Course guide

Contents

1. Overview 2 6. Teaching practice 12

1.1 B
 lended learning course 2 6.1 Portfolio tasks 12

1.2 Course completion and assessment 2 6.2 Teaching observation component 12

2. Course structure 3
7. Trainer–led material 13

7.1 Flexible seminars 13

3. Key features 4
7.2 Integrated design 13
3.1 Focus on development 4

3.2 Control 4
8. Syllabus 14
3.3 Flexibility 4
8.1 Syllabus aims 14

8.2 Primary age groups 14

4. Methodology and design of the online modules 5
8.3 CLIL (Content and Language 14
Integrated Learning)
4.1 Clear progression and opportunity 5
to succeed 8.4 Syllabus content 15

4.2 Focus on practice 5 Module 1 – Language awareness for teaching 15

4.3 Adequate and timely feedback 5 Module 2 – Developing listening and 16

speaking skills in the primary classroom
4.4 Accessibility 6
Module 3 – Developing reading and writing 17
4.5 Usability and navigation 6 skills in the primary classroom

Module 4 – Resources for learning in the 18

primary classroom
5. Structure and content of the online modules 7
Module 5 – Managing the primary classroom 19
5.1 Structure 7
Module 6 – Developing language use in 20
5.2 Content 7 the primary classroom
5.2.1 Introduction 7
Module 7 – Language learning and the 21
5.2.2 Input 8
primary learner
5.2.3 Checking activities 9
5.2.4 Practice activities 9 Module 8 – Planning language learning in 22
5.2.5 Theory to practice 10 the primary context
5.2.6 Review 10
Module 9 – Assessing language learning 23
5.2.7 Progress test 11
in the primary context
5.2.8 Further reading 11

1 Cambridge English CELT-P Course guide | © UCLES 2016

 Overview 1

1. Overview

The Cambridge Certificate in English Language Teaching – Primary (CELT–P) is a qualification designed for English language teachers
working in primary education (ages 6–12). It aims to help participants improve the quality of their classroom practice by:
• developing and extending teachers’ knowledge and skills
• focusing on the strategies, methods and materials teachers need to teach language effectively
• helping teachers to manage and motivate large classes
• providing teachers with strategies to ensure that all learners achieve their potential.

1.1 Blended learning course – 120 hours in total, plus optional trainer–led material that can be
delivered face–to–face or online

CELT–P is a 120–hour blended learning course, comprising nine online modules and a practical component, plus optional
trainer–led material that can be delivered face–to–face or online. The nine modules can be taken in any order and combined to
suit the needs of teachers in specific contexts. Individual modules can be selected for identified professional development needs.

Figure 1 – Components of CELT–P

Methodology Teaching practice

A: Online modules C: Practical portfolio tasks

Each of the nine modules:
For each module there is a practical
• addresses key concepts and principles related to the overall topic written task to enable participants
• provides a range of activities which ensure that participants engage to apply their learning in their own
with course content and can apply what they have learned to their classrooms.
own classrooms
• includes regular progress tests to check learning.
D: Practical teaching observations
The teaching observations give
B: Optional face–to–face seminars participants the opportunity to:
There is an optional face–to–face seminar for each online module to: • c onsolidate and put their online
• develop and extend the online materials learning into practice
• provide participants with supportive opportunities to engage in discussion • receive developmental feedback
and practice activities relevant to their own classroom context. from locally appointed trainers.

1.2 Course completion and assessment

Participants who actively participate in the course and complete all assessments will gain the CELT–P qualification. The
qualification is awarded at Pass or Pass with Merit. The course completion and assessment requirements are:

Methodology Teaching practice

• Active participation in the online modules and progress tests. • The portfolio tasks.
• A multiple–choice teaching knowledge test (TKT: YL). • Assessment of teaching.

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2 Course structure

2. Course structure

Total – 120 hours, plus optional trainer–led material

Optional
Theory to
Online Portfolio Teaching Trainer–led
Module content practice
material tasks practice2 material3
tasks1
Hours
Introduction to the course
Module 1 – Language awareness for teaching 10 1 2 3
Module 2 – Developing listening and speaking skills in the
8 1 2 3
primary classroom
Module 3 – Developing reading and writing skills in the primary
8 1 2 3
classroom
Module 4 – Resources for learning in the primary classroom 9 1 2 3
Module 5 – Managing the primary classroom 9 1 2 3
Module 6 – Developing language use in the primary classroom 10 1 2 3
Module 7 – Language learning and the primary learner 9 1 2 3
Module 8 – Planning language learning in the primary context 9 1 2 3
Module 9 – Assessing language learning in the primary context 9 1 2 3
Total hours 120+4 81 9 18 12 27
1
Theory to practice tasks will take a total of 1 hour per module. 3
Optional trainer–led material can be delivered face–to–face or online.
2
Teaching practice is made up of three 1–hour lessons, with pre– and post– 4
The numbers of hours specified above represent a minimum number for each
lesson work – 12 hours in total. element of the course.

