Primary Cascade Notes

Curriculum Induction Training 2019 (Primary)
Master Trainer Cascade Notes

Primary
Table of Contents
Curriculum Induction Training 2019 (Primary)................................................................................................................................................. 1
Table of Contents............................................................................................................................................................................................... 2
Curriculum Induction Training Aims ................................................................................................................................................................ 4
Curriculum Induction Training Timetable ........................................................................................................................................................ 5
Curriculum Induction Training Overview ......................................................................................................................................................... 6
Resources Overview .......................................................................................................................................................................................... 9
Day 1 ................................................................................................................................................................................................................. 10
Session 1 ....................................................................................................................................................................................................... 10
Session 2 ....................................................................................................................................................................................................... 14
Session 3 ....................................................................................................................................................................................................... 19
Session 4 ....................................................................................................................................................................................................... 24
Day 2 ................................................................................................................................................................................................................. 30
Session 1 ....................................................................................................................................................................................................... 30
Session 2 ....................................................................................................................................................................................................... 34
Session 3 ....................................................................................................................................................................................................... 37
Session 4 ....................................................................................................................................................................................................... 39
Day 3 ................................................................................................................................................................................................................. 46
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Session 1 ....................................................................................................................................................................................................... 46
Session 2 ....................................................................................................................................................................................................... 50
Session 3 ....................................................................................................................................................................................................... 52
Session 4 ....................................................................................................................................................................................................... 54
Day 4 ................................................................................................................................................................................................................. 59
Session 1 ....................................................................................................................................................................................................... 59
Session 2 ....................................................................................................................................................................................................... 63
Session 3 ....................................................................................................................................................................................................... 67
Session 4 ....................................................................................................................................................................................................... 72
Day 5 ................................................................................................................................................................................................................. 76
Session 1 ....................................................................................................................................................................................................... 76
Session 2 ....................................................................................................................................................................................................... 78
Session 3 ....................................................................................................................................................................................................... 80
Session 4 ....................................................................................................................................................................................................... 82
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Curriculum Induction Training Aims
The aims of the curriculum induction training are that all participants will be able to…
• Understand curriculum reform purpose and schedule

