ACPB-GG-GE-GL-on-005 Guidelines For Teachers Online Juniors Programme - Citizen Z Ver. 02

CITIZEN Z - GUIDELINES FOR ONLINE CITIZEN Z
ACPB - GG - GE - GL - ON - 005
GUIDELINES FOR TEACHERS

Online Juniors Programme
CITIZEN Z
STUDIES AREA / CR/ August 2020/ V02
1
Index
Introduction ....................................................................................................................3
Using CITIZEN Z in online lessons…………………………………..…….........…….......4
ABOUT THE COURSE
I. Course breakdown.......................................................................................................5
II. Materials.......................................................................................................................6
Online resources available with Citizen Z ....................................................................6
Digital Student’s book ....................................................................................................7
Digital Student’s Workbook .........................................................................................10
EVALUATION
I. Introduction ……………………………………………………………....................11
II. Continuous assessment……………………………………………......................12
III. Tests ………………………………..………………………………….......................16
Speaking Tests...............................................................................................................16
Final Tests.......................................................................................................................21
Getting ready for the FT ................................................................................................23
Feedback and marks .....................................................................................................24
Placement Test in J12 ...................................................................................................24
Frequently asked questions .........................................................................................25
2
JUNIORS ONLINE COURSES
INTRODUCTION
The Juniors online courses are offered in the following systems:
FREQUENCY DESCRIPTION LENGTH

Every other day (A) Monday, Wednesday & Friday 18 sessions in about 6
(1.5 hour classes) weeks
(27 hours)
Saturday (S) Saturdays only 13 sessions in about 3
(2 hour classes) months (26 hours)
What are the main differences between the face-to-face courses and the online courses?
 Lessons are delivered via ZOOM in the online courses.
 The syllabi have been designed considering the content of every session. However,
teachers should adapt the syllabus to their students’ needs and progress.
 We will continue working with 2 pieces of writing: one writing session in class and one
writing for homework. The writings are sent via email. On the day of the writing session,
students can leave the virtual room once they send their piece of writing in case the
writing is done at the end of the lesson.
 There is more emphasis on the use of the online tools the book has. As a teacher, you
should explore all of the CITIZEN Z components: Presentation Plus as well as the
student´s digital components. Bear in mind that students have:
A. The ebook.
B. The eworkbook which comes with additional online practice.
 The evaluation system places great emphasis on classroom participation and interaction.
 The Speaking Test is taken on a specific session that will be programmed in every centre
and the examiner is a member of the Staff.
 Students take the Final Test on established dates and teachers share FT via ZOOM. FTs
are to be found in VEX.
 Lessons have a break. See detail below:
Every other day A There is a 10-minute break after the first 45 minutes of class.
Saturday There is a 10-minute break after the first hour of class.
3
Using Citizen Z in online lessons

Having online lessons may be a challenge for teenagers who constantly need encouragement
and monitoring, but at the same time it is also an opportunity for them to develop skills of
independent learning, self-control and routine building.
Sharing with them your own experience, to make the lessons more personalized might be
really appreciated. Also remember to listen to what they say. At this age, being listened
makes a difference. If you can, try to share with your students messages of support at some
point during the lesson, that way they won’t lose a sense of connection with you. They will
appreciate this personal touch, even if they don’t say so.
Useful tools in ZOOM classes:
SCREEN-SHARING
Use it to share Presentation Plus, images, audio files and short video files.
Screen sharing is also great for:
 giving instructions
 setting up tasks
 presenting grammar or vocabulary
 stimulating discussions
CHAT BOX
Use it for short answers and brainstorming. With the chat box all students can participate
actively at the same time.
The chat box is also great for:
 warmers
 checking concepts
 checking answers
 feedback
BREAKOUT ROOMS
The breakout rooms are useful as teachers can use them to group students in pairs or small
groups and teacher can monitor while the work is going on. They can also be used for:
 comparing answers after tasks
 role-plays
 short discussions
 collaborative tasks
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NOTE: Using breakout rooms with teenage students.