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 Key features 3

3. Key features

3.1 Focus on development

The course content includes multiple opportunities for participants to improve their practice through practical activities in
seminars, practical classroom tasks and observed teaching with developmental feedback.

3.2 Control

Participants can:
• work at their own pace through the online modules
• select ideas relevant to them to try out in the classroom.
Local course providers can:
• administer and monitor the course
• schedule the assessment to meet local needs.

3.3 Flexibility

Providers can structure the course to meet participants’ needs:

• Individual modules, or groups of modules, can be selected.
• Modules can be done in any order.
• The course can be completed with formal assessment, leading to the CELT–P qualification, or can be completed
without formal assessment.
• Optional face–to–face seminars are available to provide contextualised content.

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4 Methodology and design of the online modules

4. Methodology and design

of the online modules

4.1 Clear progression and opportunity to succeed

 he design of every element from question–level feedback to overall course structure is carefully formulated to give participants
T
every opportunity to succeed, have a clear sense of progress and build both their knowledge and confidence:
• Objectives are clearly stated at the beginning of each lesson.
• Introductory activities are carefully designed to allow participants to reflect on and relate what they already know to the
content of each module.
• Every lesson includes input, practice, a progress test and ideas for further reading.
• There are regular, structured opportunities to apply new knowledge in the classroom, reflect on those experiences and
receive guidance on how to further develop teaching skills.
• Participants can review and repeat all activities.

4.2 Focus on practice

 hroughout the course, participants are presented with tasks to immediately apply or relate new knowledge to a classroom
T
situation and reflect on the experience. These activities:
• consolidate new knowledge
• help to ensure relevance and implementation of new ideas and strategies
• help participants to make changes to their teaching practice in achievable stages
• provide feedback to help motivate participants and help them to develop their skills.

4.3 Adequate and timely feedback

• Feedback is designed to:

–– be immediate: to help participants become aware of what they do and do not know
–– support and guide the participant: to help close the gap between the participant’s current level of knowledge and
the content being presented – feedback provides information, hints, guiding questions, explanations, examples
and support on how to approach a given task
–– build confidence: if participants do not understand the first time, there are further opportunities for them to
develop understanding and use the principles being presented – participants have their correct responses
confirmed, and their incorrect responses generate further guidance.
• Once each activity has been completed, all answers can be reviewed; explanatory text appears as appropriate.

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 Methodology and design of the online modules 4

4.4 Accessibility

• P articipants start the course with a video guide of tips for studying online and an interactive tutorial where they try
out the activity types that they will encounter in the course.
• CELT–P is suitable for teachers of all levels of English. The language used has been written to be clear, concise and
comprehensible. Teaching terminology has been glossed to ensure that teachers can understand and use the correct
terms to discuss and develop their teaching practice.
• A glossary providing definitions of key teaching terms and concepts can be accessed throughout the course.
• Participants are able to view transcripts of audio and video recordings.

4.5 Usability and navigation

• T he online modules have been designed with a simple interface, clear sections and a linear layout.
• Introductory sections, as well as consistent use of navigation controls, make the structure of the course clear and easy
to follow.
• Completion is marked at the level of individual activity to show progress.
• Simple buttons and controls are used throughout to ensure any lack of technological confidence is not a barrier to
learning.
• Each activity is presented with a simple design and clear graphics to ensure a focus on the knowledge being
presented, practised and applied.

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5 Structure and content of the online modules

5. Structure and content of the

online modules

5.1 Structure

• Each module consists of nine lessons.

• Each lesson contains an introduction, content sections containing input and practice, and the final review
and test section.
• Participants can work through the modules, lessons and sections in any order and at their own pace; each section can
be repeated to review content if necessary, for example after a break in study.

5.2 Content

5.2.1 Introduction

Introductory activities are carefully designed so that participants can relate what they already know to the content
about to be presented.

