IMPLEMENTING THE CEFR-ALIGNED CURRICULUM | PLANNING AND MANAGING LEARNING KEMENTERIAN PENDIDIKAN MALAYSIATEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning DISCLAIMER: The primary purpose of this Guide is to educate and inform. The cantent is provided without profit for educational purposes and is made available for private, non-commercial use only. All information is. provided on an as-is basis. While we have taken every precaution to ensure that the content is both current and accurate, errors may occur. The contributors and reviewers of this Guide assume noliability forthe links to websites provided which are maintained by other parties. CONTENTS EE List of Figures 3 view 1. Introduction The Context The CEFR 6 2, The CEFR-Aligned Documents for the Classroom 9 3. Writing and Planning a Lesson 2 4, Sample Lesson Plans 20 5. Reviewing Teaching and Learning _27 Conclusion 29 References 29 Useful Resources 30 Further Reading 3 Acknowledgement 39 LIST OF FIGURES EE Figure 1: CEFR Global Scale 8 Figure 2: The Relationship between the Curriculum Documents. 9 Figure 3: From Curriculum Framework to Lesson Plan 10 Figure 4 Stages and Steps in Planning and Managing a CEFR-Aligned Lesson 12 Figure 5: Compulsory MoE Documents B Figure 6: Compulsory Teaching and Learning Materials 4 Figure 7: _ Identifying the Learning Standards and Writing the Learning Objectives 5 Figure 8: A Detailed Example of Step 1 for Year 1 6 Figure 9: Planning the Learning v7 Figure 10: Preparing Teaching-Learning Materials 18 Figure 11: Lesson Plan Template Provided by the MoE 20Overview he Guide is designed to help teachers develop their own lesson plans and activities using the CEFR-aligned curriculum framework, syllabus and scheme of work as references. The content is drawn from the resource materials provided by Cambridge English (CE) at the CEFR Familiarisation, Learning Materials Adaptation (LMA), Curriculum Induction (Cl) and Formative Assessment (FA) training sessions that teachers went through. The aim of the Guide is to enable teachers to: + use the = new curriculum documents, including the CEFR- aligned Curriculum Framework, Dokumen Standard — Kurikulum dan Pentoksiran (DSKP), Scheme of Work (Sow) and the suggested lesson plans in planning their lessons; + teach at the appropriate CEFR level and in accordance with CEFR principles. ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning The Guide is organised according to the following interrelated focus areas: » Introduction relates the Guide to the wider context of the nation's aspiration for young Malaysians with respect to their ability to use English for communication and explains the nature of the CEFR. » The CEFR-Aligned Documents for the Classroom informs teachers about the documents they need to be familiar with. » writing and Planning a Lesson describes what teachers need to consider when planning and managing a lesson. » Sample Lesson Plans suggests lesson plans that teachers can refer to. » Reviewing Teaching and Learning focuses on how teachers can use formative assessment to check pupil understanding and to obtain feedback on pupil learning, 1 Introduction The Context he Malaysia Education Blueprint 2013-2025 (MER) highlights the need to ensure that every child is proficient in at least two languages: Bahasa Malaysia and English. In response to the challenge of improving the standards of English in Malaysia, the English Language Standards and Quality Council (ELSQC) produced the English Language Education Reform in Malaysia: The Roadmap 2015-2025 {the Roadmap) in 2015 to enable the nation to develop English Language education of an international standard and aligned to the Common European Framework of Reference for Languages (CEFR), Dee ee re eee eee The adoption of the CEFR has added international relevance to the Roadmap and provides a common reference for aligning English Language curricula and pedagogy, including teaching and learning materials and assessment. The aim is to produce English Language programmes from preschool to university and teacher education that will prepare young Malaysians to meet the challenges of the 2ist century with respect to the use of English as a means of communication in different contexts of use. To ensure that all English Language teachers are well prepared for a CEFR-aligned curriculum, Cambridge English (CE) was commissioned in 2016 to train Master Trainers who would then cascade the training nationwide. The training package consists of four main modules: + CEFR Familiarisation » Learning Materials Adaptation (uma)+ Curriculum Induction (Cl) » Preschool © Primary » Secondary » Formative Assessment (FA) The successful implementation of the Roadmap requires the capacity building of English Language teachers. This Guide has been developed with the aim of offering teachers a quick and casy reference to some frequently asked questions on the implementation of the CEFR-aligned curriculum in the classroom. It is hoped that the Guide will support teachers in the planning and management of CEFRaligned lessons in particular. ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning The CEFR Having been developed in the course of more than 30 years of thinking and research on language teaching, learning and assessment, the CEFR is a comprehensive, well-established framework which has _ international currency and is used in more than 40 countries (see a write-up on the CEFR in the section on Further Reading). It aims to contribute to increased common understanding of what it means to learn, teach, and assess a foreign language, and to give curriculum developers, teacher trainers, textbook writers, language test developers, and classroom teachers a common framework within which to communicate, to cooperate, and to develop independently (Alderson, 2007, p21). The impact of the CEFR on language education can be seen with respect to its application in the area of assessment following the alignment of international high stakes tests to the CEFR, including IELTS and TOEFL, where the levels of examinations are expressed in terms of CEFR levels, The CEFR proficiency scales are empirically validated and provide a valid framework that describes what learners have to learn to do to use a language for communication and what knowledge and skills (Council of Europe, 2001, p. 1) they have to develop in order to act effectively. Despite some significant gaps, especially at the lowest and highest levels, the scales are a useful means of comparing learners’ levels of ability, and of monitoring their progress. The language ability of learners in relation to listening, speaking (both spoken production and interaction), reading and writing are described across the proficiency scale at six levels (Al, A2, BI, B2, Cl and C2), ranging from Al for elementary learmers to C2 for those who have mastered the language. Figure 1 on the next page specifies learners’ language ability in a positive manner using ‘Can do’ statements at three broad levels of language proficiency: Al and A2 (Basic User), Bl and B2 (Independent User), C1 and C2 (Proficient User) Introduction The CEFR levels and — the accompanying ‘Can do’ descriptors make it possible in practice to use the CEFR in the design of curricula and syllabuses, in the classroom for teaching and lesson planning. and as source for defining the standard of performance expected, so that learner progress can be measured at each stage of learning. The descriptors are not language specific and are context- free to allow users to adapt them to fit the target language and their own specific contexts. In view of all these, it is clear why the CEFR has been adopted as a common basis for describing and measuring language proficiency, one that can be understood by users everywhere. The CEFR gives teachers, test developers, parents, the learners themselves, and even employers, a much clearer picture of what someone at a given level is capable of doing. A BI learner of English in one country can in principle perform in the same way in listening, speaking, reading and writing as a BT learner from another country.‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning PROFICIENT USER INDEPENDENT USER BASIC USER Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arauments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectorsand cohesive devices, 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 for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling In an area where the language is spoken. Can produce simple connected text on topics which are familiar of of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand sentences and frequently used expressions related to areas of most immediate relevance (eg. very basic personal and family, information, shopping, local geography, employment). Can communicate, in simple and routine tasks requiring a simple and direct exchange of, Information on familiar and routine matters. Can describe in simple terms, aspects of his/her background, immediate environment and matters in areas of immediate need, Can understand and use familiar everyday expressions and very basic phrases aimed atthe satisfaction ofneeds of aconcrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she, hhas, Can interact in a simple way provided the other person talks slowly, and clearly and is prepared to help. Figure 1: CEFR Global Scale ‘The CEFR-Aligned Documents in the Claesroom The CEFR-Aligned Documents in the Classroom he curriculum — documents that you need to refer to when planning your lessons and writing your lesson plans include: » Curriculum Framework (CF), » Dokumen Standard Kurikulum dan Pentaksiran (DSKP} » Scheme of Work (SOW). The CF contains the overall content taught during the whole primary/ secondary education, The DSKP is