Professional Documents
Culture Documents
Preschool
78% below A1 No clear purpose
Teachers of learning English
32% at B2
Year 6 31% at C1
On average at A1 Conflicting curriculum,
teaching & learning,
Form 3 assessment
On average at A1
*n=20000+ students from 426 schools *n=1000= teachers from 426 schools
How can we improve? Roadmap Review
Project Management
CEFR-Malaysia development and adoption
Curriculum evaluation,
Baseline studies and
Deliverable revision and rollout
monitoring standards
s
Assessment
• Assessment scale is based on the
Curriculum Content Layout CEFR levels
What • Curriculum framework • Performance standards are based
• Syllabus on 3 levels
are we • Schemes of Work (SoW)
improving?
New textbooks
• Off-the-shelf textbooks:
Modular configuration Primary: Superminds 1
Separation of Listening and Speaking Secondary: Pulse 2
skills
Grammar component
Moved to the Syllabus and incorporated
in the 4 skills
Where are
we now?
Curriculum Induction for Preschool, Years 1 & 2,
July Forms 1 & 2
(Training of Master Trainers)
Nov - Dec DSKP for Preschool, Years 1 & 2 and Forms 1 & 2 will be
uploaded on BPK Portal
D1.S2.5
CEFR: what is the framework?
6-level framework
4 skills
D1.S1.11
Between now and 2025
we expect an
increasingly large
proportion of our
students from all social
backgrounds to achieve
the target proficiency
level expressed in
terms of the CEFR set
for each stage of
education.
8
Roadmap (2015-2025) Curriculum Targets
Baseline Study results aspirational targets
Preschool
Preschool Preschool Years 4+ and 5+
78% below A1 A1 Working towards A1
A1 A2 B1 B2 C1 C2
Independent User Proficient User
Basic User (Basic)
(Intermediate) (Advanced)
Global Scale
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
B2 without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue
Independent User
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
D1.S2.6
Reception Interaction Production
Listening Reading Spoken Interaction Written Interaction Spoken Production Written Production
I can I can read very I can I can write I can use a I can write a
understand short, simple communicate in short, simple series of series of simple
phrases and the texts. I can find simple and notes and phrases and phrases and
highest specific, routine tasks messages sentences to sentences linked
frequency predictable requiring a relating to describe in with simple
vocabulary information in simple and matters in areas simple terms connectors like
related to areas simple everyday direct exchange of immediate my family and „and", „but“
of most material such as of information need. I can other people, and „because“.
immediate advertisements, on familiar write a very living
personal prospectuses, topics and simple personal conditions, my
relevance (e.g. menus and activities. I can letter, for educational
A2 very basic
personal and
timetables and I
can understand
handle very
short social
example
thanking
background and
my present or
family short simple exchanges, even someone for most recent job.
information, personal letters. though I can't something.
shopping, local usually
geography, understand
employment). I enough to keep
can catch the the conversation
main point in going myself..
short, clear,
simple
messages and
announcements.
Reception Interaction Production
Listening Reading Spoken Interaction Written Interaction Spoken Production Written Production
I can recognise I can I can interact in I can write a I can use simple I can write
familiar words understand a simple way short, simple phrases and simple isolated
and very basic familiar names, provided the postcard, for sentences to phrases and
phrases words and very other person is examples describe where sentences.
concerning simple prepared to sending holiday I live and
myself, my sentences, for repeat or greetings. I can people I know.
family and example on rephrase fill in forms
immediate notices and things at a with personal
concrete posters or in slower rate of details, for
surroundings catalogues. speech and help example
when people me formulate entering my
A1 speak slowly
and clearly.
what I'm trying
to say. I can
name,
nationality and
ask and answer address on a
simple hotel
questions in registration
areas of form.
immediate need
or on very
familiar topics.
A1(low)
Level ________
Listening
Pupils are able to understand simple, standard speech which is very slow and is
carefully articulated and can recognise familiar words and very basic phrases
concerning themselves, their family and immediate concrete surroundings when
people speak slowly and clearly.
Spoken Interaction
They can interact in a simple way provided the other person is prepared to repeat
or rephrase things at a slower rate of speech and help with formulation. They can
ask and answer simple questions in areas of immediate need or on very familiar
topics.
Spoken Production
Pupils at this level can use simple phrases and sentences to describe what they do,
where they live and people they know.
A1(mid)
Level ________
Listening
They can understand clear, slow, standard speech related to areas of most
immediate personal relevance (e.g. very basic personal and family information,
shopping, local geography and employment) and can catch the main point in short,
clear, simple messages and announcements.
Spoken Interaction
Pupils can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar topics and activities. They can handle very
short social exchanges, even though they cannot usually keep the conversation
going of their own accord.
Spoken Production
They are able to use a series of phrases and sentences to describe in simple terms
such as family and other people, living conditions and educational background.
Lesson Plan Template
Subject :
Year/ Form :
Duration :
Theme :
Topic :
Focus Skills :
Content Standard :
Complementary Content :
Standard
Learning Standard :
Complementary Learning :
Standard
Learning Objectives :
Activities: :
Pre-Lesson
Lesson Development :
Post-Lesson :
Teacher’s Reflection :