Professional Documents
Culture Documents
D1.S1.1
Housekeeping
• Training venue (facilities and fire assembly point)
• Materials for today
D1.S1.2
Curriculum induction training aims
The aims of the training are that all participants will be able to:
• Recognise the link between the new curriculum and the CEFR
• Use new curriculum documentation in their lesson planning (curriculum
frameworks, syllabuses, schemes of work and relevant textbook)
• Understand the learning standards in the curriculum framework and
write learning objectives based on the learning standards
• Prepare lesson plans for a sequence of lessons
• Adapt some learning materials to fit different learning needs and abilities
• Apply a few formative assessment strategies to track pupil development
and needs
• Practise delivering supportive feedback to pupils
• Practise teaching an activity from their lesson plans and reflect on their
practice D1.S1.3
Day 1, Session 1
The CEFR and the new curriculum
D1.S1.5
Expectations for how we will work together
• Working together and supporting each other is
important. For example, teachers who are familiar with
the new curriculum or the CEFR can help by explaining
certain changes brought about by the new curriculum
or CEFR wording that others may not be familiar with.
• The handouts contain many important points. We can
go through these together for things that are not clear.
• For some tasks, you will be working in groups. In this
way, you will be able to learn from each other.
D1.S1.6
Course glossary
• Your glossary can be used for terminology or
key words that are new to you.
• When you meet a new word, write it on a post-it note.
• Write a definition for the word next to/under it.
• If you still don’t understand the new word, ask the
trainer or another participant.
• Stick your post-it notes on a piece of paper.
• Keep the paper with you so you can build your glossary.
• We can come back to your glossaries later in the
course and update them.
D1.S1.7
Before-training questionnaire
D1.S1.8
The Common European Framework of Reference (CEFR)
D1.S1.9
The Common European Framework of Reference (CEFR)
6-level framework
4 skills D1.S1.10
The Common European Framework of Reference (CEFR)
D1.S1.13
The Common European Framework of Reference (CEFR) and the new curriculum
D1.S1.15
The Learning Standards in the new curriculum framework
D1.S1.16
The Learning Standards in the new curriculum framework
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
Working
A1 Low A1 Mid A1 High A2 Low A2 Mid
towards A1
2.1.2 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2
2.1 Find out Find out Find out Find out Find out and Ask about and
Communicate Find out about very about about and about and describe express rules and
simple simple basic personal describe describe experiences obligations
personal
information informati information information basic experiences up to now
intelligibly on from using fixed by asking everyday in the past
others phrases basic routines
questions
D1.S1.17
The Learning Standards in the new curriculum framework
D1.S1.18
The purpose of the various MoE documents
Curriculum
Framework: Content
& Learning Standards
CEFR
CEFR Syllabuses
Schemes of Work
D1.S1.19
The purpose of the various MoE documents
Learning Standard:
Listening skills Year 3 Primary 1.3.1
Guess the meaning of unfamiliar words by using visual
clues when a teacher or a classmate is speaking
D1.S1.21
The purpose of the various MoE documents
Self-assessment checklist
• Read each statement in the checklist
about the purpose of the various MoE
documents. (Handout D1.S1.H5)
• Complete the self-assessment to
check your understanding.
• Share and compare your answers
with others in your group.
Can you help each other to improve
your understanding?
D1.S1.22
Pyramid reflection: think back over this session…
Handout: D1.S1.H6
A
question you
want to ask
D1.S2.1
What is formative assessment?
D1.S2.2
Differences between summative & formative assessment
There are two main approaches to assessment for its different
purposes and uses: summative and formative assessment.
Task
• Handout D1.S2.H1 shows various aspects of each main
assessment approach (formative or summative).
• Work with your group and decide which statement describes:
– formative assessment (F)
– summative assessment (S)
D1.S2.4
Formative assessment
3. Designed to assist teachers and pupils.
5. Focuses on improvement and progress towards a learning
goal.