• Recognise the link between the new curriculum and the CEFR
• Use new curriculum documentation in lesson planning and teaching
• Understand the Learning Standards in the Curriculum Framework and write learning objectives based on the Learning Standards
• Apply effective teaching strategies in large classes following the principles of formative assessment, giving feedback and differentiating
learning abilities
• Practise teaching an activity from the lesson plans and reflect on teaching practice
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Curriculum Induction Training Timetable
Monday to Thursday Friday
Session 1 (90 minutes) 09.00 – 10.30 am 09.00 – 10.30 am
Break 10.30 – 11.00 am 10.30 – 11.00 am
Session 2 (90 minutes) 11.00 – 12.30 pm 11.00 – 12.30 pm
Lunch 12.30 – 02.00 pm 12:30 – 02:30 pm*
Session 3 (90 minutes) 02.00 – 03.30 pm 02:30 – 04.00 pm
Break 03.30 – 03.45 pm 04.00 – 04.15 pm
Session 4 (90 minutes) 03.45 – 05.15 pm 04.15 – 05.45 pm
*Lunch break on Friday is longer to give participants time to attend Friday prayer.
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Curriculum Induction Training Overview
Day 1
Session title Time Session aims
New curriculum purpose, format and 90  Explain reform objectives and understand their responsibilities as English-
content min language educators
 Develop basic understanding of, and describe, the CEFR scales and levels
 Recognise the link between the new curriculum and the CEFR
Teaching and learning English as 90  Understand the purpose of various new curriculum documentation
promoted in the new curriculum min  Recognise the benefits of a pupil-centred teaching approach
 Review a few formative assessment strategies
 Reflect on the session and identify key points of learning
Classroom management in language 90  Identify challenges with teaching large classes and discuss possible solutions
lessons – Part one min  Discuss effective behaviour management strategies
 Explain how to manage interaction in the language classroom effectively
 Review learning in the session
Approaches to learning Listening 90  Identify approaches to Listening suitable for level and age and apply them in
teaching
min
 Identify and apply some techniques that help pupils understand purpose and
meaning conveyed in Listening text
 Identify potential obstacles to developing Listening skills and find support
methods
 Reflect on Day 1 and identify key points of learning
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Day 2 Day 3
Session
Time Session aims Session title Time Session aims
title
Listening 90 min  Explain the Listening Learning Standards in Speaking skills 90 min  Explain the Speaking Learning Standards in
skills in the the Curriculum Framework in the new the Curriculum Framework
new  Practise implementing one or two formative curriculum  Consider suitable strategies for implementing
curriculum assessment strategies on Listening support activities with Year 4 teaching
activities materials
 Discuss differentiation strategies  Discuss differentiation strategies
 Reflect on the session and identify key  Reflect on the session and identify key points
points of learning of learning
Create a 90 min  Review micro-teaching and lesson planning Create a lesson 90 min  Use the curriculum documents in lesson
lesson plan process plan for a planning
for a  Use the curriculum documents in lesson Speaking lesson  Write learning objectives
Listening planning  Adapt materials if required
lesson  Write learning objectives  Apply relevant formative assessment and
 Adapt materials if required differentiation strategies
 Apply relevant formative assessment and
differentiation strategies
 Reflect on the session and identify key
points of learning
Micro- 90 min  Review feedback forms for micro-teaching Micro-teaching 90 min  Deliver micro-teaching sessions
teaching and sessions and feedback  Provide constructive feedback, focusing on
feedback  Deliver micro-teaching sessions formative assessment and differentiation
 Provide constructive feedback, focusing on strategies applied
formative assessment and differentiation
strategies applied
Approaches 90 min  Develop age-appropriate Speaking skills Session 4: 90 min  Analyse strategies to respond to varying
to learning  Identify features of spoken language Classroom learning abilities and levels in large classes
Speaking  Identify a range of language functions and management in  Share ideas for managing providing feedback
forms suitable to level and age language in large classes
 Identify potential obstacles to developing lessons – Part 2:  Explore ways to involve pupils in their own
Speaking skills and find support methods consolidation of feedback and progress
 Share and discuss problems and solutions learning from the  Review own learning from the training so far
training
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Day 4 Day 5
Session Session
Time Session aims Time Session aims
title title
Approaches 90 min  Identify approaches to Reading suitable to Create a 90 min  Use the curriculum documents in lesson
to learning level and age lesson plan planning
Reading  Identify and use some techniques that help for a Reading /  Write learning objectives
pupils understand meaning Writing  Adapt materials if required
 Identify potential obstacles to developing lesson(s)  Apply relevant formative assessment and
Reading skills and find support methods differentiation strategies
Reading 90 min  Explain the Reading Learning Standards in Lesson plans 90 min  Deliver lesson plan presentations and
skills in the the Curriculum Framework and feedback demonstrate teaching activities where
new  Practise implementing one or two formative necessary
curriculum assessment strategies on Reading activities  Provide constructive feedback, focusing on
 Discuss one or two differentiation strategies formative assessment and differentiation
 Reflect on the session and identify key strategies applied
points of learning
Approaches 90 min  Identify approaches to Writing suitable to Create lesson 90 min  Use the curriculum documents in lesson
to learning level and age Identify and teach stages of plan(s) for planning
Writing producing written text Language  Write learning objectives
 Consider the purposes of punctuation and Arts /  Adapt materials if required
its importance in writing Language  Apply relevant formative assessment and
 Evaluate strategies that could help develop Awareness differentiation strategies
spelling skills lesson(s)
 Reflect on the session and identify key
points of learning
Writing skills 90 min  Explain the Writing Learning Standards in Lesson plans 90 min  Deliver lesson plan presentations and
in the new the Curriculum Framework and feedback, demonstrate teaching activities where
curriculum  Practise implementing one or two formative closing necessary
assessment strategies on Writing activities session  Provide constructive feedback, focusing on
 Discuss differentiation strategies formative assessment and differentiation
 Review own learning from the training so far strategies applied
 Reflect on learning received during the
training
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Resources Overview
The list below is for the resources required during the training. Participants must have access to the internet on Day 1 and Day 5 to
complete the questionnaires.
For every training day
 PPT slides, handouts, cascade notes
 Curriculum documentation: KSSM/KSSR curriculum framework, syllabus, samples pages from Year 3 SoW, copied pages from Year 4
textbook (Table of Contents, Unit 1 from Student’s Book and Teacher’s Book) and the audio files for unit 1 from both textbooks
 Teacher Handbook on Formative Assessment Principles and Practices, March 2018 (soft copies for teachers)
 Pens for flip chart and whiteboard (not permanent felt tip)
 Post-it notes or pieces of paper that can be stuck on the wall
 Blu tack or sellotape
 1 Mini whiteboard (or laminated A4 paper) – ask participants to bring their own to training
 Blank A4 paper
Day 1 Day 2 Day 3 Day 4 Day 5
 Video device (screen +  Speakers  Handout D3.S2.H1:  Handout D4.S3.H1:  MoE Language
speakers)  Audio device to play Taboo cards (cut up Words for sense Arts component
 Enlarged copies (A3) of CD/audio files from sets, 13 copies) poem (cut up, 1 copy)
D1.S2.H4 & cut-up benefits textbook  Handout D3.S4.H5:  Textbook material
(1 set per group, 5 copies)  Handout D2.S2.H1: Board game copies on Year 4 textbook
 Handout D1.S3.H1, Sentence scramble A3 sheets, 5 copies; (p.66–67 Student’s
matching activity (cut up (copies cut up for question cards (copied Book, p104 -105 in
the problems and solutions each pair, 13 copies) and cut up, 5 copies) Teacher’s Book)
and give each group a set)  Handout D2.S4.H4:  Dice and counters (or  Textbook material
 Two A4 sheets of blue Contribution cards makeshift alternatives) Year 4 textbook (p.75
paper and two A4 sheets of (cut up) 13 copies Student’s Book, p117
red paper  Handout D2.S4.H5: in Teacher’s Book)
 Handout D1.S4.H2: (1 Problem cards (cut
copy for each pair, cut up up, 13 copies)
into sentence strips, 13
copies)
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Day 1
Session 1
Session 1: New curriculum purpose, format and content
Session objectives Time Description of activities Resources, inc.
handouts
10 Introduction PowerPoint slides
D1.S1.1–4
Welcome participants to the training and introduce yourself. Ensure that participants are sitting in
small groups (4–5 per group if possible).
Ensure participants have their training packs. Remind participants to be punctual and attend all
sessions for 5 training days.
Explain that the slides are numbered as day#.session#.number of slide (e.g. D2.S3.7) and the
handouts are numbered as day#.session#.handout# (e.g. D2.S3.H2). Remember to say ‘number’
when referring to # on the slides.
Show aims of the curriculum induction training as a whole, and Session 1 objectives (slides
D1.S1.3 & 4). If participants ask too many questions at this point, answer one or two briefly and
explain that you will address their questions during the training.
5 Ten favourites PowerPoint slide
This is a short icebreaker activity. Make sure to time the activity within suggested timing as this D1.S1.5
session has a lot to cover in it.
Get the room back in order before moving to the next activity.
10 Expectations for how we will work together PowerPoint slides
Reassure participants by drawing attention to the following (slide D1.S1.6): D1.S1.6–7
 You will be working collaboratively with your trainer and your colleagues. You are expected to Post-its or Blu tack
actively participate in this interactive training. or sellotape to stick
 Supporting and helping each other is important. For some tasks, you will be working in groups. participants’
In this way, you will be able to learn from each other. questions on a wall
My questions: Slide D1.S1.7
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handouts
Guide participants to complete their questions about the new curriculum according to instructions
on the slide. Make sure that their questions are placed together on the wall.
If you find questions that you do not think you have an answer to, contact MoE officers (e.g. BPK
officers, State ELOs). Be honest about what you know and what you don’t, and use your MoE
contact to obtain answers for challenging questions.
5 Before-training questionnaire PowerPoint slide
Slide D1.S1.8: Ensure all second tier participants, i.e. State-level Trainers, complete the Before- D1.S1.8
training questionnaire. Inform participants that the questionnaires will be available only to them as Link received via
the State-level Trainers. The questionnaire must not be used by other teachers they may train in email from
the future. Cambridge for the
Help participants who may need help. Ensure all State-level Trainers complete the questionnaire. National-level
Master Trainers to
share with State-
level trainers
Explain reform 35 Now we will talk about why the English language curriculum is changing. Handout D1.S1.H1
objectives and Ask participants to read the questions on slide D1.S1.9 silently. Ask them not to answer any CEFR levels and
understand their questions yet, but instead to think about the answers while watching the video. global scales
responsibilities as PowerPoint slides
Show the video (30 minutes).
English-language D1.S1.9–11
educators After playing the video, show slide D1.S1.11 and ask participants if they are not sure about the
answer to any of the questions and if they have any questions about the video in general. You will Video (screen +
revisit the information from the video in Session 2, starter activity, so there is no need to spend too speakers)
much time on the follow-up questions. Participants can make a mental/written note of their
questions at this point and learn from what will come next.
Develop basic 5 Now let’s move to briefly recap the basics of the CEFR. PowerPoint slides
understanding of, Tell participants that the video they have just watched briefly explained the CEFR levels and the D1.S1.12–13
and describe, the link between these levels and the new English language curriculum. Handout D1.S1.H1:
CEFR scales and CEFR levels and
Show slide D1.S1.12 to read through the statements.
levels global scales
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handouts
 The Common European Framework of Reference for Languages (CEFR) is an international
standard for describing language ability. It uses Can Do statements to describe learners’
language ability.
 It describes progressive language development in six main levels.
 It covers the four core skills (Reading, Writing, Speaking, Listening) and the language elements
within these (grammar, vocabulary).
 There are global (or general) scales which describe the level of language ability in general.
They give us an overall description of learners’ language ability at a glance.
Show the six levels and the Global Scales on slide D1.S1.13 and tell participants that Handout
D1.S1.H1 has the complete wording of the global scales from A1 to C2 level. Note that there is also
a Pre-A1 level, which describes learners’ ability below A1 level. This is relevant to pre-primary and
some lower primary pupils. Answer any general questions but point out that the content of this
handout is for their information only; participants can read it and find out more about the CEFR in
their own time.
Recognise the link 17 Now move from the general (global descriptors) to the specific (CEFR skills-specific descriptors). PowerPoint slides
between the new Go through Slide D1.S1.14. D1.S1.14–16
curriculum and the  The Global scales are followed by skills-specific descriptors (for Reading, Listening, etc.). Handout D1.S1.H2:
CEFR  The CEFR skills-specific descriptors (Can Do statements)… Link between the
o are very broad and specific. They describe the language that learners have to learn in CEFR and the
order to use a language for communication. Learning Standards
o provide many examples about real-life situations a learner will probably face when using
language (e.g. as a tourist, online communication).
o define levels of proficiency in detail, which allow learners’ progress to be measured at
each stage of learning.
o give a basis for the design of curriculum guidelines and content.
Slide D1.S1.15 explains the relationship between skills-specific descriptors and the Learning
Standards:
 The new KSSM/KSSR curriculum contains the Learning Standards for each grade covering the
four core skills (Reading, Speaking, Listening, Writing) plus language arts.
 The Learning Standards are detailed and observable skills that pupils are expected to achieve
by the end of each school grade.
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handouts
 These Learning Standards are based on the skills-specific descriptors in the CEFR.
Ask participants to read the top half of Handout D1.S1.H2 so they can see the relationship between
an example skills-specific descriptor and one Learning Standard from the curriculum. Note that this
is a simple example for illustration only; skills-specific descriptors can be complex and require a few
Learning Standards to unpack their content.
Find out if participants have any questions. Be mindful of time as you are now nearing the end of
the session.
Now move to the second half of Handout D1.S1.H2. Ask participants to work in pairs or small
groups. They should think of at least three answers. Allow 5 minutes for the groups to work and
then a few minutes to elicit responses afterwards.
Examples of acceptable responses:
 Some descriptors are written in highly technical language / not accessible to those who are not
curriculum developers / not easy to understand.
 They are not designed specifically for young people.
 They cover skills that are not required (e.g. translation).
 They can be quite ‘dense’, that is, they contain a lot of details in one or two statements.
 They are designed for learners across the world, not necessarily for Malaysian learners.
3 Plenary: PowerPoint slide
Ask participants to shout out two important words or expressions they covered during the session. D1.S1.17
This is a whole class activity to finish the session.
Comment on these as necessary and as time allows.
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Session 2
Session 2: Teaching and learning English as promoted in the new curriculum
handouts
10 Starter: PowerPoint slides
Show session objectives (slide D1.S2.1). Show Slide D1.S2.2. Ask participants to complete D1.S2.1–2
the questions in Handout D1.S2.H1 in groups. The first group to finish should shout Done!
and stand up. Urge the other groups to finish too. When all groups are finished, get each to Handout D1.S2.H1
answer one of the questions. Allow multiple answers for the last question as there are
several. Check if any participants are still not sure of the answers.
Understand the purpose 25 Understanding how the curriculum and new documentation work PowerPoint slides
of various new Show Slide D1.S2.3. Give participants a few minutes to look at Handout D1.S2.H2. The table D1.S2.3–7
curriculum is taken from the Primary Curriculum Framework, with definitions and explanations provided.
documentation Handout D1.S2.H2:
Get participants to work in pairs, each asking the other to provide a definition or description of
Curriculum
one of the three terms without looking at their handout. Then they can swap.
Framework
Show the class a copy of the Curriculum Framework. Explain that it is divided into five definitions
sections: Listening, Speaking, Reading, Writing and Language Arts. Each section contains
the same terms. Check if anyone has any questions. Handout D1.S2.H3:
Now move to explaining what each curriculum document is and how they should work sample page from
together. Draw participants’ attention to the four documents they have. Slide D1.S2.4 is Year 3 SoW
animated, have the first two bullet points on first and then show the rest of the slide after
participants give a few answers to the question: Can you name these four documents? Printed copies of the
Curriculum
Some participants may already be familiar with the curriculum documentation, but others may Framework,
not. You can find out how many are familiar by raise of hand. Syllabus, sample
Go through D1.S2.5 and explain the purpose of each core document. Show a copy of the pages from Year 3
syllabus document and sample SoW. Explain that the lessons in the SoW are very important, SoW, copies of Unit
whether lessons are based on the textbook or not. The lesson outlines in SoW tell teachers 1 textbook for Year
which Learning Standards should be used in each lesson and help teachers to pay attention 4.
to pupils’ levels and progress.
What is inside the SoW?
The SoW for Year 4 is still in production, but we will look at Year 3 SoW as an example.
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handouts
Go through Slide D1.S2.6 and explain that all schemes of work begin with an introductory part
which explains how the SoW works, how lessons are organised and any exceptions or notes
to pay attention to. The introductory part also contains a section on differentiation strategies,
generic pre- and post-lesson activities and a glossary to explain terms found in the SoW and
Content/Learning Standards for the grade.
It is very, very important to read through the introductory part at the beginning of the school
year and refer to sections like Differentiation strategies, generic pre- and post-lesson activities
and the Glossary. Tell participants that the sections on pre- and post-lesson activities and
differentiation strategies in Year 3 apply to Year 4, and that a glossary of the main terms in
Year 4 content and learning standards is available on the slides for each skill (e.g. Day 2,
session 1, Listening in the curriculum framework).
Now participants will examine a sample lesson outline from SoW. Ask participants to sit in
pairs/threes and answer the questions on Slide D1.S2.7. They should look at Handout
D1.S2.H3 which shows an example from the Year 3 SoW. They can refer to the documents
they have (Curriculum Framework, Syllabus, sample pages from Year 3 SoW ). They will not
have a copy of the Year 3 textbook though (which is not necessary for this activity).
Give participants 5 minutes to work out the answers.
Answers:
• Where do the following come from?
o Theme the Syllabus
o Topic the textbook
o Language/Grammar Focus based on the focus of the activities, the Syllabus
should also refer to that area of grammar in general
o Content and Learning Standards? the Curriculum Framework
• How do you know if the lesson is based on the textbook or not? See headline at the
very top (point to headline on the handout for everyone to see). Lessons that are not
based on the textbook will be called Non-textbook Based Lesson.
• Where can you find out about…
o differentiation strategies? Differentiation section in introductory part of SoW
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handouts
o challenging terms/words in the Content/Learning Standards? The Glossary in
introductory part of SoW.
Next we will move on to how the new curriculum focuses on helping pupils learn and develop.
Recognise the benefits 25 Benefits of a pupil-centred teaching approach PowerPoint slides
of a pupil-centred D1.S2.8–11
teaching approach The new KSSM/KSSR curriculum emphasises putting the pupils at the centre of teaching and
learning. Show slide D1.S2.8 which has a broad definition of a pupil-centred teaching Handout D1.S2.H4:
approach. Ask the question on the slide: How is pupil-centred teaching applied in the new Diamond 9
KSSM/KSSR curriculum? Invite participants to think about the answer on their own. Give
them about 30 seconds. Enlarged copies of
D1.S2.H4 & cut-up
Move on to slide D1.S2.9, which briefly explains that the new curriculum promotes a pupil-
benefits (one set per
centred approach. Invite brief comments but keep discussions to a minimum at this stage.
group 5 copies)
Set the group task (slide D1.S2.10):
In groups:
Rank the benefits of a pupil-centred teaching approach using the Diamond 9 board
(Handout D1.S2.H4).
Rank the benefits as follows:
 Most Important – top of Diamond 9
 Very Important X 2 – 2nd level of Diamond 9
 Important x 3 – middle-level of Diamond 9
 Lesser Importance x 2 – 2nd-lowest level of Diamond 9
 Least Important X 1 – lowest level of Diamond 9
Note: prepare for this activity beforehand by photocopying the Diamond 9 board in Handout
D1.S2.H4 and enlarging it to A3 for each group. The benefits (see the handout) can also be
photocopied and cut out as separate cards.
Give participants up to 10 minutes to complete their ranking. For feedback on the task, invite
groups to explain which benefit they placed at the top of the diamond and why. Encourage
some interaction and debate. Emphasise that there is no correct answer.
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handouts
Finally, give participants a moment to read the statements on Slide D1.S2.11 and think about
what their pupils would say. Pupils’ reaction to the statements would be positive if they feel
the learning environment supports and empowers them.
Next, we will move to an important approach adopted in the new curriculum, namely,
formative assessment.
Review a few formative 25 Formative assessment – key concepts PowerPoint slides
assessment strategies Explain to participants that as part of a pupil-centred teaching approach, teachers need to find D1.S2.12–15
out how well their pupils are developing and what they need. Checking on pupils’ progress
and needs is an important aspect of teaching practice. Handout D1.S2.H5:
Show slide D1.S2.12 and talk through the questions teachers should ask themselves as part Formative
of formative assessment practice: assessment – key
 Where are we going? concepts
 Where is each pupil now?
Teacher Handbook
 How do we get there? on Formative
These questions form the basis of formative assessment. Move to slide D1.S2.13 and stress Assessment
what formative assessment is and is not about. Principles and
Tell participants that there is an important Teacher Handbook on Formative Assessment Practices (hard copy
Principles and Practices that they should refer to for more information about the techniques to show to
that can help them improve teaching, learning and giving feedback. participants)
Note: The Teacher Handbook was rolled out in April-June 2018 as part of a nationwide
cascade on formative assessment. Some teachers will have received that training, others
may not. It would be useful to find out who has taken that training, and to mix the groups in a
way that guarantees sharing knowledge and experience among the groups.
Set the task for the next activity (slide D1.S2.14 and Handout D1.S2.H5):
 Discuss with your group the different teaching strategies on Handout D1.S2.H5.
 Which key question for formative assessment is most relevant to each teaching strategy?
Match each teaching strategy to the relevant key question (A, B or C on the handout).
Be ready to give reasons for your matches
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handouts
As feedback on the task, collect some matches/reasoning from different groups. Ask groups
to very quickly recheck their answers and make any changes they would like to make before
running through the answer key:
A. Where we are going?
Sharing learning objectives
Exemplars
B. Where is each pupil now?
Pre-lesson and post-lesson activities Deliberate practice Questioning
Discussions Quick scans Self- & peer assessment
C. How do we get there?
Feedback
Emphasise that these strategies can be used regularly in their lesson planning during this
training and in their future lessons. Participants will be practising their lesson planning during
this training and therefore need to think about how to use some of these aspects of formative
assessment in their lesson plans.
Show slide D1.S2.15 and tell participants that they should refer to the Teacher Handbook on
Formative Assessment Principles and Practices, which provides detailed advice and
strategies to prepare teachers to be in touch with and react to their pupils’ emerging learning
needs. Every teacher is required to read the Handbook.
Reflect on the session 5 Plenary: Set your own homework PowerPoint slide
and identify key points of D1.S2.16
Give instruction for plenary reflection task (slide D1.S2.16):
learning
Discuss in your groups:
 What homework would you set yourself on what you have learnt in this session?
 How would this help you to build on what you have learnt?
Give groups 2 minutes only for their discussions. Collect some responses and invite
participants to offer follow-up comments on the responses if there is time.
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Session 3
Session 3: Classroom management in language lessons — Part one
handouts
Identify challenges with 10 Starter: Challenges with teaching large classes PowerPoint slides
teaching large classes D1.S3.1–2
and discuss possible Show the session objectives (slide D1.S3.1).
solutions Go through the instructions for the hot-seat activity (slide D1.S3.2):
Participants must be organised into groups of four.
Each person takes it in turn to speak for 1 minute in response to the questions below. While
you are listening to each other, think about the similarities and differences in your responses.
 How would you define a ‘large class’?

