEFR.

You will use and refer to five documents during lesson planning and teaching: Curriculum
________, Standards-Based Curriculum and Assessment Document (DSKP), Syllabus,
________ of Work (SoW), and ________. It is very important to read through the
________ part at the beginning of the SoW in order to understand it properly.
LET’S RECAP I

Type one word in each gap to complete the text

The CEFR consists of global scales, which are more general, and skills-specific scales.
The skills-specific descriptors describe the language that learners have to learn in order to
use language for communication, and provide many examples about real-life situations a
learner will probably face when using language (e.g. as a tourist, for online
communication).

The new KSSM/KSSR curriculum contains the Learning Standards for each grade covering
the four core skills (Reading, Speaking, Listening, Writing) plus language arts. The learning
standards are detailed and observable skills that pupils are expected to achieve by the end
of each school grade. These Learning Standards are based on the skills-specific descriptors
in the CEFR.

You will use and refer to five documents during lesson planning and teaching: Curriculum
Framework, Standards-Based Curriculum and Assessment Document (DSKP), Syllabus,
Scheme of Work (SoW), and textbook. It is very important to read through the introductory
part at the beginning of the SoW in order to understand it properly.
LET’S RECAP II

• The CEFR-aligned curriculum is described in

documents designed to support learning.

• The curriculum is designed to support learning through the

use of effective standards, teaching practice and
assessments. The documents are made up of four
components and you need to be familiar with all of them.
These four components are:
THE CURRICULUM DOCUMENTS

•A description of the overall content for each teaching context (primary or

secondary school) including the language and skills that students should achieve
in each level matched to identified Content and Learning Standards.

• This document incorporates a mapping of the English Language Content, Learning

and Performance Standards as well as pedagogical approaches aligned to the
CEFR.

•A detailed description of the topics, language, specific skills and related skills
covered in each level linked to the textbooks and resources being used.

• A detailed description of how to deliver lessons for teachers including lesson

outlines linked to learning standards, examples of differentiation and suggested
activity ideas. The lesson outlines provide logically staged lesson sequences using
pupil-centred activities that have clearly identified aims and outcomes.
THE CURRICULUM DOCUMENTS

•A description of the overall content for each teaching context (primary or

Curriculum Framework secondary school) including the language and skills that students should achieve
in each level matched to identified Content and Learning Standards.

Standards-Based
• This document incorporates a mapping of the English Language Content, Learning
Curriculum and
Assessment and Performance Standards as well as pedagogical approaches aligned to the
Document (DSKP) CEFR.

•A detailed description of the topics, language, specific skills and related skills
Syllabus
covered in each level linked to the textbooks and resources being used.

• A detailed description of how to deliver lessons for teachers including lesson

Scheme of Work outlines linked to learning standards, examples of differentiation and suggested
(SoW) activity ideas. The lesson outlines provide logically staged lesson sequences using
pupil-centered activities that have clearly identified aims and outcomes.