 It´s well-known that we would not leave teenage students unsupervised in a physical
classroom,the same way, we shouldn’t leave our students unsupervised in breakout
rooms either.
 When using breakout rooms with your teenage students, you should always monitor the
breakout rooms.We know this isn’t possible all the time, so find below some alternative
approaches you can use:
Comparing answers to exercises

 Show the answers on your screen, allow students a few minutes quiet time to check their
answers (you can play music during this time if you want). Then invite students to ask
questions. (A fun twist on this approach is to add a few “mistakes” in the answers and get
students to spot the mistakes. This makes sure they’re paying attention).
Discussion tasks
 Use the chat box for the initial stage of the discussion so that everyone can share
answers and generate ideas, then call on individuals to ask and answer questions. You
can ask each student to nominate a classmate to continue the discussion until everyone
has spoken.
About the course

I. COURSE BREAKDOWN
CYCLE UNITS COVERED BOOK
J01 Starter unit & 1-2
J02 3-4
J03 5-6
CITIZEN Z 1
J04 7-8
J05 9-10
J06 11-12
UNITS COVERED BOOK
CYCLE
5
CYCLE UNITS COVERED BOOK
J07 Starter unit & 1-2
J08 3-4
J09 5-6 CITIZEN Z 2
J10 7-8
J11 9-10
J12 11-12
II. MATERIALS
This is the list of the components of Citizen Z:
TEACHER’S SET STUDENT’S SET
In the Presentation Plus you can find:  Student’s Book

 Student’s Book  Workbook
 Workbook  Online resources:
 Teacher’s Book Digital Student’s Book
Digital Workbook
Also, there is access to online resources: Additional online practice – found in the
 Digital Student’s Book workbook
 Digital Workbook - with additional
online practice
(username and password found in
syllabus)
ONLINE RESOURCES
All teachers have received instructions on how to install Citizen Z Presentation Plus.
Teachers should be ready to guide students in terms of how to use their digital books
and workbooks so that they can practise / reinforce something on their own.
Blinklearning is where teachers should go to in order to access online resources available that
students have:
- Digital Student´s Book
- Digital Workbook - it´s here where students can find additional online practice.
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Link: https://www.blinklearning.com/login
Username: yourmail@britanico.edu.pe
Password: Elearning1
 It´s expected that Juniors teachers – from J01 until J12 – present this information to their
students on the first day of classes. The idea is that students are well-aware of the
resources they have available.
 It´s recommended that teachers spend some minutes of the lesson showing them the
benefits of using the online resources: where to click to zoom an image, how to listen to
audios or watch videos etc.
 Despite not being compulsory, students should be informed of the benefits of doing the
additional online exercises.
DIGITAL STUDENTS´BOOK
Citizen Z e-books are accessed through the Blinklearning platform. Students do not have to
create an account in Blinklearning, nor join a class. Accounts have been pre-created for
them.
They just have to go to Blinklearning / Login/Iniciar sesión and they will have access to their
books (the Student’s Book and the Workbook with Extra Online Practice).
Find below the instructions that students have in their books - this is an example.
1. Accede a la página web www.blinklearning.com o descarga la app de BlinkLearning

2. Pulsa en “Login” y regístrate con este usuario y contraseña:
• Usuario: b000354 • Contraseña: b000354
3. Completa el registro y acepta la política de uso y ¡ya podrás acceder a los contenidos
digitales de Citizen Z!
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1.
1.
Citiz
en Z
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s
hav
ea
num
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of
inte
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ing
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Citizen Z does have some useful tools, be ready to show them to students:
1 2 3 4 5 6 7
1. PENCIL, use this tool to write or add shapes.

