CEFR-aligned curriculum

cascade workshops: Day 1

Getting to know each other

TASK: 3 things about me…

D1.S1.1
Session 1: Understanding
foreign/second language
development within the CEFR
context
• Understand foreign / second language
development in the Malaysian classroom
• CEFR: approaches and principles – how
CEFR supports teaching and learning

D1.S1.2
 English language learning…

… with a focus on the Malaysian context

D1.S1.3
 The Malaysian classroom
TASK: Work in groups of 3 or 4

Discuss:
• What kinds of issues do pupils typically
have in the Malaysian Primary English
classroom?
• Which activities do pupils enjoy?
• What do teachers find challenging?
• Which activities do teachers find useful?

D1.S1.4
 CEFR: international standards

‘What [the CEFR] can do is to stand as a

central point of reference, itself always open
to amendment and further development, in
an interactive international system of
co-operating institutions [...] whose
cumulative experience and expertise
produces a solid structure of knowledge,
understanding and practice shared by all.’
John Trim, Using the CEFR (2011)
D1.S1.5
 CEFR: international standards

‘What [the CEFR] can do is to stand as a

central point of reference, itself always
open to amendment and further
development, in an interactive international
system of co-operating institutions [...]
whose cumulative experience and expertise
produces a solid structure of knowledge,
understanding and practice shared by all.’
John Trim, Using the CEFR (2011)

D1.S1.6
 Key CEFR ideas

activity strategies contexts

approach tasks reception texts

language competences

conditions and constraints

communicative acts

Handout D1.S1.1 D1.S1.7

 Answer
The core view of language learning in the CEFR is that learning a language is
essentially a process of learning to use language to perform communicative
acts – either in social contexts with others or in private contexts in communicating
with ourselves. These are shaped by the different forms of language activity of
which they are comprised, which can be described in terms of four broad categories:
reception, production, interaction and mediation. The process of engaging with
texts – spoken or written – in these different ways requires language users to draw
on a range of communicative language competences (linguistic, socio-
linguistic, pragmatic) to handle communication with flexibility in a variety of
contexts. Performing tasks in different contexts, to the extent that these tasks
conditions and
are not routine or automatic and subject to different
constraints, will require learners to use different strategies for their successful
completion. It is this broad conception of language use and emergent communicative
competences that underpins the action-oriented approach to language teaching
and learning embodied in the CEFR.

D1.S1.8
 CEFR: how can we use it?

TASK:

Discuss with a partner.

How can we use the CEFR?

D1.S1.9
 CEFR: how can we use it?

• evaluating language learning needs

• designing courses
• developing syllabuses
• developing learning materials
• informing test development
• guiding assessment criteria development
• informing continuous/self-assessment
• teacher training programmes
• describing language policies
D1.S1.10
CEFR: what is the framework?

6-level framework

4 skills
D1.S1.11
CEFR: what is the framework?

D1.S1.12
CEFR: how does it support learning
and teaching?

D1.S1.13
CEFR: how does it support learning
and teaching?

D1.S1.14
CEFR: how does it support learning
and teaching?

D1.S1.15
 CEFR: how does it support learning
and teaching?

Pupils do better if teachers and pupils:

• understand goals and outcomes (learning
standards)
• understand how they are doing in relation to
those learning standards
• use this information to make decisions about
the best way to achieve them

D1.S1.16
 CEFR: how does it support learning
and teaching?

pre-A1 A1 A2 B1 B2 C1 C2

D1.S1.17
 CEFR

• How does it fit into day to day teaching?

• Why is it important?

D1.S1.18
CEFR: how does it fit into day to day
teaching?
SUBJECT :
YEAR/FORM :
DURATION

THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA/LiA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS-CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON DEVELOPMENT :

iii. POST-LESSON :
TEACHER’S REFLECTION

Handout D1.S1.2 D1.S1.19

CEFR: how does it fit into day to day
teaching?

Content &
Learning standards
Framework
CEFR

Syllabuses

Schemes of Work

D1.S1.20
 CEFR in the Malaysian Primary
classroom context
The CEFR scales and descriptors identify performance areas and
describe them in ‘can do’ statements, which appear in the Curriculum
Framework as content standards and learning standards.
• They inform the Syllabuses and Schemes of Work.
• From this we can identify learning standards delivered via the
textbook or supplementary lessons.

