CEFR-aligned curriculum cascade

workshops: Day 4

CEFR-aligned curriculum cascade

workshops: Day 4
Handout D4.S1.1

Principles of materials design

Read the principles and say if they are related to:

Content (C)
Activities (A)
Instructions (I)
Presentation (P)

1. It should be differentiated where possible and appropriate

2. They should include a range of activity type to suit different pupils
3. They should make good use of images and colour (if possible)
4. Pupils should be active in learning
5. They should develop thinking skills and learning skills
6. They should be consistent (always the same/very similar)
7. The topic should be as educational as possible and appropriate
8. They should include examples
9. The language and vocabulary practised or presented should match the
Scheme of Work
10. The materials should be attractive
11. There should be a limited amount on each page
12. They should be short and clear, without difficult vocabulary

3.3_2017_Primary 2
Handout D4.S2.1

Lesson planning factors: Mind map

Inclusive
planning
(differentiation) Actiion-oriented

Lesson
Realistic timing
Planning

3.3_2017_Primary 3
Handout D4.S2.2 (Page 1 of 4)

Lesson plan evaluation grid

Lesson: Yes No *
1 Is the plan inclusive? (Are there appropriate differentiation
strategies?) [Comments here]

2 Are pupils active in their learning in the lesson?

10

* Tick here if there is something to note about this criterion

3.3_2017_Primary 4
Handout D4.S2.2 (Page 2 of 4)

Lesson plan evaluation grid

Lesson: Yes No *
1 Is the plan inclusive? (Are there appropriate differentiation
strategies?) [Comments here]

2 Are pupils active in their learning in the lesson?

10

* Tick here if there is something to note about this criterion

3.3_2017_Primary 5
Handout D4.S2.2 (Page 3 of 4)

Lesson plan evaluation grid

Lesson: Yes No *
1 Is the plan inclusive? (Are there appropriate differentiation
strategies?)
[Comments here]

2 Are pupils active in their learning in the lesson?

10

* Tick here if there is something to note about this criterion

3.3_2017_Primary 6
Handout D4.S2.2 (Page 4 of 4)

Lesson plan evaluation grid

Lesson: Yes No *
1 Is the plan inclusive? (Are there appropriate differentiation
strategies?)
[Comments here]

2 Are pupils active in their learning in the lesson?

10

* Tick here if there is something to note about this criterion

3.3_2017_Primary 7
Handout D4.S3.1

Ways of evaluating achievement

Read the sentences and say if they talk about:

Monitoring (Write M)
Checking answers (Write CA)
Collecting work (Write CW)
You might want to choose more than one answer for some sentences.

1. We can give pupils feedback that is personal to their individual language

needs.

2. We can nominate pupils (ask a particular pupil to speak) to give their answers.

3. We can have pupils share their answers with a partner before sharing with the
whole class.

4. We need to give the pupils the correct answers.

5. We can check pupils understand what to do.

6. We can check pupils work in several different ways, such as with photos or
recordings.

7. We can monitor progress of quieter, shier or lower proficiency pupils.

8. We can help and support individual pupils to help them achieve a Learning
Objective or Learning Standard.

3.3_2017_Primary 8
Handout D4.S3.2

Teachers feedback
Read what the teachers say about giving feedback.
Are the sentences True or False?

I asked pupils to create a funny monster. They had to draw a picture about it and
write a short sentence. Some of the pupils created really great monsters, they were
really imaginative. They made some mistakes in their writing, but I gave them a
smiley stamp anyway, and I commented on their funny monsters after all, this is
what I asked them to do!

Teacher 1
A: This teacher was telling pupils that they didnt do well at something.
B: This teacher says we must always give feedback on content.
C: Pupils in this class collect stickers to earn rewards.

We were doing a project about healthy and unhealthy food and pupils were
working in small groups. As I walked around I noticed that one group had put lots
of pictures on their posters but hadnt organised them and written anything. I
asked the pupils to point out which foods are healthy and which are unhealthy,
then I asked them to try to show this on the poster and to write some words. I think
its important to show pupils how to improve their work.