derived from the CF. It is the syllabus which contains the themes, language skills, grammar, language functions and vocabulary to be taught and learnt for an academic year. The SoW is drawn from the DSKP. It is a detailed plan of work for you to cover in an academic year. The lesson plansare then prepared based on the specifications given in the SoW. The relationship between the curriculum documents and the lesson plan is illustrated in Figure 2. qn eramework of Reference ro, a" curriculum CTU (oo) Pa ie ae Pau cen PR OL apy a) Figure 2: The Relationship between the Curriculum Documents‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning Amore detailed explanation of the development from the CF to the DSKP to the SoW, and finally to the LP, is provided in Figure 3. tetera This is an organised plan of content standards (what the pupils should be able to do and what they are expected to achieve) at each stage of learning from Preschool to For Five. ‘These target levels will enable pupils Lo measure their own progress, and facilitate teachers in gauging the punils’ proficiency levels. Ceca Era eure) ‘The descriptors in the CEFR Framework which include Can do! ‘statements allow us to understand, what kind of communicative ‘competencies pupils have and what they can or should be able to do at different intervals. These are called CS and Lsin the cr. Poon) The LS are used to develop the syllabus which is a year-to-year Refer to the relevant pages in the Student's Book > Refer to the relevant pages in the Teacher's Book » Refer to the DSKP for the performance standards * Note: The document available for preschool is the Teacher’s Kit Re be toembed the + Refer to the teaching of Student's Book Gromer ana ra ech Vocabulary in the teaching of Corona e) ET STTVETAUD . Refer to the DSKP the four skills, Lo * Note: The document available for preschool is the Make sure the Teacher's Kit objectives are ‘SMART ¥ Specific ¥ Measurable vAttainable ¥ Realistic Time bound Figure 7: Identifying the Learning Standards and writing the Learning Objectives‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning Tae U Ech ra » Sow Year Lesson 18 (pp. 62-63) » Student's Book Superminds (p.10) Unit 1: At School Activity 1 Listen, look and say the words Activity 2 Listen and chant » Superminds Teacher's Resource Book 1 (p.10) Remember + Student's Book to embed the Superminds (p.10) teaching of Unit I: At School Grammar and Activity 1 Vocabulary in Listen, look and the teaching of say the words the four skills. Activity 2 Listen and chant » Superminds The objectives Teacher's Resource are SMART Book 1 (p.10) Y Specific Y Measurable YAttainable ¥ Reali Time bound Figure 8: A Detailed Example of Step 1 for Year ‘Writing and Planning 2 Leeson, Step 2: Plan the Learning ku Bic ee MbUREEE places, titles to pictures) » Answering one or atatageaml two general comprehension questions (Who is Tasks j2 Where are they?) » Ranking pictures, inorder + Answering specific comprehension questions» Discussing what they have read Using keywords Information gap + Role-play Pen fre Examples of detailed tasks: ids» Correcting false information » Answering comprehension questions Examples of post-lesson tasks: * Discussing what they have read using Lee WARE Keywords» Information gap + Role playing este) Tasks building blocks for you to focus on: sring LO &SC_» Exemplars -Starters and * Deliberate practice + Questioning IS » Quick Scans » Peer assessment sessment + Feedback techniques / tools include: trafficlights + pyramid reflection.» exit cards stars and a wish / medals and missions Figure 9: Planning the LearningStep 3: Prepare the materials While planning, think about how best to use the available learning materials As shown in Figure 10, you can » use the material given in the Student's Book, ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning use the same material, but apply differentiation strategies for pupils of mixed ability adapt from authentic material or reference books, or design your own material. Nees uno eee Ted Figure 10: Preparing Teaching-Learning Materials, You work within different contexts, and with pupils from different backgrounds and of different language ability. It is rather difficult to get one set of ready-made materials suitable for all. Regardless of the resources used, you must refer to the CEFR ‘Can do’ statements (as expressed content standards and learning standards) to make sure you are using or producing material at the right level for your learners. Go to wwwenglishprofileorg to check if the vocabulary and grammar are at the right level. This will ensure that the material used is within the CEFR level especially with respect to the choice of words that the pupils are working at or towards. The 'text- inspector’ function can be used to make an analysis of the word level of the text used, The Cambridge English website www.cambridge.org