CEFR-aligned curriculum cascade

workshops: Day 2
Session 1: Planning objective and
pupil-centred, textbook-based
lessons

• Understand how to use the Schemes of

Work for planning lessons
• Create Learning objectives derived from
Learning Standards
D2.S1.1
Introduction to lesson planning

Task: Discuss in small groups:

• Why do teachers need to plan lessons?

• Give three reasons

D2.S1.2
 Introduction to lesson planning

• To provide a clear purpose for a lesson

(objectives)
• To develop pupils’ understanding across a
lesson (procedure)
• To anticipate problems and plan solutions
• To ensure everything needed is prepared
(materials and resources)
• For classroom management (timing and pace)
• To ensure progression over time (longer-term
planning)

D2.S1.3
 Schemes of work and lesson
planning

• Understand how to use the schemes of

work and textbook

Handout D2.S1.1

D2.S1.4
Schemes of work and lesson planning

• Content and Learning Standards:

– come from curriculum
– main and complementary standards
• Lesson outline:
– lesson procedure
– three main parts of the lesson
• Materials / resources:
– Superminds 1
Handout D2.S1.1

D2.S1.5
Schemes of work and lesson planning

• Cross-curricular element:
– from Ministry of Education
• Differentiation strategies:
– thinking about individual pupils’ needs
• Teacher’s notes/Remarks:
– for use during lesson
– longer-term planning
– feedback Handout D2.S1.1

D2.S1.6
Schemes of work and lesson planning

Task:
• Compare the Scheme of Work example
and the Lesson Plan template.
• When planning a lesson, which information
can teachers take from the Scheme of
Work?
• Which information do they need to work on
for themselves?
Handout D2.S1.1-2
D2.S1.7
Schemes of Work and lesson planning

Taken from Scheme of Work: Teachers write:

Theme Subject (English)
Topic Year/Form
Focus skills Duration (1 hour)
Content Standard(s) Learning Objectives
Learning Standard(s) Activities*

Cross-curricular elements Teacher’s Reflection

Handout D2.S1.1-2
D1.S1.8
 Learning objectives

What is a Learning objective?

A clear statement of:

• what the pupils will be able to do at the
end of the lesson
• an outcome that is observable (you can
‘see’ it)
• and is assessable (you can ‘measure’).

D2.S1.9
 Learning objectives

Look at this Learning objective:

By the end of the lesson, pupils will be able to

use a sentence to say what their and others’
favourite toys are.

• Is it clear?
• Is it achievable for Lower Primary pupils?
• Does it describe something observable?
• Does it describe something measurable?

D2.S1.10
 Learning objectives

Look at this Learning objective:

Understand with support specific information and

details of very simple phrases and sentences.

• Is it clear?
• Is it achievable for Early Primary pupils?
• Does it describe something observable?
• Does it describe something measurable?

D2.S1.11
 Learning objectives

Understand with support specific information and

details of very simple phrases and sentences.

• Is it clear? NO
• Is it achievable for Early Primary pupils? YES
• Does it describe something observable? NO
• Does it describe something measurable? NO

D2.S1.12
 Learning objectives

Learning Standard:
Speaking 2.1.5
Name or describe objects using suitable
words from word sets

Learning objective:
By the end of the lesson, pupils will be able
to use a sentence to say what their and
others’ favourite toys are.
Handout D2.S1.3
D2.S1.13
 Learning objectives

Task:
Work with a partner to write the main
Learning objective for Lesson 71.

Remember to look at:

• Language/grammar focus
• Learning Standard
• Learning Outline
Handout D2.S1.3-4

D1.S1.14
 Planning with the Lesson Plan
Template

Task:
• Look at the elements of the lesson plan
and the textbook Superminds (p.59).

• Match the elements to the section in the

Lesson Plan Template.

Handout D2.S1.2 & 5

D2.S1.15
Session 1: Planning objective and
pupil-centred, textbook-based
lessons

• Understand how to use the Schemes of

Work for planning lessons
• Create Learning objectives derived from
Learning Standards
D2.S1.16
Session 2: Planning learning in
engaging Language Arts lessons
• Understand the Language Arts (LA) Learning Standards
with reference to needs of Year 1 and 2 pupils
• Identify age-appropriate text and activity types for LA
lessons
• Understand the principles of planning an LA lesson
• Plan an LA lesson
D2.S2.1
 LA in the curriculum

Task:
• In groups, discuss what you understand by
Language Arts for Years 1 and 2
Some words to help:
• Enjoy • Respond
• Personal • Create
• Appreciate • Imagination

D2.S2.2
 LA in the curriculum

“The Primary Language Arts Content

Standards focus on learners’ ability to enjoy
and appreciate different text types, to
express a personal response to texts, and
to respond imaginatively to texts.”