The introduction begins with the aims of the lesson and includes an interactive lead–in. The lead–in encourages
participants to think about their teaching experience in the primary classroom. For example, participants may respond
to questions about their own classroom practice. Feedback gives a response and links the lesson content to the
participant’s answer.

Example of lesson aims: Example of a lead–in activity:

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 Structure and content of the online modules 5

5.2.2 Input

Each lesson contains input in the form of audio, video Example of an audio input:
or text.

A range of inputs is used to provide course content. All

input is on interactive slides: participants always have a
task to do while listening, reading or watching, and this
task helps participants to check if they have understood
the main content.

Generally, participants will read or listen to a text twice:

• to develop an understanding of the
organisation of the text, the general meaning,
or identify the key points in the input
• to develop a more detailed understanding of
the main points.
For example, participants might listen to a teacher
talking about reading in the primary classroom: first to
identify different kinds of reading tasks, and then to explore when and how to use these tasks.

Input includes:

1. L istening to audio
Recorded with a range of accents which are comprehensible in global contexts, including:

a. Teachers: b. Teacher trainers:

• talking about learners • giving feedback
• giving advice to another teacher in their • giving advice
context or in a different context • providing input
• talking about coursebooks, activities • presenting information at a conference.
• planning a lesson
• talking about stages of a lesson c. Learners:
• evaluating a lesson • talking about learning
• doing something in a lesson, e.g. giving • talking about activities.
instructions.

2. Reading
• lesson plans
• a teacher’s evaluation of a lesson
• coursebook and other materials
• lists of dos/don’ts, advantages/disadvantages
• examples of learners’ work
• quotes from teachers and learners
• texts to use in class
• articles and blogs.

3. Watching video
• of recorded examples of good practice
• of trainers talking about methodology.

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5 Structure and content of the online modules

5.2.3 Checking activities

Every interactive activity allows two attempts (where appropriate), with clear, instructional feedback provided at
individual question level – either to aid a subsequent attempt, or reinforce a correct answer.

Checking activities are interactive and include a Example of a checking activity:

variety of question types:
• Multiple choice
• True/False
• Matching drag and drop
• Gap–fill drag and drop
• Grouping drag and drop
• Gap–fill typing
• Hotspot
• Ordering
• Post–task reflection.

5.2.4 Practice activities

Interactive practice activities follow on from all new input. These activities focus on practical classroom application.

 ractice activities include looking at teaching materials and tasks and making decisions about how to use them in the
P
classroom; reading about classroom situations and identifying actions the teacher can take; deciding what materials to
use in specific situations. Feedback in practice activities helps to aid a subsequent attempt, or reinforce the main points
from the input.

Example of a practice activity: Example of feedback in a practice activity:

The cycle of input and practice is repeated throughout the lesson.

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 Structure and content of the online modules 5

5.2.5 Theory to practice

Theory to practice activities are situated at the end of relevant lessons in the module. These activities encourage
participants to focus on practical classroom application in their own professional contexts. Typically, there is a short
task for the participants to carry out using the methodology from the lesson. They do the task in their classrooms or
other professional contexts, then report back by selecting answers to the questions in the activity.

Feedback provides appropriate guidance that helps participants to apply the methodology more successfully in future,
or to extend their use of the methodology.

5.2.6 Review

At the end of each lesson, participants review main ideas, techniques and lesson content. The review also brings
together practical teaching tips from the lesson and provides links to future lessons.

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5 Structure and content of the online modules

5.2.7 Progress test

After reviewing the content of a lesson, participants complete a short multiple–choice progress test to help them
check their understanding of the lesson. Participants have two attempts and can review their answers at the end of the
test.

5.2.8 Further reading

At the end of each lesson, participants see suggestions for relevant books, articles and resources to help them explore
the main areas of the lesson.

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 Teaching practice  6

6. Teaching practice

6.1 Portfolio tasks

Each module concludes with a practical task that requires participants to apply their online learning to their local context.
• For eight of these portfolio tasks participants review the online course content, consider the needs of their own classes
and teach a lesson using a selected technique, resource or activity aimed at developing their practice. Having taught the
lesson, the participant submits an outline of the lesson together with evidence and an evaluation of their practice.
• One portfolio task involves researching an area of language which is relevant to the participant’s classroom teaching.
• These tasks are marked by a locally appointed trainer.