provides printed and digital materials targeted at the different CEFR levels. Access it and refer to the notes from the Learning Materials Adaptation course for more information. Writing and Planning a Leeson There are many approaches to writing lesson plans. Your approach to writing your lesson plan will depend on how long you have been teaching, how well you know the material you are teaching and the pupils you expect to have in your class. There is no single formula for writing lesson plans, but the above steps will help you think through some of the processes that are vital when planning and writing an effective CEFR-aligned lesson plan. In the next section are some sample lesson plans for you to refer to as you prepare your own lesson plans.‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning ~ Sample Lesson Plans Here is the ready-to-use lesson plan template provided by the MoE. SUBJECT YEAR/FORM DURATION THEME Topic FOCUS SKILLS: CONTENT STANDARD LEARNING STANDARD LEARNING ORIECTIVES (CROSS CURRICULAR ELEMENTS. 1: Pro-Lesson ACTIVES TW Laceon Development TW Post Lesson TEACHER'S REFLECTION Figure 1: Lesson Plan Template Provided by the MoE 4.1 Sample Lesson Plan for Preschool Sample Lesson Plane Lesson 6 (Teacher's Kit, p. 92) Tari Mingo Pendekatan: Bertema - Nombor Kehaairan Times [Strand | content Obiecives | Activin Waveiai | Imoak Minute Standard Resources | Tindal Susul Learning Standard (0800- [rcle | Sharing ideas about todays lesson 0220 [time | 2. Pupiestina cite 5. Teacher takes the atendance 4: Teacher start the daly routine by asking the pupil the day an date forthe dy. 5. urls anwar with guidance from therescher 6. Singing songs" Can Follow the Rules” and“One for Sotton” ‘m20- [Enatch | content ytheend | Topic Introduction Timeline | Toreadand 0250, | Lanainae | standart: foftheleson, | Lesson’ imager | sayoutat ai25 pupils willbe | Main kits: Focus Number least three Demonstrate able to read Remcing 1 flashcards numbers understanang | ana say oxt conetor | sown Opening Time ctavaieryot [ativatchnes [Opening TING | | Somove song teneinthe [numbers | Srectinge and one Sore Impact form of print shown. English Today —— and ron print m2 materia Lesson Development ro Engnge/Exploe"Te Pale Came Leeeing (Moachers Kt Page 12) Toke remedial Standard actions or ain Sa Cane ve further 51235, ‘check pupile' understanding minor Recognise byasking them to name the the weaker ana reagan numbers shown pts freueney ight epeor ei 2. Teacher introduces “The Pair vworde Came Complementary 3 Teachorshuflos a stack cards oan cenamingarie pret nunbet Bt 2 unten to thom taco down andomivon sass amie Sirulue gon 4, Teacher models how t play The Paircame” 5. A pupiliscallodoutto play the same 6 Pupiifps overtwo cards Soe names the numbers Secordingty‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning Times [Sand [content Objectives [Activities Minute Standard Learning Standard Materials Resources Impak/ Tidak Susu 7. Teacher aske, "Are they the they ate the game, the pupil > theyre.” 9. The teacher indicates for the fon the floor 1. ifthe numbers are not the: same, the pupil will answer (with guidance, J» "No, they are not” lo chorus the armier accord back on the floor 14 More pupils are chosen to play the game, ‘groups to play the pair game. 16 Teacher goss round the class to monitor and faciitate the progress of the game. Closing Time Reflecting time ‘containing numbers +10. 2 Teacher says a number. 3. Pupils choose, show tho appropriate fasheard and say the number accordingly | (Quick Sean) 4, Coudbye song. will answer (with guidance), "Yes, 10, Pupil puts the cares Face up back 12. Teacher indicates the whole clase vy 13. Pupil places the cards face down 15. Pupils go back to their respective 1. Pupils are given small flashcards Sample Lesson Plane 4.2 Sample Lesson Plan for Primary Year 1 (SK/SJK) Lesson 18/15 (Superminds, p. 10) Subject English Year 7 Duration Thou Theme World of Se, Family and Friends Topic Unit At School Focus Skill stoning Content Standards | Main Skil 12 Understand meaning in a vatlty of familia contexts Complomentary Skil 2.1 Communicate simple Information intelilbly {Learning Standards | Main skit 121 Understand with support the main ideas ot vary imple phrases and sentences Complementary Skill 215 Name or describe objects using suitable words from words set Learning Object ves | By the end ofthe lesson, pupils willbe able to: listen to an audio text and identity the classroom objects by numbering them in the correct order. (ain LO} name the classroom objects with guidance. (Complementary LO) ce Language Language / Classroom objects: pon, rubber, pencil book, notebook, bag, desk, Grammar Focus | ruler and pencil case ‘Activities _—} Guess me: Pupils quess to identify the abjects the teacher takes aut ofthe pencil «| LPre-Lesson Ti Lesson stage Development = Pupils listen and point