2. HIGHLIGHTER, use this tool to highlight important information.
3. TEXT BOX, use this tool to insert text / make a note of something important.
4. PERSONAL NOTE, use this to add something personal.
5. RESOURCES (audios, readings, functions, vocabulary, videos, etc).
6. CONTINUOUS MODE, use this tool to enlarge the page.
7. NAVIGATION BAR
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9
DIGITAL STUDENTS´ WORKBOOK + EXTRA ONLINE PRACTICE
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You will see that both the digital book and workbook share the same features:
Evaluation
I. INTRODUCTION
The Evaluation System in the Juniors Online Programme consists of two big areas:
CONTINUOUS ASSESSMENT and FINAL TESTS. Marks are given as follows:
J01 to J05 / J07 to J10 and J12

CONTINUOUS ASSESSMENT
CLASSROOM WRITING FINAL TEST
PARTICIPATION
40 20 40
100
11
J06 / J11
CONTINUOUS ASSESSMENT
CLASSROOM WRITING SPEAKING FINAL TEST
PARTICIPATION TEST
40 20 10 30
100
II. CONTINUOUS ASSESSMENT

Teachers give TWO marks for CLASSROOM PARTICIPATION and TWO marks for
WRITTEN WORK in each cycle. In J06 and J11, students have a SPEAKING TEST.
Please, find below the way to give marks to students:
J01 to J05 / J07 to J10 and J12
CLASSROOM CLASSROOM CP WRITING WRITING W. FINAL

PARTICIPATION PARTICIPATION TOTAL “A” “B” TOTAL TEST
(CP) “A” (CP) “B”
20 20 40 10 10 20 40
J06 / J11 COURSES WITH SPEAKING TEST (ST)*

CLASSROOM CLASSROOM CP WRITING WRITING W ST FINAL
PARTICIPATION PARTICIPATION TOTAL “A” “B” TOTAL TEST
(CP) “A” (CP) “B”
20 20 40 10 10 20 10 30
* In these cycles the FT is out of 30.
Evaluation Criteria for Continuous Assessment
1. CLASSROOM PARTICIPATION
Students get their classroom participation mark based on their active performance
and interaction in the Zoom session.
To see deadlines to enter CP marks, check syllabus.
Teachers evaluate classroom participation based on the following criteria:
Criteria Description Points

INTERACTIVE Has difficulty maintaining exchanges / requires 1
COMMUNICATION additional prompting and support
Ability to initiate,
maintain and respond Maintains simple exchanges despite some 2-3
naturally in difficulty / requires some support
conversations
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Initiates and responds appropriately / can keep 4

going with little support
Initiates and responds appropriately / can 5

manage without support
DISCOURSE Little knowledge of managing discourse / 1

MANAGEMENT frequent hesitation / repeats information not
Production of enough to evaluate
extended speech with
use of cohesive Produces responses beyond a short phrase
devices with some hesitation / contributions are mostly 2-3
relevant / some repetition / uses only basic
cohesive devices
Produces stretches of extended speech with

some hesitation / uses a range of cohesive 4
devices mostly correctly / some repetition
Produces stretches of extended speech with

little hesitation / uses a range of cohesive 5
devices correctly / little repetition
PRONUNCIATION Limited control of phonological features / often 1

Stress, intonation and difficult to understand
individual sounds
Limited control of phonological features / can
mostly be understood 2-3
Good control of phonological features at

word/sentence level / can mostly be 4
understood
Good intonation / good sentence and word

stress / can be easily understood 5
LANGUAGE Shows poor knowledge of simple grammatical 1

Accuracy, forms / no attempt at more complex
appropriateness and structures.Uses a vocabulary of isolated words
range. and phrases.
Shows sufficient knowledge of simple

grammatical forms / no attempt at more 2-3
complex structures. Uses limited vocabulary to
discuss familiar situations
Shows generally good use of simple

grammatical forms / little attempt at more 4
complex structures. Mainly uses appropriate
vocabulary to discuss familiar topics
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Shows good use of simple grammatical forms /

attempts more complex structures. Uses a 5
range of appropriate vocabulary to discuss a
range of familiar topics
2. WRITTEN WORK: Teachers evaluate WRITTEN WORK based on the following

criteria:
Criteria Description
Content How well students answer the question, if all the points
are covered and if they are relevant.
Communicative To what extent the message is clearly communicated to
Achievement the target reader.
Vocabulary Correct use of vocabulary.
Grammar Correct use of grammar.
Organisation Use of punctuation and organisation of paragraphs (if
applicable).
Refer to the following Assessment Scale to evaluate students:
Mark Performance description