 What challenges do you experience teaching large classes?
 How do you think your pupils feel about learning in large classes?
Check that participants understand the task and make sure each group has a time-keeper
(the time-keeper also participates in the activity). Then give 1 minute for everyone to think
about their responses before starting the activity.
Monitor the activity and, when ready, collect a few examples from the groups of the
differences and similarities in their responses.
Draw attention to this hot-seat activity as an example of an activity with controlled turn taking
that guarantees everyone takes turns speaking. Teachers can use it in their own teaching to
help organise communication during group speaking activities and to encourage learners to
speak for longer.
15 Matching task: identifying potential solutions PowerPoint slide
D1.S3.3
Explain that the next activity is to help identify possible solutions to some of the common
challenges identified in the previous task. Set the task (slide D1.S3.3 and Handout Handout D1.S3.H1:
D1.S3.H1): Teacher challenges
 In groups, complete the matching activity (Handout D1.S3.H1) and potential
solutions matching
 Match the teacher challenges with potential solutions. activity. (cut up the
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handouts
 Be ready to give reasons for your matches. problems and
solutions and give
When ready, collect some responses to the task and then go through the answers (see
each group a set, x5
below). Check for understanding and provide clarification if needed.
copies)
For this activity, participants can be in the same groups as for the previous activity (groups of
four).
Answers:
My pupils switch back to their 6. Give pupils a lot of encouragement and praise when they
L1. DO use the target language. etc.
10. During group work, give some pupils a monitoring role
to keep groups working in the target language. etc
There isn’t enough time to give 5. Focus on giving small groups your attention. etc
all my pupils individual 9. Use peer-assessment activities. etc
attention.
I find it really difficult to check 7. Use one mini whiteboard per group of 3–4 pupils. etc
learning across the whole 1. Use lollypop sticks for distributing questions. etc
class.
I find that some of the more 3. Create fast finisher or extension tasks. etc
able pupils often become 11. Provide challenge for pupils by giving them choices.
disengaged etc
Pupils often misbehave in my 12. Set ground rules at the start of the year and involve all
lessons pupils in this. etc
2. Use proximity control. etc
It’s really difficult to make sure 4. Move around the room and check pupils are on task.
all pupils are speaking English Be mindful of how you position yourself. etc
during Speaking tasks 8. Put pupils into groups for the whole term. Pupils take it
in turn to be ‘group manager’. etc
10 More tips for classroom management PowerPoint slide
D1.S3.4
Ask participants to read through the additional tips for classroom management on Handout
D1.S3.H2. Ask them to think about the tips which they find most useful for their classrooms.
Participants can share their thoughts later in the session.
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Check if there are any other challenges with teaching large classes that have not yet been Handout D1.S3.H2:
addressed. Deal with these challenges briefly (if possible) by suggesting possible solutions or More classroom
ask participants to return to these challenges in the final activity of the session. Avoid getting management tips
into lengthy debate about solutions at this stage as you only have 10 minutes allocated for
this phase. Next, we are moving to discuss two specific challenges.
Discuss effective 10 Getting attention and giving instructions PowerPoint slide
behaviour management D1.S3.5
strategies Explain that this activity focuses on two specific challenges that may have been identified in
the starter activity: getting attention and giving instructions. Other challenges can be
discussed in the second session on this topic (Session 4 on Day 3).
Have participants sit in groups of 4–5. Set up discussion activity (slide D1.S3.5):
In your groups discuss the questions below. While you discuss them, think about ideas from
your colleagues that you would like to try out.
 What are the challenges in large classes when getting pupils’ attention? What tips do
you have about this to share with others?
 What are the challenges in large classes when giving instructions? What tips do you
have about this to share with others?
Monitor discussions and assist when necessary. For example, explain the problems caused
by excess noise and suggest that a solution is to establish ground rules with pupils for
reducing noise levels.
10 For feedback on the discussion as a whole group, ask teachers to think back over their PowerPoint slides
discussions and to choose one idea from a colleague that they want to use in their own D1.S3.6–7
teaching. Emphasise that this should be something they have not tried before. Collect some
of these ideas.
Talk through slides D1.S3.6–7 which contain further tips. Check if clarification is needed of
any tips on the slides. Again, avoid lengthy discussions in order to stick to suggested activity
time.
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Explain how to manage 15 Managing interaction in the language classroom PowerPoint slide
interaction in the D1.S3.8
language classroom We are moving on to discuss different interaction patterns that are expected in the classroom
effectively because they further explore how to manage large classrooms. Talk through slide D1.S3.8,
which lists different interaction patterns in the classroom. Organise a discussion task by giving
each pair of participants within a group of four either the teacher-pupil interaction patterns
(Group A) or pupil-pupil interaction patterns (Group B).
 Different interaction patterns in the classroom include:
Group A:
o Teacher – whole class
o Teacher – small group
o Teacher –individual pupil
Group B:
o Pupil (individual work)
o Pupil –pupil (pair work)
o Pupil –pupils (small group work)
o Pupil –pupils (whole class)
 With your partner, discuss the potential challenges in large classes for the interaction
patterns assigned to you (either Group A or Group B). Think about potential solutions
for each challenge.
 Be ready to share your ideas with another pair.
Monitor discussions and assist if necessary. Ensure that time is allowed for pairs to share
their ideas.
5 As feedback on the task, collect some ideas from groups. Then talk through slides D1.S3.9– PowerPoint slides
10 with further ideas for managing and supporting the different interaction patterns in the D1.S3.9–10
classroom.
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Review learning in the 15 Plenary: Classroom management advice clinic PowerPoint slide
session D1.S3.11
Set task (slide D1.S3.11 and Handout D1.S3.H3):
Handout D1.S3.H3:
Find a partner to work with. You are going to give and receive advice about classroom Form for recording
management challenges. classroom
1. Think back over the session and identify your top two classroom management management advice
challenges. Write these down on Handout D1.S3.H3
2. Take it in turns with your partner to describe a challenge and to receive advice
from your partner. Make sure you swap roles. Use the handout to record the
advice you give and receive.
3. To help give advice, think back over the session and identify the strategies and
tips that could help your partner with their challenges.
Monitor and assist if necessary. Bring the session to a close with some concluding remarks:
for example, comment on some of the tips that you heard being offered.
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Session 4
Session 4: Approaches to learning Listening
handouts
10 Starter: Run-around PowerPoint slides
Show the session objectives (slide D1.S4.1). D1.S4.1–2
Show slide D1.S4.2 and talk through the instructions:

Four A4 sheets of
 The trainer will read out a question and then give a red answer or a blue answer. paper; 2 blue and 2
 Listen carefully to the question and the two answers. Run to the colour on the wall (red red
or blue) which you think represents the correct answer.
This is a good activity for the last session in the day as it stimulates participants and it is fun.
Read out the questions and read out possible answers (remember to state the colour of each
possible answer and remind participants that this is a Listening activity).
Note: Ensure that there is sufficient space in the room for this activity.
Prepare for this activity by placing the A4 sheets of blue and red paper on the four walls of the
room: blue sheets on opposing walls; red sheets on opposing walls.
Questions and red, blue answers (with correct answers indicated)
1) How many levels of global descriptors are there in the CEFR?
Blue: 8
Red: 6 – correct (There are 6 levels of global descriptors, which describe language level
in general. Note that Pre-A1 is not usually included in the global descriptors)
2) Does the new Curriculum Framework come from the CEFR?
Blue: Yes – correct
Red: No
3) Does the CEFR outline a teacher-centred learning approach?
Blue: No – correct (The CEFR outlines a pupil-centred learning approach)
Red: Yes
4) Are the Learning Standards the broad area of focus within each skill
(Listening/Speaking/etc.) in the new curriculum?
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Blue: Yes
Red: No – correct (Learning Standards are the more detailed and observable skills within
the area defined by each Content Standard. Content Standards are the broad area of
focus within each skill.)
5) Is ‘deliberate practice’ a way of getting feedback from pupils on their learning, for
example, pupils fill in cards in response to specific questions about what they learned
during a lesson.
Blue: Yes
Red: No – correct (These are exit cards. ‘Deliberate practice’ is when pupils do activities
where they use the target language in clear, broken-down steps.)
6) What are quick scans?
Blue: All-pupil-response techniques that let the teacher quickly check understanding and
progress across a whole class – correct
Red: A quick check of the questions in an upcoming test.
7) What are exemplars?
Blue: Examples of English language use given to pupils to help them see good language
models that they should aim to produce. – correct
Red: The element in a teacher’s feedback to pupils that identifies the next step in the
learning and how to get there. (Note in feedback: This is known as feed forward.)
8) Do 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?
Blue: Yes – correct
Red: No
9) Do closed questions encourage pupils to give detailed answers?
Blue: Yes
Red: No – correct (If you ask more open questions, then longer answers are expected
and multiple ideas and viewpoints can be heard.)
10) Is ‘Think/pair/share’ a co-operative learning structure?
Blue: Yes – correct (The teacher asks a question or sets a task. Pupils can take a few
minutes to think and write their answers individually, then they talk to a partner to check
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their answers before they share them with the whole class. Note: this strategy is covered
but not named in earlier sessions.)
Red: No
Identify approaches to 10 Approaches to Listening: general dos and don’ts PowerPoint slides
Listening suitable to level Talk through slides D1.S4.3–4 with guidance on what to do and what to avoid in Listening D1.S4.3–4
and age and apply them lessons. Invite questions and check for clarification if needed.
in teaching Point out that the dos and don’ts are also relevant for Listening tasks that require a teacher to
read out a text. Emphasise that Listening activities are not only done with recordings;
activities involving a teacher reading a text or pupils listening to each other can also provide
suitable ways to address the Listening Learning Standards.
30 Task-based approaches to Listening PowerPoint slides
Explain that there will be three different Listening tasks that will be tried out (slide D1.S4.5): D1.S4.5–8
1. Make notes
Handout D1.S4.H1:
2. Shouting dictation
Table for Make
3. Argue against a proposition
notes task
Set up each task (slides D1.S4.6–8 contain instructions for each task).
Note: Time management is crucial in this phase. Ensure that each Listening task lasts for no Handout D1.S4.H2:
more than 10 minutes. Task 2 in this phase (Shouting dictation) requires eight sentences to Sentences for
be copied and cut-up beforehand. Shouting dictation (1
Notes for each task follow: copy for each pair,
cut up into sentence
 Task 1 – Make notes strips, 13 copies)
Participants use Handout D1.S4.H1 with a table to help structure their notes. Read out
the text below in italics. This text should be read twice; after the first reading allow
teachers to compare their notes with a partner; after second reading invite answers
from the teachers.
Research on how pupils feel about learning has shown the difference between ‘fixed’ and
‘growth’ mindsets. With a fixed mindset, intelligence is viewed as static (unchanging): either
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you are clever or not, and education cannot change that. With this mindset, challenge and
risk-taking is avoided because of the fear of failure. A pupil with this mindset will give up
easily, sees effort as pointless and ignores useful criticism.
Growth mindset, however, views intelligence as something that is not fixed. When a pupil has
this mindset, they are not afraid of challenge and will persist in the face of setbacks. These
pupils see effort as the way forward and welcome feedback on their progress. They react to
failure positively and are more likely to try harder. While pupils with a fixed mindset are likely
to achieve less than their full potential, those with a growth mindset reach ever higher levels
of achievement.
Possible answers:
Fixed mindset Growth mindset

Intelligence Intelligence is static (unchanging) Intelligence is expandable
Challenge Avoids challenges Embraces challenges
Persistence Gives up easily Persists in the face of setbacks
Effort Sees effort as pointless Sees effort as the way forward