tothe objects in the picture [Students Book, p10] + Pupils sten and repest the word. stago2 = In pats, pupils take turn to touch the correct picture on the whiteboard based on the word they listen, The fastest will be the winner. In groupe, pupils complete the igzaw puzzle of the elazcreom objects and say the names af the objects aloud. stage = Dupile ara gluan 2 worksheet each ‘Teacher plays CDI Track 12 Pupils listen and number the classroom abject according tothe correct order + Pupils exchange thelr worksheet for peer assessment, ‘Teacher plays the CDI Track 12 again, ‘Their shoulder partner checks thelr partner's answer. TW: Posttesson Lp. teacher pute classroom objects (reallaash cards) in @ box. va + Pupils are selected to pick a card or an object from the box and name It accordingly ‘Teacher's Reflection‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning 4.3 Sample Lesson Plan for Primary Year 3 (SK) Lesson 15 (Get Smart, pp. 12-13) Subject English Year 3 Duration hour Theme World of Sif Family and Friends Topic welcome! Focus Skill Language Arts Complementary: Speaking Content Standards | Main Skil ‘52 Express personal responses to literary toxts ‘Complementary kil: 23 Communicate appropriately toa small or large group Learning Standards | Main Ski ‘52.1 Ask and answer simple questions about charactors, actions and events of Interest in atert ‘complementary Skill 231 Narrate very short base starlae and evente Learning Objectives | By the end ofthe lesson, pupils will be able ta ack and ancwor simple questions related tothe story (M) perform a roleplay in pars based on the In which other lessons is this learning standard repeated? > Was the allocation of time for the task appropriate? + Did | use the materials that | had planned to use? » Did | manage to involve all pupils in the activities? > Was my pre-lesson task suitable or effective? » Was my post-lesson task appropriate? » Were the differentiation strategies appropriate? » Did I carry out any formative assessment? What knowledge or skill my pupils have problems understanding? » What values did | manage to impart to my pupils? » What do I need to revise and consol jate? + Is remedial or enrichment work needed? Reflecting on and reviewing lessons offers you an opportunity to think about what worked and what did not in your classroom. One of the ways you can write reflections is by reporting the number of pupils who are successful in achieving the LO.For example, in the reflection section of the LP, you may write this: 30/32 pupils were able to achieve the learning objectives. 2/32 pupils need remedial work. Formative assessment strategies such as ‘Quick Scan’ or an ‘Exit Slip’ can help you objectively obtain the number of pupils (30/32) who achieved the LO in order to write the reflection. The use of ‘Parking Lots’ in the class helps identify and address pupils’ misconceptions or uncertainties. One way to address the 2/32 pupils who did not achieve the LO is to focus on these pupils when this LO is revisited in subsequent lessons. You must be mindful of these facts: > the LSs are repeated in subsequent lessons > the LSs are to be achieved by the end of the academic year The ultimate goal of reflection and review is to improve the way you teach. The insights gained can contribute to ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning planning the next lesson and making it more effective. In either case, reflection is a technique that can help you assess your own lessons honestly. Conclusion his Guide was designed to introduce you to the most immediate and important aspects related to teaching the CEFR-aligned curriculum so that you are better CEFR-aligned classroom practitioners. Teaching the CEFR- aligned curriculum can be an exciting and fulfilling experience. We hope this Guide will help ensure effective classroom delivery and make your teaching experience more manageable and rewarding References: — Alderson, (2007). The Challenge of (Diagnostic) Testing: Do We Know What We Are Measuring? In Fox, J; Wesche, M. Bayliss, D;_ Cheng, Turner, C. E. and Doe, C. (2007). Language Testing Reconsidered. pp. 21-39. Ottawa: University of Ottawa Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. https:/www.coe.int/en/web/common- european-framework-reference- languages https://rm.coe int/1680459197 Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Cambridge: Cambridge University Press. https://rm.coe.int/cefr- companion-volume-with-new- descriptors-2018/1680787989, What is the CEFR? hnttps://www.youtube.com/ Conclusion‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning Useful Resources: LINKS to CE Materials: » Curriculum Induction (cl) Pre- school/ Year 1& Year 2/Form 1 & Form 2 >» Pre-School Teacher's Kit » Curriculum Induction (Cl) Year 3 and Form 3 » Curriculum Induction (Cl) Year 4 and Form 4 > Learning Materials Adaptation (Lma) + Formative Assessment