Above 10  Points in the task are completely covered with
Average relevance.
 Message is clearly communicated.
 Very good use of punctuation. Writing is well-
organised.
 Very good use of grammar and vocabulary with minor
occasional mistakes.
9 Performance shares features of 8 and 10
Average 8  Points in the task are mostly covered with relevance.
 Message is, in general, clearly communicated. There
might be some confusing parts.
 Appropriate use of punctuation with some slips.
Writing is generally well-organised.
 Appropriate use of grammar and vocabulary with
some mistakes that might confuse the reader
Pass 7 Performance shares features of 6 and 8
Below 6  Some important points in the task are omitted. Some

Average irrelevancies.
 Text might require interpretation by the reader.
Confusing parts.
 Some mistakes in punctuation. Text needs to be
better organized.
 Uses grammar and vocabulary with some errors that
impede communication.
Weak 4  Attempt to answer the question, but several
irrelevancies are found.
 Attempt to communicate the message, but the answer
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is unclear.
 Several mistakes in punctuation and organisation is
not adequate.
 Several grammar and vocabulary mistakes that
impede communication.
Poor 2  The question is not answer. Irrelevant content.
 Message is very unclear.
 Punctuation is barely well-used and organisation is
poor.
 Serious mistakes in language used with many
mistakes that impede communication.
1 Performance below Band 2
Unrated 0 Student fails to hand in writing
Tell students they will hand in both pieces of writing via email.
The piece of writing must be written on the body of the email and sent to the
teacher’s BRITANICO account.
FYA - Students can use their own email or their parents´email.
The email´s subject must include:
STUDENT’S NAME – CYCLE – SCHEDULE – CLASS NUMBER – STUDENT’S CODE
ANA BENAVIDES – J07 – 4:00 – 20890 – 200512456
 Students should have, at least, one piece of guided writing. This means, having the
writing within the ZOOM session with teacher’s assistance. Students should be given
clear guidelines on how to best develop it.
 Teachers should follow the writing process the book proposes and it is teachers’
responsibility to monitor students closely in case they need support.
 The syllabus details when the writing session takes place, and the suggests the time it
should take as well.
 When marking Juniors Written Work, read the text first focusing on content. In the
second reading, focus on communicative achievement, organisation and language
(grammar and vocabulary).
 Highlight / underline mistakes and encourage students to correct their own mistakes.
 When you reply, always provide students with feedback. Start by making some
comments about good aspects found.
 On the day of the feedback session, use the resources available (whiteboard or PPT)
to share with them your findings. Thy should be encouraged to come up with the
right expressions.
 Use breakout rooms to provide them with specific feedback if necessary.
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Give a mark considering the written work assessment criteria
Content 2
Communicative Achievement 2
Vocabulary 2
Grammar 2
Organisation 2
The whole feedback process should take about 20 minutes.
III. TESTS:
SPEAKING TEST: In JUNIORS 6 and JUNIORS 11, students will have a SPEAKING TEST.
 Heads and Deputy Heads of Centre are in charge of organising the dates of Speaking
Tests and also they will be the Speaking Examiners.
 It’s teachers’ responsibility to inform students about the date of the Speaking Test well in
advance.
 Generally, the ST will be programmed within the following sessions:
EVERY OTHER DAY A Between session 10 and 13
SATURDAY Between session 6 and 9
The aim of the Speaking Test at this level is for students to take part in a conversation by
answering and asking simple questions in which the students are given the opportunity to
express themselves as basic users of the language.
The Speaking Test is conducted via ZOOM and the examiner meets the students in
breakout rooms which are created by the teacher who is in charge of the group.
It´s important to bear in mind that at A2 level students:

 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).
 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.texts on familiar matter
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GENERAL DESCRIPTION
Examiner: A member of the Staff
Grouping: Pairs (consider a group of three if the total number of students in your
class is odd)
Timing: 8 minutes (PAIRS)

10 minutes (GROUPS OF THREE)
Parts: 2
Marks: 10
STRUCTURE AND TASKS
Part 1 Interview 3-4 minutes (PAIRS)

4-5 minutes (GROUPS OF 3)
In this part, the examiner asks some questions based on topics seen in the CITIZEN Z
series. The examiner starts by asking two questions (age and where the student lives),
then the Examiner asks some questions about two topics. For each topic, both students
have two short questions to answer. In other words, the Examiners asks four questions
per topic. Then at the end of each topic, the students answer a longer question.
Possible topics include family, weather, friends, hobbies, holidays, food, sports, etc.
What do students have to do?