D2.S2.3
 LA in the curriculum

Task:
Read the Content Standards for Language
Arts in the Curriculum.

Match them to their focus areas on the right.

Note: 5.1 has two focus areas

Handout D2.S2.1

D2.2.4
 Language Arts Content and Learning
Standards
Content Standard Focus Learning Standard Learning Standard

Year 1 Year 2

A1
Working towards A1
Low
5.1 Demonstrate appreciation 5.1.1 5.1.1
Enjoy and appreciate through non-verbal i) simple chants and raps In addition to Year 1 text
responses to: ii) simple rhymes types: simple songs
rhymes, poems and
iii) simple action songs
songs

5.1 5.1.2
Enjoy and appreciate Say the words in simple i) simple chants and raps
texts, and sing simple ii) simple rhymes 5.1.2
rhymes, poems and In addition to Year 1 text
songs with intelligible iii) simple action songs
songs types: simple songs
pronunciation, rhythm and
intonation

D2.S2.5
 Language Arts Content and Learning
Standards
Content Standard Focus Learning Standard Learning Standard

Year 1 Year 2

A1
Working towards A1
Low

5.2.1 5.2.1
5.2
Identify, analyse and Name people, things or Name people, things, actions,
Express personal places of interest in or places of interest in texts
respond to elements in
responses to literary texts
illustrations accompanying
texts texts

5.3.1 5.3.1
5.3
Plan, prepare and produce Respond imaginatively and Respond imaginatively and
Express an imaginative intelligibly through creating intelligibly through creating
creative work with a focus
response to literary on language use
simple art and craft products simple short chants or raps
texts
Other imaginative responses Other imaginative responses
as appropriate as appropriate

D2.S2.6
 Age-appropriate text types

• Chants
• Raps
• Rhymes
• Simple songs
• Literary texts (e.g. stories)
• Any more?

D2.S2.7
 Age-appropriate activity types

Task:
In year groups, brainstorm some activities to fit these descriptions:

• Respond non-verbally
• Say the words
• Sing
• Name interesting things in illustrations (Year 1)
• Name interesting things in texts (Year 2)
• Respond imaginatively
• Creating Arts & Craft products (Year 1)
• Creating simple short chants or raps (Year 2)
• Other imaginative responses Handout D2.S2.2

D2.S.8
Planning a Language Arts lesson: principles

Staging a Language Arts lesson

• Engage pupils
Pre • Introduce topic
• Pre-teach/review key vocabulary

• Ask questions and involve pupils to:

• Check understanding
While • Engage pupils
• Keep pupils focused and interested

• Enrich learning
• Stimulate thinking skills
Post • Review and reinforce
language and vocabulary

D2.S2.9
 Planning a Language Arts session:
principles

Task:
Read and answer the questions on the
questionnaire by yourself.

Handout D2.S2.3

D2.2.10
Planning a Language Arts lesson: principles

Choosing texts:
• Is there some, but not too much, unknown
vocabulary or language?
• Can I pre-teach essential vocabulary or
language?
• Are the concepts at the right level for my
pupils?
• If the topic or theme doesn’t tie in to current
learning, is it generally useful and interesting?

D2.2.11
Planning a Language Arts lesson: principles

Planning teaching:
• Plan questions to engage, support and
check understanding
• Think about what pupils may want to talk
about from the text and how much of this
will be in L1 or L2.
• Plan how pupils will sit/stand

D2.2.12
Planning a Language Arts lesson: practice

Task:
• Look at the Scheme of Work for Lesson 45
(LA9).
• With a partner discuss and answer the four
questions on the second page.

Handout D2.S2.4

D2.S2.13
Planning a Language Arts lesson: practice

Stage aims
1. To review colour words and concept of primary and secondary
colours
2. To introduce pupils to the song and check answers to Step 1
3. To prepare pupils’ own material for Step 4
4. To check understanding of song, to engage pupils in a physical
activity
5. To build a model for the colour wheel
6. Pupils make colour wheels
7. Pupils predict and develop understanding of colours using their
colour wheels (a mix of L1 and L2 is likely here)

D2.2.14
 Planning a Language Arts lesson

Learning objectives
Main objective:
• By the end of the lesson, pupils will have
engaged with a simple song by holding up
colour flashcards
Complementary objective:
• By the end of the lesson, pupils will have
created a colour wheel and used it to discover
the science of colours