Training (FA) LINKS to CEFR-Aligned Documents http://bpk.moe.gov.my/index.php/ terbitan-bpk/bahan-sokongan/ category/220-bahasa-inggeris http://bpk.moe.gov.my/index.php/ terbitan-bpk/pra-sekolah http://bpk.moe.gov.my/index.php/ terbitan-bpk/kurikulum-sekolah- rendah http://bpk.moe.gov.my/index.php/ terbitan-bpk/kurikulum-sekolah- menengahicategory/10-kssmg Further Reading English Language Education Reform in Malaysia: The Roadmap 2015-2025 he launch of English Language I Education Reform in Malaysia: The Roadmap 2015-2025 by the Ministry of Education is an indication of the nation’s determination to bring about a substantial improvement in the English language proficiency of our students. Although the Roadmap has been in the process of implementation for some years, there are unfortunately some serious misunderstandings and much inaccurate information about the Roadmap and the CEFR. The English Language Standards and Quality Council (ELSQC) has written this article in the attempt to present a clear and concise picture of the reform as outlined in the Roadmap. The article will appear in two parts. Part 1 briefly explains the Roadmap, and Part 2 deals with the CEFR Further Reading The Roadmap was produced to address a fundamental problem faced by our young people today. They have to cope with a rapidly changing and increasingly globalised world and job market which require them to communicate effectively in English at a much higher level than before. They need to be aware of the wider world in which they are growing up, and they need sufficient support to enable them to achieve the necessary levels of English proficiency. The English language (EL) proficiency of our young people currently ranges widely. Some have acquired excellent English, while others have little ability touse English efficientlyand effectively at all. In between are the many young people who can function at a general everyday level of English, eg, they can communicate basic information in a shopping mall, make simple enquiries on the phone, or send short messages through the social media. The problem for most of these young people is that their level of proficiency will not beenough when they leave school to look for jobs or to enter tertiary education. The needs of our young people were recognised in 2013, when the Malaysian Education Blueprint (MEB) called for urgent action to enable our students to develop knowledge and skills to become global citizens of the ZIst century. The Ministry of Education set up the English Language Standards and Quality Council, with the commission to produce a roadmap to address the problem. The Council subsequently developed an integrated, comprehensive and timetabled plan for EL education reform, usually known simply as “The Roadmap” The Roadmap is essentially a ten- year reform plan to improve English Language education in Malaysia, with the aim of enabling our young people to develop into effective and proficient EL users. It considers EL education as a continuous learning journey from preschool to university. Taking into account the existing learning environment and the expected ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning communicative needs of our children, it describes in detail what has to be done to improve teaching and learning at preschool, primary, secondary, post- secondary and university levels, and also in teacher education. The most substantial change brought about by the Roadmap is that we are adopting the Common European Framework of Reference for Languages (CEFR), which in practice represents the international standard for describing and measuring language proficiency al each stage of education. The adoption of the CEFR leads to changes in curriculum, teaching and learning, and assessment. All of these, including teacher education and training, are being aligned to the CEFR. Teachers need to know about the CEFR, and as part of their continuous professional development, they are given CEFR-related training to familiarise them with the CEFR, and with appropriate approaches to teaching and learning, and learning materials, Particular attention is being paid to the upskilling of teachers, both in terms of their English proficiency and their knowledge of teaching. The reform plan also callls for greater student engagement with English outside the classroom as an essential part of the educational experience provided by the school (eg. the Highly Immersive Programme). This is achieved by means of strategies such an increase in EL activities and programmes and increased learning time, and by getting members of the community involved informally as stakeholders. The Roadmap sets the target proficiency levels for each stage of education. These targets were established with the help of CEFR experts from Cambridge English, UK, who conducted a Baseline Study in 2013 to measure the CEFR levels attained by