Curriculum Induction Training

July 2018 – Primary

Introductions

Trainer to introduce himself/herself

D1.S1.1
Housekeeping

• Training venue (facilities and fire assembly point)

• Materials for today

D1.S1.2
 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

By the end of this session participants will be able to:

• Introduce ourselves to the group and know how we will be
working together
• Complete the before-training questionnaire
• Recognise the link between the new curriculum and the CEFR
• Understand the learning standards in the curriculum framework
• Understand the purpose of the various MoE documents:
Curriculum, Syllabus, Scheme of Work and textbook
• Review key points of learning D1.S1.4
Icebreaker: getting to know each other!

Name boards
Make a name board for yourself.

• Write down your name.

• Draw a picture that describes you (for example, a
hobby or pastime).

You have two minutes! Be ready to share in your groups.

Please write in large letters so it’s legible!

D1.S1.5
Expectations for how we will work together

• Working together and supporting each other is

important. For example, teachers who are familiar with
the new curriculum or the CEFR can help by explaining
certain changes brought about by the new curriculum
or CEFR wording that others may not be familiar with.
• The handouts contain many important points. We can
go through these together for things that are not clear.
• For some tasks, you will be working in groups. In this
way, you will be able to learn from each other.

D1.S1.6
Course glossary

• Your glossary can be used for terminology or

key words that are new to you.
• When you meet a new word, write it on a post-it note.
• Write a definition for the word next to/under it.
• If you still don’t understand the new word, ask the
trainer or another participant.
• Stick your post-it notes on a piece of paper.
• Keep the paper with you so you can build your
glossary.
• We can come back to your glossaries later in the
course and update them.
D1.S1.7
Before-training questionnaire

Now, please complete the before-training questionnaire

https://www.surveymonkey.co.uk/r/2018cascadeBEFORE
teacher

D1.S1.8
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 […]

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)

Key features of the CEFR:

• It is a way of describing language performance at 6
levels.
• It covers 4 core skills (Reading, Writing, Speaking,
Listening) and the language elements within these.
• There are global descriptors (which describe language
level in general) and skills-specific descriptors, from
which the Learning Standards for each grade are
developed.
D1.S1.11
The Common European Framework of Reference (CEFR)
and the new curriculum
• 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 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 lifelong basis.
• The CEFR provides a common basis for the design of
curriculum guidelines, language syllabuses, schemes of
work, examinations, etc.
D1.S1.12
The Common European Framework of Reference (CEFR)
and the new curriculum
Task – Odd one out
Read each statement about the CEFR in the two tables on
Handout D1.S1.H2.
• Decide which statement is the odd one out.
• Share and compare your answers with others in your
group.

D1.S1.13
 The Common European Framework of Reference (CEFR)
and the new curriculum

• The CEFR outlines a pupil-centred learning approach

• The ‘can do’ statements in the CEFR allow us to understand:
– what kind of communicative competencies pupils have
– what pupils can or should be able to do at different levels.
• 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 (L/S/R/W + Language Arts)
• One Content Standard can have one or more Focus which
narrows down that Content Standard to specific, relevant
areas/skills. D1.S1.14
The Common European Framework of Reference (CEFR)
and the new curriculum

• Learning Standards are the more detailed and observable

skills within the area defined by each Content Standard and
Focus.
• The Learning Standards are used to develop the Syllabuses,
which are a year-by-year description of the themes and topics,
grammar, vocabulary and structures used in any year.
• Schemes of Work (SoW) are also aligned to CEFR levels and
age groups and reflect the Learning Standards and Syllabuses.
The SoW can be used to develop individual lesson plans
based on suggested activities in the SoW or activities in the
textbook.

D1.S1.15
The Learning Standards in the new curriculum framework

CEFR descriptors and ‘can do’

statements

Content and Learning Standards

in Curriculum Framework

D1.S1.16
 The Learning Standards in the new curriculum framework
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 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2
2.1 Find out Find out Find out Find out Find out and Ask about and
Communicate Find out about very about about and about and describe express rules and
simple simple basic personal describe describe experiences obligations
personal
information informati information basic experiences up to now
information
intelligibly on from using fixed by asking everyday in the past
others phrases basic routines
questions

D1.S1.17
The Learning Standards in the new curriculum framework

Understanding the terms used in the

Learning Standards
Task
• Take it in turns to explain in your own words the two
Learning Standards in the box given to you
(Handout D1.S1.H4).
• When you have all finished, compare your
explanations with the glossary (see next page of
handout).

