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OVERVIEW OF

CEFR
AND CURRICULUM
INDUCTION
HANDS UP!
O Who owns a copy of the CEFR?
O Who owns a copy of Malaysian Education
Blueprint 2013-2025?
O Who owns a copy of English Language
Education Reform in Malaysia?
O Who has read them?
O Who is familiar with its contents?
The Cambridge Baseline 2013
O to provide the Ministry with a clear, evidence-
based profile of how the Malaysian English
language education system is currently
performing against internationally recognized
standards linked to the Common European
Framework of Reference for Languages (CEFR,
Council of Europe 2001), which could be used to
facilitate data-driven decisions on future targets
and the means of achieving the aspirations
identified in the Education Blueprint.
Baseline Study 2013
*n *n The weakest skill:
Speaking

Preschool
78% below A1 No clear purpose
Teachers of learning English
32% at B2
Year 6 31% at C1
On average at A1 Conflicting curriculum,
teaching & learning,
Form 3 assessment
On average at A1

Form 5 Not benchmarked


On average at A2 to international standards

*n=20000+ students from 426 schools *n=1000= teachers from 426 schools
Roadmap (2015-2025) Curriculum Targets
Baseline Study results aspirational targets
Preschool
Preschool Preschool Years 4+ and 5+
78% below A1 A1 Working towards A1

Year 6 Year 6 Year 1 - Working towards A1


On average at A1 A2 Year 2 - A1 low
Year 3 - A1 mid
Year 4 A1 high
Form 3 Form 3 Year 5 A2 low
On average at A1 B1 Year 6 A2 mid

Form 5 Form 5 Form 1 Revised A2


On average at A2 B1/B2 Form 2 A2 high
Form 3 B1 low
Common European Framework of Reference for Form 4 B1 mid
Languages: The Global Scale Form 5 B1 high

A1 A2 B1 B2 C1 C2
Independent User Proficient User
Basic User (Basic)
(Intermediate) (Advanced)
Framework Curriculum Targets:
CEFR standards are used to Appropriate to the aspirational
frame EL curriculum targets and Baseline results
Continuation from Preschool,
Primary and Secondary
curriculum

Assessment
Assessment scale is based on the
Curriculum Content Layout CEFR levels
What Curriculum framework Performance standards are based
Syllabus on 3 levels
are we Schemes of Work (SoW)

improving?
New textbooks
Off-the-shelf textbooks:
Modular configuration Primary: Super minds 1
Separation of Listening and Speaking Secondary: Pulse 2
skills

Grammar component
Moved to the Syllabus and incorporated
in the 4 skills
Where are
we now?
Curriculum Induction for Preschool, Years 1 & 2,
July Forms 1 & 2
(Training of Master Trainers)

Aug Cascade Training for Preschool, Years 1 & 2,


onwards Forms 1 & 2

Nov - Dec DSKP for Preschool, Years 1 & 2 and Forms 1 & 2
will be uploaded on BPK Portal

2018 Implementation of the new curriculum for


Preschool, Years 1 & 2 and Forms 1 & 2
Beyond 2017 _ MoE-CE COLLABORATION

2016 2017 2018 2019 2020

Roadmap reviewed & Supplementary School-based Pre-service and in- CEFR-Malaysia


evaluated books Year 1 and assessment service teacher developed (ELSQC)
(ELSQC) Form 1 (ELTC) education (ELTC
(BBT) & IPGM)

Curriculum reviewed Material adaptation Textbook survey Textbook survey Textbook survey
& evaluated (BTP) (BBT) (BBT) (BBT)
(BPK)

CEFR curriculum CEFR CEFR curriculum CEFR curriculum


(BPK) curriculum (BPK) (BPK)
(BPK)
Progress Study 2017 Pre-service and New assessment Textbooks
(ELSQC) in-service familiarisation (BBT)
teacher (LP)
education
(ELTC & IPGM)
Item Writing Textbooks Textbooks
(LP) (BBT) (BBT)
What is CEFR?
O Common
O European
O Framework
O Reference
What is CEFR?

a single framework for all aspects of


language teaching and learning: planning,
instruction, and assessment & a common
criteria for a description of language
competencies.
designed by the Council of Europe
Characteristics of CEFR
CEFR level
Common Reference Levels :
Global Scale
Common Reference Levels :
Global Scale
Common Reference Levels :
Global Scale
Can Do Statement
CURRICULUM
INDUCTION
Aims
O enhance their understanding of developing
English language skills according to the
CEFR
O develop an understanding of how to use new
CEFR-aligned curriculum frameworks,
syllabuses and schemes of work and
relevant textbooks
Aims
O prepare several lesson plans and write
learning objectives based on the learning
standards where appropriate
O develop an understanding of how to plan for
a sequence of lessons and plan progression
in the short and long terms
Aims
O develop an understanding of how to monitor
and track pupils progression
O develop an understanding of how to develop
teaching materials that are aligned to the
target CEFR level
Aims
O develop an understanding of how to
differentiate pupils performance and
respond to pupils language development
needs
O develop an understanding of how to deliver
effective feedback to pupils
O develop an understanding of how to promote
positive, pupil-centred learning environment
During the Curriculum Induction
course (Pre School):
Master Trainers (MTs) are given the following documents
(known as Teacher's Kit) to be disseminated at the
state/district level training:
1. KSPK English Language Teachers Kit
During the Curriculum Induction
course (Primary):
Master Trainers (MTs) are given the following documents
(known as Teacher's Kit) to be disseminated at the
state/district level training:
1. Curriculum Framework (Year 1 - 6)
2. Syllabus Year 1
3. Syllabus Year 2
4. Scheme of Work Year 1
5. Scheme of Work Year 2
6. Scheme of Work (Phonics) Year 1
7. Scheme of Work (Phonics) Year 2
During the Curriculum Induction
course (Secondary):
Master Trainers (MTs) are given the following documents
(known as Teacher's Kit) to be disseminated at the
state/district level training:
1. Curriculum Framework (Form 1 - 5)
2. Syllabus Form 1
3. Syllabus Form 2
4. Scheme of Work Form 1
5. Scheme of Work Form 2
Materials
O Workshop Powerpoint slides
O Master Trainer Notes
O Copies of participants handouts and slides
Seminar Delivery
O Workshop based
O Trainer talk is unavoidable
O Maximum audience participation
Type of Support
O Use of common L1 as needed
O Create groups of mixed English language
ability for activities
O Encourage strong members of the group to
explain what weaker members may not fully
understand
Type of Support
O Doing the task together
O Doing the first few questions together
O Going through the handouts for things that
are not clear
O Splitting the tasks up and asking different
groups to do different parts of the task
Our Task
Formal education teaches us
how to stand, but to see the
rainbow you must come out and
walk many steps on your own