They need to respond to questions giving factual and or personal information.
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Discussion Time includes instructions

Part 2 (there are 2 phases in 4 minutes (PAIRS)
this part)
5 minutes (GROUPS of 3)
There are two phases in part 2: Phase 1 = 2.5 minutes / Phase 2 = 1.5 minute
In phase 1, the students have a discussion, The Examiner shares a PPT with this part of
the ST and it has some pictures that give you the topic. Students have to answer the
question you ask about the pictures and when they finish, the Examiner asks one or
more questions about the pictures. At the end of this phase, the examiner needs to ask
one extra question e.g. which one you like best.
In phase 2, the Examiner will ask two more questions on the same topic. Both students
are asked the same questions.
 Examiner shares PART 2 which is a PPT presentation containing the
pictures, find this PPT in VEX https://elearning.britanico.edu.pe/
BRITANICO ONLINE > STUDIES AREA > JUNIORS ONLINE > SPEAKING TESTS
J11> PPT Juniors 11 SPEAKING TEST
What do students have to do?

They need to discuss likes and dislikes and give reasons.
MARKING
Examiners use the following criteria to assess students’ performance:
Interactive Ability to initiate, maintain and 5 marks

Communication respond naturally in conversations
Discourse Management Production of extended speech 5 marks
with use of cohesive devices
Pronunciation Stress, intonation and individual 5 marks
sounds
Language Accuracy, appropriateness and 5 marks
range
See Speaking Test Assessment Scale on the following page. Students are given a total
out of 20 and this is then divided by 2 to get a mark out of 10.
Remember that a passing grade of 70% requires that students score a total of 7 for
Speaking Tests.
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EVALUATION CRITERIA
SPEAKING TEST ASSESSMENT SCALE
INTERACTIVE DISCOURSE
COMMUNICATIO MANAGEMENT PRONUNCIATION LANGUAGE
N
-Always initiates -Produces stretches - Appropriate -Shows good use of

5 and responds of language of intonation. grammatical forms
appropriately extended speech - Stress is placed -Attempts more
-Manages without with little hesitation correctly in words and complex structures
support -Excellent range of sentences. -Uses a range of
cohesive devices - Individual sounds vocabulary to
-Little repetition are clearly discuss a range of
pronounced. familiar topics
4.5 Performance shares features of bands 4 and 5
-Initiates and -Produces stretches - Intonation is, on the -Shows generally

4 responds of language of whole, appropriate. good use of simple
appropriately most extended speech - In general, stress is grammatical forms
of the time with some hesitation placed correctly in -Little attempt at
-Can keep going -Good range of words and sentences. more complex
with little support cohesive devices -Individual sounds structures
-Some repetition are clearly -Mainly uses
pronounced most of appropriate
the time. vocabulary to
discuss familiar
topics
3.5 Performance shares most features of band 4 and some features of Band 2
3 Performance shares features of bands 2 and 4
2.5 Performance shares most features of band 2 and some features of Band 4
-Maintains simple -Produces -Flat intonation. -Shows sufficient

2 exchanges despite responses beyond a -Stress is sometimes knowledge of simple
some difficulty short phrase with placed incorrectly in grammatical forms
-Requires some some hesitation words and sentences. -Almost no attempt
support -Uses basic -Some individual at complex
cohesive devices sounds are structures
- Quite frequent mispronounced. -Uses limited
repetition of ideas vocabulary to
discuss familiar
situations
1.5 Performance shares features of bands 1 and 2
-Has difficulty -Little knowledge of -Inappropriate -Shows poor