Teacher 2
A: This teacher was telling a group of pupils about something they didnt do so well.
B: This teacher is telling the pupils the correct answers.
C: This teacher is criticising the pupils, telling them they havent done well.

A few pupils in my class find Listening really difficult and they dont do well at
Listening activities in the textbook. When I was monitoring in the last class, I noticed
that one of these pupils was doing quite well in a Listening activity. I think its
important that all pupils know they are improving and how they are improving not
just the more proficient ones, so I told her that she was making really good progress
with Listening.

Teacher 3.
A: This teacher was telling a pupil that they did well at something.
B: This teacher only gives feedback to higher proficiency pupils.
C: This teacher doesnt only correct pupils language.

3.3_2017_Primary 9
 I do a lot of Speaking activities in my classroom and I always monitor while
pupils are doing these activities. I usually have my notebook in my hand, and I
make a note of common mistakes in pupils Speaking, as well as other comments
on how well individuals do. I can use this later for planning the next lessons, but I
also use it for feedback. I dont interrupt the pupils while they are speaking, I use
my notes to focus on mistakes after the activity, with the whole class. I dont say
who has made the mistake of course!

Teacher 4

A: This teacher told individual pupils that they did something well.
B: This teacher corrects all pupils mistakes in speaking activities.
C: The teacher observes pupils and writes notes about their progress.

My pupils were doing an activity on the computer, where they had to put some
survey data into a table. I saw that one pair of boys was arguing, so I asked them
what the problem was. One boy was not letting the other use the computer. I told the
boy that they had to share the computer, to be fair and to share their work. Later,
they worked a lot better together as a pair, so I made sure to praise them for that.

Teacher 5
A: This teacher was telling pupils that they did something well.
B: This teacher thinks you have to tell pupils off, to tell them they are being naughty
and should stop.
C: This teacher only gives feedback on bad behaviour.

One of my classes is particularly noisy. There are several pupils who have
problems with their behaviour in class and other pupils who find it difficult to
settle and focus. When they work together well or sit calmly and quietly, I make
sure I tell them after the activity that I was very pleased with them for this. I
only tell them this when they behave well though.

Teacher 6
A: This teacher was telling pupils that they didnt do something very well.
B: This teacher thinks pupils should get lots of praise to motivate them, even if they
dont do something particularly well.
C: This teacher gives negative feedback when pupils misbehave or are noisy.

3.3_2017_Primary 10
 When I look at pupils written work that I collect from them, I dont correct it. I
circle some mistakes and ask pupils to correct themselves. I choose
mistakes in the language or vocabulary we are learning or have already
learned. I use my special marking pens they are shiny pens.

Teacher 7
A: This teacher corrects pupils writing.
B: This teacher only uses a red pen for marking.
C: This teacher shows pupils all of their mistakes in writing.

I often say well done! to my pupils when they do something well, but I
always try to also tell them what they did well. For example, I say Well done,
Ali! You remembered the spelling of most of these words. Sometimes I use
pupils own language to help them understand the feedback.

Teacher 8
A: This teacher praises pupils when they do something well.
B: This teacher just says Well done!
C: This teacher believes we should only use English when giving feedback.

3.3_2017_Primary 11
Handout D4.S3.3

Giving effective feedback: A summary

Write a word in the space to complete the sentence.

1. We can give feedback on pupils language, ______________ and

behaviour. We can focus on their progress and effort, as well as
their ______________.

2. Feedback should match the ______________ of the activity.

3. It is important to give feedback to ______________ our pupils

based on their individual efforts.

4. Teachers should give feedback to pupils about what they do well

and about how they can ______________.

5. Feedback should be ______________ so it motivates pupils and

focuses on success, not failure.

6. Constructive feedback can help pupils see where their mistakes

are and how they can fix them so that they can ______________.

7. Constructive feedback is also telling pupils exactly what they did

well, not just saying ______________!

8. It is important to ______________ pupils when they do something

well, but we should avoid saying Well done when something isnt
well done.

9. It is a good idea to tell pupils when they are behaving

______________ and to tell them how they should be behaving
and why. This is better than telling them off or punishing them for
bad behaviour.

10. Teachers can give feedback to individuals, pairs, groups and

to the ______________.