6.2 Teaching observation component

The teaching observation component consists of up to three classroom observations supervised by a locally appointed trainer.
• The first two observations are optional formative assessments – participants receive feedback from their trainer with
advice and guidance on areas for development. The focus of these two assessments is outlined in the diagram below.
These assessments are supported with revision activities.

Figure 2 –The two formative assessments

Teaching observation 1 – Teaching observation 2 –

Classroom management: setting up Classroom management:
and managing activities differentiation

Set up, monitor and give feedback Prepare, teach and evaluate a
on a communicative pair or group classroom task with adaptions for
speaking activity. weaker and stronger learners.

• T he third observation is compulsory for participants working towards the CELT–P qualification.
• All trainers receive training in applying the assessment criteria to ensure that participants are graded fairly and
consistently.

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7 Trainer–led material

7. Trainer–led material

7.1 Flexible seminars

There is an optional trainer–led seminar linked to each module.

• The seminars aim to activate participants’ online learning.
• Each seminar provides participants with the opportunity to focus on their own context, to discuss classroom issues,
and work collaboratively to develop and share good practice.
• To allow flexibility, each seminar contains three hours of training material divided into two hours plus one optional
hour.
• The methodology used in the seminars provides examples of good practice that participants can use in their own
classrooms.

7.2 Integrated design

• The formative assessments and the seminars can be integrated into the course to suit the needs of the local context.
• Figure 3 below illustrates how the course has been designed to integrate all course components and allow maximum
opportunities for participants to apply new learning in their classrooms. However, all elements of the course can be
organised as relevant to the needs of participants and the context in which the course is being delivered.

Figure 3 – Design and integration of course elements

Module 1 Portfolio task 1 Seminar 1

Module 2 Portfolio task 2 Seminar 2
Module 3 Portfolio task 3 Seminar 3

Formative Assessment 1

Module 4 Portfolio task 4 Seminar 4

Module 5 Portfolio task 5 Seminar 5 Participants
Module 6 Portfolio task 6 Seminar 6 and their
learners

Formative Assessment 2

Module 7 Portfolio task 7 Seminar 7

Module 8 Portfolio task 8 Seminar 8
Module 9 Portfolio task 9 Seminar 9

Final Assessment

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 Syllabus  8

8. Syllabus

8.1 Syllabus aims

The CELT–P modules aim to develop core professional competencies, specifically:

1. T o increase teachers’ own knowledge of grammar, vocabulary and pronunciation and their own use of terminology in the
classroom.
2. To extend teachers’ repertoire of approaches and techniques for developing their primary learners’ listening and speaking
skills.
3. To extend teachers’ repertoire of approaches and techniques for developing their primary learners’ reading and writing skills.
4. To help teachers make more effective use of main and supplementary resources that can be exploited to support learning in
and beyond the primary classroom.
5. To create and maintain an inclusive and productive learning environment, in which learners are actively engaged and
appropriately supported.
6. To extend teachers’ repertoire of approaches and techniques for developing their primary learners’ language.
7. To develop understanding of, and the ability to respond to, the specific needs of primary learners for current and possible
future contexts.
8. To provide primary teachers with the tools to plan individual lessons and sequences of lessons in order to achieve positive
learning outcomes.
9. To raise awareness of, and help primary teachers use, a variety of methods of assessment.

8.2 Primary age groups

Learners in a primary classroom may be of different ages and at different stages of development. The age at which children start
formal education or start to read and write in their own language also varies, depending on the educational context. The CELT–P
course provides guidance for participants on activities, strategies and techniques which may be suitable for all ages, or may be
more suitable for younger or older primary learners. The teacher will be best placed to decide what will be most effective in
her/his specific context, but where the focus is on a specific age group, the CELT–P syllabus and course materials refer to:
• younger primary learners – children between the ages of 6 and 8
• older primary learners – children between the ages of 9 and 12.

8.3 CLIL (Content and Language Integrated Learning).

Teachers in primary contexts commonly take a cross–curricular, content–based approach to teaching and learning. Such
approaches include topic–based teaching, integrating project work or opting for a CLIL approach to teaching subjects in English.
The methodology focused on in all CELT–P modules can be applied to these contexts, and several units of learning include a
specific focus on content–driven lessons. CELT–P focuses on skills that teachers can use to develop their learners’ curiosity,
knowledge and understanding of the world and their ability to work collaboratively and creatively with other learners. Teachers
who are teaching subjects in English may also focus on CLIL in all their assessments.

