The CEFR-aligned Curriculum Framework

What is CEFR?

Common European Framework

of Reference
 Session 1: Understanding foreign/second
language development within the CEFR
context

• Understand foreign / second language

development in the Malaysian classroom
• CEFR: approaches and principles – how CEFR
supports teaching and learning
 Session 2: The CEFR-aligned
Curriculum Framework

 Understand how Content and Learning Standards are related to the CEFR
 Explain progression from Preschool to Primary and onto the next grade
 Discuss progression across one content standard across school education
 Review the Content and Learning Standards glossary (in Scheme of Work)
 Understand the purpose of the various documents: Curriculum, Syllabus, Scheme
of Work and Scheme of Work overview
Curriculum Content and Learning Standards and
the CEFR

• What are Content Standards?

• What are Learning Standards?
• Where do they come from?
• How are they arranged?
Curriculum Content and Learning Standards and
the CEFR

What are Content Standards?

- Area of learning/skill
What are Learning Standards?
- Detailed, observable skill
- Within Content Standard area
- Target for end of each school year
How are they organised?
- By skill + Language Arts (LA)
- CS + Focus + LS Years 1–6
- Numbered
Note: Common Content Standard + Graded Learning Standards
Curriculum Content and Learning Standards and
the CEFR

There are 5 skills:

• Listening
• Speaking
• Reading
• Writing
• Language art
Curriculum Content and Learning Standards and
the CEFR

Numbering of Content and Learning Standards

– By Skill:
1= Listening 2= Speaking
3= Reading 4= Writing 5= LA
– By Content Standard (e.g. 4.1, 4.2 …)
– By Learning Standard (e.g. 4.1.1, 4.1.2 … )
– Example:
R3.3.1
=

Reading.CS3.LS1
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
 Curriculum Content and Learning Standards and
the CEFR
Listening 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
1.1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1
1.1 Recognise Recognise Recognise Recognise Recognise Recognise
Recognise Recognise and and and and and and
and and reproduce reproduce reproduce reproduce reproduce reproduce
reproduce reproduce with with with with with little or independen
target target support a support a support a support a no support tly a wide
language language limited range of range of wide range a wide range of
sounds phonemes range of high target of target range of target
intelligibly high frequency language language target language
frequency target phonemes phonemes language phonemes
target language phonemes
language phonemes
phonemes
 Curriculum Content and Learning Standards and
the CEFR

Speaking 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

2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Communicate Communicate Give very Give simple Ask about Explain and Give Give
simple simple basic personal and give reasons detailed detailed
information information personal information express for basic information information
intelligibly about information using basic basic opinions about about
themselves using fixed statements opinions themselves themselves
clearly phrases and others
 Curriculum Content and Learning Standards and
the CEFR

Reading 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

3.2
Understand 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1
a variety of Understand Understand Understand Understand Understand Understand Understand
linear and the main the main the main the main the main the main the main
non-linear idea in a idea of very idea of idea of idea of idea of idea of
print and variety of simple simple short simple texts simple texts simple
digital texts text types phrases and sentences simple texts of one or of two longer texts
by using on familiar sentences two paragraphs
appropriate topics paragraphs or more
reading
strategies
 Curriculum Content and Learning Standards and
the CEFR
Writing example:
Content Learning Learning Learning Learning Learning
Focus Learning Standard
Standard Standard Standard Standard Standard Standard

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

4.1.2
4.1 i) Form upper and lower 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2
Form letters Develop case letters of regular size No learning Begin to use Use cursive No learning No learning
and words in early and shape** standard cursive writing in standard standard
**preliterate children only handwriting in written work*
neat legible writing
a limited range
print using skills* ii) write letters and words of written *all children
cursive writing in a straight line from left work*
*all to right with regular
children spaces between words *all children
and spaces*

iii) copy letters and

familiar high frequency
words and phrases
correctly*

*all children
 Curriculum Content and Learning Standards and
the CEFR

Language Arts 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

5.2.1 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1

5.2 Name Name Ask and Say in Explain in Describe in
Express Identify, people, people, answer simple simple simple
personal analyse and things or things, simple words and language language a
responses respond to places of actions, or questions phrases why they character’s
to literary elements in interest in places of about how a text like or actions or
texts texts illustrations interest in characters, makes them dislike an feelings and
accompanyi texts actions and feel event, explain the
ng texts events of description reasons for
interest in a or character them
text in a text

D1.S2.16
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

• 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
 Planning a lesson: principles

Staging a 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 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

A good Learning Objective is…

Our LOs should be based on MOCA

-Measurable
-Observable
-Clear
-Achievable

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

A good Learning Objective is…

• The word choice of how the students need to achieve

the objective should be clear.
• If we use the word 'understand', it's not really clear on
how to measure the students understanding..so we
need to mention other word which is measurable.
For example: pupils will be able to listen and tick 5
correct animals.
The word 'tick' shows how are we going to measure
the student's understanding of the lesson.
 Learning Objectives

• In our lesson plan for CEFR..we have 2

objectives...
1. Main Objective
2. Complementary Objective
 Learning Objectives

1. Main Objective
-The main objective that we have to achieve for
today lesson. Mean, if you are focusing in listening
skill, your main objective is about listening skill and
the activities for the lesson are toward to achive
the focused skill, listening.

D2.S4.6
 Learning Objectives

2. Complementary Objective
- Meanwhile, complementary objective is extra
objective for extra activities that you can carry out
to your pupils if they already achieved the main
objectives. Normally this complementary objective
is for advance pupils or as enrichment to them.

D2.S4.6
Session 1: Designing materials for
pupil-centred learning

• Understand the principles of materials design within

the Malaysia context
• Apply the principles of materials design to create
age-appropriate materials for a sequence of lessons
• Discuss recycling and sustaining learning materials

D4.S1.1
 Principles of materials design

Content:
• The language and vocabulary practised or presented
should match the Scheme of Work
• The materials should review and extend language and
vocabulary as appropriate to pupils’ needs
• There should be a range of skills where possible
• The topic content should be as educational as possible
and appropriate
• The content should address a cross-curricular element
if possible and appropriate
• The content should be appropriate for pupils’ age and
culture
D4.S1.4
 Principles of materials design

Activities
• They should include a range of activity type to suit
different pupils
• They should require a range of interaction patterns
• They should allow for differentiation where
possible and appropriate
• Pupils should be active in learning
• They should develop thinking skills and learning
skills

D4.S1.5
 Principles of materials design

Instructions
• They should be short (just a few words)
• They should be clear
• They should include an example
• They should be consistent
• They shouldn’t include difficult or teaching
vocabulary
• They should include an example, where possible.
Superminds Textbook
Superminds Textbook

Unit 1-4 for Year 1

Unit 5-9 for Year 2