This allows both teacher and pupil to:

• identify all the relevant skills, including those that are problematic,
which pupils need to develop
• prompt a focus on these skills in realistic contexts
• allow teachers and pupils to measure how well they are progressing.
D1.S1.21
 Our training outcomes
During the rest of the course we will:
• consider the CEFR scales and ‘can do’
statements in the Malaysian context
• understand how to plan using the CEFR context
for planning/delivery in conjunction with:
- syllabuses and schemes of work
- textbooks
- lesson plans
• consider ways of monitoring progression and
providing age-appropriate feedback.

D1.S1.22
 Session 1: Understanding
foreign/second language development
within the CEFR context

• Understand foreign / second language

development in the Malaysian classroom
• CEFR: approaches and principles – how
CEFR supports teaching and learning

D1.S1.23
 Session 2: The CEFR-aligned
Curriculum Framework
 Understand how Content and Learning Standards are related to the CEFR
 Explain progression from Preschool to Primary and onto the next grade
 Discuss progression across one content standard across school education
 Review the Content and Learning Standards glossary (in Scheme of Work)
 Understand the purpose of the various documents: Curriculum, Syllabus,
Scheme of Work and Scheme of Work overview

D1.S2.1
Curriculum Content and Learning Standards
and the CEFR

• What are Content Standards?

• What are Learning Standards?
• Where do they come from?
• How are they arranged?

D1.S2.2
Curriculum Content and Learning Standards
and the CEFR

What are Content Standards?

- Area of learning/skill
What are Learning Standards?
- Detailed, observable skill
- Within Content Standard area
- Target for end of each school year
How are they organised?
- By skill + Language Arts (LA)
- CS + Focus + LS Years 1–6
- Numbered
Note: Common Content Standard + Graded Learning
Standards

D1.S2.3
Curriculum Content and Learning Standards
and the CEFR

Numbering of Content and Learning Standards

– By Skill:
1= Listening 2= Speaking
3= Reading 4= Writing 5= LA
– By Content Standard (e.g. 4.1, 4.2 …)
– By Learning Standard (e.g. 4.1.1, 4.1.2 … )
– Example:
R3.3.1
=

Reading.CS3.LS1
D1.S2.4
Curriculum Content and Learning Standards
and the CEFR

• Linked to four skills addressed in the CEFR

(Listening, Speaking, Reading, Writing)
• Content and Learning Standards directly related
to CEFR descriptors
• Focus on developing language for
communication in four skills
• No grammar specified
• Plus Language Arts (CEFR-related skills)

D1.S2.5
Curriculum Content and Learning Standards
and the CEFR

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Working
A1 A1 A1 A2 A2
Target*: towards
Low Mid High Low Mid
A1
Starting No or Working
A1 A1 A1 A2
at: limited towards
Low Mid High Low
English A1

Note:
- *By the end of the school year, most pupils will have
reached the target CEFR level shown in the table.
- Secondary Form 1: Revise A2 Mid

D1.S2.6
Curriculum Content and Learning Standards
and the CEFR

1. Listening
• Content Standards:
– focus on:
• pupils’ ability to recognise individual sounds
• to understand meaning
• to use strategies to help their listening.

• Learning Standards:
– move from pupils being able to understand
globally to being able to understand details.
D1.S2.7
 Curriculum Content and Learning Standards
and the CEFR
Listening example:
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
1.1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1
1.1 Recognise Recognise Recognise Recognise Recognise Recognise
Recognise Recognise and and and and and and
and and reproduce reproduce reproduce reproduce reproduce reproduce
reproduce reproduce with with with with with little or independen
target target support a support a support a support a no support tly a wide
language language limited range of range of wide range a wide range of
sounds phonemes range of high target of target range of target
intelligibly high frequency language language target language
frequency target phonemes phonemes language phonemes
target language phonemes
language phonemes
phonemes

D1.S2.8
Curriculum Content and Learning Standards
and the CEFR

2. Speaking
• Focus on:
‒ the pupil’s ability to communicate to others
‒ their ability to use strategies when interacting with others
‒ their ability to communicate alone to a group.
• Interacting with others = Spoken Interaction.
• Speaking alone to a group = Spoken Production.
• Most Learning Standards focus on spoken interaction, as we
think that this is a pupil’s main need in Primary School.