D2.2.15
Planning a Language Arts lesson: practice

Task
• With one or two people who teach the same
year as you, plan a LA lesson.
• You will need the Scheme of Work and a
Lesson Plan Template.
• Refer to Superminds 1 if necessary

Note: there may not be time to finish these plans in

this session. You might also need to go online to find
resources. Please try to finish this plan for tomorrow.
Handout D2.S2.5a&b, 6

D2.2.16
Session 2: Planning learning in
engaging Language Arts lessons
• Understand the Language Arts (LA) Learning Standards
with reference to needs of Year 1 and 2 pupils
• Identify age-appropriate text and activity types for LA
lessons
• Understand the principles of planning an LA lesson
• Plan an LA lesson
D2.S2.17
Session 3: Tracking pupil language
development and progression

• Understand the principles of tracking pupils’ learning

progress
• Consider how pupils’ learning progress can be monitored
and recorded
• Understand the need for continual planning in response
to assessment in the short, medium and long terms

D2.S3.1
Principles of tracking learning
progress

D2.S3.2
Principles of tracking learning
progress

Track (vb)

D2.S3.3
Principles of tracking learning
progress

Progress (n)

D2.S3.4
Principles of tracking learning
progress

Monitor (vb)

D2.S3.5
Principles of tracking learning
progress

Assess (vb)

D2.S3.6
Principles of tracking learning
progress

Record (vb)

D2.S3.7
Principles of tracking learning
progress

Modify (vb)

D2.S3.8
 Principles of tracking learning
progress

• Teachers monitor (look at) how pupils

respond to classroom learning and how
successfully they achieve learning
objectives.
• Teachers make notes and other records
about this progress.
• Teachers reflect on their records and plan
their teaching.

D2.S3.9
 Principles of tracking learning
progress

Task:
• In small groups, take a set of statement cards.
• Place the cards in a pile, upside-down.
• Take turns to take a card, read it and say if you
think it is True or False.
• Group members decide if you are correct. If you
are correct, you can keep the card.
• The ‘winner’ has the most cards at the end of the
activity
Handout D2.S3.1
D2.S3.10
 Principles of tracking progress
1. This happens once a year:
– False. It is an on-going process. It measures progress not
achievement.

2. This should be part of teachers’ normal classroom practice:

– True. Teachers should watch and listen to their pupils all the time,
making notes (in their heads or written down, or both)

3. This is something we do to measure individuals’ progress:

– True. We can see progress over time for individual pupils. This
means we can help support each pupil in their learning because
we know where they are in their progress.

4. Teachers can use this information to plan learning:

– True. Monitoring progress is the first step in a cycle of teaching
and learning as we will see later
D2.S3.11
 Principles of tracking progress
5. Teachers usually do this with an exam:
– False. An end of year exam may help you see what pupils have learned in the year, but
it doesn’t show individual progress and it doesn’t help teachers plan.

6. Teachers can’t use this information when they communicate with parents:
– False. Teachers can use this to talk to parents about the individual needs and progress
of their child. It supports teachers in their communications with parents during the year.

7. Teachers can use this to pass or fail pupils in Year 1 or 2 English:

– False. This information is not about achievement and is not reliable enough for these
kinds of important decisions. It is more for tracking and planning learning during the year.

8. Pupils can use this information to reflect on their learning:

– True. Pupils in Year 1 and 2 may not have highly developed skills in self-assessment
and reflection, but we can use this information to talk to pupils individually about their
progress and help them think about what they need to do to continue or improve their
progress. This helps them begin to develop these skills to use more later on.

D2.S3.12
 Principles of tracking progress

1. Teachers can use different techniques to record progress:

– True. We will look at some of these later in this session.

2. Teachers don’t need to be organised to monitor progress effectively.

– False. Teachers monitor progress all the time informally. However
to be truly effective as a tool for planning learning, it needs to be
organised and systematic, as we will see.

3. Teachers only need to use test results to monitor progress:

– False. Teachers should also monitor pupils in normal classroom
activities.