6. Assessment for learning
7. Needs to involve the pupil because the pupil is the person
most able to improve the learning.
11. Checks learning throughout teaching to determine
progress and decide next steps.
12. Usually detailed, specific, and provides descriptive
feedback in words.
D1.S2.5
Formative assessment – key concepts
Formative
assessment
D1.S2.7
Key concepts: Where are we going?
• Sharing learning objectives
Learning objectives describe the new knowledge,
understanding and skills, as well as changes in attitudes,
that pupils will gain by the end of a lesson.
• Exemplars
Providing examples of language use to help pupils
understand where exactly they are going with their learning.
D1.S2.8
Key concepts: Where is each pupil now?
• Pre-lesson and post-lesson
These help the teacher know the starting point, and to see a change after learning
at the end of the lesson.
• Deliberate practice
Learning needs to be broken down into small steps.
• Questioning
Teachers can ask different question types for different purposes.
• Discussions
These may be simple opinion-sharing activities for younger children.
• Quick scans
All-pupil-response techniques that enable the teacher to quickly check
understanding across a whole class.
• Self-assessment and peer-assessment
Pupil and peer’s ability to become aware of what they learned and how to improve.
D1.S2.9
Key concepts: How do we get there?
• Feedback as part of a formative process
Three types:
– Feed-up ensures that pupils understand the purpose
of the assignment, task, or lesson (learning
objectives), including how they will be assessed
– Feedback provides pupils with information about their
successes and needs
– Feed-forward identifies the next step in the learning
and how to get there
All three are required if pupils are to learn at high levels.
D1.S2.10
Checking your answers
D1.S2.11
Review of formative assessment strategies
• Complete your ‘Find someone who…’ form
(Handout D1.S2.H3)
• Move around the room.
• Ask each other questions to find out how much you
know about formative assessment strategies.
D1.S2.12
Review of formative assessment strategies
Task
• In groups, complete the matching activity (Handout
D1.S2.H4)
• Match each strategy to the key aspect of formative
assessment by writing its number in the empty box.
• Share your answers with the group next to you.
D1.S2.13
Formative assessment collocations
• Do not refer to your handouts.
• You have been given one half of a formative
assessment collocation. A collocation is made of two or
more words that are frequently used together.
• The words you have been given have been used today.
• Move around the room and find the person with the
word(s) to connect with yours.
• When you have a match stay standing together.
D1.S2.14
Day 1, Session 3
Prepare to create lesson plan(s) for Listening lesson(s)
D1.S3.1
Session starter activity
D1.S3.3
SMART learning objectives
Task
• Look at the learning objectives
on Handout D1.S3.H2.
• Place a tick next to the ones that
you think are SMART and a
cross next to those you think are
not.
• Rewrite the ones with a cross
next to them to make them
SMARTer.
D1.S3.4
Using the WALT acronym
Sharing learning objectives with pupils is an important part of
formative assessment practice. You need to allow time to
discuss learning objectives with pupils, so that they fully
understand them, can relate them to the big picture (where they
are going in their learning) and can use these objectives to take
responsibility for their own learning.
D1.S3.5
Learning Standards for Listening
Task
1. Look at Handout D1.S3.H3 and discuss in your groups:
What types of Listening text could be used in
relation to the CEFR descriptor?
D1.S3.6
Sub-skills for Listening
D1.S3.7
Sub-skills for Listening
D1.S3.8
Checking learning: In the spotlight!
D1.S4.1
Checking learning
Handout D1.S4.H1
D1.S4.3
Lesson planning resources for the first micro-teaching
• Handout D1.S4.H2:
Listening lesson 1 from Year 3 SoW
• Handout D1.S4.H3:
Lesson plan template
• Handout D1.S4.H4:
Lesson planning support
D1.S4.4
Complete lesson plan(s)
D1.S4.5
Plenary: Any questions?
D1.S4.6