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8 Syllabus
8.4 Syllabus content
Module 1 Language awareness for teaching
Unit 1 Grammar and functional language
1. Word classes
a. Defining terms: meaning, form
and pronunciation.
b. Main word classes and their
uses; sub–categories of word
classes and their uses.
c. Using a dictionary to recognise
word classes.
Unit 2 Vocabulary
1. Key principles
a. What it means to know a
word; meaning, form and
pronunciation.
b. Key terms relating to different
types of words.
c. Using reference resources
to improve knowledge of
vocabulary.
Unit 3 Pronunciation
1. Key principles
a. Key concepts and terminology,
e.g. sounds, stress and
intonation: variation in spoken
English.
b. Key terminology for using the
phonemic chart, e.g. phoneme,
voiced and unvoiced sounds.
c. The schwa: recognising and
practising weak and strong
forms.
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2. Grammar structures
a. Terminology for describing
grammar (form and meaning).
b. Structures with one form
and more than one meaning;
teaching priorities.
c. Using grammar reference
sources.
2. Word formation
a. Key terms relating to word
formation.
b. Introducing common affixes;
meaning and use of common
prefixes and suffixes.
c. Spelling rules: using spelling
rules for word formation to
help learners.
2. Word and sentence stress
a. Identifying and understanding
rules for word stress.
b. Sentence stress and meaning:
content vs. function words and
sentence stress.
c. Contrastive stress: definition
and uses.
3. Functional language
a. Key principles.
b. Modal verbs and their
functions.
c. Using a reference resource for
use of modals.
3. Combining words
a. Common collocations: nouns
with do, make or take.
b. Fixed expressions with nouns,
verbs, adjectives and adverbs.
c. Different types of multiword
verbs/phrasal verbs.
3. Connected speech and intonation
a. Key concepts: recognising the
features of connected speech.
b. Key terminology, e.g. word
boundaries; contractions,
assimilation, elision.
c. Intonation and meaning;
falling and rising intonation.

Module 2 Developing listening and speaking skills in the primary classroom
Unit 1 Developing listening skills
1. Listening in the primary classroom
a. Including opportunities
for listening in the primary
classroom.
b. The challenges of listening in
the primary classroom.
c. Supporting learners in
listening activities.
Unit 2 Developing speaking skills
1. D
 eveloping primary learners’
confidence in speaking English
a. Building confidence through
repetition.
b. Using rhymes, chants and
songs.
c. Pronunciation activities.
Unit 3 Integrating listening and speaking
1. S
 trategies for integrating listening
and speaking
a. Creating opportunities for
listening and speaking.
b. Building teacher and learner
confidence for speaking and
listening in English in the
classroom.
c. Activities for listening and
speaking and other language
skills.
2. Developing listening skills with
older primary learners
a. Using a framework for
listening activities.
b. Using different exercise types.
c. Adapting listening activities
for multilevel classes.
2. Developing primary learners’
independence in speaking English
a. Practice and support for
independent speaking.
b. Activities to support
independent speaking.
c. Developing primary learners’
speaking skills.
2. Assessing listening and speaking
skills
a. Classroom–based assessment
of younger learners’ listening
and speaking skills.
b. Classroom–based assessment
of older learners’ listening and
speaking skills.
c. Listening and speaking tests
for primary learners.
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Syllabus  8
3. Developing listening skills with
younger primary learners
a. Strategies for active listening.
b. Using stories to develop
listening skills.
c. Activities for younger primary
learners.
3. Managing speaking activities
a. Staging speaking activities.
b. Monitoring speaking activities
and giving feedback.
c. Managing pair and groupwork.
3. Resources for developing listening
and speaking skills
a. Resources for listening and
speaking.
b. Selecting and adapting audio
recordings and stories.
c. Using listening and speaking
resources with large classes.
8 Syllabus
Module 3 – D
 eveloping reading and writing skills in the primary classroom
Unit 1 Developing reading skills
1. D
 eveloping reading skills with
younger primary learners
a. Understanding early reading
skills.
b. Supporting early reading–
skills. development.
c. Selecting reading activities.
Unit 2 Developing writing skills
1. I ntroducing writing skills with
younger primary learners
a. Reasons for introducing
writing skills.
b. Stages of writing and child
development.
c. Activities for introducing
writing skills.
Unit 3 Using project work and topic–based teaching
1. U
 sing project work with primary
learners
a. Key considerations: finding
ideas and information; why,
how and when to do project
work.
b. Projects for younger and older
learners, e.g. mini–books,
posters, creating games with
instructions, presenting the
results of surveys.
c. Stages for successful project
work.
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2. Developing reading skills with older
primary learners
a. Understanding reading–skills
development.
b. Supporting development of
text–based reading skills.
c. Selecting reading activities for
developing readers.
2. Developing writing skills with older
primary learners
a. Factors affecting writing–skills
development.
b. Activities for supporting
development of writing skills.
c. Supporting learners with
writing different types of text.
2. Integrating and assessing language
skills in project work
a. Integrating language into
project work.
b. Integrating skills into project
work.
c. Assessing project work.
3. Staging a reading lesson
a. Using a framework for a
reading skills lesson.
b. Staging reading activities with
beginner readers.
c. Staging reading activities with
developing readers.
3. Providing feedback and displaying
written work
a. Responding to written work:
content and language.
b. Creating a positive
environment to support
writing.
c. Displaying and sharing written
work.
3. Topic–based teaching
a. Key considerations: why
and how to do topic–based
teaching; linking to other
school subjects.
b. Planning for topic–based
teaching: content, language,
skills.
c. Topic–based activities for
younger and older primary
learners.

