CAMBRIDGE INTERNATIONAL DIPLOMA FOR

TEACHERS AND TRAINERS

MODULE 5291

DESIGN: PLANNING

AND

PREPARATION

ASSIGNMENT TEMPLATE FOR EXAMINATION IN

2010

By completing this form and submitting the assignment for assessment by CIE I confirm that the assignment
is all my own work. I have appropriately referenced and acknowledged any work taken from another source.
Date of Submission

CIE Unique Candidate Identifier

Centre number

Year

Candidate number

Candidate Name
MANJINDARJIT KAUR

CIE 2009

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Assignment template for 5291 Design: planning and preparation

For examination 2010
Your context
(approximately 300 words)
Please give brief information about your context:
Your professional background
I began my career as a primary school English teacher in 1979. However, I felt inadequate and decided to pursue a
degree in TESL in 1980. On completing my degree in 1984, I started teaching English to pre university students. Two
years later, while working, I enrolled in a Masters in TESL programme and graduated in 1990. While teaching, I began
writing English workbooks for 13 17 year olds for various publishers like Longmans, Oxford and Utusan. In 2000, I
ventured into writing the textbooks for the Ministry of Education. I am responsible for training the teachers of the state
to conduct the speaking component of MUET(Malaysian University English Test). I also conduct training for English
teachers for the state education department. On the personal side, I design programs and conduct training in the use of
English language for various purposes for the corporate sector.
Your role and responsibilities
My primary role today is to teach Muet to 17 year old pre university students. Since we do not have textbooks ,I design
materials to be used in class and by students of other schools. I am also responsible to coordinate and facilitate the
state level Muet examinations three times a year. At the same time, I also conduct and facilitate trainings for teachers
teaching Muet at the state level. Lastly, I am also responsible for setting the state level examination paper for MUET.
Your institution
Sek Men Datuk Lokman is a very old national type school. It houses 1700 students, ranging from 12 18. There are
110 teachers and 52 classes. The secondary one, two and remove classes are in the afternoon whereas the
secondary 3,4 5 and 6 are in the morning. School sessions are from 7.30 3.00 everyday.The primary purpose of
this institution is to mould the learners who walk through our gates to be responsible, knowledgeable and caring
human beings. In the 5-7 years they are here, we hope to mould them into people who understand social
responsibility and become useful productive citizens
Your learners
My learners i come from various ethnic backgrounds. 60% of the students are Malays, 30% Chinese and 9% Indians.
My learners, 17 year olds, are from the sixth form. They have set for the SPM exam and have passed the equivalent O
level exam called SPM. Their average score for their English paper is C or the equivalent Band 3 on the IELTS scale.
This means they have a modest level of proficiency, low grammatical and communicative ability.

Your professional development. (approximately 100 words)

What do you expect to learn from this Module about design which will help you in the next Module, which focuses on
practice?
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Assignment template for 5291 Design: planning and preparation

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This course would give me fresh insights into designing programs and objectives for my students and re access the
implementation of the learning objectives in the Muet syllabus . it would enable me to devise new , relevant,
measurable , coherent objectives as well as systematically plan the learning sessions. This would help me to identify
teaching and assessment methods to match the learner needs and plan contents and resources for the learning
programs and sessions for learners of different proficiency levels. I would then be able to prepare evaluation
sessions fitted for the design and the program planned. As such, this would enable me to analyse if the objectives of
the program and my personal objectives are met in the sessions planned. This would help me to continuously modify
the program as I go along.

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Assignment template for 5291 Design: planning and preparation

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PART A: DESIGNING THE PROGRAMME AND
1.1.1

THE SESSIONS

Identifying aims and objectives

(approximately 400 words)