D1.S2.9
 Curriculum Content and Learning Standards
and the CEFR

Speaking example:
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Communicate Communicate Give very Give simple Ask about Explain and Give Give
simple simple basic personal and give reasons detailed detailed
information information personal information express for basic information information
intelligibly about information using basic basic opinions about about
themselves using fixed statements opinions themselves themselves
clearly phrases and others

D1.S2.10
Curriculum Content and Learning Standards
and the CEFR

3. Reading
• Focus on:
– pupils’ ability to learn to read
– ability to understand meaning
– ability to read independently for enjoyment .
• Include LS for pre-literate pupils (Year 1).
• Learning Standards for understanding meaning
move from pupils being able to understand
globally to being able to understand details.
• Note that text types are identified in the syllabus.
D1.S2.11
 Curriculum Content and Learning Standards
and the CEFR

Reading example:
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

3.2
Understand 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1
a variety of Understand Understand Understand Understand Understand Understand Understand
linear and the main the main the main the main the main the main the main
non-linear idea in a idea of very idea of idea of idea of idea of idea of
print and variety of simple simple short simple texts simple texts simple
digital texts text types phrases and sentences simple texts of one or of two longer texts
by using on familiar sentences two paragraphs
appropriate topics paragraphs or more
reading
strategies

D1.S2.12
Curriculum Content and Learning Standards
and the CEFR

4. Writing
• Focus on:
– pupils’ ability to learn to write
– ability to communicate meaning
– ability to use appropriate mechanical features of writing.
• Separate ‘learning to write’ Learning Standards for pupils
learning to write.
• Learning Standards for communicating meaning move from
pupils being able to communicate information, to describing
people and things, to being able to organise what they write.

D1.S2.13
 Curriculum Content and Learning Standards
and the CEFR
Writing example:
Content Learning Learning Learning Learning Learning
Focus Learning Standard
Standard Standard Standard Standard Standard Standard

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

4.1.2
4.1 i) Form upper and lower 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2
Form letters Develop case letters of regular size No learning Begin to use Use cursive No learning No learning
and words in early and shape** standard cursive writing in standard standard
**preliterate children only handwriting in written work*
neat legible writing
a limited range
print using skills* ii) write letters and words of written *all children
cursive writing in a straight line from left work*
*all to right with regular
children spaces between words *all children
and spaces*

iii) copy letters and

familiar high frequency
words and phrases
correctly*

*all children

D1.S2.14
Curriculum Content and Learning Standards
and the CEFR

5. Language Arts
• Focus on:
– pupils’ ability to enjoy and appreciate different text
types
– ability to express a personal response to texts
– ability to respond imaginatively to texts.

D1.S2.15
 Curriculum Content and Learning Standards
and the CEFR

Language Arts example:

Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

5.2.1 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1

5.2 Name Name Ask and Say in Explain in Describe in
Express Identify, people, people, answer simple simple simple
personal analyse and things or things, simple words and language language a
responses respond to places of actions, or questions phrases why they character’s
to literary elements in interest in places of about how a text like or actions or
texts texts illustrations interest in characters, makes them dislike an feelings and
accompanyi texts actions and feel event, explain the
ng texts events of description reasons for
interest in a or character them
text in a text

D1.S2.16
 Development of skills

How do pupils’ skills develop across the 6

years of Primary?

D1.S2.18
 Development of skills

• Range : Limited ⇒ Wide

• Frequency : High ⇒ Low
• Support : With ⇒ None
• Complexity : Simple ⇒ Complex
• Cognitive challenge : Age appropriate
• Length : Shorter ⇒ Longer

D1.S2.18
 Glossary

• Explanation of some words and phrases used in

curriculum
• For specific Year groups
• Included in the Scheme of Work document

Task:
• Look at the glossary of terms for your Year
• Compare it with the other Year
• Check the definitions of the words
• If there is anything unclear, write it on a sticky note

D1.S2.19
 Development of skills

Example:
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

1.2.2 1.2.2 1.2.2 1.2.2 1.2.2 1.2.2

1.2 Understand Understand Understand Understand Understand Understand
Understand Understand with with with with with with little or
meaning in specific support support support support support no support
a variety of details when specific specific specific specific specific specific
familiar listening to information information information information information information
contexts texts on and details and details and details and details and details and details
familiar of very of simple of short of longer of longer of longer
topics simple sentences simple texts simple texts simple texts simple texts
phrases and on a range on a range
sentences of familiar of familiar
topics topics

D1.S2.20
 Development of skills

Task:
• Look at the sets of Learning Standards
• Put them in order from Year 1 to 6

Handout D1.S2.1-2

D1.S2.21
 Documentation

Three main documents:

• CEFR-Aligned curriculum framework
• Syllabus, Scope and Sequence
• Scheme of Work

Task:
• Using the documents on your table, find
the answers to the questions. Handout D1.S2.3

D1.S2.23
 Documentation

Three main documents:

• CEFR-Aligned curriculum framework
• Syllabus, Scope and Sequence
• Scheme of Work