Module 4 – Resources for learning in the primary classroom
Unit 1 Resources for younger primary learners
1. U
 sing and adapting coursebooks for
younger primary learners
a. Coursebook content for
younger primary learners.
b. Aims and order of coursebook
activities.
c. Reasons and methods for
adapting the coursebook.
Unit 2 Resources for older primary learners
1. U
 sing and adapting coursebooks for
older primary learners
a. Coursebook content for older
primary learners.
b. Aims and order of coursebook
activities.
c. Reasons and methods for
adapting the coursebook.
Unit 3 Using supplementary materials
1. U
 sing and adapting supplementary
materials for primary learners
a. Using published primary
resources.
b. Using authentic resources.
c. Using dictionaries.
2. Using teaching aids with younger
primary learners
a. Effective use of the board with
younger primary learners.
b. Using other teaching aids, e.g.
puppets, real objects, posters,
flashcards.
c. Using a combination of
teaching aids.
2. Using teaching aids with older
primary learners
a. Planning, organising and using
the board.
b. Using other teaching aids,
e.g. board games, mind maps,
charts, flower cards.
c. Creating and managing
collections of teaching aids.
2. Creating supplementary materials
for primary learners
a. Making supplementary
resources.
b. Involving learners in making
resources.
c. Creating a reading corner.
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Syllabus  8
3. Using the teacher, the learners and
the classroom as resources
a. Activities which use the
teacher, the learners and the
classroom as resources.
b. Using Total Physical Response
(TPR) activities.
c. Planning and managing TPR
activities.
3. Using information–based activities
with older primary learners
a. Key considerations: why and
how to use information–based
activities.
b. Types of information–based
activities, e.g. survey,
webquest.
c. Planning and using
information–based activities.
3. Using digital supplementary
materials and technology with
primary learners
a. Key digital resources.
b. Benefits of using digital
materials.
c. Challenges of using digital
materials and technology.
8 Syllabus
Module 5 – Managing the primary classroom
Unit 1 Creating and maintaining a constructive learning environment
1. T
 eacher roles in the primary
classroom
a. Creating constructive
learning environments.
b. Supporting language
learning.
c. The teacher’s role in
providing opportunities for
all learners to succeed.
Unit 2 Managing primary classroom activities effectively
1. M
 anaging activities in the
primary classroom
a. Giving and checking
instructions.
b. Ending activities and
getting attention.
c. Managing energy and
pace: using settlers and
stirrers.
Unit 3 Managing differences in the classroom
1. R
 ecognising and including
learners of different language
abilities in the primary
classroom
a. Reasons for learners’
different language abilities.
b. Knowing your learners.
c. Including learners of all
abilities.
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2. Managing the learning and teaching
space in the primary classroom
a. Classroom layouts for constructive
learning.
b. Using your learning and teaching
space.
c. Solutions for managing challenging
learning and teaching spaces.
2. Managing pairwork and groupwork in
the primary classroom
a. Using pairwork and groupwork.
b. Organising learners into pairs and
groups.
c. Managing pairwork and
groupwork.
2. Managing learners of different language
abilities in the primary classroom
a. Grouping learners of different
language abilities effectively.
b. Using a lesson–planning
framework to support learners of
all abilities.
c. Encouraging learners of all abilities
to participate: whole–class
activities, individual and pair
activities, different age groups.
3. Establishing and maintaining
appropriate behaviour in the
primary classroom
a. Establishing and using
classroom routines.
b. Encouraging appropriate
behaviour.
c. Establishing and using
classroom rules and dealing
with inappropriate behaviour.
3. Monitoring primary learners and
giving feedback
a. Benefits of monitoring primary
learners during activities.
b. Monitoring primary learners
during activities.
c. Giving feedback to primary
learners.
3. Managing activities with primary
learners of different language
abilities
a. Adapting activities for
different language abilities.
b. Extending activities to
challenge primary learners.
c. Managing feedback with
learners of different language
abilities.