Which aspects of your professional practice would you like to change and develop in undertaking the Diploma, and
why?
I would like to develop the critical thinking skills(cognitive), psychomotor and affective domains of my learners. I would
like to take my students away from being dependent on the teacher to becoming independent learners. I would like to
design tasks which match the learners level of performance and provide sufficient challenge to engage them in learner
centred activities thus transforming them from being passive learners to being responsible and active ones.
Furthermore, learner centred approaches in my teaching would enhance and facilitate active participation of my
learners and thus help me to achieve the learning outcomes which would then lead to the improvement of the
proficiency level of my learners Thus, I would then be able to change the way I plan and design materials and
programs for my learners continuously.
What are the most important factors for you in designing the programme?
The most important factor for me would be to ensure that the objectives and the contents are in line with the national
curriculum syllabus specified in the writing component of the MUET syllabus. I need to ensure that my learners would
be able to write for academic purposes by drawing information from non linear stimuli and write objective reports in
Task A. In Task B, my learners are required to give opinions on a topic given. Here, they should know how to write a
thesis statement and develop the thesis statement by providing supporting statements.
How are you dealing with these factors in the programme plan?
I develop mini modules on task A and task B to help learners master the skill specified . In each module I specify what
learning outcomes expected. For the tasks ,I provide models/samples of various genres for students to analyse,
identify and study. Learners give opinions and express viewpoints on the strengths and weaknesses on the models.
Learners brain storm to generate ideas and then rewrite the ones that are weak.
In task A, they begin by writing the introduction. Then they analyse the information in the graph getting the relevant
data. They then synthesis and draw conclusions providing support of the synthesis.
For task B, learners need to express opinions providing support for or against the statement given. Here, learners
brainstorm and generate ideas on the topic. They state their stand and provide evidence to support their stand.
Samples/models are handed to learners. Learners analyse the samples identifying the stand and how the stand is
supported in the model. Learners express their opinions to say if the stand is supported well.

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Assignment template for 5291 Design: planning and preparation

For examination 2010
1.1.2

Understanding your learners

(approximately 400 words)

How have you identified the needs, aspirations and potential of your learners?
In order to identify the needs, aspirations and potential of my learner I have taken the following steps:1)Observation:Through day to day interactions I have identified the students needs, aspirations and potential through their
behaviour in the class, their involvement, interaction with other students, interacting in a group work , participation in
different activities.
2)Questioning:This is a very useful method by which the students needs, aspirations and potential can be identified. Through this I
can come to know whether the learner is having any difficulty, whether he can speak properly or he is confident or not,
whether he needs any extra attention etc...
3)Assessments:Through the formative and the summative assessments, I am able to identify their strengths and weaknesses and in
what areas I need to focus more. Pre tests are given to access the proficiency levels and identify the types of errors
made and the possible source of the errors. This then helps me to focus on the grammar item to teach.
4) Through the cumulative record files and other records. This helps me to keep a record of the learners development
and aid the learner to see how much he or she has improved.

What are their needs, both as a group and as individual learners?

Every learner is different: - some interact with other students well as a group, but some dont as they are reserved or
due to their low academic abilities. So their needs are also different. Knowing the needs of every individual is my job as
a teacher. Their needs are as follows:

Some students as an individual need special attention as they are not diligent in their work, because their
proficiency level is very low. These students in a group need to be involved and also need someone to guide
them so that they can build their confidence to use the target language.

Few students are highly intelligent but their language proficiency is moderate. They also need assistance as
aso that they can obtain with good grades. These need to know in which areas they are weak in and how to
improve . Amongst this, few are team players and speak in the target language. They have some proficiency
but lack confidence to use the language. They are in the interlanguage stage.

Most of the learners are average and they require help at regular intervals. They lack confidence and to use
the target language is rather minimal. They do participate in a group and contribute to the group but
minimally. These need a lot of prompting and guidance in terms of models to follow..

Thus my learners, at the end of their course need to be able to write various texts such as reports and essays
for academic purposes. For this, they need to use grammatically correct and appropriate sentences for the
writing paper. Then, they should be able to speak, individually and in a groups and this is evaluated in the in a
speaking test.
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Assignment template for 5291 Design: planning and preparation

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How have you designed learning activities to relate to the learner needs you have identified?
In order to meet the needs of every individual I have designed the learning activity in the following manner:1) I have kept in mind the previous knowledge of the learners and accordingly ask questions to relate to the topic
and also to stimulate their thinking.
2) I have also used audio and visual materials to stimulate thinking.
3) I initiate discussions to prompt the students to speak while interacting with them in order to know their
understanding of the topic.
4) I design mind maps on the topics to promote systematic thinking so that learners learn to develop thesis
statements and provide supporting statements to develop the thesis statements. This then helps them to
organise their thoughts and points which will aid them when they write on the topic
5) I provide samples of good writing and learners are to say why the sample is good by dissecting the piece of
writing following an assessment worksheet designed for the writing purpose. I also provide weak samples and
ask learners to evaluate these and then suggest ways to make these scripts better. In this way learners learn to
identify what is required of them and provides direction in their learning.

Reference:
Barker, I. (2009). Cambridge International Diploma for Teachers and Trainers Textbook. Delhi: Foundation Books.

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Assignment template for 5291 Design: planning and preparation

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1.2.1

Planning the learning programme

How are you integrating active learning into your learning programme?
To ensure active learning in my class, I plan all the activities centered around active participation of the learners. For
the writing component, I give the task for writing in advance. My learners are to think about it . They are required to do
research on the topic via internet, magazines or etc. The following week, I put them in groups and they discuss what
they have found out.