D1.S1.18
The purpose of the various MoE documents

Curriculum
Framework: Content
& Learning Standards
CEFR

CEFR Syllabuses

Schemes of Work
D1.S1.19
The purpose of the various MoE documents

CEFR descriptors and ‘can do’

statements

Content and Learning Standards

in Curriculum Framework

Syllabuses and Schemes of

Work: Lessons (including
reference to textbook content)
D1.S1.20
The purpose of the various MoE documents

CEFR descriptor: ‘can do’ statement (A1)

Can follow speech which is very slow and carefully
articulated with long pauses for him/her to assimilate
meaning.

Learning Standard:
Listening skills Year 3 Primary 1.3.1
Guess the meaning of unfamiliar words by using visual
clues when a teacher or a classmate is speaking

Lesson plan based on Unit 1 ‘Welcome!’

Student’s Book, p.5: listen to the song and
match each verse to the character

D1.S1.21
The purpose of the various MoE documents

Self-assessment checklist
• Read each statement in the checklist
about the purpose of the various MoE
documents. (Handout D1.S1.H5)
• Complete the self-assessment to
check your understanding.
• Share and compare your answers
with others in your group.
Can you help each other to improve
your understanding?
D1.S1.22
 Pyramid reflection: think back over this session…

A
Handout: D1.S1.H6
question you
want to ask

Two words that have

made an impression
D1.S1.23

Three key words that are important

Day 1, Session 2
Review formative assessment strategies

By the end of this session participants will be able to:

• Explain key differences between summative and
formative assessments
• Review some formative assessment strategies
• Reflect on the session and identify key points of
learning

D1.S2.1
What is formative assessment?

Assessment becomes formative assessment when teachers

and pupils use evidence about pupils’ learning to help them:
• understand how pupils are developing
• decide the next steps in learning.

These decisions are likely to be better than decisions that do

not use that evidence.
(adapted from Wiliam, 2018)

Refer to the Formative Assessment Teacher Handbook for further

information
D1.S2.2
Differences between summative & formative assessment
There are two main approaches to assessment for its different
purposes and uses: summative and 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)

• Fast finishers: move to another group to offer help.

D1.S2.3
Summative assessment

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

3. Designed to assist teachers and pupils.

5. Focuses on improvement and progress towards a
learning goal.
6. Assessment for learning
7. Needs to involve the pupil because the pupil is the
person most able to improve the learning.
11. Checks learning throughout teaching to determine
progress and decide next steps.
12. Usually detailed, specific, and provides descriptive
feedback in words.

D1.S2.5
Formative assessment – key concepts

Teaching

Formative
assessment

Where are we going? Learning

Where is each pupil now?
How do we get there? D1.S2.6
Formative assessment – key concepts

Task
• Discuss with your group the different teaching
strategies for formative assessment on Handout
D1.S2.H2.
• Which key question for formative assessment is most
relevant to each teaching strategy? Match each
teaching strategy to the relevant key question.
• Be ready to give reasons for your matches.

D1.S2.7
Key concepts: Where are we going?

• Sharing learning objectives

Learning objectives describe the new knowledge,
understanding and skills, as well as changes in attitudes,
that pupils will gain by the end of a lesson.

• 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 the 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
Pupil and peer’s ability to become aware of what they learned and how to
improve.
D1.S2.9
Key concepts: How do we get there?

• Feedback as part of a formative process

Three types:
– Feed-up ensures that pupils understand the purpose
of the assignment, task, or lesson (learning
objectives), including how they will be assessed
– Feedback provides pupils with information about their
successes and needs
– Feed-forward identifies the next step in the learning
and how to get there
All three are required if pupils are to learn at high levels.
D1.S2.10
Checking your answers

Where are we going? • Sharing learning objectives

• Examplars
Where is each pupil • Pre-lesson and Post-lesson
now? • Deliberate practice
• Questioning
• Discussions
• Quick scans
• Self-assessment and peer-
assessment
How do we get there? • Feedback

D1.S2.11
Review of formative assessment strategies

• Complete your ‘Find someone who…’ form

(Handout D1.S2.H3)
• Move around the room.
• Ask each other questions to find out how much you
know about formative assessment strategies.