Criticism Ignores useful criticism Learns from criticism
Potential Achieve less than full potential Reaches ever higher levels of
achievement
 Task 2 – Shouting dictation
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This is a pair activity. Show slide D1.S4.7 with the instruction for the task. Use
Handout D1.S4.H2 for this task (photocopy the handout and cut out the sentences for
each pair). Participants share out the sentences before they begin the activity.
Answers: Sentences 1 and 6 are false.
 Task 3 – Argue against the proposition
Set up groups of 3–4 (this could be an opportunity to rearrange the groups).
Emphasise that teachers are arguing against the proposition only (not in favour).
Emphasise as well that they must listen carefully to each other and make sure not to
repeat someone else’s point.
Monitor and assist with tasks when necessary. Remember to collect the handouts that have
been cut to avoid having to prepare again if you are going to train another group.
5 Activity types for Listening PowerPoint slides
Talk through slide D1.S4.9 with an overview of four main activity types for Listening tasks. D1.S4.9–11
Explain that the activities participants were involved in can be adapted to be used even in a
primary classroom by changing the language and content, and by reducing the task. Handout D1.S4.H3:
More ideas for
Talk through the stages for a task-based approach to planning Listening lessons (slide
Listening tasks
D1.S4.10) and how to sequence tasks (slide D1.S4.11).
Finally, refer to Handout D1.S4.H3 with more ideas for Listening tasks.
Identify and apply some 15 Understanding purpose and meaning conveyed in Listening texts PowerPoint slides
techniques that help Show slide D1.S4.12 and explain the discussion activity: D1.S4.12–14
pupils understand In your groups discuss the following two questions:
purpose and meaning 1) How do we listen?
conveyed in Listening 2) What strategies do we use?
text Allow up to 10 minutes for the discussions and then collect ideas from the groups. Ask them
to compare their ideas with the ideas on slides D1.S4.13–14.
While talking through these slides invite questions and provide clarification if needed. If
clarification is needed of the concept of ‘text type’ then explain that Listening texts can be
categorised across three dimensions: authentic–created (e.g. phone conversation between
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friends vs. persuasive speech); unscripted–scripted (e.g. class discussion vs. a presentation);
orality–literacy (making up a story vs. reading a poem aloud).
Bring this phase to an end by emphasising that it is important to use a top-down structure for
supporting Listening. Link back to slide D1.S4.10 and the first two stages (Lead-in and Pre-
task work) of the task-based approach which enable pupils to develop top-down Listening
strategies: for example, activating prior knowledge of a topic or predicting what a Listening
text might be about based on its text type. Point out that bottom-up strategies also need to be
focused on and practised by, for example, playing short excerpts (words or sentences) from a
recording or focusing on specific aspects of pronunciation.
Identify potential 15 Supporting pupils in Listening PowerPoint slides
obstacles to developing Rearrange groups for this discussion activity so that teachers are now working with new talk D1.S4.15–17
Listening skills and find partners. Set up discussion activity (slide D1.S4.15):
support methods In your groups discuss the following two questions:
1) What are the potential obstacles to developing your pupils’ Listening skills?
2) What support methods can you think of to help overcome these obstacles?
Check that participants understand the questions and provide concrete examples for
clarification. For example: a potential obstacle might be bad acoustics in the classroom; a
solution could be to rearrange the classroom table layout for Listening tasks (to avoid having
too many pupils at the back of the class) or for the teacher to stand in the middle of the
classroom (rather than the front) for reading out a text as part of a Listening task.
Bring discussions to a close after 10 minutes. Ask teachers to compare their ideas with the
ideas on slides D1.S4.16–17. Talk through the ideas on the slide and invite questions.
Provide clarification if needed.
Reflect on Day 1 and 5 Plenary: Any questions? PowerPoint slides
identify key points of Invite questions and discuss any issues or concerns that have arisen. Check whether any D1.S4.18–19
learning questions that were raised in Session 1 (and posted on the wall) are about Listening activities Handout D1.S4.H4:
and invite responses. Ask participants to complete their learning journal entry (slide D1.S4.19 Learning journal
and Handout D1.S4.H4) for Day 1 after the session or at home. entry 1
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Day 2
Session 1
Session 1: Listening skills in the new curriculum
Session aims Time Description of activities Resources, inc.
handouts
10 Starter: Recap on learning from Day 1 PowerPoint slides
D2.S1.1–2
Show the Day 2, Session 1 objectives (slide D2.S1.1).
Explain that the starter activity will be an opportunity to review some learning from Session 4 on Day
1. Ask teachers to do this activity without looking at their notes or handouts from Day 1. Tell them Blank paper for
that they need some blank paper for the activity. Show slide D2.S1.2, which shows a mind map, and mind map activity
give the following instructions: (if required)
On your own:
 Think back over Session 4 on Day 1. Based on that session, what do you know about
approaches to teaching and learning Listening?
 You have 2 minutes to complete the mind map with your ideas.
After 2 minutes of individual mind mapping ask the teachers to stop and then give the following
instructions:
In groups of four:
 Take it in turns to share your mind maps.
 If there are ideas on someone else’s mind map that are not on yours, then add these ideas to
your mind map.
Monitor the activity and during the second phase ensure that groups have identified the main points
of learning from Session 4, Day 1, including:
 general approaches to Listening lessons that teachers should be aware of
 task-based approach to Listening and activity types for Listening
 top-down and bottom-up Listening strategies that pupils need
 support methods for pupils to help overcome obstacles.
Keep track of time and be prepared to bring the group sharing and discussion to an end.
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Explain the 15 Listening Learning Standards in the Curriculum Framework PowerPoint slides
Listening Learning Explain that this activity focuses on examining the Learning Standards in the Curriculum Framework D2.S1.3–5
Standards in the in order to think about the meaning of the terms that are used. Set the task (slide D2.S1.3):
Curriculum  Look at the Listening Learning Standards for Year 4 in the left-hand column on Handout Handout D2.S1.H1:
Framework D2.S1.H1. Listening Learning
 The middle column has important terms used in the Learning Standards. Standards for Year
 In the right-hand column, write your interpretation of the meaning of each term. 4
Monitor and assist when necessary. Encourage participants to work together if necessary.
For feedback, show slides D2.S1.4–5 with the glossary of terms from the Year 4 SoW and check if
clarification of any terms is required.
Practise 10 ‘Medals and missions’ feedback PowerPoint slides
implementing one Introduce this phase of the session by explaining that the participants will be looking at a particular D2.S1.6–9
or two formative formative assessment strategy: ‘medals and missions’ feedback.
assessment Show the examples of feedback on slide D2.S1.6. After each example pause and invite comments
strategies on on how effective the example is. Show slide D2.S1.7 which explains why Example 3 is the most
Listening activities effective.
Give brief verbal input on ‘Medals and missions’ feedback (slides D2.S1.8–9).
Geoff Petty has developed a useful model for how to give effective feedback to a learner. According
to Petty, pupils need more than just praise or encouragement – they need information about their
learning. They need to know:
1. What they are aiming for – (Goals) (tasks, assessment criteria, the nature of good work, etc.)
2. Where they are now in relation to these goals – (Medals)
3. How to close the gap between where they are now, and the goals – (Missions)
Point out that this model can be used for verbal and written feedback.
15 Practising ‘Medals and missions’ feedback PowerPoint slide
Ask participants to read through Handout D2.S1.H2. Check for understanding. D2.S1.10
Give instruction for task (slide D2.S1.10):
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 Work through the scenarios on Handout D2.S1.H2. Handout D2.S1.H2:
 Take it in turns practising giving verbal ‘medals and missions’ feedback as a teacher. Medals and
 Use Year 4 Learning Standards on Handout D2.S1.H1 to indicate goals. missions
Invite one or two participants to give their feedback to the group, as time allows.
Discuss 15 Adapting lessons according to individual needs PowerPoint slides
differentiation D2.S1.11–13
strategies Introduce this phase of the session by defining differentiation as the variety of teaching techniques
and lesson adaptations that teachers use to teach a class with diverse learning needs (Slide
D2.S1.11). Handout D2.S1.H3:
Explain that we will now focus at looking at differentiation strategies. Remind participants that the Differentiation
SoW has a section on differentiation strategies. Explain that the strategies in the SoW can be used to
stretch more able pupils; or to provide extra support to less able pupils. Introductory part
Follow the instructions for the task (slide D2.S1.12). from sample SoW,
 Look at handout D2.S1.H3. Each sentence is about adapting the lessons to accommodate differentiation
individual needs. section
 Organise yourselves into pairs. Complete the gapped words together.
 When pairs finish, they should stand up and begin to clap. Start with a slow rhythm and speed
up a little every time another pair stands up.
 Compare answers before sitting down again.
Encourage late pairs to finish quickly; do not let gap-filling take longer than 5 minutes.
Answers:
1. Differentiation is an approach to lesson planning in which you plan extension tasks for the
more proficient pupils and support methods for the less proficient.
2. Stretch the most proficient pupils by asking them to do a more challenging version of an
activity.
3. Fast finishers can teach what they learned during a task to someone else.
4. Help pupils who need more support by using pictures and graphics to help them understand
or use vocabulary.
5. Adapt your ‘teacher talk’ for different pupils by using a variety of words, phrases and different
grammatical constructions (some simple, some more complex).
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Give instruction for this brief task (slide D2.S1.13): Ask participants to refer to the SoW introductory
part, differentiation strategies, differentiation by type and amount of support strategy, and share in
small groups which tips they have already used with their pupils or would use in the future in a
Listening lesson.
Be mindful of the time and wrap up discussion in order to move on to the next strategy.
15 Differentiation by time PowerPoint slide
D2.S1.14
Explain that the second activity in this phase of the session will focus on the strategy of differentiation
by time. (Participants will have noticed that ‘Time’ is listed in the differentiation section of the SoW.)
Set discussion task (slide D2.S1.14): Handout D2.S1.H4:
In your groups: Time and
differentiation
 Read each of the statements on Handout D2.S1.H4
 Discuss whether you would use the idea with your pupils.
o If so, why?
o If not, why not?
For feedback on this activity, collect some responses. Be mindful of time as there may not be enough
time to discuss all eight statements as a whole class.
Reflect on the 10 Plenary: Listening skills PowerPoint slide
session and D2.S1.15
identify key points Talk through the instructions for the plenary reflection task (slide D2.S1.15):
of learning Discuss in your groups:
 Can you identify moments in this session when you were using any of the following Listening
skills?
o Listening for detailed comprehension
o Prediction
o Using your background knowledge to help you guess meaning
o Listening for global understanding (gist)
o Listening for specific information
Collect responses and invite participants to offer follow-up comments on the responses.
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Session 2
Session 2: Create a lesson plan for a Listening lesson
handouts
10 Starter: Sentence scramble PowerPoint slides
D2.S2.1–2
Show session objectives (slide D2.S2.1). Set up task (slide D2.S2.2):
Work in pairs:
 You have words that go together to form a complete sentence. Handout D2.S2.H1:
Sentence scramble
 Can you unscramble the sentence?
(copies cut up for
Monitor and assist. Provide answer if necessary when ready to move on to the next activity. each pair, 13 copies)
Answer:
The core view of language learning in the CEFR is that it is a process of learning to use
language to perform communicative acts.
Note: Prepare this activity by photocopying Handout D2.S2.H1 and cutting out the words for
each pair.
Review micro-teaching 10 Reviewing the micro-teaching and lesson planning process PowerPoint slide
and lesson planning D2.S2.3
process Talk though slide D2.S2.3 and refer to Handout D2.S2.H2.
• The first lesson you will be working on is a Listening lesson.
Handout D2.S2.H2:
• In this session, you will work in groups of four to plan the lesson. Micro-teaching
• In the next session, your group (if chosen) will deliver the planned lesson to all overview
participants. Each of you will deliver about 5 minutes of the lesson on your own. You
will not know which part of the lesson you will teach until the start of the micro-
teaching.
• Each micro-teaching session of 15–20 minutes covers one group’s pre-lesson, lesson
delivery and post-lesson.
(See also Handout D2.S2.H2 for an overview of the micro-teaching sessions.
Invite questions from participants. If there are more than 24 participants in total, some groups
will consist of five people.
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Use the curriculum 60 Creating lesson plans for a Listening lesson PowerPoint slides
documents in lesson Talk though slide D2.S2.4 and refer to Handout D2.S2.H3. D2.S2.4-5
planning • In your groups, work on your lesson planning and preparation for the Listening lesson
Write learning objectives micro-teaching, which will take place in the next session. Handouts D2.S2.H3:
• Use these resources: Lesson plan
Adapt materials if – Lesson plan template (Handout D2.S2.H3) template
required D2.S2.H4:
– Listening lesson information (Handout D2.S2.H4)
Apply relevant formative Components from
– Listening activity material from Year 4 textbook (p5, Activity 1)
assessment and SOW for the
• Please ask for assistance if you need it. development of a
differentiation strategies
Participants will work on their lesson planning and prepare for the Listening lesson micro- lesson plan -
teaching, which will take place in Session 3. Monitor and assist with lesson planning when Listening
necessary. Encourage participants to support each other.
Go through slide D2.S2.5. Ensure that all participants understand it before they begin Textbook material:
planning. Year 4 textbook (p5,
Note about organising micro-teaching: in the micro-teaching session there will be time for Activity 1) and Page
three group’s micro-teaches, including feedback. The trainer will decide which groups will 18-19 form the
deliver the micro-teaches and which section of the lesson (pre-lesson/lesson delivery (split in Teacher’s Book.
half for two participants) /post-lesson) each participant will deliver. Do not tell participants your
choice yet (leave this for the start of Session 3) so that all participants focus in this session on
the lesson planning task.
You will find a micro-teaching record sheet at the end of these Day 2 Cascade notes. You can
use this to plan and record which micro-teaching sessions participants teach. Note that if
there are six groups in total, then for each 60-minute session, three groups will micro-teach.
See this example micro-teaching record sheet:
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Participant Participant Participant Participant
Group 1
1 2 3 4
Participant’s name Nur Putri Ashraf Ahmad
Micro-teaching 1 (Listening) x x x x
Micro-teaching 2 (Speaking)
Micro-teaching 3 (Reading / Writing) x x x x
Micro-teaching 4 (Language Arts /

