The New English Language Curriculum and The CEFR

MODULE 1
The new English language curriculum and the CEFR

By the end of this module, you will have:
• learned about reform objectives and teacher responsibilities as English
language educators;
• developed an understanding of the CEFR scales and levels;
• studied the link between the new curriculum and the CEFR;
• explored the purpose of curriculum-related documentation;
• reflected on learning and provided some short feedback on the learning
experience.
Why is the English language curriculum changing?
◦ Before you watch, read the statements and decide which are correct:
1. The CEFR is adopted because it sets international standards we aspire to reach.

2. The new curriculum adopted the CEFR to help pupils become effective language users in today’s society and the world of work.
3. The CEFR describes what pupils can’t do at each level of proficiency.
4. The CEFR lets us set proficiency targets at the end of each lesson.
5. There is clear progression across school grades, so teachers can plan learning, monitor progress and support pupils to reach curriculum objectives.
6. The CEFR lets all teachers describe pupils’ proficiency levels in the same way.
7. The textbooks we have adopted are not aligned to CEFR levels.
8. International textbooks can give pupils a window into the outside world and help them develop critical thinking skills with support from the teacher.
◦ https://www.youtube.com/watch?v=ey_WEgGK6mg
Time for Quiz
What is the CEFR?
• The Common European Framework of Reference for Languages (CEFR) is an international standard for
describing language ability. It uses Can Do statements to describe a language learners’ language ability.
• It describes progressive language development in six main levels.
• It covers the four core skills (Reading, Writing, Speaking, Listening) and the language elements within
them (grammar, vocabulary).
• There are global (or general) scales which describe the level of language ability in general. They give us
an overall description of learners’ language ability at a glance.
◦ Now test your knowledge about the CEFR by clicking on the button below to take a short quiz.
https://quizizz.com/join/quiz/5f82ffb012bf1b001b98cbb5/start?studentShare=true
New KSSM curriculum alignment to the CEFR
◦ https://quizizz.com/join?gc=756422
The curriculum documents
◦ The CEFR-aligned curriculum is described in documents designed to support learning. In this section of the training we
will review the documentation and think about how it can be used to support classroom delivery.
◦ The curriculum is designed to support learning through the use of effective standards, teaching practice and assessments.
The documents are made up of four components and you need to be familiar with all of them. These four components
are:
1) The Curriculum Framework: A description of the overall content for each teaching context (primary or secondary
school) including the language and skills that students should achieve in each level matched to identified Content and
Learning Standards.
2) The Standards-Based Curriculum and Assessment Document (DSKP): This document incorporates a mapping of the
English Language Content, Learning and Performance Standards as well as pedagogical approaches aligned to the CEFR.
◦ 3) The Syllabus: A detailed description of the topics, language, specific skills and related skills covered in each level linked to
the textbooks and resources being used.
◦ 4) The Scheme of Work (SoW): A detailed description of how to deliver lessons for teachers including lesson outlines linked
to learning standards, examples of differentiation and suggested activity ideas. The lesson outlines provide logically staged
lesson sequences using pupil-centred activities that have clearly identified aims and outcomes.
◦
There is also a textbook with suggested learning activities. The SoW helps the teachers see the relationship between the
learning activities in the textbook and the learning standards in the curriculum. Teachers are also supported by the Teacher's
Book which gives teachers a step-by-step instruction on how to deliver the lesson. It is very important that teachers use the
SoW and the textbook, including the Teacher's Book, together when planning a lesson.
◦ The SoW is a useful tool for teachers at lesson planning stage as it contains useful guidance including pre-lesson and post-
lesson activities and references to textbook activities that are linked to the learning standards. The SoW contains several parts:
• An introductory part which…
1. explains how the SoW works
2. explains how lessons are organised and any exceptions or notes to pay attention to
3. contains a section on differentiation strategies, generic pre- and post-lesson activities and a glossary to explain terms found in
the SoW and Content/Learning Standards for the grade.
• Lesson cycles: contain all the lesson outlines with instruction on how to adapt teaching and learning in order to meet the
learning standards in each lesson.
◦ It is very, VERY important to read through the introductory part at the beginning of the school year and refer to sections like
differentiation strategies, generic pre- and post-lesson activities and the glossary.
QUIZ 1 (MATCH TO THE CORRECT DOCUMENT)
◦ A detailed description of how to deliver lessons for

teachers including lesson outlines linked to learning
standards, examples of differentiation and suggested
◦ Syllabus
activity ideas.
◦ A detailed description of the topics, language, specific
skills and related skills covered in each level linked to
◦ Schemes of Work
◦ A description of the overall content for each teaching
context (primary or secondary school) including the
◦ Standard based curriculum assessment
language and skills that students should achieve in each and curriculum (DSKP)
level matched to identified learning and content
standards.
◦ A mapping of the English Language Content, Learning ◦ Curriculum Framework
and Performance Standards as well as pedagogical
approaches aligned to the CEFR.
QUIZ 1 (MATCH TO THE CORRECT DOCUMENT)
◦ A detailed description of how to deliver lessons for

teachers including lesson outlines linked to learning
standards, examples of differentiation and suggested
◦ Syllabus
activity ideas.
◦ A detailed description of the topics, language, specific
skills and related skills covered in each level linked to
◦ Schemes of Work
◦ A description of the overall content for each teaching
context (primary or secondary school) including the
◦ Standard based curriculum assessment
language and skills that students should achieve in each and curriculum (DSKP)
level matched to identified learning and content
standards.
◦ A mapping of the English Language Content, Learning ◦ Curriculum Framework
and Performance Standards as well as pedagogical
approaches aligned to the CEFR.
QUIZ 2
◦ Select true or false:
◦ The SoW helps teachers see the relationship between the learning
activities in the textbook and the curriculum.
◦ True
◦ False
QUIZ 2
◦ The SoW helps teachers see the relationship between the learning
activities in the textbook and the curriculum.
◦True
QUIZ 3
◦ I don't need the Teacher's Book for lesson planning. .

◦ True
◦ False
QUIZ 3
◦ I don't need the Teacher's Book for lesson planning. .
◦False

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MODULE 1

The new English language curriculum and the CEFR

1. The CEFR is adopted because it sets international standards we aspire to reach.

◦ A detailed description of how to deliver lessons for

◦ A detailed description of how to deliver lessons for

◦ Select true or false:

◦ Select true or false:

◦ Select true or false:

◦ I don't need the Teacher's Book for lesson planning. .

◦ Select true or false:

◦ I don't need the Teacher's Book for lesson planning. .

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