Module 6 – Developing language use in the primary classroom
Unit 1 Teaching language
1. Introducing language
a. Creating meaningful contexts.
b. Modelling and checking
understanding.
c. Choral, transformation and
substitution drills.
Unit 2 Teaching vocabulary
1. Teaching new vocabulary
a. Selecting vocabulary.
b. Establishing meaning.
c. Checking learners’
understanding.
Unit 3 Teaching pronunciation
1. Teaching pronunciation: sounds
a. Using phonics to help primary
learners pronounce and spell
words.
b. Helping primary learners to
hear different sounds.
c. Helping primary learners to
practise saying sounds.
2. Practising new language
a. The importance of controlled
and freer practice activities.
b. Selecting and setting up
controlled practice.
c. Selecting and setting up freer
practice.
2. Practising new vocabulary
a. Effective vocabulary practice.
b. Vocabulary activities with
different levels of challenge.
c. Activities for reviewing and
recycling vocabulary.
2. Teaching pronunciation: word stress
a. The importance of word
stress.
b. Raising awareness of word
stress.
c. Integrating pronunciation
activities into lessons.
Cambridge English CELT-P Course guide | © UCLES 2016 20
Syllabus  8
3. Correcting primary learners’ spoken
language
a. Identifying errors which
impede communication.
b. Deciding what and when to
correct: immediate correction,
delayed correction, no
correction.
c. Error correction strategies:
signalling error, self–
correction, peer correction.
3. Helping primary learners to record
and remember new vocabulary
a. Organising new vocabulary.
b. Creating a vocabulary record.
c. Helping learners to review
and revise new vocabulary
independently.
3. Teaching pronunciation: intonation,
sounds and sentence stress
a. Challenges for teachers and
learners.
b. Helping learners with
sentence stress and connected
speech.
c. Recognising and using
intonation patterns.
8 Syllabus

Module 7 – Language learning and the primary learner

Unit 1 Key characteristics of primary learners
1. Child developmental stages
a. Key developmental stages.
b. Activities for different stages
of development.
c. Supporting primary learners:
using learners’ prior
experiences, active learning,
providing the right level of
support.
2. Ways of learning
a. Activities for visual, auditory
and kinaesthetic learning.
b. Multiple intelligences:
activities for different types of
intelligence.
c. The multi–sensory approach
and multiple intelligences in
teaching: using a variety of
activity–types to appeal to all
learners.
3. Designing activities and sequences
of activities for primary learners
a. The best conditions for
learning.
b. Ideas for sequencing activities
in a lesson.
c. Engaging learners through
classroom routines.

Unit 2 The primary learner in the educational context

1. The classroom environment
a. Teaching primary learners
successfully.
b. Creating a positive learning
environment.
c. Involving parents.
2. Diversity and intercultural
understanding in the primary
classroom
a. Recognising and valuing
diversity in the classroom.
b. Developing intercultural
understanding in the
classroom.
c. Activities to promote
diversity and intercultural
understanding.
3. Teaching language through content
in a CLIL approach
a. Key principles and
considerations in Content and
Language Integrated Learning
(CLIL).
b. Content and language
outcomes; differences
between a CLIL lesson and a
language lesson.
c. Stages for successful CLIL
lessons.

Unit 3 Scaffolding understanding and use of language through teacher language

1. U
 sing teacher language to support
understanding
a. The importance of teacher
talk.
b. Helping learners to understand
teacher talk in English.
c. Creating an English–speaking
environment in the classroom.
2. Asking questions
a. Using different question types
in the primary classroom.
b. Higher- and lower-level
thinking skills and questions.
c. Developing thinking skills
through questions and
responses.
3. Correcting learner language
a. Understanding error in the
primary classroom: how, when
and when not to correct.
b. Techniques for correcting
spoken language.
c. Techniques for correcting
written language.