Language Awareness)
Reflect on the session 10 Plenary: What/How? PowerPoint slide
learning Give the instruction for plenary reflection task (slide D2.S2.6).
 Explain what you have learnt in this session and how you have learnt it.
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Session 3
Session 3: Micro-teaching and feedback
handouts
Review feedback forms 10 Starter: Feedback forms for micro-teaching sessions PowerPoint slides
for micro-teaching D2.S3.1–2
sessions Show the session objectives (slide D2.S3.1).
Handout D2.S3.H1:
Go through micro-teaching feedback form (slide D2.S3.2 and Handout D2.S3.H1): Micro-teaching
evaluation form
 Please look through Handout D2.S3.H1: micro-teaching feedback form.
 Do you have any questions about the evaluation criteria?
Check that all the evaluation criteria are understood. Briefly explain that the process of
feedback will involve group advice clinics. This will be explained in more detail later in the
session.
Deliver micro-teaching 60 Micro-teaching: Listening lessons PowerPoint slide

sessions D2.S3.3
Remind participants that in this micro-teaching session there will be time for three micro-
teaches only. 20 minutes is then available for the ‘advice clinic’ feedback on the micro-
teaching. Handout D2.S3.H1:
Micro-teaching
The trainer will decide which three groups will deliver their lesson and which section of the evaluation form
lesson (pre-lesson/lesson delivery/post-lesson) each group member will deliver. Decide on (multiple copies
the schedule (this can be added to slide D2.S3.3 or written on flip chart paper so that it is using available
visible). copies in their group
or they can use soft
Facilitate micro-teaches and ensure that the time limit is kept to. copies if they have a
laptop)
Note: Up to four in a group can deliver some micro-teaching as follows: pre-lesson (1 person)
lesson delivery (2 people) post-lesson (1 person).
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Provide constructive 15 Micro-teaching advice clinic PowerPoint slide
feedback, focusing on D2.S3.4
formative assessment Show slide D2.S3.4 and explain the process for the ‘advice clinic’:
and differentiation
strategies applied  In your groups you are going to share, compare and record feedback on each of the Handout D2.S3.H2:
micro-teaching sessions. Micro-teaching
 Use the ‘medals and missions’ model to formulate your feedback. advice clinic
 Complete an advice clinic record (Handout D2.S3.H2) for each group that micro-
taught a lesson.
Groups that didn’t micro-teach will complete 3 forms; groups that did micro-teach will
complete 2 forms.
Refer to Handout D2.S3.H2 for groups to record their advice about the micro-teaching (up to
four targets). ).
Give groups up to 10 minutes to share and prepare their advice. While groups work on
their advice, use this time to give individual feedback on the micro-teaches to the
teachers.
5 Plenary: Exemplar lesson plans Handout D2.S3.H3:

Exemplar lesson
Refer participants to Handout D2.S3.H3: Exemplar lesson plan. The exemplar lesson plan is plan
based on the same lesson details they have just worked with. It is not compulsory for
participants to use it – it is for records.
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Session 4
Session 4: Approaches to learning Speaking
handouts
15 Starter: Think, Pair, Share – Pyramid discussion PowerPoint slides
Show the session objectives (slide D2.S4.1). D2.S4.1–3
Show slide D2.S4.2 and talk through the instructions:

Handout D2.S4.H1:
 Think (on your own): Pyramid discussions
What do speakers do when they speak?
 Pair:
Combine your ideas (with a partner).
 Share!
Be ready to tell us your ideas.
Give participants the opportunity to think, then discuss in their pairs. Collect ideas then show
slide D2.S4.3. Ask participants to compare their ideas with those on slides D2.S4.3. Provide
further clarification of terms if needed:
 Stage 1 & 2 – Conceptualise and Formulate
 Stage 3 – Articulate
 During all stages – Self-monitor
Emphasise that for fluent speakers these stages are, to some extent, automated, as if they
happen simultaneously. For pupils learning a language it helps to think about the process of
speaking as stages and find ways to support pupils at each stage.
Draw participants’ attention to handout D2.S4.H1, which outlines the Pyramid discussion
(Think,Pair,Share) technique. They can read it in their own time.
Develop age-appropriate 20 Speaking skills’ development PowerPoint slides
Speaking skills D2.S4.4-7
Explain that you will be providing some verbal input on how teachers can help pupils with
each of the three stages to speaking, as well as the self-monitoring that takes place
Handout D2.S4.H2:
throughout. Show slide D2.S4.4 and talk through the instructions:
Speaking skills’
 Listen to the trainer and complete the graphic organiser on Handout D2.S4.H2.
development
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Identify features of  Add ideas in the blank boxes: How can teachers help pupils with the three stages to
spoken language speaking as well as the self-monitoring that takes place at all stages?
 After the verbal input from the trainer, add your own ideas and be ready to share these
in your groups.
Talk through slides D2.S4.5–7. Ensure that participants are completing the graphic organisers
on Handout D2.S4.H2 while listening. After your verbal input, allow participants to add their
own ideas to the graphic organisers and to share these in their groups. Monitor these group
discussions and check if clarification of any of the ideas is needed.
Remind participants that the Taking notes activity was discussed previously in Session 4, Day
1 as an example of an activity type for Listening.
Identify a range of 15 Functional language PowerPoint slide
language functions and D2.S4.8
forms suitable to level Explain that the next activity focuses on identifying functional language that is appropriate for
and age Year 4 pupils. Explain the meaning of ‘functional language’ and of the term ‘chunks’ (slide
D2.S4.8). Check if clarification is required and then set the task: Handout D2.S4.H3:
• Functional language = language needed for specific purposes. Functional language
• Chunks = words that always go together, such as fixed collocations (play tennis), or
that commonly go together, such as certain grammatical structures. (Have you
ever…? / come up with)
• Complete the table on Handout D2.S4.H3. Work with a partner.
For feedback collect some examples of functional language that participants have identified.
Add some of your own examples if needed.
Identify potential 20 Supporting pupils in Speaking PowerPoint slides
obstacles to developing Rearrange groups for this discussion activity so that participants are now working with new D2.S4.9–10
Speaking skills and find talk partners. Explain to participants that they will be having group discussions with rules. Set
support methods up discussion activity (slide D2.S4.9):
 You each have three contribution cards. In the discussion you can only contribute by Handout D2.S4.H4:
placing your card on the table. Contribution cards
(cut up, 13 copies)
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 When you have used up all your cards you have to listen only.
In your group you will discuss the following:

 What are the potential obstacles to developing pupils’ Speaking skills and what
are the solutions?
 You have 1 minute to think before starting.
Select someone in the group to begin. Listen and monitor discussions. Allow up to 10 minutes
for this activity.
Note: Prepare for this activity by photocopying and cutting out the contribution cards on
Handout D2.S4.H4. Ensure each participant has three cards only.
When the activity has finished, facilitate a brief reflection. Ask participants to choose an idea
that someone else in their group talked about and to share that idea with the whole group.
Ask participants to then compare their ideas for solutions with the ideas on slide D2.S4.10:
Teachers can support pupils’ speaking by:
 Helping pupils plan and produce spoken language by giving them Speaking frames
 Using a model which is repeated by pupils in drills or chants
 Getting pupils to write down a text or notes before speaking
 Getting pupils to practise Speaking by reading aloud from a text
 (Teacher) reformulating pupil utterances
 Getting pupils to memorise and rehearse dialogues
There is also an opportunity to link this activity with ideas discussed on slides D2.S4.5–7 (the
ways to help pupils conceptualise, formulate, articulate and self-monitor).
Share and discuss 15 Problems and solutions Powerpoint slide
problems and solutions Show the first instruction on the slide. Ask participants to reflect, on their own, for just D2.S4.11 animated
1 minute on some of the problems they have when pupils do Speaking activities. These can
be related to the previous activity, and you could give some suggestions to help participants’ Handout D2.S4.H5:
reflections, such as: Problem cards, cut
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 Pupils use a lot of L1 up so there are two
 Some pupils are very shy, while others dominate per participant.
 Some pupils don’t have an opinion or are uninterested
 It is difficult to hear all the pupils speaking Handout D2.S4.H6:
 The classroom is very noisy when pupils do group activities Communication
Hand out the problem cards (D2.S4.H5), two per participant. Show the second instruction on regulators
the slide. Participants write their two problems on the cards.
Take care with timing at this stage. These first steps should take no more than 3–4 minutes.
Use the instructions on the slide to set up the group discussion activity with groups of four.
Continue the activity until each participant has been able to raise at least one of their
problems for discussion, or for 7–8 minutes.
Give some brief feedback, but do not spend a long time on the problems teachers have as
this is not the only objective of this activity.
Bring this phase of the session to an end by reminding participants that the last two
discussion activities (obstacles/support methods and problems/solutions) are ‘communication-
regulator’ activities. Point out that the use of ‘rules’ and time-keeping helps to equalise
discussion and that the rules encourage participation from everyone in the group.
If there is time, ask participants to compare the communication-regulator discussions with the
previous discussions without rules.
Finally, refer to Handout D2.S4.H6 with further guidance about communication-regulator
discussions.
Reflect on the session 5 Plenary: any questions? PowerPoint slides
and identify key points of D2.S4.12–13
learning Invite questions and discuss any issues or concerns that have arisen (slide D2.S4.12).
Handout D2.S4.H7:
Ask participants to complete their learning journal entry (slide D2.S4.13 and Handout
Learning journal
D2.S4.H7) for Day 2 after the session or at home.
entry 2
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Micro-teaching Record Sheet
Participant 1 Participant 2 Participant 3 Participant 4 Participant 5
Group 1
(if needed)
Participant’s name
Micro-teaching 1 (Listening)
Micro-teaching 3
(Reading/Writing)
Micro-teaching 4 (Language
Arts / Language Awareness)
Participant 1 Participant 2 Participant 3 Participant 4 Participant 5

Group 2
(if needed)
Micro-teaching 3
(Reading/Writing)
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Group 3 Participant 1 Participant 2 Participant 3 Participant 4 Participant 5
(if needed)
Micro-teaching 3
(Reading/Writing)

(if needed)
Micro-teaching 3
(Reading/Writing)
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(if needed)
Micro-teaching 3
(Reading/Writing)

