ACPB – GG – GE – GL – ON - 001

ONLINE COURSES GUIDELINES

BASIC & INTERMEDIATE
 INDEX

Introduction………………………………………………………………………………… 3

Evaluation System………………………………………………………………………… 4

Continuous Assessment………………………………………………………… 5

Speaking………………………………………………………………… 5

Writing…………………………………………………………………… 11

Quizzes…………………………………………………………………. 13

Tests……………………………………………………………………………… 18

Speaking Test…………………………………………………………. 18

Final Test………………………………………………………………. 19

Frequently Asked Questions……………………………………………………………. 24

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 NAVIGATE ONLINE COURSES
INTRODUCTION

The Navigate online courses are offered in the following systems:

FREQUENCY DESCRIPTION LENGTH

Daily (D) Monday to Friday
(1.5 hour classes)
Saturday (S) Saturdays only
(3 hour 45 minute classes)
Every other day (A) Three times a week
(2 hour 22 minute classes)
Every other day (B) Twice a week
(3 hour 15 minute classes)
18 sessions in 1 month (27
hours)
7 sessions in 2 months (26
hours 25 minutes)
11 sessions in 1 month (26
hours)
8 sessions in 1 month (26
hours)

What are the main differences between the face-to-face courses and the online
courses?

 In the online courses, the lessons are delivered via ZOOM.

 As this is a new product, we need to be standardized. This is why the syllabi have
been designed considering the content of every session. However, teachers should
adapt the syllabus to their students’ needs and progress.

 We will continue working with 2 pieces of writing: one writing session in class and
one writing for homework. The writings are sent via email. On the day of the writing
session, students can leave the virtual room once they send their piece of writing in
case the writing is done at the end of the lesson.

 There is more emphasis on the use of the online tools:

A. The OOLP should be used in an autonomous way by students after identifying
points that need improvement or as a way to reinforce their grammar or
vocabulary.
B. The OOSP has been included as an assessed element in the online courses.

 The evaluation system considers a new aspect: QUIZZES, whose marks will be taken
from the OOSP (Oxford Online Skills Programme).

 Students are asked to do the Speaking Task in the OOSP: they must upload their
audio doing the task (specific details found in syllabus).

 The Speaking Test is taken on a specific session indicated in the syllabus and the
examiner is the teacher in charge of the course.

 Students take the Final Test using OOLP (Oxford Online Language Practice). The
Final Test does not include exercises from OOLP. However, teachers must
emphasize the importance of doing the activities to improve their language skills.

 Lessons are not delivered on the day of the Final Test.

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 EVALUATION SYSTEM

The Evaluation System in the NAVIGATE ONLINE considers the following aspects:

I. CONTINUOUS ASSESSMENT

1. Speaking
2. Written Work
3. Quizzes

II. TESTS

1. Final Test
2. Speaking Test (B12, I06, I12 only)

COURSES WITHOUT SPEAKING TEST (B01 – B11 / I01 – I05 / I07 – I11)

CONTINUOUS ASSESSMENT TESTS

SPEAKING WRITTEN WORK QUIZZES FINAL
WW1 WW2 Q1 Q2 TEST
40 5 5 5 5 40
40 10 10 40

COURSES WITH SPEAKING TEST (B12 / I06 / I12)

CONTINUOUS ASSESSMENT TESTS

SPEAKING WRITTEN WORK QUIZZES SPEAKING FINAL
WW1 WW2 Q1 Q2 TEST TEST
40 5 5 5 5 10 30
40 10 10 10 30

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 I. CONTINUOUS ASSESSMENT

1. Speaking

Assess students’ performance in every session. ‘Visit’ pair work or group work when
discussions are taking place in the ‘breakout rooms’ in Zoom. Make students aware of the
fact that they should not stop speaking because you are listening.