4. Teachers can observe pupils and look at their written work to monitor
progress:
– True. We will look at this later in the session.
D2.S3.13
 Principles of tracking progress

Task:
• The Learning Cycle describes the process of
improving learning through tracking progress.
• Look at the stages and put them in order.
A: Plan teaching
B: Identify a need
C: Monitor & record
D: Reflect
E: Teach

D2.3.14
Principles of tracking progress

Identify
a need
Note: The
Learning Cycle
Plan
Reflect
teaching
is a continuous
Learning
process. There
is no beginning
or end point.
Monitor
Teach
& record

D2.3.15
 Techniques for monitoring progress

Three types of tracking progress:

• 1. On-the-run…
is monitoring that teachers do as they teach and observe
learners in the classroom.
• 2. Diagnostic…
identifies learners strengths and weaknesses at the beginning
of a period of learning.
• 3. Planned…
is when the teacher designs activities which aim to check
progress.
D2.S3.16
Techniques for monitoring progress

Task:
• Your trainer will ask you to think about one
of the three types of technique.
• Look at the list of techniques on the
handout
• Decide which ones are examples of your
technique.
Handout D2.S3.2

D2.S3.17
 Techniques for monitoring progress
On-the-run assessment – the teacher:
• monitors and observes pupils as part of normal classroom
practice of monitoring, giving feedback and asking questions.
• monitors pupils as they work on classroom activities.
• gives praise where needed.
• helps pupils when needed or asks pupils to help each other.
• gives balanced and constructive feedback.
• makes notes during and after the lesson on pupils’
performance in different activities.
• keeps records about pupil’s homework and classwork.

D2.S3.18
 Techniques for monitoring progress
Planned – the teacher:
• sets specific classroom activities and observes pupils as they do
them.
• chooses different pupils to observe in each skill at least twice.
• makes notes on the performance of a small number of pupils as
they work on a specific activity.
• keeps informal or formal records of pupils’ progress from one
activity to another of the same type.
• meets pupils to talk about their progress and to ask them how
they think they are doing.
• devises specific classroom activities, taking into consideration
CEFR level, the curriculum, syllabus, Learning and Content
Standards when planning an assessed activity.
D2.S3.19
 Techniques for monitoring progress

Diagnostic:
• The teacher asks questions at the beginning of
the unit to see how much pupils already know.
• Pupils play a game to brainstorm topic vocabulary
at the beginning of the lesson

Which of these techniques might be suitable for Year 1

and Year 2 pupils?

D2.S3.20
Techniques for recording progress

Task:
• Look at the examples of records.
• What kind of document are they?
• What kind of information can they give the
teacher?
• How can they help the teacher?

Handout D2.S3.3a, b, c

D2.S3.21
Techniques for recording progress

• None is for formal record keeping

• All are for informal record keeping
• Examples 1 and 2 give richer information
• Examples 1 and 2 can give more detailed
information for planning
• Example 3 can give clearer at-a-glance idea
of progress over time
• Teachers can use a technique they find useful
and practical

D2.S3.22
Techniques for recording progress

• Can plan more than just one lesson at a time

• Can plan and review on a weekly basis
• Can plan at a unit level using diagnostic
techniques followed by record keeping
• Can plan on a longer term basis using class
records

D2.S3.23
Using the information about pupils’
progress
• Changes to improve learning and the meeting of
Content and Learning Standards within the CEFR-
aligned syllabus
• Non-textbook lessons in Schemes of Work

• Teachers might make changes to:

- What they teach
- How they teach
- When they teach something

D2.S3.24
Using the information about pupils’
progress

Task:
• Look at the sentences and decide what
kind of change it is:

- What to teach
- How to teach
- When to teach something

Handout D2.S3.4
D2.S3.25
Using the information about pupils’
progress
Change what to teach:
- Give more practice with a skill, language point or vocabulary

- Change materials to offer more support or challenge

- Change the type of feedback to give to pupils (e.g. focus)

- Change materials to make them more accessible or

challenging

- Add something to the Scheme of Work

D2.S3.26
Using the information about pupils’
progress
Change how to teach:

- Change teaching style or strategies (e.g. interaction patterns:

individual/pair/groups)

- Change the way to give feedback

(e.g. oral/written/individual, monitoring strategies)

- Change the way to differentiate

- Change behaviour management strategies

D2.S3.27
Using the information about pupils’
progress
Change when to teach:

- Change the order of activities or topics in a

lesson or unit

- Identify problem areas they need to work on

with individual or groups of pupils before
continuing

- Delay progress through syllabus in order to

review or re-teach a class

D2.S3.28
Using the information about pupils’
progress

Monitoring progress

• Short term : Sequence of lessons; a Unit

• Medium term : A semester
• Long term : A school year

D2.S3.29
Session 3: Tracking pupil language
development and progression

• Understand the principles of tracking pupils’ learning

progress
• Consider how pupils’ learning progress can be monitored
and recorded
• Understand the need for continual planning in response
to assessment in the short, medium and long terms

D2.S3.30
Session 4: Planning for pupil-centred
non-textbook-based lessons
• Understand the requirements and challenges for
planning non-textbook aligned lessons
• Create Learning Objectives derived from Learning
Standards and detail outlined in the Scheme of Work
• Identify how to cater for pupils’ needs as identified in
textbook lessons
• Planning learning outline in non-textbook based
lessons
D2.S4.1
 Planning non-textbook lessons:
requirements and challenges

• What is a non-textbook lesson?

