OUTREACH PROGRAMME

PEDAGOGI PAK21
OCTOBER 2018
Introductions

Trainer to introduce themselves.

D1.S1.1
 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

By the end of this session participants will be able to:

• Introduce ourselves to the group and know how we will be
working together
• Complete the before-training questionnaire
• Recognise the link between the new curriculum and the CEFR
• Understand the learning standards in the curriculum
framework
• Understand the purpose of the various MoE documents:
Curriculum, Syllabus, Scheme of Work and textbook
• Review key points of learning D1.S1.4
Icebreaker: getting to know each other!

Name boards
Make a name board for yourself.

• Write down your name.

• Draw a picture that describes you (for example, a
hobby or pastime).

You have two minutes! Be ready to share in your groups.

Please write in large letters so it’s legible!

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 the wording of the CEFR descriptors 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
The Common European Framework of Reference (CEFR)

C2 Can understand with ease virtually everything heard or read […]

C1 Can understand a wide range of demanding, longer texts, and recognise

implicit meaning […]
B2 Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation […]
B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. […]
A2 Can understand sentences and frequently used expressions related to areas
of most immediate relevance […]
A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type […]

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)

Key features of the CEFR:

• It is a way of describing language performance at 6
levels.
• It covers 4 core skills (Reading, Writing, Speaking,
Listening) and the language elements within these.
• There are global descriptors (which describe language
level in general) and skills-specific descriptors, from
which the Learning Standards for each grade are
developed.
D1.S1.11
The Common European Framework of Reference (CEFR)
and the new curriculum
• The CEFR describes what language learners have to
learn in order to use a language for communication.
• The CEFR describes the knowledge and skills which
language learners have to develop in order to use a
language effectively.
• The CEFR defines levels of proficiency which allow
learners’ progress to be measured at each stage of
learning and on a lifelong basis.
• The CEFR provides a common basis for the design of
curriculum guidelines, language syllabuses, schemes of
work, examinations, etc.
D1.S1.12
The Common European Framework of Reference (CEFR)
and the new curriculum
Task – Odd one out
Read each statement about the CEFR in the two tables on
Handout D1.S1.H2.
• Decide which statement is the odd one out.
• Share and compare your answers with others in your
group.

D1.S1.13
 The Common European Framework of Reference (CEFR)
and the new curriculum

• The CEFR outlines a pupil-centred learning approach.

• The ‘can do’ statements in the CEFR allow us to understand:
– what kind of communicative competencies pupils have
– what pupils can or should be able to do at different levels.
• The new curriculum framework comes from the CEFR. The
CEFR level descriptors have been used to define and write the
Content Standards and the Learning Standards.
• Content Standards are the broad area of focus within each
skill (L/S/R/W + Literature in Action).
• One Content Standard can have one or more Focus which
narrows down that Content Standard to specific, relevant
D1.S1.14
areas/skills.
The Common European Framework of Reference (CEFR)
and the new curriculum
• Learning Standards are the more detailed and observable
skills within the area defined by each Content Standard and
Focus.
• The Learning Standards are used to develop the Syllabuses,
which are a year-by-year description of the themes and topics,
grammar, vocabulary and structures used in any year.
• Schemes of Work (SoW) are also aligned to CEFR levels and
age groups and reflect the Learning Standards and Syllabuses.
The SoW can be used to develop individual lesson plans
based on suggested activities in the SoW or activities in the
textbook.

D1.S1.15
The Learning Standards in the new curriculum framework

CEFR descriptors and ‘can do’

statements

Content and Learning Standards

in Curriculum Framework

D1.S1.16
The purpose of the various MoE documents

Curriculum
Framework: Content
& Learning Standards

CEFR Syllabuses

Schemes of Work
D1.S1.19
The purpose of the various MoE documents

CEFR descriptors and ‘can do’

statements

Content and Learning Standards

in Curriculum Framework

Syllabuses and Schemes of

Work: Lessons (including
reference to textbook content)
D1.S1.20
The purpose of the various MoE documents

CEFR descriptor: ‘can do’ statement (B1)

Can understand the main points of clear standard speech
on familiar matters regularly encountered in work, school,
leisure etc., including short narratives.