(if needed)
Micro-teaching 3
(Reading/Writing)
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Day 3
Session 1
Session 1: Speaking skills in the new curriculum
handouts
10 Starter: Crossword PowerPoint slides
D3.S1.1–2
Show the session objectives (slide D3.S1.1).
Handout D3.S1.H1:
Give instructions for the starter activity (slide D3.S1.2):
Crossword
 With a partner, complete the crossword on Handout D3.S1.H1
 Then check your answers with other participants at your table.
Key:
Across Down
2. growth mindset 1. prediction
5. SMART 3. medals and missions
6. peer assessment 4. exemplars
8. Learning Standards 7. gist
10. formative assessment 9. CEFR
Explain the Speaking 15 Speaking Learning Standards in the Curriculum Framework PowerPoint slide
Learning Standards in D3.S1.3
the Curriculum Set the task (slide D3.S1.3):
Framework  You will be allocated one or two Speaking Learning Standards to look at (see
Handout D3.S1.H2:
Handout D3.S1.H2).
Speaking Learning
 Be ready to explain the Learning Standard(s), the associated challenges for pupils,
Standards and
and the solutions that teachers can plan for in your own words.
suggested challenges
Put participants in groups of 4. Assign specific Speaking Learning Standards from the Year
4 curriculum to each person in a group . Monitor and assist with the task when necessary.
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10 Explain that participants will now be selected to stand and explain to the whole group their Handout D3.S1.H2:
Learning Standard(s), the associated challenges for pupils, and the solutions that teachers Speaking Learning
can plan for. This ensures that everyone has heard an explanation of each Learning Standards and
Standard at least once. suggested challenges
Select participants and facilitate sharing of explanations with whole group.
Bring this phase of the session to a close by linking to the micro-teaching task and lesson
planning for Speaking lessons: the challenges for pupils that they have discussed in this
session (and the previous session) will need to be kept in mind when they plan their
Speaking lessons.
Consider suitable 20 Discussion activities for encouraging speaking PowerPoint slide

strategies for D3.S1.4
implementing support Set the task (slide D3.S1.4):
Textbook material:
activities with Year 4 1. Look at the Speaking activities in Unit 1 of the Year 4 textbook, Year 4 textbook. Look in
Unit 1
teaching materials particular at these activities:
– Activity 2, Page 5 Handout D2.S4.H1:
– Activity 4, Page 7 Pyramid discussions
– Activity 1, Page 10 Handout D2.S4.H6:
2. Identify opportunities to modify activities or add support activities (e.g. pyramid Communication
discussions or communication regulators) in Speaking lessons based on this material. regulators
(Note that the textbook materials for Speaking are too short so keep in mind that you
may need to expand them to boost pupil speaking time and ensure that you can meet
the Learning Standards specified for the Speaking lessons.)
3. Refer to Handout D2.S4.H1: Pyramid discussions and Handout D2.S4.H6:
Communication regulators.
When ready, collect a few ideas from groups. Invite comments from participants on each
other’s ideas. Point out that the ideas can be developed further in the next session in which
the lesson planning for a Speaking lesson and the micro-teaching will take place.
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Discuss differentiation 20 Differentiation: outcome (or targets) PowerPoint slides
strategies D3.S1.5–6
Give brief reminder of the meaning of SMART and show the example of a SMART target
(slide D3.S1.5).
Give instructions for activity (slide D3.S1.6): Handout D3.S1.H3:
Differentiated targets
• Look through the examples of targets in Handout D3.S1.H3.
• For each target, adapt the tasks to become achievable targets for:
• the more proficient pupils
• the less proficient pupils
Explain that learners do not think about outcomes; they think about their targets. So when
teachers want to differentiation by outcome they should think about the targets they are
planning for their pupils and communicate these targets to pupils.
Emphasise that creating or extending targets to support more- or less-proficient pupils does
not just mean more or less of the same type of learning as the original target: top targets
can involve extending the learning through more challenging activities with higher-order
thinking; supportive targets can involve providing more support methods.
Monitor and assist with task when necessary. For feedback on the task, select participants
to read out examples of their targets.
20 Differentiation: learning preference PowerPoint slides

D3.S1.7–10
Explain that in the next activity the teachers will be thinking about how to encourage pupils
with different learning preference to work in a team. In other words, how to create a ‘team
feeling’ so that pupils want to help and support each other, rather than feeling they are in
competition with each other, and also so that pupils feel the teacher is on their ‘side’.
Set up discussion activity (slide D3.S1.7):
In groups, discuss the following question:
 How can you create a team feeling in lessons?
For feedback on the discussion, ask participants to compare their ideas with those on slides
D3.S1.8–10. Invite comments and responses. Emphasise that building a team-feeling and
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encouraging teamwork helps to develop a supportive classroom culture, so that pupils will
want to help each other (e.g. during group work).
Note: C3B4ME (meaning ‘See Three Before Me’) on slide D3.S1.8 requires a pupil to speak
to three other pupils before seeking help from the teacher. It helps to create a classroom
culture in which pupils recognise that they are able to help each other with their learning.
Reflect on the session 5 Plenary: reflecting on the learning PowerPoint slide
learning Set up reflection task (slide D3.S1.11):
Think on your own:
 What was the most important thing you learnt in this session?
Pair:
 Compare your ideas.
Share!
 Be ready to tell us your ideas
Collect some responses and offer comments.
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Session 2
Session 2: Create a lesson plan for a Speaking lesson
handouts
10 Starter: Taboo cards PowerPoint slides
Show session aims (slide D3.S2.1). D3.S2.1–2
Set starter task (slide D3.S2.2):
 Work in pairs. One person has the Set A cards and the other has Set B. Handout D3.S2.H1:
 Take it in turns to describe the mystery word in bold at the top of each card. You must Taboo cards (cut up
not say the other words printed below. sets, 13 copies)
 No rhyming words can be given. No hand motions or gestures.
Ensure that the rules are understood. Monitor and assist.

Note: Prepare for this activity by photocopying Handout D3.S2.H1 and cutting out the two sets
of taboo cards.
10 Reflecting on the first micro-teaching session PowerPoint slide
Remind participants of the Day 2 Listening lesson planning and micro-teaching sessions, i.e. D3.S2.3
completing the lesson plan templates, delivering micro-teaching and giving and receiving Handout D2.S3.H3:
feedback. They were given an exemplar lesson plan for their reference. Ask participants if Exemplar lesson
they had the chance to compare it with their own. plan
 Do your learning objectives help achieve the learning standards?
 Can you point out where in the lesson delivery section the activities help achieve the
main and complementary skills?
Are there any activities in the exemplar lesson plan that they would adopt? Why? Allow a
short discussion but ensure that all participants have a chance to refer to Handout D2.S3.H3
and their lesson plans from Day 2.
Use the curriculum 60 Micro-teaching task PowerPoint slides

documents in lesson Show and talk through slides D3.S2.4–5: D3.S2.4-5
planning
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Session 2: Create a lesson plan for a Speaking lesson

handouts
Write learning objectives • In your groups, work on preparing a Speaking lesson based on information provided Handout D3.S2.H2:
about activities in the textbook and Curriculum Framework. Lesson plan
Adapt materials if template
• In the next session, if your group is chosen, you will then individually deliver about 5
required
minutes of the lesson as part of your group’s micro-teaching session of 15–20 Handout D3.S2.H3
Apply relevant formative minutes. Components from
assessment and • Use these resources: SOW for the
differentiation strategies development of a
- Lesson plan template (Handout D3.S2.H2)
lesson plan -
- Related information, Content and Learning Standards (Handout D3.S2.H3) Speaking
- Speaking activity material from Year 4 textbook (Student’s Book p.7, Activity 4 and
Teacher’s Book Pages 20–21)
Textbook material:
• Please ask for assistance if you need it. You can also help and support each other. Year 4 textbook
Participants work on their lesson planning and preparation for the Speaking lesson micro- (Student’s Book p.7,
teaching, which will take place in Session 3. Monitor and assist with lesson planning as Activity 4 and
necessary. Encourage participants to support each other. Teacher’s Book
Note: in the micro-teaching session there will be time for three group’s micro-teaches, p.20–21)
including feedback. The trainer will decide which groups will deliver their lesson and which
section of the lesson (pre-lesson/lesson delivery/post-lesson) each person will deliver. Do not
tell participants your choice yet (leave this for the start of Session 3) so that all participants
focus in this session on the lesson planning task.
10 Plenary: 5-5-1 PowerPoint slide
Give instruction for the reflection task (slide D3.S2.6 and Handout D3.S2.H4). D3.S2.6
 Summarise Session 2 in 5 sentences.
 Reduce to 5 words. Handout D3.S2.H4:
 Now to 1 word. 5-5-1
As feedback, collect the single words only from participants and invite participants to then
comment on the words.
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Session 3
handouts
15 Starter: Reflecting on your lesson plans PowerPoint slides
D3.S3.1–2
Show the session aims (slide D3.S3.1). Give instruction for starter task (slide D3.S3.2):
Handout D3.S3.H1:
 Go through your lesson plans for Speaking. Reflecting on your
 Use Handout D3.S3.H1 which will help you reflect on your lesson plans. lesson plan
Allow participants some time to go through their lesson plans and revise them if necessary.
Deliver micro-teaching 60 Micro-teaching: Speaking lessons PowerPoint slide
sessions Remind participants that in this micro-teaching session there will be time for three micro- D3.S3.3
teaches only. 20 minutes is then available for the ‘advice clinic’ feedback on the micro-
teaching.
Handout D3.S3.H2:
The trainer will decide which three groups will deliver their lesson and which section of the
Micro-teaching
lesson (pre-lesson/lesson delivery/post-lesson) each group member will deliver. Decide on
evaluation form
the schedule (this can be added to slide D3.S3.3 or written on flip chart paper so that it is
visible).
Facilitate micro-teaches and ensure that the time limit is kept to.
Note: Up to four in a group can deliver some micro-teaching as follows: pre-lesson (1 person)
lesson delivery (2 people) post-lesson (1 person).
Provide constructive 20 Micro-teaching advice clinic PowerPoint slide
feedback, focusing on Show slide D3.S3.4 and explain the process for the ‘advice clinic’: D3.S3.4
formative assessment
and differentiation  In your groups you are going to share, compare and record feedback on each
strategies applied of the micro-teaching sessions. Handout D3.S3.H3:
Micro-teaching
 Use the ‘medals and missions’ model to formulate your feedback. advice clinic (3
 Complete an advice clinic record (Handout D3.S3.H3) for each group that micro-taught copies for groups
a lesson. that didn’t micro-
teach; 2 copies for
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Refer to Handout D3.S3.H2 for groups to record their advice about the micro-teaching (up to groups that did
four targets). micro-teach) groups
Select one group to give the first group that delivered micro-teaching their feedback. can use copies
Give your feedback as the trainer to the first group before you move on to the second available to each
group. Select a different group to give their feedback to the second group, give your participant
feedback, and so on.
0 Exemplar lesson plan Handout D3.S3.H4:

