Session 1: Overview of CEFR-aligned curriculum

documentation and ‘can do’ orientation

Session aims:
• Describe the role of the CEFR in the curriculum and in
teaching and learning
• Explain the relationship between the CEFR and a
learning-oriented classroom
• Understand how to use the CEFR for a model of
progression
• Reflect on the session and identify key points of
learning

D2.S1.1
Formative assessment bingo

• You have a bingo sheet with key words/phrases from

Day 1.
• First, complete the squares with the words from the box.
Put them wherever you like in the bingo sheet.
• Trainer will read out the definition, together with a
number. If that definition matches with a word/phrase then
write down the definition’s number in that square.
• Call out ‘bingo’ when you have a line of numbered
squares. Your sheet will be checked!

D2.S1.2
The Common European Framework of Reference (CEFR)

• The CEFR describes what language learners have to

learn in order to use a language for communication.
• The CEFR describes the knowledge and skills which
language learners have to develop in order to be able to
use a language effectively.
• The CEFR defines levels of proficiency which allow
learners’ progress to be measured at each stage of
learning and on a life-long basis.
• The CEFR provides a common basis for the design of
language syllabuses, curriculum guidelines,
examinations, textbooks, etc.
D2.S1.3
The Common European Framework of Reference (CEFR)

• Work on your own, matching the CEFR global

scale descriptors to the correct level (Handout
D2.S1.H2).
• Share and compare your matches with others in
your group.

D2.S1.4
 The Common European Framework of Reference (CEFR)

C2 Can understand with ease virtually everything heard or read […]

C1 Can understand a wide range of demanding, longer texts, and recognise implicit
meaning […]
B2 Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation […]
B1 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. […]
A2 Can understand sentences and frequently used expressions related to areas of most
immediate relevance […]
A1 Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type […]
Pre Can understand short, very simple instructions, questions, statements and words
A1 provided that they are delivered slowly and clearly and […]
D2.S1.5
The Common European Framework of Reference (CEFR)

Key features of the CEFR:

• It is a way of describing language performance at 6 levels
(also now describes a pre-CEFR level)
• It covers 4 skills and the language elements within these.
• There are global descriptors (which describe language
level in general) and skills-specific descriptors, which
allow us to develop learning standards for each level.

D2.S1.6
The new curriculum framework

• The new curriculum framework comes from the CEFR.

The CEFR level descriptors have been used to define
and write the Content Standards and the Learning
Standards.
• Content Standards are the broad area of focus within
each skill:
– Primary: Listening / Speaking /Reading / Writing /
Language Arts
– Pre-school: Listening & Speaking / Reading* / Writing*
[*Emergent skills]
• Learning Standards are the more detailed and
observable skills within the area defined by each Content
Standard. D2.S1.7
The new curriculum framework

• Look at the example Content and Learning Standards

(see handout D2.S1.H3)
• In groups, briefly discuss the differences in the
Learning Standards from year to year.

D2.S1.8
The new curriculum framework

Discuss in your groups the following statements:

1. Grammar is not specified in the curriculum because
pupils don’t formally learn grammar rules.
2. The Learning Standards describe what a pupil can
do but not how they progress from one level to the
next.
3. The curriculum framework will help lesson planning.

D2.S1.9
 The new curriculum framework

• The focus is on developing language for communication

within the four key skills, rather than grammar specifically.
Grammar is viewed as being part of communication.
• The ‘can do’ statements help formative assessment
practices because they show teachers and pupils where
they are going. However, teachers will need to identify
where each pupil is and plan the ‘next steps’.
• The curriculum framework helps teachers plan their lessons
because it shows the specific skills to focus on. However,
teachers will need to plan the path between where pupils
are now and where they need to get to in the future.
D2.S1.10
A model of progression

• A model of progression establishes a path between where

the pupils are now and where they need to get to in the
future.
• In order to help teachers and pupils, a progression model
has to be detailed and specific. It will break complex skills
down into small steps.