1 maintaining managing discourse intonation. knowledge of simple
exchanges -Frequent hesitation -Stress is often grammatical forms
-Requires - Frequently repeats placed incorrectly in -No attempt at more
additional information words and sentences. complex structures
prompting -Several individual -Uses a vocabulary
sounds are of isolated words
mispronounced. and phrases
0 Performance below Band 1
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BEFORE THE DAY OF THE SPEAKING TEST
TEACHERS
 Make sure you inform students about the date of the Speaking Test (check
corresponding syllabus).
 Inform students about the structure of the test.
 Be sure to talk to the Examiner before the ST so that you know how the ST will be
organised (alphabetical order, volunteers, etc.).
ON THE DAY OF THE SPEAKING TEST
TEACHERS
 On this day, you will have classes. However, make sure you organise your lesson in a
way that students who leave and return are able to engage easily.
 The Examiner and students chosen will have the ST in a Breakout Room.
 Tell your students that once they finish the speaking test, they should get back to the
lesson, no one should leave the virtual room.
EXAMINERS
 Join the corresponding breakout room and start the test following the script.
 Some points to remember:
o Smile to make them feel at ease.
o Have a watch/clock to control the time.
o Follow the script provided in the tests. If a student does not understand a
question, use the backup questions included in the test.
o Do not patronize students by saying “Very good!”, “Excellent!” or “Well done”.
When a student finishes, smile and say “Thank you”.
o Organize the material beforehand. Remember you will need to show a PPT
presentation in Part 2. Have it ready to share it with the pair of students you are
examining. Find the PPT presentation following this route:
VEX > https://elearning.britanico.edu.pe/
BRITANICO ONLINE > STUDIES AREA > JUNIORS ONLINE > SPEAKING
TESTS J11> PPT Juniors 11 SPEAKING TEST
o When the test is over, thank students and tell them to go back to the main
session.
o Complete the criteria in the Marksheet (all the boxes).
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FINAL TEST: There is a Final Test at the end of each cycle. The Final Test in the Juniors
Programme consists of the aspects seen in the cycle: Grammar, Vocabulary, Functions.
It carries 40 marks and lasts 40 minutes with the exception of courses with Speaking Test (in
this case the FT is out of 30).
 The FTs are to found in VEX (www.elearning.britanico.edu.pe) and they will be shared via
ZOOM.
 Before the day of the Final Test, go to VEX and go to the BRITANICO ONLINE room >
STUDIES AREA > JUNIORS ONLINE > TESTS
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 You will find all the tests in PDF format. Download the ones you need for the cycle. It is
advisable to do this one day before the Final Test, so you have everything ready. You will
also find a file with the Answer Keys. Besides, you should download the PPT with the
Final Test instructions for you to show to your students.
 On the day of the test, make your students aware of the fact that they will need to have
their camera on during the test. Open the corresponding file and give instructions to your
students:
 They must download the answer sheet from the Intranet: MATERIAL PARA ALUMNOS >
JUNIORS ONLINE > FINAL TEST ANSWER SHEET. If they cannot access the Intranet,
you can send the document via email.
 They will be shown a section of the test. Once the time is up (the time is indicated next to
the instructions), you will move on to the next section and so on. Students must write their
answers on the Answer Sheet.
Time
Focus on
one section
at a time
 Feedback and Marks
 Ask your students to use the raise hand option when they finish the exercise. If all your
students have finished, you can move on to the next section.
 Make sure you control the time with a clock.
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 When the test is over, ask your students to open a new email and include the answer
sheet with their answers as an attachment. Students send the email and their parents can
help them to do so if necessary. The subject of the email should be:
STUDENT’S NAME – CYCLE – SCHEDULE – CLASS NUMBER – STUDENT’S CODE.
For instance: Ana Giraldo – J07 – 4:00 – 34739 - 20041092
 Before letting them go, make sure you have received the emails from all your students.
Check that the emails include the attachment (Answer Key).
 When checking the answers, just highlight the mistakes and write the score in the
corresponding box. Do not send the corrected answer key to your students.
Getting ready for the Final Test
With the aim of familiarising students with the FT format as well as answer sheets
completion, it has been designed some EXTRA PRACTICE MATERIAL.
You can find this material in VEX.
Once there, you will see within the file EXTRA PRACTICE MATERIAL two additional files:
- Extra Practice Activities (for all Juniors cycles)
It´s a 10-question quiz with questions testing vocabulary, grammar or functions from the first
unit covered in the cycle, for example in J01, it will be topics from unit 1. It shouldn´t take
more than 10 minutes.
This quiz does not carry a mark but should be seen just like practice so that students are
more comfortable when solving the FT.
- Extra Practice Answer Key
Available for teachers to correct the quizzes proposed.
*Also you will be able to download the proposed student´s answer sheet for these activities.
Bear in mind that students find this sheet in the INTRANET - Material para alumnos.
The whole idea of this activity is that not only for students to be able to have a feel of what
type of questions the FT will have but also for them to rehearse how to record their answers
fast and how to attach them via mail to their teachers so that they are ready to deal with the
FT experience at the end of the cycle.
When should you carry out this quiz?