D1.S2.23
 Session 2: The CEFR-aligned
Curriculum Framework
 Understand how Content and Learning Standards are related to the CEFR
 Explain progression from Preschool to Primary and onto the next grade
 Discuss progression across one content standard across school education
 Review the Content and Learning Standards glossary (in Scheme of Work)
 Understand the purpose of the various documents: Curriculum, Syllabus,
Scheme of Work and Scheme of Work overview

D1.S2.24
Session 3: Developing Listening and Speaking
skills consistent with CEFR-aligned curriculum
framework, for Primary Years 1 and 2
 Recognise developmental needs and challenges to
Listening and Speaking skills within Malaysia context
 Discuss the development of Listening skills according to
pupils’ age and CEFR
 Discuss the development of Speaking skills according to
pupils’ age and CEFR
D1.S3.1
Take a few moments to reflect on your own
teaching methods

Think about the following questions:

• How much time do you dedicate to
speaking or listening activities in the
classroom?
• How do you encourage ‘pupil talk’ in your
classroom?
• What are the challenges for pupils when
using these skills?

D1.S3.2
 CEFR descriptors

Now let’s focus on how the Speaking skill

and the Listening skill relate to the CEFR
descriptors at Primary level.

Handout D1.S3.1

D1.S3.3
Pupil demands and challenges

• What are the demands and challenges

for pupils when working with Listening
and Speaking tasks?
Handout D1.S3.2

D1.S3.4
 True or False?

1. Speaking and listening activities put the same demands on pupils. False
2. We can provide support by developing the theme of a listening text before using it.
True
3. We can train pupils to become better communicators by showing them how to use
strategies to help understanding, such as asking questions or listening to voice
tone. True
4. We can teach patterns of language to help pupils produce more spoken language.
True
5. Talking or having conversations with pupils is not beneficial for increasing
understanding and productive use of language. False
6. Listening tasks do not give us an opportunity to help pupils notice language. False
7. Restructuring is when we use language from a listening task to create a speaking
task. True
8. We can extend the theme or language of a listening text to incorporate pair work
speaking practice. True
9. Drills and chants do not help pupils improve their accuracy. False
10. Pictures can be used to integrate more creative and free speaking practice. True

D1.S3.5
 Tasks to build confidence (more
controlled)

• Dialogue builds with prompts

• Responding to prompts
• Guessing games
• Putting pictures in order to tell stories
• Explaining if something is true or false
• Describing pictures (in pairs)
• Board games with speaking elements
D1.S3.6
Tasks to focus on Speaking fluency

• Role plays
• Group discussions and debates
• Telling stories and experiences
• Making suppositions about photos and
pictures
• Creating quizzes or questionnaires and
asking/answering questions
• Problem solving
• Interviewing

D1.S3.7
 Tasks to focus on Listening

For understanding:
• True/False comprehension
• identifying pictures
• sequencing a story
• prediction tasks
For acquisition of language:
• use repetition and voice tone (and chants)
• integrate drills to improve confidence

D1.S3.8
 Key points for successful speaking and
listening activities

a) Is it purposeful? b) Is it adaptable?
e.g. a real communicative more/less challenging,
purpose? content, age appropriate, etc.

c) time, class size, noise,

etc.

d) Is it productive?
e.g. language? skills? e) Is it enjoyable?
motivating, fun,
interesting?
D1.S3.9
 An example Speaking activity

Can you describe the picture? Who do you

think they are?

Who do you imagine took the photograph?

How does the photograph make you feel?
Handouts D1.S3.4-5 D1.S3.10
 An example Listening activity

Back to back:
• get into pairs
• sit back to back
• now take turns describing your picture
• how many differences can you remember?

D1.S3.11
 Look at a lesson plan and answer the
questions

1. What are the main aims of the lesson?

2. What do the pre-lesson activities achieve?
3. How are listening and speaking integrated
during the lesson?
4. What post lesson activities are suggested?
What would they achieve?

• Now decide how the pre-lesson, lesson and

post-lesson tasks help and in what way.
Handout D1.S3.6
D1.S3.12
 Reflection

• How has your view on integrating listening

and speaking tasks changed? If so, in what
way, and why?