The criteria to assess students’ performance is the same we use for our face-to-face sessions:

SKILL COMPETENCE POINTS

Language  Shows poor knowledge of simple grammatical forms / no 1–3
Accuracy, attempt at more complex structures. Uses a vocabulary of
appropriateness isolated words and phrases.
and range.  Shows sufficient knowledge of simple grammatical forms / no 4–6
attempt at more complex structures. Uses limited vocabulary
to discuss familiar situations
 Shows generally good use of simple grammatical forms / little 7–8
attempt at more complex structures. Mainly uses appropriate
vocabulary to discuss familiar topics
 Shows good use of simple grammatical forms / attempts more 9 – 10
complex structures. Uses a range of appropriate vocabulary to
discuss a range of familiar topics
Discourse  Little knowledge of managing discourse / frequent hesitation / 1–3
Management repeats information not enough to evaluate
Production of  Produces responses beyond a short phrase with some 4–6
extended speech hesitation / contributions are mostly relevant / some repetition /
with use of cohesive uses only basic cohesive devices
devices  Produces stretches of extended speech with some hesitation / 7–8
uses a range of cohesive devices mostly correctly / some
repetition 9 – 10
 Produces stretches of extended speech with little hesitation /
uses a range of cohesive devices correctly / little repetition
Pronunciation  Limited control of phonological features / often difficult to 1–3
Stress, intonation understand 4–6
and individual  Limited control of phonological features / can mostly be 7–8
sounds understood
 Good control of phonological features at word/sentence level / 9 – 10
can mostly be understood
 Good intonation / good sentence and word stress / can be
easily understood
Interactive  Has difficulty maintaining exchanges / requires additional 1–3
Communication prompting and support
Ability to initiate,  Maintains simple exchanges despite some difficulty / requires 4–6
maintain and some support
respond naturally in  Initiates and responds appropriately / can keep going with little 7–8
conversations support
 Initiates and responds appropriately / can manage without 9 – 10
support

Consider a mark out of 10 per criterion, which sums up a total of 40 marks.

Due to the nature of these online courses, in every cycle students are asked to upload their
audios according to the task proposed in the speaking section of the OOSP. Teachers are
expected to provide students with feedback, but not specifically a mark. However, this
task should be taken into account when delivering final Speaking mark.

To see when teachers have to set the homework and the deadline for students, check the
corresponding syllabus.

How students do the Speaking task in OOSP

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1. Students go to the OOSP and go to content:

2. Students click on the cycle they are registered for and click on “Speaking”.

3. Students do the “Engage”, “Explore 1”, “Explore 2” and “Task” activities first.

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4. Once students finish with the activities, they are ready to complete the Speaking Task:
click on the arrow, “Record” and “Record audio”.


5. Students click on “New Recording” and start speaking. Once they finish, click on “Stop
Recording”.

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6. Students type a title: e.g. “Marco Gomez” (student’s name) and the Description: e.g.
“Basic 07 Speaking Task”. Click on “Add” and click on “Submit to Dropbox”.

Teachers must listen to students’ audios and must give general feedback on students’
performance in class. Teachers should take this task into consideration so as to give a fair
mark to the final Speaking mark. To listen to students’ production, follow these steps:

1. Go to your course in OOSP (Oxford Online Skills Programme), click on “Class Tools”
and click on “Dropbox”

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2. Go to the Speaking Task that corresponds to the cycle you are teaching. For example,
“S1 Task” corresponds to Basic 7.

3. Find the name of the student you are going to evaluate, click on the audio link, click on
“Click to view” and the audio will play.

4. Do not give a mark to students. This performance is referential for the final speaking mark.

Do not give a mark. Leave this space

in blank.

Leave a comment

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Remember that this mark is referential and it is not recorded in the system. This is only
referential for the final speaking mark out of 40.

If there is time available in class, teachers can do the “Reflect” section, which is a discussion
based on the task topic:

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2. Writing

The pieces of writing to be done in the cycle are specified in the corresponding syllabus.