EVERY OTHER DAY A SESSION 10
SATURDAY SESSION 7
Be sure to take the time to:

- let them know why this activity is important and how it will benefit their FT performance
- where to find the answer sheet in the Intranet
What if…
there are latecomers?

At the end of the test, ask latecomers to stay. Once students who were on time left the room,
go back to the sections the students missed, but for half the time. For example, in the
screenshot of the section above, the time is 7 minutes, so give them just 3.5 minutes.
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I have students with internet connection problems and some of them left the room and
missed a complete section of the test?
Proceed as above (latecomers situation), but give them all the time the exercise needs. This
also applies to latecomers who arrive claiming they had internet connection problems.
Feedback and Marks
Every other day A: It takes place in session 18, on this day there is an activity prepared for
the day. The teacher gives feedback individually in breakout rooms and then gets back to the
main session to monitor the rest of the class.
Saturday Courses: It takes place in session 13, on this day there is an activity prepared for
the day. The teacher gives feedback individually in breakout rooms and then gets back to the
main session to monitor the rest of the class.
PLACEMENT TEST IN JUNIORS 12
In Juniors 12, students will take a Placement Test to be promoted to the adults programme.It’s
crucial to let your students know about it and the importance of them taking the Placement
Test on time.
This Placement Test will be on the following days:
- Every other day A - On session 18 (instead of the activity)

- Saturday - On session 13 (instead of the activity)
In both cases, the teacher will find the Placement Test in a pdf format in VEX. Teachers will
follow the same procedure as for FT, and students will send their answers via mail and
attaching the corresponding answer sheet.
 We kindly ask you to be alert while the PLACEMENT TEST is in progress. Students
should have their cameras on while it is in progress.
 Teachers do not correct the Placement Tests.
 Once all of your students have sent their emails with the answers, resend all these emails
to your Head of Centre, who will be in charge of correction.
 Students need to pass the cycle (J12) to be able to be registered in the adults’ cycle
placed.
24
Frequently asked questions

Where do I find the PPT for the first day of classes?
Just you need to go to VEX - https://elearning.britanico.edu.pe/
BRITANICO ONLINE > STUDIES AREA > JUNIORS ONLINE > BRITANICO ONLINE FIRST
SESSION - JUNIORS COURSES
How long does the PPT for the first day of classes take?
Make sure to use it for no more than 20 minutes. The idea is not to rush, so you can decide
what could be shown in the following sessions. Since this is shown on the first lesson, we
should do all the activities to engage students. Spending too much time on this PPT might be
a bit long and boring for students.
Should I use Spanish when showing the PPT for the first day of classes?
It´s better if you didn´t use Spanish. Be sure to speak slowly and use gestures to engage
students. However, if something needs clarifying, you could always use Spanish.
Where is the video to help you get familiar with Citizen Z’s Presentation Plus Software?
You can find it in the Intranet > Materiales Colaboradores > E-learning > Citizen Z.
Where do I find my syllabus?
Each cycle has a syllabus that provides teachers with guidelines on how to develop lessons
using Citizen Z series.
All teachers have access to syllabi. Just go to:
www.britanico.edu.pe > Intranet > Materiales colaboradores> Estudios> Syllabus