Then in the formal lesson, I will put the task on the board and an open discussion is initiated. Mind maps on the topic
are generated and learners put their ideas on paper. In the next session, in groups, learners present their ideas using
powerpoint. The other groups contribute by asking questions. I only act as a facilitator, prompting and encouraging the
discussion by providing input, rephrasing where needed and providing direction.

Finally, in groups learners are required to write drafts on the same topic to be written on flip chart paper. They are given
2 days to do so. In the process, they are encouraged to bring the drafts to me and I will tell aid them by providing feed
back on the work.
Then in class, the essays on the flip chart paper are put up. Learners go around reading and providing feed back. I then
go around, correcting the improving the pieces.
For consolidation, each learner now writes his own and hand it in. They are encouraged to use any ideas from any
group and make their pieces better.
How are you integrating assessment into the learning programme, to ensure that learning has taken place?
Assessment is done via 2 means formally and informally.
Task A
For informal assessment, for task A, I provide the modified and simplified assessment criteria to the learners. I explain
clearly what the standards are and what is expected and required in Task A. I also explain clearly how the answer to
the task is evaluated. Then, the learners, in groups, are provided with samples of written tasks. My learners assess
the answer to Task A by identifying statements of analysis, synthesis and provide marks according to the criteria given.
They then write and provide feedback on the task assessed. Finally a discussion is initiated and each group presents
its views and provide evidence and support to why they allocated the band, by referring to the criteria given. As for me, I
too assess the task and coordinate the learners marks with mine. My observations and the learners comments are
recorded in the log.
For personal use , I will give them a Checklist (Guidelines to Better Writing). My learners would answer the questions in
the checklist and this provides them with base to see if they are on the right track.
For formal assessment, I have Criterion Reference Assessment Here learners write for task A. I formally assess them
using the actual criteria set by the Examination Board of Malaysia . T would record their bands and keep a log on their
progress.
For oral presentations
Here my learners evaluate using a feedback form , designed using Barrots Taxonomy. Learners give both verbal and
written feedback after each presentation. My learners are evaluated according to Task Fulfilment, Language and
Communicative ability
I would also keep a log for each individual learner to keep records of their formal tests and informal progress. Here, I
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Assignment template for 5291 Design: planning and preparation

For examination 2010
record the marks for each piece of work. For oral work, I write the type of error made, whether they repeat it after being
taught, how active each participant is etc.
Finally I provide summative reports to each learner on the progress they have made. Feedback would be given to the
learners though face to face discussion
How do you plan to use the outcomes of these assessment exercises?
Through the assessment I will come to know the students performance, how much learning has taken place and how
much more need to be done.. Then I use this for planning their further learning activities. I will analyse what aspects of
the lesson had worked and which aspect did not. This would help me to evaluate the progress of the learner. This will
then enable be to design the next lesson and the program for the following term.

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Assignment template for 5291 Design: planning and preparation

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Your programme plan
(approximately 300 words)
Program Title : Malaysian University Test (Task A)
MUET - Task A Writing reports on non linear tasks
Aims
Learners will be able to write a report cohesively and coherently using appropriate markers and linking devices in the
appropriate style and tone apt for formal reports of non linear tasks.
Learning objectives
By the end of the program, learners should be able to

Identify and interpret the most relevant and important information and trends in non linear stimuli

List, analyse and synthesize the data

compare and contrast the data and giving the overall trend

draw conclusions

describe the given data in correct grammatical structures

able to evaluate and judge written reports based on the criterion given

able to use the skill to write reports in their other subjects

Plan
Sessi
on

Date/time

Learning activities

Assessment

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Resources

Assignment template for 5291 Design: planning and preparation

For examination 2010
1

60 min

60 min

Introduction to MUET 800/4

highlighting

the ability to objectively

describe the information given
to you

report on a topic without use of

opinion

use suitable language to

describe the graph.

Topic 1:Guided Interpreting Non Linear

Text
Task A Guided Work

60 min

60 mins

Power point slides

Samples of writing tasks
Handout on General
Writing Tips

Evaluate the answers to

written questions with
short extended answers,
true and false statements

Questions based on
Blooms taxonomy

Oral learners state the ,

trends and data in the
graph.