 One piece of writing will be done in class (writing session)

 One piece of writing will be done as homework

On the day of the writing session, teachers do the activities in the coursebook and allow time
for students to do the piece of writing in class:

Book Timing to produce piece of writing

Elementary book (B01 – B06) 15 to 20 minutes

Pre-intermediate book (B07 – B12) 20 minutes

Intermediate book (I01 – I06) 25 minutes

Upper Intermediate book (I07 – I12) 30 minutes

Tell students they will hand in the piece of writing via email. Tell them that they must not
attach any document to the email. The piece of writing must be written on the body of the
email and sent to the teacher’s BRITANICO account and to writing@britanico.edu.pe

FELIPE LOPEZ – B07 – 7:00 - SU Students send the piece of writing to

teacher’s BRITANICO account and
dcastillo@britanico.edu.pe; writing@britanico.edu.pe writing@britanico.edu.pe

FELIPE LOPEZ – B07 – 7:00 – 20890 – 12456 The subject must include:
STUDENT’S NAME – CYCLE – SCHEDULE
– CLASS NUMBER – STUDENT’S CODE

Students write the piece of writing on the

body of the email (no attachments)

Once the student sends the email with the piece of writing, he / she can leave the virtual
room only if it has been planned for the end of the lesson.

Respond to your students’ emails (click on reply all option because the corrected piece of
writing must also be sent to writing@britanico.edu.pe) and, when marking, encourage self-
correction by highlighting/ underlining mistakes instead of correcting them directly. Also,
leave comments on performance.

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 Give a mark considering
the written work
assessment criteria

Leave a comment

FELIPE LOPEZ – B07 – 7:00 – 20890 – 12456

Highlight mistakes

The other piece of writing is set for homework. Follow the same procedure regarding delivery
and correction and use the assessment criteria below:
SKILL COMPETENCE POINTS
Task  Does not show knowledge of subject / irrelevant / not enough to evaluate 1
Achievement  Limited knowledge of subject / little substance / inadequate development 2
 Some knowledge of subject / limited development / mostly relevant / 3
lacks detail
 Very good knowledge of subject / well developed / highly relevant 4
Organization  Does not communicate / no organization / not enough to evaluate 1
 Ideas confused or disconnect / lacks logical sequencing and 2
development
 Loosely organized but main ideas stand out / logical but incomplete 3
sequencing
 Ideas clearly stated / thorough development of ideas / highly relevant 4
Vocabulary  Little knowledge of vocabulary and/ or word form/ not enough to evaluate 1
 Limited range/ frequent errors of vocabulary and/or word form/ choice 2
and usage/ meaning confused or obscured
 Adequate range/ occasional errors of word choice and/or form/ meaning 3
not obscured
 Sophisticated range/ effective word choice and usage/ appropriate 4
register
Language  Virtually not mastery of sentence construction rules/ dominated by errors 1
Use / not enough to evaluate
 Major problems in simple/ complex constructions/ frequent errors of 2
negation/ agreement/tense/ word order and function/ articles/ pronouns/
prepositions/ meaning confused or obscured
 Effective but simple constructions / minor problems in simple/complex 3
constructions / occasional errors of negation/ agreement/tense/word
order and function/articles/pronouns/ prepositions / meaning seldom
obscured
 Effective complex construction / few errors of agreement/tense/word 4
order and function/articles/pronouns/prepositions
Mechanics  No mastery of conventions/ dominated by errors of spelling/ punctuation/ 1
capitalization/ paragraphing/ not enough to evaluate
 Frequent errors of spelling/ punctuation/ capitalization/ paragraphing/ 2
meaning confused
 Occasional errors of spelling/ punctuation/ capitalization/ paragraphing/ 3
meaning not obscured
 Demonstrates mastery of conventions / few errors of spelling/ 4
punctuation/ capitalization/ paragraphing

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3. Quizzes

Students will get their Quizzes marks from the OOSP:

Quiz A: Reading = 5 marks

Quiz B: Listening = 5 marks

In the syllabus, it is indicated when teachers set the Reading and Listening tasks for
homework and the deadline for students to do the task.

How students do the Reading & Listening tasks in OOSP:

This is an example of a student in Basic 07 doing the Reading Task (the procedure is the
same for the Listening Task)

1. Students go to the OOSP and go to content:

2. Students go to the Reading (or Listening) section

It’s highly advisable to do the Engage and Explore

activities before doing the Reading task as they
will prepare students to do the task in the best
possible way.