3.3_2017_Primary 12
Handout D4.S3.4 (Page 1 of 2)

Giving effective feedback: Practice

Look at a pupils work.

How would you mark this? What feedback would you give to this pupil?

NB: Script for CD2 Track 31:

1.
1. 2.
Woman: Hello, Mark. Is this your Woman: Are you and your brother in
school? this picture?
Boy: Yes. Boy: Yes
Woman: Whats it called? Woman: And whats your brothers
Boy: Park School. name?
Woman: Is that P A R K? Boy: His names Ben.
Boy: Yes. Woman: How do you spell that?
Boy: B E N.

3. 4.
Woman: Is that your teacher? Woman: Do you play football with your
Boy: Yes! Thats Mrs Green. friends every day?
Woman: Is that G R E E N? Boy: No. I play football on Mondays and
Boy: Yes. Thursdays.
Woman: You play football two days a
week.
Boy: Yes.

5. 6.
Woman: Do you go swimming? Boy: On Sundays we play computer
Boy: Yes, we do. We go swimming on games at my house.
Tuesdays, Wednesdays and Saturdays. Woman: Do you?
Woman: Wow! You go three days a Boy: Yes, We play computer games
week. one day a week.
Woman: Thats great!

3.3_2017_Primary 13
Handout D4.S3.4 (Page 2 of 2)

3.3_2017_Primary 14
Handout D4.S3.5

Giving effective feedback: Practice role play

Situation:
Pupils are working on Activity 3 on page 61 of Superminds 1, which is a
Speaking activity. Pupils are working in a small group to ask and answer
questions about what they do at the weekend using the language:
Do you at the weekend?
Yes, I do. / No, I dont.
Roles:
Teacher
Monitor your pupils as they work on the task. You should give feedback
to them on their performance. Think about the feedback youll give
when, how and what.

Pupil 1
You are a proficient pupil and are very motivated. You like to show your
friends that you can speak English well and often dominate an activity.

Pupil 2
You are a shy pupil and are nervous about making mistakes in English,
even though you are of average to high proficiency. You dont usually
say very much in group activities.

Pupil 3
You are a pupil who has a low level of proficiency, but you try hard to
join in activities. You dont mind making mistakes because you want to
join in.

Pupil 4
You are a pupil with a low level of proficiency and you do not enjoy
English at all. You prefer to tease your friends and do not usually
behave well in the classroom. You find it difficult to sit quietly and focus
on an activity.

3.3_2017_Primary 15
Handout D4.S4.1

Setting up Classroom Activities (strips to be cut up)

Give short, clear instructions for the activity.

Monitor to make sure all the pupils know what to do.

Remind pupils of the time limit and start the activity.

Put pupils in pairs or groups.

Tell pupils what kind of activity they are going to do (e.g. a speaking
activity or a group activity).

Nominate one or more pupils to help you model the activity.

Ask questions to pupils to check they know what to do.

Get pupils attention and tell they you are going to do a new activity.

Have pupils model the activity.

3.3_2017_Primary 16
Handout D4.S4.2

Setting up Classroom Activities Advice

Match the advice with one or more of these areas:

A: Giving Instructions
B: Checking Instructions
C: Demonstrating an activity
D: Getting and keeping pupils attention
E: Starting an activity

1. Never start instructing until you have all pupils full attention.
2. Never start an activity until you are sure all pupils know what to do.
3. It is better to give instructions before handing out material.
4. Use closed questions (that require a one-word answer).
5. Always show as well as tell pupils what to do.
6. You can use the board, large versions of a worksheet or a copy of the
textbook page to do this.
7. You could ask a more proficient pupil to explain complicated
instructions in L1.
8. Involve pupils who might not pay attention by asking them to help
instruct, model or answer questions about instructions.
9. For a more complex activity, break it up and stage instructions.
10. You can ask pupils to get up and move so they can stand around a
group while they model the activity.
11. Avoid asking Do you understand?
12. Nominate more proficient, confident pupils.

Do you have any more tips you can share with the group?