children in our schools at that time. The results enabled us to set realistic targets for 2025. A follow- up study was conducted in 2017, and some minor adjustments were made. Furthor Roading These targets may be revised again on the completion of the reform plan in 2025, depending on how much we have achieved by that time. In addition to the aspirational CEFR targets for all stages of education, the Roadmap includes a timetabled action plan. The plan covers three phases in line with the MEB, and is currently being implemented and monitored Since producing the Roadmap in 2015, the ELSQC has been monitoring the implementation of the plan, taking account of MoE actions, participating in many of the training sessions, attending evaluation meetings, and participating in discussions with CEFR experts, in addition to providing advice, feedback and recommendations as required Zuraidah Mohd Don, Chair Mardziah Hayati Abdullah English Language Standards and Quality CouncilSetting our English Language Education to International Standards: The Common European Framework of Reference for Languages (CEFR) he Common European Framework of Reference for Languages (CEFR) represents the prevailing international standard for the teaching and learning of languages. It is a globally recognised framework for describing language learning, teaching and assessment. The CEFR provides detailed descriptions of what foreign or second language learners can do in terms of listening, speaking, reading and writing at six levels of proficiency. Language learners have traditionally been described rather vaguely as beginners, intermediate learners or advanced learners. Theyare given letter grades (e.g., A-, Bt or D) or numerical scores in reports or transcripts, but these grades and numbers do not say ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning much about what a learner is able to do in the target language. The CEFR, however, is @ little different. It also identifies three broad levels of language proficiency: Basic (Al and A2), Independent (B1 and B2), and Proficient (C1 and C2), but it goes further and provides ‘Can Do’ statements at each level to describe a learner's ability in some detail and in a positive manner. In this way, we are given a clearer idea of what the levels actually mean Refer to Figure in this Guide for the CEFR Global Scale. The CEFR gives teachers, test developers, parents, the learners themselves, and eventually employers, amuchclearer picture ofwhatsomeone at a given level is capable of doing. In addition, the description of language proficiency can be understood and interpreted in the same way by users everywhere. A BI learner in one school should in principle be able to do basically the same things asa Bl learner in another school or even in another country that also uses the CEFR The CEFR is a suitable and credible benchmark for English standards in Malaysia. It is the outcome of more than 30 years of research on language teaching, learning and assessment. Although it originated in Europe, the CEFR is recognised in more than 40 countries and is now used in countries far beyond Europe, including Mexico, Canada, Japan, China and Vietnam. Many international high-stakes tests such as IELTS, TOEFL and TOEIC are aligned to the CEFR. For these reasons, the CEFR features prominently in the reform of English language education in Malaysia, as laid out in English Language Education Reform in Malaysia: The Roadmap (2015-2025) {the Roadmap). There have been several misconceptions and seriously false ideas about the CFER and its relationship with the Roadmap, which need to be set right Furthor Roading Misconception #1: The CEFR is the reform plan. The CEFR and the reform plan (the Roadmap) are, most emphatically, not the same thing. The Roadmap is an entire reform plan covering all aspects of English Language education and all stages of education from preschool to university. The CEFR plays @ big part in the reform, but it is not the reform plan itself, nor is it any kind of plan. It is a framework of reference from which the Roadmap draws the best available ideas about language teaching and learning. Misconception #2: The CEFR is an exam. The CEFR is not an exam, but @ framework which provides the basis for measuring and describing language proficiency at different stages of education, and which we are adopting for our schools and universities. Beyond school, a number of major international exams, such asTOEFL and IELTS, are already linked to the CEFR, which means that scores from those exams correspond to CEFR levels. Misconception #3: The CEFR Is a type of English. There are several ‘Englishes’ in the world, such as British English, American English, Jamaican English and Malaysian English which may be different in accent, pronunciation, vocabulary and spelling. But there is no such thing as ‘CEFR English, ‘European English’ or ‘international English’. The CEFR merely describes what learners can do with a language. Misconception #4: Malaysian children's proficiency will be evaluated against native- speaker prot ncy. Absolutely not. The ‘Can do’ statements describe a learner's ability to communicate in a foreign or second language. We want our children ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning to use English grammar correctly, acquire a good working vocabulary, speak fluently, interact appropriately and produce comprehensible and intelligible English. But they are NOT being measured against some native speaker or ‘European’ standard, which does not even exist. They are not expected to sound like native speakers of English or achieve the same level of mastery, especially in school. The Roadmap sets aspirational targets based on the CEFR, as in the diagram on the next page: Further Reading ASPIRATIONAL TARGETS ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHERS: CIThe target for graduatesis B2as thisis the level at which graduates can expect to get a job and function adequately in English. Graduates from TESL, English Language teacher education and English-related programmes are expected to reach Cl by the time of graduation. The CEFR makes it possible to track student progress along a continuum from preschool to university. It enables learners to compare their own development along the CEFR scale, rather than against the performance of other students. The CEFRisalsoa guide for curriculum development, selecting appropriate learning materials and developing assessments at the right level for each stage of education The target for Form 5 school leavers is BI. At this level, they should be able to understand the main points of input on familiar matters, cope with likely situations as a tourist where English is spoken, produce simple connected text on topics which are familiar or of personal interest, give a simple ‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning description of experiences and events, talk about hopes and ambitions, and briefly explain their opinions. The target for university graduates is B2. At this level, they should be able to understand more complex text, handle more abstract topics and technical discussions, and interact comfortably with native speakers. The higher level C1 is a requirement only for those who will go into specific careers, such as EL teachers. These are minimum expectations. There will of course be learners who excel and progress beyond the targets. Mardziah Hayati Abdullah Zuraidah Mohd Don, Chair English Language Standards and Quality Council Acknowledgement ee Farah Mardhy Aman Director English Language Teaching Centre Kalrninderjit Kaur Gurcharan Singh Deputy Director English Language Teaching Centre Zuraidah Mohd. Don Mardziah Hayati Abdullah Ramesh Nair S. Raman Nair Editors/Reviewers English Language Standards and Quality Council Proofreaders Aliza Alexander Selvaratnam Salim Azleena Mohamad Looi Lin Eng Nurhani Omar Majeedah @ Nor Hyati Mohd. Shukor Maryani Devi Iskandar Shah Samy Pamela Esther Paul Devadason Sarina Salim‘TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning Contributors Ezatul Hanizam Mohamed Fauzi ezatul mfauzi@cltc.edumy (English Language Teaching Centre} Halimatul Sa‘adiah Abdul Razak imar8B89@yahoo.com (MK USI 8, Selangor) Mhamanggai Narinasamy ithaiega22@hotmail.com (SMK Taman Tasik, Ampang] Jai Shree Bipinchandra suni72@gmail.com (IPG Karmpus Perempuan Melayu) Jane Cheok Mei Lick Janecheok@ipgkpm.edu.my (IPG Kampus Perempuan Melayu) Khairul Akran Kamarudin, krolN4@yahoocom [Sk Telok Sengat, Kota Tinggi) Lilisuriani Abdul Latif @ Bapoo lilisuriani@oitumedumy (international Islamic University Malaysia) Lool Lin Eng looilineng@elteedumy (English Language Teaching Centre) Mah Zhi Jian allenmah2002@yahoo.com (SIKC Kee Chee, Alor Setar} Mohd. Afif Mohd. Yusof afif yusof@gmail.com (Sk Penghulu Ahmad, Langkawi) Nor Liza Haji Al norlizaa.klG@utm.my (Universiti Teknologi Malaysia) Norizah Abdul Bari nerizahabdbari@eltc edurmy {English Language Teaching Centre) Nur Fazilah Othman ladyfuzzylah@gmailcom (Sk Puchong Perdana, Selangor Nurhani omar nuthaniomar@eltcedumy (English Language Teaching Centre} Pamela Esther Paul Devadason pameladevadasonogmail.comn (SMK Seri Mutiara, Kuala Lumpur) Rahmah Bee Mohd. Kabibal Saiboo mamimahl96s@gmail.com (Sk Minden Height, Pulau Pinang) Samuel Isaiah loity2Senqmnail com (Sk Runchang, Pahang) sarina Salim sarinasalim@hotmall.com (English Language Teaching Centre) Suheil Almawardie Mohd Roslan mrsuhellalmawardie@gmail.com (Sk Kuala Mai Bharu, Pahang) Teoh Lip Vi teohlipvi@gmailcom (SMK Putro, Bost Vikram Menon Jelifviki89_cool@yahoocom (SMK Kuala Balah, Kelantan) Winnie Ong Yuen Nee winnievuennee@yahoo.couk (S3K Chung Hua No. 4, Kuching] aa ingaeris Bahasa Ings} rn Cine RNAse Oanlanlc ne SON acyl (Ole TESL/TEFL/TESOL Teacher Educators