Learning Standard:
Listening skills Form 3 Secondary 1.1.1
Understand independently the main ideas in simple
longer texts on an increased range of familiar topics

Lesson based on textbook Unit 1 ‘Family Ties’

Student’s Book, p.10: listen to three conversations
and circle correct answers

D1.S1.21
 Pyramid reflection: think back over this session…

Handout: D1.S1.H6 A
question you
want to ask

Two words that have

made an impression

D1.S1.23
Three key words that are important
Day 1, Session 2
Review formative assessment strategies

By the end of this session participants will be able to:

• Explain key differences between summative and
formative assessments
• Review some formative assessment strategies
• Review session key points of learning

D1.S2.1
What is formative assessment?

Assessment becomes formative assessment when teachers

and pupils use evidence about pupils’ learning to help them:
• understand how pupils are developing
• decide the next steps in learning.

These decisions are likely to be better than decisions that do

not use that evidence.
(adapted from Wiliam, 2018)

Refer to the Formative Assessment Teacher Handbook for further

information
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)

• Fast finishers: move to another group to offer help.

D1.S2.3
Summative assessment

4. Assessment of learning
8. Final and one-way; presented in a formal report.
9. Usually compares a pupil’s learning with either
other pupils or with the ‘standard’ for a grade/level.
10. Given at the end of the year or a unit to check a
pupil's learning after teaching.

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

Teaching

Formative
assessment

Where are we going? Learning

Where is each pupil now?
How do we get there? D1.S2.6
Where are we going? • Sharing learning objectives
• Examplars
Where is each pupil • Pre-lesson and Post-lesson
now? • Deliberate practice
• Questioning
• Discussions
• Quick scans
• Self-assessment and peer-
assessment
How do we get there? • Feedback
D1.S2.11
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 a 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
Becoming self aware of what has been learnt and how to improve.
Becoming aware of what another learner appears to have learnt and D1.S2.9
advising them on how to improve.
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
Day 1, Session 3
Prepare to create lesson plan(s) for Reading lesson(s)

By the end of this session participants will be able to:

• Write SMART learning objectives
• Understand the Reading learning standards in the
curriculum framework
• Understand Reading sub-skills
• Reflect on the session and identify key points of
learning

D1.S3.1
Session starter activity

Put up a card…
green for true, red for false

D1.S3.2
Session starter activity: True/False
1. The learning standards describe what pupils can do but not
how they progress from one level to the next.
2. Grammar is not separately and explicitly specified in the
curriculum because it is not specified in the CEFR
descriptors.
3. Formative assessment usually summarises information into
marks, scores and grades.
4. The curriculum framework will help lesson planning.
5. A benefit of formative assessment is that teachers have
less marking.
6. ‘Wait time’ is the time given between asking and then the
teacher answering the question.
D1.S3.3
SMART learning objectives

• Learning objectives tell pupils

what they will be learning in a
lesson.
• Learning objectives describe the
new knowledge, understanding
and skills, as well as changes in
attitudes, that pupils will be
walking out with at the end of a
lesson.
• It helps to make them SMART!
D1.S3.4
SMART learning objectives

Task
• Look at the learning objectives
• 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.S3.5
 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.