D2.S1.11
A model of progression

• On your own, look at Handout D2.S1.H4 and the

examples of activities to do in a language lesson.
• Place the activities according to their level on the CEFR
(Pre-A1, A1, A2, B1).
• In groups, discuss ideas about the progression from one
task to the next task. What principles for progression can
you identify?

D2.S1.12
 A model of progression: principles for progression

• Range: Limited ⇒ Wide

This relates mostly to vocabulary, structures and
phonemes. It goes from being a narrow range (not
many) to a wide range (more and of different types).
• Frequency: High ⇒ Low
This relates to how much people use the language
in everyday life. It goes from being high frequency
(used a lot) to less frequent.
• Support: With ⇒ None
This is the help and support pupils need. They
move from needing support to not needing it.D2.S1.13
 A model of progression: principles for progression

• Complexity: Simple ⇒ Complex

This relates to structures and vocabulary, going from
single words to phrases to full sentences, from
simple sentences to more complex.
• Length: Shorter ⇒ Longer
This is related to the length of texts read, heard,
spoken or written, as well as the length of
sentences.

D2.S1.14
Questions you would like to ask…

Write down 2 questions to ask other people in the class

about Day 2, Session 1.

Be ready to read a question out for others to try and answer.

D2.S1.15
Session 2: Planning objective-focused lessons and
identifying success criteria (1)
Session aims:
• Understand key principles of effective planning for formative
assessment (including SMART learning objectives and
success criteria)
• Develop success criteria for learning objectives
• Learn how to make learning objectives and success criteria
clear to pupils, including using exemplars
• Plan starter activities that activate prior learning and plan
plenary activities that review learning
• Reflect on the session and identify key points of learning

D2.S2.1
Formative assessment collocations

• Do not refer to your handouts.

• You have been given one half of a formative
assessment collocation. A collocation is made of two or
more words that are frequently used together.
• The words you have been given have been used in
previous sessions.
• Move around the room and find the person with the
word(s) to connect with yours.
• When you have a match stay standing together.

Handouts D2.S2.H1, H2 D2.S2.2

SMART learning objectives

• Learning objectives tell pupils

what they will be learning in a
lesson.
• Learning objectives describe the
new knowledge, understanding
and skills, as well as changes in
attitudes, that pupils will be
walking out with at the end of a
lesson.
• It helps to make them SMART!
D2.S2.3
SMART learning objectives

• Look at the learning objectives

on Handout D2.S2.H3.
• Place a tick next to the ones that
you think are SMART and a
cross next to those you think are
not.
• Rewrite the ones with a cross
next to them to make them
SMART.
D2.S2.4
 SMART learning objectives

When using learning objectives (LOs) consider the

following:
• Separate learning objectives from the context of
learning
• Be aware of whether LOs are open or closed (this has
implications for your success criteria)
• Don’t always share LOs at the start of the lesson; it can
become an empty ritual

Handout D2.S2.H4 D2.S2.5

Success criteria

• Success criteria are specific and measurable

descriptions of what success looks like when
the learning objective (goal) is reached.
• These success criteria will then help the
teacher to give specific feedback to pupils.

D2.S2.6
Devising success criteria
Use product-focused & process-focused success criteria (SC)
Example:
Learning Standard:
• 2.1.2: Find out about and describe basic everyday routines
Learning objective:
• To ask and answer questions to communicate detail of morning routine of a
character
Product Success Criterion:
• Pupils will have full information about the character’s morning routine
Process Success Criteria:
• Pupils will form intelligible questions in third person present tense
• Pupils will respond intelligibly to questions in third person present tense
• Pupils will understand and produce appropriate vocabulary:
verbs relating to daily routines / times D2.S2.7
 Developing success criteria

• Your group has been given an example of pupil

work.
• Develop the success criteria for this work that
would be used to judge the quality of the work.