3.3_2017_Primary 17
Handout D4.S4.3

Interaction patterns in the classroom

Complete the table by writing the interaction pattern into the right-hand
column.
Lesson Delivery: Year 1, Lesson 24 (Writing 5)
Step Interaction
Pre-lesson
Task 4 (try to use the dialogue pattern here)

1. In small groups or pairs, pupils play a jumbled letters game, where they
have to spell words correctly using the letters given. Use plastic letters or
letter cards to spell words from the unit.
2. Have pupils copy the words into their exercise books if you feel they
need further support in this area.

3. Model the dialogue (as on the worksheet) using flashcards or realia held
behind your back. Note that when guessed, you give the object to the pupil,
saying Here you are and the pupil should respond with Thank you.
4. Have pupils play the guessing game in pairs using real objects.

5. Write a model dialogue on the board that follows the same pattern as the
worksheet. Nominate a boy and a girl to read the dialogue, eliciting the
missing words and writing them in the gaps.
6. Give pupils a worksheet and ask them to write in the missing words.
They could work in pairs to do this, perhaps a boy + a girl.

7. When they have finished, pupils practise the dialogue.

Post lesson
Task 5

3.3_2017_Primary 18
Handout D4.S4.4 (Page 1 of 2)

Managing behaviour in the classroom.

Set A
Read the sentences and decide if they relate to:
A. Routines
B. Giving pupils responsibility
C. Parental and school involvement
D. Teacher personality
E. Pupils reasons for misbehaving

1. Pupils feel confident and safe in the classroom when they know what will happen and
what they need to do.
2. An aggressive teacher will not win the respect of the pupils, they will be afraid and lack
confidence.
3. We can assign roles to pupils, such as handing out materials, collecting in papers,
checking to see who is there.
4. Sometimes pupils dont realise they are doing something wrong; they may not have
understood they need to open their book or make a pair, for example.
5. It is important to report good behaviour to parents, as well as problems.
6. If a pupils behaviour is dangerous or the teacher thinks the pupil may be suffering from a
serious personal or family problem, then the school should become involved.
7. An assertive teacher has a presence in the classroom. They are active and more likely to
have pupils attention.
8. Pupils can focus on learning when they dont need to think about procedure.
9. Pupils are likely not to listen to a shy, passive or nervous teacher. A teacher needs to
have confidence in their actions.
10. We can allow all pupils to have a job to do or can have a rota system so that all pupils
are involved, not just well-behaved ones.
11. We should always try to find out the cause of misbehaviour before deciding how to deal
with it.
12. When pupils do the same thing at the same point every lesson, or often do similar
activities then it saves time in setting up activities and leaves less room for confusion.

3.3_2017_Primary 19
Handout D4.S4.4 (Page 2 of 2)

Managing behaviour in the classroom.

Set B
Read the sentences and decide if they relate to:
A. Rules and expectations
B. Motivation
C. Rewards and punishments
D. Teacher action
E. Inclusion

1. We can get and keep pupils interest by planning for lots of short activities that involve
pupils actively in their learning.
2. Pupils who are punished will start to know themselves as naughty, so they will continue
to behave badly.
3. We can involve pupils in setting up classroom rules at the beginning of the year. These
can be made into a poster and put in the classroom so you can all see them when you need
them.
4. A teacher needs to be consistent with their expectations and with the way they deal with
different behaviour.
5. Positive reinforcement of good behaviour is more effective than negative reinforcement of
bad behaviour.
6. We shouldnt normally take or put a pupil out of the classroom where they do not have a
chance to be involved in learning.
7. The teacher can use their voice to manage pupils, but shouting shows you are angry and
only raises the noise level in the classroom. Speaking extra quietly can be more effective.
8. Pupils need to know how you want them to behave, what they can and cant do. They may
have other teachers who have different expectations, so they need to learn and remember
yours.
9. Praise pupils for doing something well and for behaving well. This is often a suitable
reward.
10. Being consistent also means we should treat all pupils the same. We need to include all
pupils in our behaviour management and need to be fair.
11. When teachers use too many points or rewards, then many pupils will become more
interested in winning than in learning, while other less proficient pupils become demotivated.
12. A teacher should never react physically to a pupil who is misbehaving. This is not
acceptable and will only create fear and demotivation.

3.3_2017_Primary 20