D1.S2.12
Review of formative assessment strategies

Task
• In groups, complete the matching activity (Handout
D1.S2.H4)
• Match each strategy to the key aspect of formative
assessment by writing its number in the empty box.
• Share your answers with the group next to you.

D1.S2.13
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
today.
• Move around the room and find the person with the
word(s) to connect with yours.
• When you have a match stay standing together.

D1.S2.14
Day 1, Session 3
Prepare to create lesson plan(s) for Listening lesson(s)

By the end of this session participants will be able to:

• Write SMART learning objectives
• Understand the Listening learning standards in the
curriculum framework
• Reflect on the session and identify key points of learning

D1.S3.1
Session starter activity

• Organise yourself into pairs. Decide who will run and

who will write.
• Complete a running dictation – the runner needs to
check the sheet on the wall and run back to their
partner telling them which letters to write and how
many gaps to include.
• As soon as you have 6 items you should sit together
and try to fill in the gaps.
• Each item is a Listening strategy (or sub-skill). Try to
work out what missing letters are needed to formulate
the words.
D1.S3.2
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!
D1.S3.3
SMART learning objectives

Task
• Look at the learning objectives
on Handout D1.S3.H2.
• 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.S3.4
 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.

The WALT acronym is a good way to make learning objectives

accessible to pupils.
• WALT stands for ‘We Are Learning To…’
D1.S3.5
Learning Standards for Listening
Task
1. Look at Handout D1.S3.H3 and discuss in your groups:
What types of Listening text could be used in
relation to the CEFR descriptor?

2. Look at Handout D1.S3.H4 and discuss in your groups:

How will your text ideas on Handout D1.S3.H3
help to address particular Year 3 Learning
Standards on Handout D1.S3.H4?

D1.S3.6
Sub-skills for Listening

• You will be given one or two Listening sub-skills to read

about. (Handout D1.S3.H5)
• Be ready to explain the sub-skill in your own words to the
other members of your group. You need to explain:
– the skill
– the associated challenges for pupils
– the solutions that teachers can plan for.

D1.S3.7
Sub-skills for Listening

• Get ready to explain to the whole group your sub-skill.

D1.S3.8
Checking learning: In the spotlight!

Five people will be chosen and each

person will be asked a
question based on the session.

Everyone else will then mark down

on their mini whiteboards whether
they agree or disagree with an
answer.

D1.S3.9
Day 1, Session 4
Create lesson plan(s) for Listening lesson(s)

By the end of this session participants will be able to:

• Write SMART Learning Objectives
• Adapt materials if required
• Plan formative assessment strategies
• Practise using the MoE documents together
• Prepare for micro-teaching and feedback
• Reflect on the session and identify key points of learning

D1.S4.1
Checking learning

1. What does SMART stand for?

2. Why is the SMART acronym important for writing
learning objectives?
3. What is an example of a specific Listening sub-skill
that needs to be taught?
4. What is an example of a challenge pupils may face for
a specific sub-skill?
5. What is a possible solution to the challenge you gave
in Question 4?
D1.S4.2
Micro-teaching tasks

• On each day of the training course you will be

working on your own to plan a lesson from
the first cycle of ten lessons in the Year 3
Scheme of Work.
• You will then deliver individually a part of the
lesson (15–20 minutes) as a micro-teaching
session.
Handout D1.S4.H1

D1.S4.3
Lesson planning resources for the first micro-teaching

• Handout D1.S4.H2:
Listening lesson 1 from Year 3 SoW
• Handout D1.S4.H3:
Lesson plan template
• Handout D1.S4.H4:
Lesson planning support

D1.S4.4
Complete lesson plan(s)

• Work on your lesson planning and preparation for the

Listening lesson micro-teaching, which will take place
on Day 2, Session 1.
• Please ask for assistance if you need it.
• You can also help and support each other.

D1.S4.5
Plenary: Any questions?

Are there any questions?

D1.S4.6