There are two tasks in the Reading section. In most

courses, students registered for A.M. courses have
to do Task 1. and students registered for P.M.
courses have to do Task 2. Check the
corresponding syllabus to check if this applies to the
cycle you are teaching.

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 A.M. COURSES P.M. COURSES
D A B S D A B S
7:00- 7:00- 7:00- 9:00- 14:15- 13:00- 15:00- 15:00-
8:30 9:22 10:15 12:45 15:45 15:22 18:15 18:45
8:45- 10:00- 11:00- 16:00- 16:00- 19:00-
10:15 12:22 14:15 17:30 18:22 22:15
10:45- 18:00- 19:00-
12:15 19:30 21:22
19:45-
21:15
21:30-
23:00
Note: Referential information. Pay attention to the schedules offered by your centres

How teachers check students’ Reading and Listening Tasks (Quizzes “A” and “B”
marks)

Teachers check their students’ marks by going to “Tracking” and “Gradebook”:

Find the cycle, the title of the Reading (or Listening) exercise (in this case, “It’s boring!”),
and check which task you are going to consider for the Quiz “A” or Quiz “B” mark. For
example, let’s suppose the task you need to consider in Basic 7 for Quiz “A” is Task 2. Then,
teachers must look at “It’s boring” Task 2 marks.

As Quiz “A” and “B” marks are out of 5, teachers must calculate the mark as shown in the
following example:

Christian Augusto Lopez Aguilar got 5 out of 7 in the Reading Task:

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The teacher must calculate the mark doing a rule of three:

7 (maximum mark of the task)  5 (maximum mark of the Quiz)

5 (mark the student got in the task) . X

5 x 5 = 25 = 3.5 (this is the mark out of 5 for Quiz “A”)

7 7

Teachers check the answers to the task given in class (check when to do this in the
corresponding syllabus). Ask students to open the platform and justify their answers. As a
round-up, do the “Reflect” part if time available (see syllabus):

If you have a strong class and there is time available, ask your students to do the Discussion
topic (thread), which is just below the “Reflect” section.

The Discussion Topic is similar to a forum. The teacher writes a question and students
answer to follow the discussion.

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 Teacher
writes the
question

Teacher
writes an
answer

Click on
“Post”

Students participate in the following way:

Click on
the link

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 Click on
“Reply to
Thread”

Student
writes his/
her answer

Click on
“Post”

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 II. TESTS

1. Speaking Test

Our students take a Speaking Test in B12, I06 and I12. Check the corresponding syllabus to
see the session on which it takes place and do not forget to inform your students about this.
The examiner is the teacher in charge of the course

On the day of the Speaking Test:

 Do the activities indicated in the syllabus

 Use the zoom breakout room in order to organize the Speaking Test. Students should
take the Speaking Test in pairs. There might be a group of three if you have an uneven
number of students in your class.

 Start with a pair of students. While they are taking the speaking test, the rest of the class
can start practicing in the breakdown rooms.

 The speaking test takes around 8 minutes for pairs. If there is a group of three, it takes
around 10 minutes.

 Find guidelines, tasks and assessment criteria for the Speaking Test following this route:
INTRANET > MATERIAL COLABORADORES > ESTUDIOS > SUPPLEMENTARY
MATERIAL > ADULTS > BASIC or INTERMEDIATE > SPEAKING TESTS FOR
ONLINE COURSES

 Bear in mind that you can only share the screen for students to see the task in Part 2 in
the breakout room. Ask the questions in Part 1 and 3 to students, but do not share the
screen when doing so.

 You do not need to complete any mark sheet. However, we ask you to keep note of your
students’ performance (marks for Interactive Communication, Discourse Management,
Pronunciation and Language) on the Word document you can download from the Intranet.

 Once students finish the Speaking Test, they can leave the virtual room.

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4. Final Test

On the day of the Final Test, allow 10 minutes to make sure most of the students are ready
to start the test. Give instructions for students (they can’t check books and they should have
their camera on) to have access to the test and remind them they have 40 minutes to
complete it. Once students finish, they can leave the virtual room.