Handout D2.S2.H5 D2.S2.8

 WALT and WILF and some points to think about
The WALT and WILF acronyms are a good way to make learning
objectives and success criteria accessible to pupils.
• WALT stands for ‘We Are Learning To’ (the learning objective)
• WILT is ‘What I am Looking For’ (the success criteria)

Also think about…

• Devise success criteria (SC) with pupils not for pupils as much as
possible
• Refer to SC during the lesson not just at the end
• Allow time for pupils to think about SC and take ownership of them
• Link SC to learning objectives (and to models of good work)
• Don’t have too many SC
• Think about the order – are some SC more important than others?
Is there a way of grouping them that is helpful? D2.S2.9
Starters and plenaries

Work in small groups, listing on flip chart paper:

1. All the examples of starter activities used so far in

the sessions this week
2. All the examples of plenary activities used so far in
the sessions this week

Add your own ideas for activities to the lists.

D2.S2.10
Tell me three things...

Tell me three things…

• You have learnt today
• You have done well
• Your group has done well
• You would like to find out more about
• You know now that you didn’t know 80 minutes
ago

D2.S2.11
 Session 3: Integrating formative assessment into teaching
and learning with the new CEFR-aligned curriculum
Session aims:
• Find opportunities to use formative assessment in the
new curriculum
• Identify short and long-term learning objectives based
on the learning standards
• Find opportunities to apply formative assessment
techniques as part of receptive and productive
language tasks
• Reflect on the session and identify key points of
learning
Handout D2.S3.H1 D2.S3.1
 Planning for formative assessment

Part One:
• Your group has been given a learning standard from the
new curriculum.
• Based on this learning standard, develop a SMART
learning objective, as well as product and process
success criteria for that objective. Ensure these are
written in pupil-friendly language. Use the flip chart paper
to present your ideas.

Handout D2.S3.H2 D2.S3.2

Planning for formative assessment

Part Two:
• Plan backwards from the learning objective(s) and
identify a sequence of activities/tasks that will enable
pupils to achieve the learning objective(s).
• Identify the formative assessment opportunities
alongside the ideas for activities or tasks.
• Be ready to talk us through your ideas. Use the flip chart
paper to present your planning.

D2.S3.3
Planning for formative assessment: an example
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard

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

Working
A1 Low A1 Mid A1 High A2 Low A2 Mid
towards A1

2.1 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2

Communica Find out Find out Find out Find out Find out Find out Ask about
te simple simple about very about about and about and about and and express
information information basic personal describe describe describe rules and
intelligibly from others personal information basic experiences experiences obligations
information by asking everyday in the past up to now
using basic routines
fixed questions
phrases
D2.S3.4
Planning for formative assessment: an example
Primary Content Standard:
• 2.1: Communicate simple information intelligibly (Speaking)
Learning Standard:
• 2.1.2: Find out about and describe basic everyday routines
Learning objective:
• To ask and answer questions to communicate detail of morning routine of a
character
Product Success Criterion:
• Pupils will have full information about the character’s morning routine
Process Success Criteria:
• Pupils will form intelligible questions in third person present tense
• Pupils will respond intelligibly to questions in third person present tense
• Pupils will understand and produce appropriate vocabulary: verbs relating to
daily routines / times

D2.S3.5
 Planning for formative assessment: an example
Learning objective:
• To ask and answer questions to communicate detail of morning routine of a
character
Activities/tasks and formative assessment opportunities:
• Review daily routine flashcards for the whole class to check knowledge of
vocabulary using traffic lights. Extend as necessary.
• Communication regulator: Hot-seating activity in groups to ask about daily routines.
• Review third person forms through feedback on hot-seating activity.
• Information gap activity – pupils ask and answer questions in pairs to complete
chart of Maya’s morning routine (showing clocks and cartoon images of routine).
• Put pairs together to check answers orally.
• Monitor carefully to evaluate pupil performance in pair and group work. Review and
give feedback individually and whole class. Plan for further review if necessary.
D2.S3.6
Planning for formative assessment: presentations

• We are now going to listen to each group’s short

presentation of their ideas.
• After each presentation there is an opportunity for you to
give feedback. This feedback will need to be focused on
‘what went well’ (ideas that you liked and why you liked
them) and ‘even better if’ (suggestions or tips for
improvement).