Online Courses and then choose the corresponding system.
What happens if I need to adapt my syllabus?
Every syllabus has been designed in order to give teachers flexibility.It is highly recommended
to see the syllabus as a guide so it can be slightly modified by teachers according to students’
level, age, background, etc. Check the syllabus on a regular basis as there might be
adjustments. Changes are highlighted in red. In the syllabus, you can find dates to include
marks in CAMPUS.
What happens if a student is absent on the day of the writing session?
He/ she can do it for homework.
What happens if a student is absent on the day of the Speaking or Final Tests?
You should contact your Head of Centre for further instructions. Then, you can tell your
student what to do.
25
Can the student use his/her parent´s email to send homework or FT answers?
Yes, we should give students all flexibility, and be ready to accept their parent´s email. Just
be sure to know this in advance so that you don´t miss anyone´s writing or FTs answers.
What if my students overuse or misuse the chat box?
You should set the rules clearly from the beginning, but this happens, you could always
remove this option to your students. Remember, the chat box is used to send everyone´s
messages or to one specific student. Students cannot interact with each other privately.
To do so, just click on the three dots (...) and click on Participants Can Chat With HOST
ONLY.
26

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CITIZEN Z - GUIDELINES FOR ONLINE CITIZEN Z

GUIDELINES FOR TEACHERS

STUDIES AREA / CR/ August 2020/ V02

II. Continuous assessment……………………………………………......................12

III. Tests ………………………………..………………………………….......................16

Getting ready for the FT ................................................................................................23

Feedback and marks .....................................................................................................24

Placement Test in J12 ...................................................................................................24

Frequently asked questions .........................................................................................25

JUNIORS ONLINE COURSES

FREQUENCY DESCRIPTION LENGTH

 Lessons are delivered via ZOOM in the online courses.

 Lessons have a break. See detail below:

Saturday There is a 10-minute break after the first hour of class.

Using Citizen Z in online lessons

NOTE: Using breakout rooms with teenage students.

Comparing answers to exercises

About the course

CYCLE UNITS COVERED BOOK

J01 Starter unit & 1-2

UNITS COVERED BOOK

CYCLE UNITS COVERED BOOK

J07 Starter unit & 1-2

J09 5-6 CITIZEN Z 2

TEACHER’S SET STUDENT’S SET

In the Presentation Plus you can find:  Student’s Book

1. Accede a la página web www.blinklearning.com o descarga la app de BlinkLearning

1. PENCIL, use this tool to write or add shapes.

DIGITAL STUDENTS´ WORKBOOK + EXTRA ONLINE PRACTICE

J01 to J05 / J07 to J10 and J12

II. CONTINUOUS ASSESSMENT

J01 to J05 / J07 to J10 and J12

CLASSROOM CLASSROOM CP WRITING WRITING W. FINAL

J06 / J11 COURSES WITH SPEAKING TEST (ST)*

* In these cycles the FT is out of 30.

Evaluation Criteria for Continuous Assessment

To see deadlines to enter CP marks, check syllabus.

Teachers evaluate classroom participation based on the following criteria:

Criteria Description Points

Initiates and responds appropriately / can keep 4

Initiates and responds appropriately / can 5

DISCOURSE Little knowledge of managing discourse / 1

Produces stretches of extended speech with

Produces stretches of extended speech with

PRONUNCIATION Limited control of phonological features / often 1

Good control of phonological features at

Good intonation / good sentence and word

LANGUAGE Shows poor knowledge of simple grammatical 1

Shows sufficient knowledge of simple

Shows generally good use of simple

Shows good use of simple grammatical forms /

2. WRITTEN WORK: Teachers evaluate WRITTEN WORK based on the following

Refer to the following Assessment Scale to evaluate students:

Mark Performance description

Below 6  Some important points in the task are omitted. Some

FYA - Students can use their own email or their parents´email.

The email´s subject must include:

STUDENT’S NAME – CYCLE – SCHEDULE – CLASS NUMBER – STUDENT’S CODE

ANA BENAVIDES – J07 – 4:00 – 20890 – 200512456

Give a mark considering the written work assessment criteria

The whole feedback process should take about 20 minutes.

EVERY OTHER DAY A Between session 10 and 13

SATURDAY Between session 6 and 9