How teachers make the test visible to students

1. Log in to Oxford Learn platform and click on the Language Practice link of the
corresponding class:

2. On the next window, click on Class Tools and then on Tests

3. The test is hidden from students by default, so the day of the test it is necessary to show
it to students by clicking on the button next to the test and then on Make Visible to
Users. After doing this, students can take the test.

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How students have access to the test

1. Log in to Oxford Learn platform and click on the Language Practice link:

2. Click on Class Tools and then on Tests

3. To start the exam, students have to click on the test shown:

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4. Students must read all Test Details and Instructions before they click on Start Test:

5. Students complete the test and click on Submit Test

6. Students confirm their submission by clicking on “Submit Test” and click on “Done”.

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How teachers have access to Final Test marks

1. Log in to Oxford Learn platform and click on the Language Practice link of the
corresponding class:

2. Before you transfer the final score to the Campus, you need to check answers and correct
any questions that are not automatically graded. To do so, click on the button next to the
test and then on Grade:

3. You’ll see the name of student and his/her attempt. Click on Attempt 1

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4. The next windows show information about the test and all questions with their answers.
 Questions with no score are to be graded by the teacher (check Answer Key for
reference)

 Autograded questions already have the score

5. At the end of the page there are 2 buttons, click on Save Draft. Do not publish the scores
until feedback session. After you have checked all questions are graded, you can now
transfer the Final Test Score to the Campus. This score is on top of the page where
all the test information is shown:

Important
 Do not publish students’ final scores until the feedback session.
 On the day of the feedback session, you can show all the answers to students by
following steps 3 – 5 above.
 Remember feedback is given individually. For this reason, you must use a breakout
room in Zoom to do this.

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 FREQUENTLY ASKED QUESTIONS

1. What are the deadlines to enter marks in the system?

Evaluation system D courses A courses B courses S courses

Speaking Session 16 Session 10 Session 7 Session 7
Written Work A Session 10 Session 7 Session 5 Session 5
Written Work B Session 16 Session 10 Session 7 Session 7
Quiz A Check syllabus Check syllabus Check syllabus Check syllabus
Quiz B Check syllabus Check syllabus Check syllabus Check syllabus
Speaking Test Session 13 Session 6 Session 5 Session 4
Final Test Session 17 Session 11 Session 8 Session 7

2. Must we always check homework in class?

It is compulsory to check the answers to the Grammar Reference if it is left for homework.
The workbook activities are self-study and self-corrected, so it is not necessary to check the
answers in class, as students have the answer key.

3. What happens if a student is absent on the day of the writing session?

He/ she can do it for homework.

4. What happens if a student does not do the Reading or the Listening Task on time?
As stated in the syllabus, they can still do it on the platform, but teachers must discount one
mark from the result. Make students aware of this regulation.

5. Is it compulsory to develop the Discussion Topics (Threads or Forum) after the

Reading or Listening Tasks?
No, it is not. Do it only if you have a very enthusiastic (and strong) group.

6. Does the Speaking Task on OOSP have a mark?

No, it doesn’t. However, as listening to all students in a virtual room can be quite difficult,
students are encouraged to do this as it counts as evidence for the teacher to give a fair mark
in the Speaking final mark. If a student does not complete it, marks should not be discounted
from the Speaking final mark.

7. What happens if there are technical problems during the video session?
The video should be played without problems using the Sharing Screen tool. It is advisable
to ask students to turn their cameras off (this will make Internet connection go faster).

Tip 1: To minimize any risk of not being able to watch the video, encourage students to
download the Oxford Learner’s Bookshelf to have access to the e-book, which should be
used as a back-up in case the video cannot be shared in Zoom during the lesson.

Tip 2: In case the video does not play properly in Zoom and your students have difficulty
having access to the e-book, go for the preparation stage and set the video for homework.
Continue with the activities set for the next day instead and check answers on the following
session.

STUDIES AREA / April 2020 / V00

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