D2.S3.7
Participants are the trainer

2-3 volunteers are needed!

You will summarise the session and question the

rest of your colleagues on what was learnt.

D2.S3.8
 Starter - Visualising a lesson

• Create a visual representation of your ideal

lesson.
• This can be a drawing, cartoon, diagram etc.
• Share your visual representations with a
partner.

Handout D2.S4.H1 D2.S4.1

Session 4: Planning objective focused lessons and
identifying success criteria (2)
Session aims:
• Develop lesson plans that include SMART learning
objectives and formative assessment opportunities
• Develop success criteria to judge the quality of lesson
plans
• Give peer feedback on lesson plans.
• Understand the requirements for the Day Four micro-
teaching task

D2.S4.2
Lesson planning

• Learning objectives tell pupils

what they will be learning in a
lesson.
• Learning objectives describe the
new knowledge, understanding
and skills, as well as changes in
attitudes, that pupils will be
walking out with at the end of a
lesson.
• It helps to make them SMART!
D2.S4.3
Lesson planning

• In your groups you will work on your lesson

ideas presented in Session 3.
• Using the feedback that was given to you, now
put together a detailed lesson plan.
• Ensure your learning objective(s) are SMART.
• Complete all the columns in the lesson plan
template (Handout D2.S4.H2).

D2.S4.4
Success criteria
• Success criteria are specific and measurable descriptions
of what success looks like when the learning objective
(goal) is reached.
• These criteria can be communicated to pupils using a
rubric. A rubric is a grid that shows a range of criteria and
levels of performance for each criterion. (See Handout
D2.S4.H3)

Levels of performance
criteria

D2.S4.5
Success criteria

• In your groups, develop your own success

criteria for judging the quality of the lesson
plans.
• Use these criteria as the basis for making an
assessment rubric (using Handout D2.S4.H4
as the template).
• Make sure you use ‘can do’ statements to
describe your success criteria across all levels
of performance.

D2.S4.6
Peer feedback

• Groups swap lesson plans

• Use your assessment rubric to give feedback
on the lesson plan given to you. Use the rubric
created in the previous phase to record your
feedback.
• You will then receive a completed rubric with
feedback on the lesson plan you developed.
• You will have the opportunity to comment on
the feedback given to you.
D2.S4.7
 Micro-teaching task for Day 4

• On Day 4 you will be working in groups to plan and

deliver a short micro-teaching activity that focuses on a
specific aspect of formative assessment practice.
• You will plan on Day 4 a 15-minute teaching session
on one aspect of formative assessment that will
engage teachers.
– Clarify your learning objectives and success criteria.
– Start with a starter activity and conclude with a
plenary opportunity.
– Build in a formative assessment opportunity.
– Don’t try to do too much — keep it focused!
D2.S4.8
Handouts D2.S4.H5, H6
Session 5: Reflection

Session aims:
• Check that outcomes for the day have been achieved
• Review the ‘hopes’ post-it notes from Day 1
• Reflect on the second day and complete a learning
journal entry

D2.S5.1
Group discussion

• Review the aims from the Day 2 sessions

• Discuss in groups whether you feel these have
been achieved.

D2.S5.2
Review post-it notes

• In your groups, review your ‘hopes’ post-it

notes from Day 1.
• Discuss how much progress you are making
with meeting these hopes.
• Review your glossary post-it notes. Put away
the words you now feel confident about.

D2.S5.3
Learning journal

• On your own, write up your second learning

journal entry.
• Question prompts are provided on Handout
D2.S5.H1 for this reflection.

D2.S5.4