21 Cambridge English CELT-P Course guide | © UCLES 2016


Module 8 – Planning language learning in the primary context
Unit 1 Planning a lesson 1
1. Decision making
a. The importance of planning.
b. Factors affecting planning
decisions.
c. Writing lesson aims.
Unit 2 Planning a lesson 2
1. A
 nticipating problems and
identifying solutions
a. Anticipating problems in a
lesson and identifying solutions
with materials.
b. Anticipating problems and
identifying solutions with
language.
c. Anticipating problems and
identifying solutions with skills.
Unit 3 Long–term planning
1. Planning a sequence of work
a. Key principles.
b. Planning a topic–based
sequence of work.
c. Balancing language and skills
in a topic–based sequence of
work.
2. Staging a lesson
a. Lesson stages and the purpose
of each stage.
b. Ensuring balance and variety.
c. Stages and timing.
2. Organising and ordering lesson
stages
a. Using settlers and stirrers.
b. Transitions: the importance of
transitions during a lesson.
c. Feedback: building feedback
into lesson stages.
2. Consolidating learning
a. Consolidating learning through
recycling.
b. Integrating regular reviews of
learning.
c. Including assessment
methods in long–term
planning.
Cambridge English CELT-P Course guide | © UCLES 2016 22
Syllabus  8
3. Selecting activities
a. Selecting activities to match
aims.
b. Selecting activities to match
needs.
c. Selecting activities for younger
and older primary learners.
3. Planning for different levels and
abilities
a. Planning for learners who
need extra support.
b. Planning for learners who
need challenge.
c. Planning groups to mix or
separate levels.
3. Efficient planning
a. Evaluating lesson plans.
b. Keeping records and storing
materials.
c. Co–operative planning.
8 Syllabus
Module 9 – Assessing language learning in the primary context
Unit 1 Classroom–based assessment activities for informal assessment
1. Introduction to assessment
a. Key concepts: validity,
reliability, fairness, impact,
practicality, washback.
b. Formative versus summative
assessment.
c. Assessment of non–linguistic
factors: attitude, behaviour,
learning strategies.
Unit 2 Formative classroom assessment
1. U
 sing classroom activities for
formative assessment
a. Introducing formative
assessment.
b. Using formative assessment
in the teaching and learning
process.
c. Formative assessment
tools: peer assessment,
self-assessment, portfolio
assessment.
Unit 3 Formal assessment
1. Types of formal assessment
a. Types of formal assessment:
achievement, summative,
placement.
b. School/institution–based
formal assessment and
external tests.
c. Computer–based testing.
23 Cambridge English CELT-P Course guide | © UCLES 2016
2. Classroom–based assessment:
different forms of assessment
a. Using classroom–based
assessment with primary
learners.
b. Techniques: observation
and monitoring of skills and
language in large classes;
ongoing/continuous
assessment.
c. Materials for informal
assessment.
2. Responding to assessment evidence
a. Adjusting teaching style and
techniques.
b. Adjusting teaching materials
and lesson plans.
c. Adjusting classroom
management.
2. Preparing primary learners for
formal assessment
a. Preparing learners for formal
assessment linguistically.
b. Preparing learners for formal
assessment emotionally.
c. Dealing with negative
washback.
3. Classroom–based assessment:
marking and grading work
a. Reliability and accountability
when marking and grading.
b. Using and developing
assessment criteria and
standards for marking and
grading.
c. Record–keeping and tracking
progress.
3. Self–assessment
a. Benefits of self–assessment.
b. Techniques for self–assessment.
c. Responding to evidence from
self–assessment: the learner.
3. Developing formal assessment
tools and programmes
a. Developing reading and
listening tests.
b. Developing writing and
speaking tests.
c. Developing learner–centred
tests.
Further information
About Cambridge English, including international language standards
www.cambridgeenglish.org/why–cambridge–english

Published research
www.cambridgeenglish.org/research–and–validation/published–research

Teaching English, including Cambridge English Teaching Qualifications, Courses

and Teaching Framework
www.cambridgeenglish.org/teaching–english

CELT-P
www.cambridgeenglish.org/celt–p

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