Power point slides

Completing a task sheet of

questions based on the
graph given.(Skill
Assessment)

A task sheet

Q and A

Power point slides

Answering inferential and

referential questions on the
trends and data in a graph

Topic 2: Interpreting Non linear texts

End of session (Q and A)

Understand, identify and state

information or data in a
graph/chart

Getting started Writing opening

statements

Basic Chart types

Peer editing and

Comments

60 mins

Writing task 1 Bar graphs

Q and A

Power Point slides

Guidelines For A Good
Answer

60mins

Describing Charts tense structure

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Skill assessment

Power point slides

Level 1- Text
completionlearners
complete a description on
the graph by using the
relevant tense of the words

Worksheets

Assignment template for 5291 Design: planning and preparation

For examination 2010
Level 2 Error
identification and
correction identify and
correct the errors in a
description on a graph
Question and answer
5

60 mins

Describing Charts Connectors and

linkers

Skill assessment

Power point

Level 1 Text Completion

Worksheets

Learners complete an
exercise using the correct
connectors
Level 2 Sequence and
rearrange
Learners rearrange
statements on a graph in a
logical order and use the
correct connectors
Level 3 Make it better
learners use linkers and
connectors to make a
description better
7

10

11

60 min

60 mins

60 min

60 min

60 min

Exercise 2 : Pie Charts

Question and answer

Power Point slides

Observation

Guidelines For A Good

Answer

Question and answer

CRA sample

Criterion Reference
Assessment

Guidelines For A Good

Answer

Exercise 3 : Tables

Question and answer

Power Point slides

Describing, comparing and contrasting

information in a table

CRA

Guidelines For A Good

Answer

Exercise 4 :Flow Charts

Question and answer

Power Point slides

Describing the trends and information

in a flow chart

CRA

Guidelines For A Good

Answer

Exercise 5 : Writing task A

Question and answer

Power Point slides

CRA

Guidelines For A Good

Analysing Model Questions and

Answers

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Assignment template for 5291 Design: planning and preparation

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Answer

12

60 min

13

90 min

Exercise 6 : Writing task A

Examination

Question and answer

Power Point slides

CRA

Guidelines For A Good

Answer

Formal Criterion Reference

Assessment

CRA

Quantitative assessment

Use as many rows in the table as applicable - add rows if necessary

1.2.2

Planning the learning sessions

LEARNING SESSION 1
(approximately 400 words)
How do you intend to prepare the learning resources and learning environment for this particular learning session?
Preparing the learning resources
I first prepare the lecture notes on the power point slides. These slides contain the information learners would
require to understand the requirements of the MUET. The slides also give an overview of what Muet is, the
components of the paper, the weightage of each component and how the overall bands are given.
The slides will also highlight the skills required for this paper and samples of the different writing , reading texts,
speaking and listening tasks.
The slides would also highlight the bands in the exam and how they are calculated
The students will also be exposed to the writing paper and the tasks in this paper.
Equipment/materials
Ensure LCD and screen are fixed and in working conditions
Pens, markers etc are available. White sheets of paper are available and accessible for students
Adequate tables and chairs are available for each and every student. They are arranged neatly and of adequate
distance from the other student.
Time: I need to ensure that I have sufficient time to achieve my objectives. I need to run the lesson mentally and
attempt to predict what problems learners would probably have.
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What roles do you expect to play in the learning session?
I would play 4 roles -as an information provider, the mentor, the motivator and the facilitator in the class. I would
provide the objectives of the lesson for the day and tell the learner what is required . I would guide the direction of the
learning, prompt the learner when required, be the source of information required and be the on the spot dictionary
and mentor when required. Being a difficult paper, I need to be a motivator too. I need to instil confidence and believe
that they can achieve the minimum band required to graduate.
What roles will your learners play in the learning session?
They would be the active learners. They would first understand what is required to do. They then plan their own
strategy to achieve that objective. They would be responsible for their own learning.
I would assign roles to my students and ado vacate peer teaching. Good students would be mentors and team leaders
in mixed ability groups.
I would implement group and peer group teaching this is to reduce stress in weaker students and motivator weaker
ones to learn form the better ones.
How do you plan to evaluate this learning session?
I would evaluate them through formal and informal means. Firstly by observing them. They should use and
communicate in the target language in the discussion. I would assess the level of participation in class. I would
evaluate them by looking at the performance in the class through the tasks given to them
Then, by evaluating the written tasks, I would be able to ascertain how much they have actually learnt. Through
quantitative analysis, I would be able to see how much learning had actually occurred and much more need to be done.
This would provide an insight on the effectiveness of my own teaching too.
I would also provide a checklist to my students/learners this would provide a quick feedback to them and provide a
guide to formulate their own responses. This will be done through the Guidelines to a Better Answer.
I would keep a log and have a record of the learners performance and this would give me an insight to how well the
learner is doing over time. This would also provide evidence on the strengths and weaknesses of my learners. Face to
face discussion on the progress of the learner would also be conducted.

