Professional Documents
Culture Documents
PEDAGOGI PAK21
OCTOBER 2018
Introductions
D1.S1.1
Curriculum induction training aims
The aims of the training are that all participants will be able to:
• Recognise the link between the new curriculum and the CEFR
• Use new curriculum documentation in their lesson planning (curriculum
frameworks, syllabuses, schemes of work and relevant textbook)
• Understand the learning standards in the curriculum framework and
write learning objectives based on the learning standards
• Prepare lesson plans for a sequence of lessons
• Adapt some learning materials to fit different learning needs and
abilities
• Apply a few formative assessment strategies to track pupil
development and needs
• Practise delivering supportive feedback to pupils
• Practise teaching an activity from their lesson plans and reflect on their
practice
D1.S1.3
Day 1, Session 1
The CEFR and the new curriculum
Name boards
Make a name board for yourself.
D1.S1.5
Expectations for how we will work together
D1.S1.9
The Common European Framework of Reference (CEFR)
6-level framework
4 skills D1.S1.10
The Common European Framework of Reference (CEFR)
D1.S1.13
The Common European Framework of Reference (CEFR)
and the new curriculum
D1.S1.15
The Learning Standards in the new curriculum framework
D1.S1.16
The purpose of the various MoE documents
Curriculum
Framework: Content
& Learning Standards
CEFR Syllabuses
Schemes of Work
D1.S1.19
The purpose of the various MoE documents
Learning Standard:
Listening skills Form 3 Secondary 1.1.1
Understand independently the main ideas in simple
longer texts on an increased range of familiar topics
D1.S1.21
Pyramid reflection: think back over this session…
Handout: D1.S1.H6 A
question you
want to ask
D1.S1.23
Three key words that are important
Day 1, Session 2
Review formative assessment strategies
D1.S2.1
What is formative assessment?
Task
• Handout D1.S2.H1 shows various aspects of each main
assessment approach (formative or summative).
• Work with your group and decide which statement describes:
– formative assessment (F)
– summative assessment (S)
4. Assessment of learning
8. Final and one-way; presented in a formal report.
9. Usually compares a pupil’s learning with either
other pupils or with the ‘standard’ for a grade/level.
10. Given at the end of the year or a unit to check a
pupil's learning after teaching.
D1.S2.4
Formative assessment
D1.S2.5
Formative assessment – key concepts
Teaching
Formative
assessment
• Exemplars
Providing examples of language use to help pupils
understand where exactly they are going with their learning.
D1.S2.8
Key concepts: Where is each pupil now?
• Pre-lesson and post-lesson
These help the teacher know the starting point, and to see a change after
learning at the end of a lesson.
• Deliberate practice
Learning needs to be broken down into small steps.
• Questioning
Teachers can ask different question types for different purposes.
• Discussions
These may be simple opinion-sharing activities for younger children.
• Quick scans
All-pupil-response techniques that enable the teacher to quickly check
understanding across a whole class.
• Self-assessment and peer-assessment
Becoming self aware of what has been learnt and how to improve.
Becoming aware of what another learner appears to have learnt and D1.S2.9
advising them on how to improve.
Key concepts: How do we get there?
D1.S3.1
Session starter activity
Put up a card…
green for true, red for false
D1.S3.2
Session starter activity: True/False
1. The learning standards describe what pupils can do but not
how they progress from one level to the next.
2. Grammar is not separately and explicitly specified in the
curriculum because it is not specified in the CEFR
descriptors.
3. Formative assessment usually summarises information into
marks, scores and grades.
4. The curriculum framework will help lesson planning.
5. A benefit of formative assessment is that teachers have
less marking.
6. ‘Wait time’ is the time given between asking and then the
teacher answering the question.
D1.S3.3
SMART learning objectives
Task
• Look at the learning objectives
• 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
SMARTer.
D1.S3.5
Using the WALT acronym
Sharing learning objectives with pupils is an important part of
formative assessment practice. You need to allow time to
discuss learning objectives with pupils, so that they fully
understand them, can relate them to the big picture (where they
are going in their learning) and can use these objectives to take
responsibility for their own learning.
D1.S3.8
Learning Standards for Reading
D1.S3.10
Procedures for Reading lessons
D1.S3.14
Reading lesson stages
D1.S3.16
Reading lesson stages
D1.S3.17
Reading skills: support for less proficient pupils
D1.S3.18
Reading skills: support for less proficient pupils
D1.S4.1
Checking learning
Handout D1.S4.H1
D1.S4.3
Complete lesson plan(s)
D1.S4.5
Session plenary: Any questions?
D1.S4.6