Professional Documents
Culture Documents
What is CEFR?
Understand how Content and Learning Standards are related to the CEFR
Explain progression from Preschool to Primary and onto the next grade
Discuss progression across one content standard across school education
Review the Content and Learning Standards glossary (in Scheme of Work)
Understand the purpose of the various documents: Curriculum, Syllabus, Scheme
of Work and Scheme of Work overview
Curriculum Content and Learning Standards and
the CEFR
Reading.CS3.LS1
Curriculum Content and Learning Standards and
the CEFR
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
Curriculum Content and Learning Standards and
the CEFR
Listening 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
1.1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1
1.1 Recognise Recognise Recognise Recognise Recognise Recognise
Recognise Recognise and and and and and and
and and reproduce reproduce reproduce reproduce reproduce reproduce
reproduce reproduce with with with with with little or independen
target target support a support a support a support a no support tly a wide
language language limited range of range of wide range a wide range of
sounds phonemes range of high target of target range of target
intelligibly high frequency language language target language
frequency target phonemes phonemes language phonemes
target language phonemes
language phonemes
phonemes
Curriculum Content and Learning Standards and
the CEFR
Speaking example:
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Reading example:
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
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
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
*all children
Curriculum Content and Learning Standards and
the CEFR
D1.S2.16
Session 1: Planning objective and pupil-
centred, textbook-based lessons
D2.S1.3
Planning a lesson: principles
Staging a lesson
• Engage pupils
Pre • Introduce topic
• Pre-teach/review key vocabulary
• Enrich learning
• Stimulate thinking skills
Post • Review and reinforce
language and vocabulary
D2.S2.9
Planning non-textbook lessons: requirements
and challenges
D2.S4.4
Planning non-textbook lessons: Learning
Objectives
-Measurable
-Observable
-Clear
-Achievable
D2.S4.6
Planning non-textbook lessons: Learning
Objectives
1. Main Objective
-The main objective that we have to achieve for
today lesson. Mean, if you are focusing in listening
skill, your main objective is about listening skill and
the activities for the lesson are toward to achive
the focused skill, listening.
D2.S4.6
Learning Objectives
2. Complementary Objective
- Meanwhile, complementary objective is extra
objective for extra activities that you can carry out
to your pupils if they already achieved the main
objectives. Normally this complementary objective
is for advance pupils or as enrichment to them.
D2.S4.6
Session 1: Designing materials for
pupil-centred learning
D4.S1.1
Principles of materials design
Content:
• The language and vocabulary practised or presented
should match the Scheme of Work
• The materials should review and extend language and
vocabulary as appropriate to pupils’ needs
• There should be a range of skills where possible
• The topic content should be as educational as possible
and appropriate
• The content should address a cross-curricular element
if possible and appropriate
• The content should be appropriate for pupils’ age and
culture
D4.S1.4
Principles of materials design
Activities
• They should include a range of activity type to suit
different pupils
• They should require a range of interaction patterns
• They should allow for differentiation where
possible and appropriate
• Pupils should be active in learning
• They should develop thinking skills and learning
skills
D4.S1.5
Principles of materials design
Instructions
• They should be short (just a few words)
• They should be clear
• They should include an example
• They should be consistent
• They shouldn’t include difficult or teaching
vocabulary
• They should include an example, where possible.
Superminds Textbook
Superminds Textbook