Refer participants to Handout D2.S3.H3: Exemplar lesson plan. The exemplar lesson plan is Exemplar lesson
based on the same lesson details they have just worked with. plan
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Session 4
Session 4: Classroom management in language lessons – Part 2: consolidation of learning from the training
handouts
15 Starter: The necessary nine of formative assessment PowerPoint slides
Show session objectives (slide D3.S4.1). D3.S4.1–3
Explain that this is a matching activity to remind participants of key formative assessment
strategies (from previous training) and which they need to consider including in their lesson Handout D3.S4.H1:
planning in this training. Give instructions for the task (D3.S4.2): The necessary nine
 On Handout D3.S4.H1 there are nine necessary strategies for formative assessment. of formative
 Work with a partner to match each strategy to its definition assessment
 Fast finishers can move to another group to offer help.
Remind participants of the three key questions for formative assessment (Where are we
going?; Where is each pupil now?; How do we get there?) and how each strategy links with
one of these particular questions. Show slide D3.S4.3 and go through the answers (below).
Check if clarification is needed.
Answers:
Where are we going?
 (sharing) learning objectives
I: Learning objectives are a statement describing the new learning that will be
achieved by the end of a lesson.
 exemplars
H: Models of language use that help pupils understand where exactly they are going
with their learning.
Where is each pupil now?
 Pre- and Post-lesson
E: A phase to a lesson that activates prior knowledge (gets pupils to see what they
already know), and a phase at the end to check the progress of the learning.
 deliberate practice
D: Breaking learning down into small steps with tasks that focus on individual needs,
helping pupils to improve specific skills and knowledge.
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 questioning
G: Questions from teachers that find out how much pupils understand, and encourage
further learning to deepen understanding.
 discussions
F: Opportunities for pupils to share ideas with each other in response to stimulating
questions, enabling the teacher to find out about pupils’ thinking.
 quick scans
A: All-pupil-response techniques that let the teacher quickly check understanding and
progress across a whole class.
 self-assessment and peer assessment
C: Opportunities for pupils to be involved in the process of checking their progress in
their learning.
How do we get there?
 ‘medals and missions’ as a feedback model
B: Information for the pupil about:
o what they are aiming for (goals);
o where they are now in relation to these goals;
o how to reach their goal.
Analyse strategies to 10 Differentiation in large classes PowerPoint slide
respond to varying Explain that this is an activity about differentiation strategies. Show the slide and give D3.S4.4
learning abilities and instructions for the task (D3.S4.4):
levels in large classes
 Look at the following list of words and phrases. Discuss in your groups which 7 are Handout D3.S4.H2:
differentiation strategies. Differentiation
When groups have done this, click to show the next instruction: strategies
 Now check your answers by matching the words/phrases with their definition on
handout D3.S4.H2
When ready, go through the answers below. Remind participants that four of the strategies
(adapting type and amount of support; time; outcome or targets; learning preference or
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teamwork) have already been covered in previous sessions. The remaining three will be
covered on Days 4 and 5. Note: only 7 strategies are included in CI training, differentiation by
task is in the SoW introduction which teachers can find in SoW introduction for Form 3 and 4.
Answers:
type &
An approach to lesson planning in which you plan extension tasks for the more
amount of
able pupils and support mechanisms for the less able.
support
Adjusting pace and timing for activities according to individual needs; making
time
time limits in lessons concrete for all pupils.
Planning activities so that every pupil says or writes something, so that they all
outcome feel successful. Setting SMART targets is helpful and encourages pupils to aim
for a specific goal.
Creating a classroom culture of cooperation and support, in which pupils of
learning
different ability and proficiency work in pairs and groups to allow them to benefit
preference
from different dynamics and preferences.
Planning and giving suggestions for improvement according to pupils’ ability to
feedback
act upon it, thus making suggestions achievable.
Using different classroom management techniques and resources (technology
instruction or paper-based) that support individual learning needs and makes learning
accessible to all proficiency levels.
types of Using closed and open questions with pupils based on their language
questions proficiency levels and how much the teacher wants to stretch pupils’ skills.
10 Using differentiation strategies PowerPoint slide
Set up discussion activity (slide D3.S4.5): D3.S4.5
In your groups, discuss the following question:
o Which differentiation strategy/strategies do you want to try out the most
and why?
Emphasise that participants need to choose an area of differentiation that they have not tried
before. If a participant feels they have tried all seven then ask them to choose one of the
areas they would like to explore further. Monitor discussions and assist when necessary.
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Share ideas for 15 Strategies for providing feedback in large classes PowerPoint slides
managing providing Explain that in this next activity participants will be thinking about strategies for providing D3.S4.6–8
feedback in large classes feedback in large classes. Set task (slide D3.S4.6):
In your groups: Handout D3.S4.H3:
 Each person takes it in turn to be placed in the hot-seat for 1 minute and answers Feedback in large
questions from the other members of the group on this topic: classes
o Managing and providing feedback in large classes
 The group members can only listen and ask questions.
 Someone needs to be a timekeeper.
Give participants 1 minute to prepare. Provide participants with examples of questions to ask
the person in the hot-seat. For example: How do you give feedback to pupils in larger
classes?; What are the problems/challenges of giving feedback to pupils in large classes?;
What do you give feedback to pupils about? Emphasise that questions asking for clarification
or that provide prompts for further thinking can also be used.
Note: Ensure that participants understand that the time keeper also takes part in the
discussion.
For feedback on this task, talk through the ideas on slides D3.S4.7–8 and Handout D3.S4.H3:
1. Provide model answers and feedback
2. Use key questions and quick scans
3. Plan in each lesson to focus on a few selected pupils; over the course of a sequence
of lessons ensure all pupils have received individual feedback.
4. Use self- and peer assessment.
5. Use silent pointing and gesturing
Explore ways to involve 15 Involving pupils in their feedback and progress PowerPoint slides
pupils in their own Give instruction for discussion activity (slide D3.S4.9): D3.S4.9–12
feedback and progress
 Work in groups of four. Each person has a letter: A, B, C or D.
 Take it in turns to talk about how you can involve pupils in their own feedback and Handout D3.S4.H4:
progress Ways to involve
 No one can talk for more than 1 minute in total and there needs to be a timekeeper. pupils in their own
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 Listeners can ask for clarification if needed. feedback and
 Use Handout D3.S4.H4 for recording ideas progress
Give participants 1 minute to prepare for the discussion. When the discussions are
completed, talk through slides D3.S4.10–12 and ask participants to compare their ideas with
those on the slides. Invite comments and responses.
Note: Explain to teachers that ILPs can be used to give more responsibility to learners for
their own learning. The ILP is completed by the pupil (with support from a teacher). This can
reduce pressure on teachers if the pupils are learning to take this responsibility.
Review own learning 20 Consolidation of learning from the training so far PowerPoint slides
from the training so far D3.S4.13–14
Give instructions for the discussion board game (slide D3.S4.13). Explain that in this activity
participants can reflect on previous sessions as well as today’s learning.
 You have a board game (Handout D3.S4.H5), dice and counters. Choose a Handout D3.S4.H5:
timekeeper and a score keeper for your group. Board game copies
 Put the counters at the ‘start’ and take it in turns to throw the dice. on A3 sheets, 5
copies; question
 Move your counter and follow the instruction given on the board game. There are
cards (copied and
discussion cards for you to use.
cut up 5 copies)
Facilitate game and ensure the rules are understood.
Note: Dice and counters are needed for the game. If these are not available, ask participants Dice, counters (or
to use something from their pockets (e.g. keys, a coin) for a counter. As an alternative to dice, makeshift
write down numbers 1 to 6 on separate bits of small paper and place these in a box or hat, so alternatives)
participants can select one at random.
If possible, enlarge Handout D3.S4.H5 to A3 size and photocopy and cut out the question Handout D3.S4.H6:
cards. Learning journal
entry 3
D3.S4.H6) for Day 3 after the session or at home.
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Day 4
Session 1
Session 1: Approaches to learning Reading
handouts
10 Starter: PowerPoint slides
Show the session objectives (slide D4.S1.1). Give instructions for starter task (slide D4.S1.2): D4.S1.1–2
• A message is hidden between the words in the word search on Handout D4.S1.H1.
• Find the words in the word search to reveal the letters of the hidden message. Handout D4.S1.H1:
• The words can be horizontal, vertical or diagonal. They can also be written forwards or Word search
backwards.
Monitor and assist with task if necessary. When ready, check the answer.
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Answer:
Reading is a process of understanding and responding to the meaning of a text.
If there is time, invite comments on the hidden message. Emphasise that this view of Reading
is in line with the communicative approach to language learning at the core of the CEFR. This
view of Reading means that teaching should focus on supporting pupils’ understanding of and
responses to meaning.
Identify approaches to 20 Approaches to Reading: Some dos and don’ts PowerPoint slides
Explain that the next phase of the session focuses on identifying general approaches to D4.S1.3–4
Reading suitable to level
Reading that teachers need to be mindful of for teaching Reading in Year 4. Provide overview
and age of the jigsaw reading task (slide D4.S1.3):
You are going to do a jigsaw reading task: Handout D4.S1.H2:
 Jigsaw reading is an activity type that involves close attention to a text and verbal Reading – some dos
exchange of information. and don’ts
 The activity requires several linked texts or a single text that has been divided into
sections.
 Jigsaw reading is a good way to encourage teamwork and a supportive classroom
culture, as pupils have to work together exchanging information.
Set up stage 1 of the activity (slide D4.S1.4):
 You will be given a letter: A, B, C or D.
 When the trainer gives the signal, get into a group with all the other people with your
letter (all the ‘A’ people together, etc.)
 In your new group, read and discuss the section on Handout D4.S1.H2 for your letter.
 You need to understand the ideas in your section of the text. In the next phase of the
activity you will explain the ideas to colleagues in the other groups.
Ensure groups are set up correctly and participants are reading only their section. You could
have them fold the page or cover the other section(s). Monitor and assist with the first phase
of the jigsaw reading.
15 Stage 2 of the jigsaw reading PowerPoint slide

Set up stage 2 of the activity (slide D4.S1.5): D4.S1.5
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 Return to your original groups
 Take it in turns to explain your section of Handout D4.S1.H2 in your own words
As feedback on the task, invite comments on the jigsaw reading activity format.
Identify and use some 20 Understanding meaning PowerPoint slides

We are now moving on from general approaches to Reading to understanding meaning. D4.S1.6–7
techniques that help
Understanding meaning is one of the obstacles to Reading that face pupils, as it can be
pupils understand intimidating. There are different strategies which pupils can use to predict meaning. The next
meaning activity will explore these strategies. It aims to throw participants out of their comfort zone and Handout D4.S1.H3:
force them to rely on prediction strategies. Reading strategies
Show slide D4.S1.6 and explain the activity: tasks
With a partner:
 Complete the tasks on Handout D4.S1.H3
When ready, go through the answers to Task 1 below.
1. grønne — green 4. og — and
2. første — first 5. med — with
3. vi — we 6. Kino — cinema
Invite comments and responses to Task 2 in the activity. Show slide D4.S1.7 and invite
responses/comments:
When we read, there is interaction between information in the text and five areas of
our knowledge:
1. Knowledge about the combination of letters
2. Knowledge about sentence structure
3. Knowledge about word combinations
4. Knowledge about text structure or genre
5. Knowledge about the world or topic
Explain that to complete Task 1 in the activity the above different areas of knowledge were
probably used. Explain that in some cases there is more than one strategy that can be used
for guessing the meaning of one word. Also remind participants that the aim of this activity is
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to make them think about strategies used to guess the meaning so it is not important if they
did not guess correctly all the Norwegian words.
Bring this phase to an end by inviting brief comments on what participants can apply from this
activity to their teaching.
Identify potential 20 Supporting pupils in Reading PowerPoint slides
obstacles to developing The next activity extends the previous one by getting participants to think about examples of D4.S1.8–12
Reading skills and find teaching and learning strategies to guess meaning.
support methods Rearrange groups for this discussion activity so that participants are working with new talk Handout D4.S1.H4:
partners. Explain that pupils can face potential obstacles in Reading if they lack knowledge Supporting pupils in
and understanding in any of the five knowledge areas discussed in the previous activity. Set Reading
up discussion activity (slide D4.S1.8):
In your groups discuss the following question:
3) For each area of knowledge for Reading, what teaching and learning strategies
can you think of to help overcome a lack of knowledge or understanding?
4) Use Handout D4.S1.H4 to record your group’s ideas.
Check that participants understand the question and provide concrete examples for
clarification, for example: a potential obstacle in relation to knowledge about the world might
be that a pupil does not have enough understanding of the topic a text is about. In the
classroom, a solution could be to activate prior knowledge of the topic (before reading the
text) through an activating task. For example, use a visual (photo, video clip, cartoon or
diagram) to introduce the topic, or invite pupils to think about what they already know about
the topic.
Bring discussions in this phase to a close after 10 minutes. Ask participants to compare their
ideas with the ideas on slides D4.S1.9–11. Talk through the ideas on the slides and invite
questions and comments. Slide D4.S1.12 has some suggestions for supporting less able
pupils. Provide clarification if needed. Emphasise that these are example teaching and
learning strategies but there could be many others that are relevant and useful.
5 Plenary: Any questions? PowerPoint slide
Bring the session to an end by asking participants to share any burning questions they may D4.S1.13
have about the session. Park questions that would be covered in the next session, otherwise
note them down and revisit them during the lesson planning session on Day 5, session 1.
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Session 2
Session 2: Reading skills in the new curriculum

handouts
10 Starter: Tell me three things PowerPoint slides
D4.S2.1–2
Show session objectives (slide D4.S2.1).
Set starter task (slide D4.S2.2):
Tell me three things…
 you have learnt today about Reading lessons
 your group has done well
 you would like to find out more about regarding teaching and learning in Reading
lessons
Give participants some wait time and then nominate individual participants to offer responses.
Explain the Reading 20 Learning Standards for Reading PowerPoint slides
Learning Standards in D4.S2.3–8
Explain that this phase of the session focuses on examining the Learning Standards in detail in
the Curriculum order to think about: the general skills that are involved; the specific skills and strategies that
Framework need to be taught; the learning demand on pupils. Handout D4.S2.H1:
Set the task (slide D4.S2.3): Content and
Look at the Content and Learning Standards for Year 4 Reading skills (Handout D4.S2.H1). Learning
 Discus the following questions in your groups: Standards for Year
4 Reading skills
o What kind of activity would you plan so that a pupil can achieve learning
according to a particular Learning Standard?
o What types of text would you expect to use for these Learning Standards?
Monitor discussions and assist when necessary. Collect some responses to the discussion
questions and then talk through slides D4.S2.4–7. Check if clarification is needed of any points
on the slides.
Go through Slide D4.S2.8. Teachers should keep these areas in mind when planning and
teaching.
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Practise implementing 15 Types of question in Reading PowerPoint slide
one or two formative D4.S2.9
Explain that in this phase of the session participants are going to focus on a specific aspect of
assessment strategies formative assessment: questioning. The first activity in this phase looks at types of question
on Reading activities that can be asked in Reading lessons. Set matching task (slide D4.S2.9): Handout D4.S2.H2:
Work with a partner: Types of question
 You are going to look at types of question that can be asked in Reading lessons in Reading
 On Handout D4.S2.H2, match the question type with its definition
 Discuss: Which question type would you like to use more of in your teaching? Why?
When ready, go through answers below. Check for clarification.
Answers:
Questions of literal c. These are questions whose answers are directly and
comprehension explicitly expressed in the text.
Questions involving f. These are questions which require the pupil to