The WALT acronym is a good way to make learning objectives

accessible to pupils.
• WALT stands for ‘We Are Learning To…’
D1.S3.6
Learning Standards for Reading

General Reading skills indicated in the

Learning Standards:
• Understanding main idea
• Understanding specific details
• Guessing meaning of unfamiliar words
• Using dictionary skills
• Recognising attitude or opinion
• Recognising typical features of texts

D1.S3.8
 Learning Standards for Reading

Specific Reading skills and strategies that need to be taught:

• Recognise spelling patterns and word syllables
• Guess meanings of new words and recognise words by sight
• Understand punctuation and word order
• Recognise text type and predict meaning
• Rapid scanning for information
• Use previous knowledge about the topic
• Understand appropriate vocabulary
• Identify links between sentences and paragraphs
• Infer meaning from information
• Refer back and forth within a text
• Interpret and draw conclusions D1.S3.9
Learning Standards for Reading

Learning demand on pupils

• Length of the text
• Language in the text
• Sentence length
• Task type
• Language needed for answers

D1.S3.10
 Procedures for Reading lessons

Typical lesson planning errors to avoid

• No clarity on the Learning Standard being addressed or the
Reading skills and strategies being developed.
• Not setting a task before pupils read: ‘Read and tell me what it is
about’ does not constitute a task.
• Giving out the texts in advance of the tasks, then struggling to get
attention back.
• Over-teaching vocabulary before reading.
• Forgetting to leave time for peer feedback (in groups or with talk
partner) and going immediately to whole group checks.
• Distracting pupils by wandering or speaking during the monitoring
stages.
• Getting pupils to read aloud: this is a different skill! D1.S3.12
Reading lesson stages

Example pre-lesson tasks:

• Personalisation
• Predictions
• Brainstorming
• Creating mind maps
• Pupils make questions according to what they´d
like to know from the text

D1.S3.14
Reading lesson stages

Example lesson delivery (gist tasks):

• Ordering (e.g. pictures)
• Checking against predictions/guesses
• Matching titles or topic sentences
• One or two general comprehension questions
(Who is speaking? Where are they?)
• Matching (e.g. people to places)
• Ranking pictures in order
D1.S3.15
Reading lesson stages

Example lesson delivery (detail tasks):

• Filling in forms and grids
• Guessing meaning from context
• Note-taking
• Answering comprehension questions

D1.S3.16
Reading lesson stages

Example post-lesson tasks:

• Write a 10 (15, 20) word summary
• Pupils discuss what they have read using key words
• Information gap
• Role play
• Debate
• Questionnaire

D1.S3.17
Reading skills: support for less proficient pupils

• Think about your experience of supporting

less proficient pupils in Reading lessons.
What have you done to help these pupils?
• Share your experience in your groups.

D1.S3.18
Reading skills: support for less proficient pupils

• Pre-teach difficult vocabulary and leave it written

on the board for pupils to refer to. Use visuals if
possible.
• If there are gap-fill exercises, give pupils the
answers in a jumbled order, with a few extra words.
• Draw attention to the title, pictures etc. and set the
scene beforehand so their mind is on track for the
topic.
• Break texts into chunks and give the option of only
reading some of the text. D1.S3.19
Day 1, Session 4
Create lesson plan(s) for Reading lesson(s)

By the end of this session participants will be able to:

• Write SMART learning objectives
• Adapt materials if required
• Plan formative assessment strategies
• Practise using the MoE documents together
• Prepare for micro-teaching and feedback
• Reflect on Day 1 and identify key points of learning

D1.S4.1
Checking learning

1. What does SMART stand for?

2. Why is the SMART acronym important for writing
learning objectives?
3. What is an example of a specific Reading skill or
strategy that needs to be taught?
4. Which Reading procedures can be applied to Reading
lessons?
5. What is a way to support less proficient pupils in
Reading lessons?
D1.S4.2
Micro-teaching tasks

• On each day of the training course you will be

working on your own to plan a lesson from the
first cycle of ten lessons in the Form 2 Scheme
of Work.
• You will then deliver on your own a part of the
lesson (15–20 minutes) as a micro-teaching
session.

Handout D1.S4.H1
D1.S4.3
Complete lesson plan(s)

• Work on your lesson planning and preparation for the

Reading lesson micro-teaching, which will take place
on Day 2, Session 1.
• Please ask for assistance.
• You can also help and support each other.

D1.S4.5
Session plenary: Any questions?

Are there any questions?

D1.S4.6