Common European Framework

of Reference for Languages

 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
How can we improve? Roadmap Review

Project Management
CEFR-Malaysia development and adoption

Curriculum evaluation,
Baseline studies and
Deliverable revision and rollout
monitoring standards
s

Teacher development Learning Materials

programme evaluation

Assessment evaluation, development

and capacity building
 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: Superminds 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)

Cascade Training for Preschool, Years 1 & 2, Forms

Aug onwards 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
Curriculum Content and Learning Standards and
the CEFR

• Linked to four skills addressed in the CEFR (Listening,

Speaking, Reading, Writing)
• Content and Learning Standards directly related to
CEFR descriptors
• Focus on developing language for communication in
four skills
• No grammar specified
• Plus Language Arts (CEFR-related skills)

D1.S2.5
CEFR: what is the framework?

6-level framework

4 skills
D1.S1.11
Between now and 2025
we expect an
increasingly large
proportion of our
students from all social
backgrounds to achieve
the target proficiency
level expressed in
terms of the CEFR set
for each stage of
education.

8
 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)
Global Scale

Can understand with ease virtually everything heard or read. Can

summarise information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely,
C2 differentiating finer shades of meaning even in more complex
situations.
Proficient User

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

recognise implicit meaning. Can express him/herself fluently and
spontaneously without much obvious searching for expressions. Can
use language flexibly and effectively for social, academic and
C1 professional purposes. Can produce clear, well-structured, detailed
text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.
Global Scale

Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers quite possible
B2 without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue
Independent User

giving the advantages and disadvantages of various options.

Can understand the main points of clear standard input on familiar

matters regularly encountered in work, school, leisure, etc. Can deal
with most situations likely to arise whilst travelling in an area where
the language is spoken. Can produce simple connected text on
B1 topics, which are familiar, or of personal interest. Can describe
experiences and events, dreams, hopes & ambitions and briefly
give reasons and explanations for opinions and plans.
Global Scale

Can understand sentences and frequently used expressions related to

areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment). Can
communicate in simple and routine tasks requiring a simple and
A2 direct exchange of information on familiar and routine matters.
Can describe in simple terms aspects of his/her background,
Independent User

immediate environment and matters in areas of immediate need..

Can understand and use familiar everyday expressions and very

basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer
questions about personal details such as where he/she lives, people
A1 he/she knows and things he/she has. Can interact in a simple way
provided the other person talks slowly and clearly and is prepared to
help.
Curriculum Content and Learning Standards and
the CEFR

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Working
A1 A1 A1 A2 A2
Target*: towards
Low Mid High Low Mid
A1
Starting No or Working
A1 A1 A1 A2
at: limited towards
Low Mid High Low
English A1

Note:
- *By the end of the school year, most pupils will have
reached the target CEFR level shown in the table.
- Secondary Form 1: Revise A2 Mid

D1.S2.6
 Reception Interaction Production
Listening Reading Spoken Interaction Written Interaction Spoken Production Written Production

I can I can read very I can I can write I can use a I can write a
understand short, simple communicate in short, simple series of series of simple
phrases and the texts. I can find simple and notes and phrases and phrases and
highest specific, routine tasks messages sentences to sentences linked
frequency predictable requiring a relating to describe in with simple
vocabulary information in simple and matters in areas simple terms connectors like
related to areas simple everyday direct exchange of immediate my family and „and", „but“
of most material such as of information need. I can other people, and „because“.
immediate advertisements, on familiar write a very living
personal prospectuses, topics and simple personal conditions, my
relevance (e.g. menus and activities. I can letter, for educational
A2 very basic
personal and
timetables and I
can understand
handle very
short social
example
thanking
background and
my present or
family short simple exchanges, even someone for most recent job.
information, personal letters. though I can't something.
shopping, local usually
geography, understand
employment). I enough to keep
can catch the the conversation
main point in going myself..
short, clear,
simple
messages and
announcements.
 Reception Interaction Production
Listening Reading Spoken Interaction Written Interaction Spoken Production Written Production

I can recognise I can I can interact in I can write a I can use simple I can write
familiar words understand a simple way short, simple phrases and simple isolated
and very basic familiar names, provided the postcard, for sentences to phrases and
phrases words and very other person is examples describe where sentences.
concerning simple prepared to sending holiday I live and
myself, my sentences, for repeat or greetings. I can people I know.
family and example on rephrase fill in forms
immediate notices and things at a with personal
concrete posters or in slower rate of details, for
surroundings catalogues. speech and help example
when people me formulate entering my
A1 speak slowly
and clearly.
what I'm trying
to say. I can
name,
nationality and
ask and answer address on a
simple hotel
questions in registration
areas of form.
immediate need
or on very
familiar topics.
 A1(low)
Level ________
Listening
Pupils are able to understand simple, standard speech which is very slow and is
carefully articulated and can recognise familiar words and very basic phrases
concerning themselves, their family and immediate concrete surroundings when
people speak slowly and clearly.

Spoken Interaction
They can interact in a simple way provided the other person is prepared to repeat
or rephrase things at a slower rate of speech and help with formulation. They can
ask and answer simple questions in areas of immediate need or on very familiar
topics.

Spoken Production
Pupils at this level can use simple phrases and sentences to describe what they do,
where they live and people they know.
 A1(mid)
Level ________
Listening
They can understand clear, slow, standard speech related to areas of most
immediate personal relevance (e.g. very basic personal and family information,
shopping, local geography and employment) and can catch the main point in short,
clear, simple messages and announcements.

Spoken Interaction
Pupils can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar topics and activities. They can handle very
short social exchanges, even though they cannot usually keep the conversation
going of their own accord.

Spoken Production
They are able to use a series of phrases and sentences to describe in simple terms
such as family and other people, living conditions and educational background.
Lesson Plan Template

Subject :

Year/ Form :

Duration :

Theme :

Topic :

Focus Skills :

Content Standard :

Complementary Content :

Standard
Learning Standard :

Complementary Learning :

Standard
Learning Objectives :

Cross Curricular Elements :

Activities: :

Pre-Lesson
Lesson Development :

Post-Lesson :

Teacher’s Reflection :