• What is their purpose?

Task:
• Read the text about planning non-textbook
lessons. Use a word from the box to fill the
gaps.
Handout D2.S4.1

D2.S4.2
 Planning non-textbook lessons:
requirements and challenges

• When planning a lesson, we need to look at the (1) Scheme

of Work and the textbook Superminds 1.
• The first step is to write the learning (2) objectives. These
need to be clear, (3) achievable, observable and
measurable.
• Non-textbook lessons follow a (4) pattern of Listening-
Speaking-Reading-Writing and are mostly in blocks of four
lessons, alternating between blocks of textbook-based (5)
lessons.
• Non-textbook lessons are intended to (6) review and enrich
learning based on pupils’ learning progress in textbook
lessons.
• Therefore, it is important that we use information from our
(7) monitoring of pupils’ (8) progress to help us plan non-
textbook lessons.

D2.S4.3
 Planning non-textbook lessons:
requirements and challenges

Provided in the Scheme of Work:

• Main skill focus
• Language focus
• Learning Standards
• Cross-curricular element
• Suggestions and ideas

Not provided in the Scheme of Work. Teachers need

to work on:
• Learning Objectives
• Learning Outline

D2.S4.4
Planning non-textbook lessons: Learning
Objectives

Task:
• Look at the Scheme of Work samples and
match the Main and Complementary
Learning Objectives

Handout D2.S4.2

D2.S4.75
Planning non-textbook lessons: Learning
Objectives

A good Learning Objective is…

• Clear
• Achievable
• Observable
• Measurable

D2.S4.6
Planning non-textbook lessons: Learning
Objectives

Task:
• Look at the lessons from the Schemes of
Work (Year 1 and Year 2) and the
corresponding textbook pages.
• Write Main and Complementary Learning
Objectives for these lessons.

Handout D2.S4.3

D2.S4.7
Catering to pupils’ needs in non-textbook
lessons

Task:
• Read the teachers’ questions.
• What would your response be? Discuss in
small groups.

Handout D2.S4.4

D2.S4.8
 Catering to pupils’ needs in non-textbook
lessons

• What information in the Scheme of Work do I need to

follow?
• How did my pupils respond to the activities in the
textbook lessons?
• What kind of activities do my pupils get most from?
• What kind of interaction patterns do my pupils prefer?
• How well did pupils learn the new vocabulary and
language?
• What do my pupils need to review (language,
vocabulary)?
• Is there an opportunity to enrich (extend) learning
(language, vocabulary)?

D2.S4.9
 Planning the Learning Outline

Principles of staging:
• Pre-, While, Post- model
• Review known, before introducing new
• Oral before written work
• Develop models before production
activities
• Pre-lesson, Learning Outline, Post-lesson
• Stir-Settle

D2.S4.10
 Planning the Learning Outline

Task:
• Look at the stages of the lessons and put
them in order.
• Use the Scheme of Work to help if
necessary.

Handout D2.S4.5

D2.S4.11
 Planning the Learning Outline

1. Pre-lesson Task 7 (rooms)

2. Show flashcards of rooms. Pupils say the room. Put flashcards around
the classroom.
3. Say a word and pupils run to the right room flashcard (I eat in
the… / I watch TV in the… etc)
4. Give worksheet (picture of house without rooms). Put description of
house on board. Read aloud (or ask pupil to read). Pupils draw rooms on
worksheet.
5. Give pupils back their writing from p77 (paragraph about My House).
Pupils make their own corrections.
6. Pupils read their text to partner, who listens and draws rooms in the
house on worksheet.
7. Pupils check answers together.
8. Post-lesson Task 12 (remembering about each other’s houses.

D2.S4.12
 Planning the Learning Outline

Task:
• Choose a lesson
• Plan the Learning Outline for this lesson.

Handout D2.S4.6

D2.S4.13
Session 4: Planning for pupil-centred
non-textbook-based lessons
• Understand the requirements and challenges for
planning non-textbook aligned lessons
• Create Learning Objectives derived from Learning
Standards and detail outlined in the Scheme of Work
• Identify how to cater for pupils’ needs as identified in
textbook lessons
• Planning learning outline in non-textbook based
lessons
D2.S4.14