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Assignment template for 5291 Design: planning and preparation

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Your session plan for LEARNING SESSION 1
(approximately 200 words)
Session title

Guided Interpreting Non Linear Text

Aim

To be able to identify, analyse and synthese information given in a bar graph

Learning
Objectives

In this lesson you will

identifying the important information in a graph.

Analyse, compare and contrast the data given

Synthesis, draw conclusions and overall trends.

Identify and correct sentences with information on the chart.

Time : 60 mins
Plan
Time

Activity

Content

5 mins

Set induction

I state the objectives of the

lesson. I explain what is
expected and what the
learners need to achieve in the
lesson

10 mins

Activity 1: Viewing the

graph

Materials

Resources

Projector Marker pens

Power point slides

Flipchart paper

Textbook

White board

I project the graph on the

screen
I explain what the horizontal
and vertical axis of the graph
indicates.
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Differentiation
Learners in the first

Assignment template for 5291 Design: planning and preparation

For examination 2010

15 min

Activity 2 :Identifying
important information

In groups, learners examine

the graph

LCD screen
Task sheet with the graph

Learners identify the main

information/data presented in
the graph.
They circle the figures they
think should be mentioned.

Worksheet

Learnrs are put into

mix ability groups.
The better student
would be able to
encourage the
weaker one to
participate. Groups
also form a non
threatening
environment for
learning.
I go around the
groups seeing if they
have obtained the
main data in the
graph. I also probe
and facilitate the
group work. I am also
the point of reference
and guide the group
wherever possible.

15 min

Activity 3 :Open
discussion

A discussion is initiated.
Groups present the
information verbally

White board and markers

I write the main features on the

white board. The other
members join the discussion
to say if the information is
correct

To direct the
discussion I initiate
questions to enable
the learners to focus
on the key features
presented in the
graph.
I encourage slower
learners to
participate in the
discussion. Since I
am writing the main
features on the
board, slower

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Assignment template for 5291 Design: planning and preparation

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learners can use the
same features to
highlight their own
points
15 min

Activity 3 :Read,
identify and correct
(Individual Work)

The learners read sentences

on the description for the
graph. As they read, they tick
the relevant sentences.

Lcd projector and a

computer

Worksheet :Sentences
providing information on
the graph information

Sentences which contain

irrelevant of incorrect
information are corrected

5 min

Closure

Teacher summarises the

information in the graph by
highlighting the sentences
with reference to the text.

For sentences which

are incorrect, the
learners are
encouraged to
correct the
sentences and
provide the correct
information.
White board markers

I discuss the
statements and
provide feedback on
which sentences
were relevant and
which had wrong
information.

Teacher asks the learners if

they had managed to identify,
analyse and compare all the
data in the graph; what they
missed out; and what data was
wrong
After
school

Self reflection

Learners read and

tick the relevant
sentences on the
information of the
graph.

Teacher evaluates herself to

see how many students
obtained all the correct
sentences and how many did
not.

Reflection log

Learners checked
and evaluate their
work to see how
many sentences they
got correct
They make
amendments to the
ones they got
incorrect

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Teacher keeps a log on the
progress of the lesson. She
jots down the name of the
students who found the
session difficult, names of
passive and active
participants. This will aid her
in regrouping the students in
the next group activity.

Use as many rows in the table as applicable - add rows if necessary

NOTES

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Assignment template for 5291 Design: planning and preparation

For examination 2010
LEARNING SESSION 2
(approximately 400 words)
How do you intend to prepare the learning resources and learning environment for this particular learning session?

What roles do you expect to play in the learning session?

What roles will your learners play in the learning session?

How do you plan to evaluate this learning session?

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Assignment template for 5291 Design: planning and preparation

For examination 2010
Your session plan for LEARNING SESSION 2
(approximately 200 words)
Session title

Aim

Learning
objectives

Plan
Time

Activity

Content

Materials

Use as many rows in the table as applicable - add rows if necessary

NOTES

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Resources

Differentiation

Assignment template for 5291 Design: planning and preparation

For examination 2010
PART B: REFLECTIVE REPORT
In your report, you should reflect on your overall experience of planning the learning programme and learning sessions.
Among your reflections on this stage of the teaching and learning cycle and your Diploma project, you should include
the following themes:
a. The sources (human, published and web-based) you used in designing this programme plan and the two learning
sessions, and the ways you have used them.
b. The highlights of your planned programmes and learning sessions which you think will particular facilitate active
learning and encourage learners. How might learning be extended beyond the two learning sessions you have
designed?
c.

What have you learned about the process of designing programmes and sessions?

(approximately 1000 words)

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