D1.S3.13
Session 3: Developing Listening and Speaking
skills consistent with CEFR-aligned curriculum
framework, for Primary Years 1 and 2
 Recognise developmental needs and challenges to
Listening and Speaking skills within Malaysia context
 Discuss the development of Listening skills according to
pupils’ age and CEFR
 Discuss the development of Speaking skills according to
pupils’ age and CEFR
D1.S3.14
Session 4: Developing reading and writing
skills consistent with CEFR-aligned curriculum
framework for Primary Years 1 and 2
• Recognise developmental needs and challenges to
Reading and Writing skills within Malaysia context
• Discuss the development of Reading skills according
to pupils’ age and CEFR level
• Discuss the development of Writing skills according
to pupils’ age and CEFR level

D1.S4.1
Reading and writing at Primary level

A pupil’s ability to read and write in any language

is dependent on their _____. Once pupils have
learned these skills in their own language they
will be able to _____ many of them to reading
and writing in a foreign language.
There are also factors in the foreign language
they are learning that can _____ them to read or
write in that language, such as the amount of
_____ they already know or the grammatical
patterns they have learned.

D1.S4.2
Which skills can Primary pupils
deal with?
Skills involved in reading include:
• perceptual skills
• memory
• decoding skills
• inference
• predicting
• imagination
• rapid scanning
• anaphoric and cataphoric referencing (referring back
and forwards)
• interpreting and drawing conclusions

D1.S4.3
 pupils at Primary level

• emotional needs
• engaging with environment
• emergent literacies and languages
(different literacies)
• cognitive abilities
• emergent cultural identity and
understanding

D1.S4.4
To maintain motivation in reading and
writing…

…we can integrate the following into our

classroom:
• give lots of encouragement and praise
• use the classroom walls as a place to display
pupils’ written work
• promote cooperation among pupils
• have a reading corner with books and comics
• talk to pupils about things you have read.

D1.S4.5
Task: Discuss the questions in small
groups

1. How often do you plan reading and writing

tasks into your lessons?
2. What criteria do you use when choosing a
text to work with in class?
3. What are your priorities for these skills in
your teaching context?
4. What should pupils at A1 level be able to
do in these skills?
Handout D1.S4.1

D1.S4.6
Activities, Purposes and Strategies

activities

strategies

purposes

D1.S4.7
 Planning for reading and writing

TASK
• Read the comments from teachers related to
Reading and Writing skills

Handout D1.S4.2

D1.S4.8
Pre-lesson , lesson development and
post lesson

What are pre-lesson, lesson development

and post lesson activities and why are they
important?

Handout D1.S4.3

D1.S4.9
How to improve pupil performance

Now let’s take a look at some specific

ways to improve Writing and integrate both
skills in a lesson.

Handout D1.S4.4

D1.S4.10
 Working with text

TASK
• Imagine you have to give some advice to a
new teacher about ways to work with text.

• Think of five tips you would give the

teacher.

D1.S4.11
 Tips for working with text

• Work with the vocabulary and the theme before you give
the pupils the text to read.
• Keep the text short, with vocabulary the pupils have
encountered before.
• Remember to use comprehension questions that are also
short and check the pupils’ understanding of the
questions before you give them the text.
• Use the text to exploit the language you want them to use
in their writing.
• Create a communicative and real purpose for writing.
(e.g. Can it be about themselves or their family?)
• Focus on the communicative message pupils convey in
the writing rather than accuracy.

D1.S4.12
Transferring an idea onto a plan

Story swap
• Put six pictures on the board. Elicit some ideas about the
pictures with the class. Put pupils in pairs. Tell each pair to
write their names on the top of a sheet of paper and to write
the beginning of the story, using the scene from two of the
pictures.
• Give them a time limit, then ask them to pass their paper to
the next pair on the left. Tell the pairs to read the first part of
the story then continue the story and use two different
pictures – again give them a time limit. Finally get pairs to
pass the sheet of paper to the next pair on their left and tell
them to finish the story and include the two final pictures.
• When all pupils have finished, give the sheets back to the
original pair and tell them to read their story.
Handout D1.S4.5
D1.S4.13
 Reflection

1. I don’t know how to begin integrating reading and writing tasks.

2. When should I give them the questions for a reading text?
3. Can I ask my pupils to read aloud?
4. How can I help them improve their writing?
5. What kind of other writing activities can I do to improve
accuracy?
6. How can I use the text further?
7. How can I focus on communicative reading and writing?
8. How can I help my pupils improve in their creative writing
practice?
D1.S4.14
Session 4: Developing Reading and Writing
skills consistent with CEFR-aligned curriculum
framework for Primary Years 1 and 2
• Recognise developmental needs and challenges to
Reading and Writing skills within Malaysia context
• Discuss the development of Reading skills according
to pupils’ age and CEFR level
• Discuss the development of Writing skills according
to pupils’ age and CEFR level

D1.S4.15