reorganisation or reinterpret information or find it in different parts of the
reinterpretation text and put it together in a new way.
Questions of inference e. These questions require pupils to consider what is
implied but not explicitly stated.
Questions of evaluation b. These questions ask for a considered judgement about

the text in terms of what the writer is trying to do and the
extent to which this has been achieved
Questions of personal
response a. These questions call for a pupil’s reaction to the text.
Questions concerned d. These questions aim to make pupils aware of what

with how writers say they do when they interpret a text, such as recognising
what they mean use of discourse markers or features of text organisation.
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Gather some responses to the discussion question. Note that all of these question types are
suitable for using at Year 4 level, although some teachers may not have used this kind of
question before. Explain that they will think about these kinds of question in more detail next.
15 Practice in making Reading questions for Year 4 material. PowerPoint slide
D4.S2.10
Explain that participants will now look at some material for a Reading lesson from the first unit
in the Year 4 textbook and consider different question types.
Work with a partner: Year 4 textbook (p.
 Look at the text from Year 4 textbook (p.6) 6)
 On Handout D4.S2.H3, write at least four questions to go with this text.
 The questions should be of at least three different types (refer back to Handout
D4.S2.H2).
Handout D4.S2.H3:
When ready, collect a few ideas from groups. Invite comments from participants on each Questions for a
other’s ideas. Point out that the ideas can be developed further in the next session in which the Reading activity
lesson planning for a Reading and/or Writing lessons.
Discuss one or two 10 Thinking skills in Reading lessons PowerPoint slides

differentiation strategies D4.S2.11–12
Explain that in this phase of the session participants are going to focus on exploring thinking
skills in Reading lessons. Understanding thinking skills used in Reading can help teachers plan
and apply differentiation strategies that support pupil learning. Emphasise that setting higher-
order thinking tasks can be a way to extend the learning for more proficient pupils, and to
challenge less proficient pupils. Set up discussion task (slide D4.S2.11):
In your groups discuss this question:
 What are higher-order thinking skills?
Use the pictures below to help your thinking!
Invite responses and then show the ideas on slide D4.S2.12. Check for clarification.
15 Considering thinking skills enables teachers to address the type and amount of extension and PowerPoint slide
support to respond to pupils’ different language proficiency levels. D4.S2.13
Set the task (slide D4.S2.13):
Work in groups:
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 On Handout D4.S2.H4, there are task ideas for Reading lessons. Handout D4.S2.H4:
 Identify the higher-order thinking skills that could be used by pupils in each of the Higher-order
tasks. thinking skills in
Collect ideas. Emphasise that there are no ‘right’ answers as this activity is about getting the Reading lessons
participants to think! Point out that higher-order thinking tasks often do not involve right or
wrong answers. Teachers can use and adapt the suggested Reading lesson tasks to apply
differentiation by task and amount of support.
As an extension task, ask participants to look back at their questions (Handout D4.S2.H3). Ask
participants to discuss changes they might now like to make to these questions and/or another
task they would like to add, so that pupils use appropriate higher-order thinking skills.
Reflect on the session 5 Plenary: which picture? PowerPoint slide
Set reflection task (slide D4.S2.14). Participants select a picture from the slide that matches
learning
with their learning so far. Collect some responses and encourage participants to explain why
they have selected their picture.
Note that the next session will be about Writing skills and lessons. Planning r Reading and
Writing lessons will take place on Day 5.
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Session 3
Session 3: Approaches to learning Writing
handouts
15 Starter: Sense poem PowerPoint slides
D4.S3.1–3
Show the session aims (slide D4.S3.1). To set this task up, ask participants to select a word
(see Handout D4.S3.H1) (or place words in a hat/box for them to choose from randomly). Then
Write your word in the middle of a blank page. Handout D4.S3.H1:
Words for sense
Give instruction for starter task (slide D4.S3.2): poem
 On the right of your word, write the colour(s) you associate with it. (cut up)
 On the left of the word, write the sound(s) you associate with it.
 Above the word: if you could taste it, what would it taste like?
 Below the word: if you could smell it, what would it smell like? Blank paper for
poems
 At the bottom of the page: write a feeling that you associate with the word.
Set Writing task (slide D4.S3.3). Monitor and assist with task. Allow participants to share their
poem in their groups and/or with colleagues from other groups.
Note: Prepare for this activity by photocopying Handout D4.S3.H1 and cutting out the words so
they can be selected randomly (e.g. from a box or a bag).
Identify approaches to 5 Stages of producing written text PowerPoint slide
Writing suitable to level Give brief verbal input on stages in producing written text (slide D4.S3.4): D4.S3.4
and age  Composing: planning and drafting writing; thinking about the purpose and audience for
a text.
Identify and teach stages  Crafting: getting the grammar right; using appropriate vocabulary and sentence
of producing written text structures; using the features of a text type correctly; linking ideas; organising the text
effectively.
 Improving: reviewing and revising a piece of writing; editing writing to remove errors;
responding to feedback.
Check for clarification before moving on to the next task.
20 Set task (slide D4.S3.5): PowerPoint slide
In your groups: D4.S3.5
 Look at the example tasks on Handout D4.S3.H2 (Table A)
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 Organise them according to the stage in the writing process they support (Table B).
Handout D4.S3.H2:
For feedback, collect some ideas and then go through answers below. Stages of
Answers: producing writing
Composing Crafting Improving
• making mind maps • using reference pronouns • peer editing using an editing
• using visuals to focus (e.g. he, it) code
descriptions • using conjunctions • peer feedback on drafts
• free writing (brainstorming (e.g. or, but) to join • revising writing in a group
ideas freely) sentences into a paragraph
• making a dictionary or
• putting everyday routine in
• using ‘Wh’ questions (What glossary
chronological order
Where, When, Who, How,
• using capital letters and full
Why)
stops in sentences
Note the following points if required for clarification:

• Using co-ordinating conjunctions and reference pronouns supports writing at paragraph
level.
• Improvement ideas (e.g. peer feedback on drafts) work best when pupils have success
criteria to guide their feedback to each other.
• Peer editing using an editing code involves creating an editing or correction code for
pupils to use to edit each other’s work. This can be very simple, such as indicating S for
spelling, G for grammar, P for punctuation.
• Making a dictionary or glossary is an example of pupils creating a resource to improve
their writing in the future and to develop autonomous learning.
Invite comments and responses. Check for clarification.
Consider the purposes of 20 Supporting pupils with problematic punctuation PowerPoint slides
punctuation and its D4.S3.6–7
importance in writing Introduce the topic of punctuation. Show the statement on slide D4.S3.6 and ask participants to
complete it:
Textbook material
Punctuation is important in writing because… Year 4 textbook
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- Share your ideas with your group. (p.72-73) p110 -
- Then each group should contribute just two ideas. 111 Teacher’s
Book
Give just 3 minutes for this task. Give feedback on up to two ideas per group and facilitate brief
discussion. Emphasise the strong links between punctuation and meaning (e.g. its – it’s, or the
link between punctuation and intonation (! or ?).
Explain that participants will now look at some material from the Year 4 textbook, Year 4
textbook. The material focuses on possessive pronouns (my-mine, our-ours etc.) as well as the
possessive apostrophe s (‘s). Note that this punctuation/grammar is not covered in the textbook
before this point, so could be new to some pupils.
Set the task (Slide D4.S3.7):

Identify strategies that
help pupils see the link  Look at the material from Year 4 textbook (p.72–73)
between punctuation and  How could you support pupils’ understanding of the link between punctuation and
meaning meaning to help them remember when to use the possessive apostrophe?
Give participants time in groups to talk about strategies they could use. Monitor and check the
focus is on linking pronunciation to meaning.
Give feedback by inviting groups to share their ideas. If you have time, some groups could
demonstrate their strategies.
Evaluate strategies that 20 Set the first task on slide D4.S3.8: PowerPoint slide
could help develop D4.S3.8
spelling skills  Look at the material from Year 4 textbook, p81. Which spelling pattern(s) could be
challenging for pupils?
Textbook material
Give feedback briefly (the spelling pattern is in the comparative adjectives where the consonant Year 4 textbook
in single syllable adjectives is doubled (e.g. big – bigger) and a -y adjective changes to -i(er) (p.81) p123 in
(e.g. heavy – heavier). Teacher’s Book
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Move on to the next stage by clicking to reveal the second task on slide D4.S3.8: Handout D4.S3.H3
On your own: Activities to support
 Look at the activities that could focus on this spelling pattern on handout D4.S3.H3. spelling
 Rank them from 1 to 5, where 1 is highly appropriate and 5 is highly inappropriate.
Give participants 3–4 minutes to work alone, then ask them to share their ideas with their
partner. Be firm with timing here, and allow just 5 minutes for this stage.
Gather participants’ ideas and discuss each strategy briefly. Note that there are no fixed
answers for this task, however the following points can be noted:
Positives Negatives
Error Can be useful if the mistakes are The words are de-contextualised and
correction slips in language/spelling pupils know chosen by the teacher.
or are learning. There is no communication of / focus on
meaning.
Spelling race Involves Speaking & Listening as It is competitive.

well as Writing. It would be best if sentences were pupil-
It is at sentence level (so is generated.
contextualised to some extent).
It involves movement and
organisation of the letter cards.
Spelling test Pupils can spend the time they each The words are de-contextualised.
need to remember the spellings. Tests can be demotivating and stressful.
It is not a communicative strategy.
Pupils can’t ask for help if they need it.
Write it on my It is a grammar and spelling activity. It can be noisy in the classroom.
back It involves peer assessment / It can be difficult for the partner to ‘feel’ if
feedback. the spelling is correct (or perhaps this is a
positive?)
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It is fun and motivating.
Words are contextualised.
Error It uses pupil-generated sentences It could be followed by a productive activity,
correction and their mistakes, so fits perfectly where pupils practise the spellings in
with their needs. writing, in context.
Pupils work in pairs so support each
other in their learning.
Spelling bee Pupils may take the competition It is highly competitive.
seriously and some will work hard to The motivation is to win the prize.
remember the spellings.
Words are decontextualised.
It can be stressful for pupils to do this in
front of the class.
Textbook It can be fun and motivating This is not a writing/spelling activity.
activity depending on the activity and topic. Reading the grammar box is not enough for
Words are contextualised. pupils to remember the spelling patterns, so
this needs to be supplemented with a
spelling-focused activity.
Practice Repetition can help activate pupils’ It is repetitive which can be boring.
makes perfect memory
Reflect on the session 10 Reflection: You’re a poet PowerPoint slide
learning Give instruction for reflection task (slide D4.S3.9):
 Write a poem, 5 lines long and that rhymes, summing up what you have learnt in this
session.
Read out example poem. Give participants a few minutes to compose their poems and then
invite participants to read their poems out. Invite participants to offer follow-up comments on
the responses.
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Session 4
Session 4: Writing skills in the new curriculum
handouts
10 Starter: Pick a skill PowerPoint slides
D4.S4.1–2
Show session objectives (slide D4.S4.1). Set task (slide D4.S4.2):
• Pick one of the skills and explain how you have used it today…
Give participants time to think (wait time) and then collect responses by selecting participants
to give an answer. Ask probing questions to elicit further explanations from the participants
selected.
Explain the Writing 10 Writing Learning Standards PowerPoint slides
Learning Standards in D4.S4.3–4
Explain that this phase of the session focuses on examining the Content and Learning
the Curriculum Standards in order to think about the Writing skills that pupils need to practise and develop.
Framework First of all, activate prior knowledge of specific Writing skills. Show slide D4.S4.3. Ask
participants to discuss in their groups this question: What Writing skills do pupils need to
practise and develop?
When ready, collect a few ideas from different groups. Then show slide D4.S4.4. Emphasise
that this list is not exhaustive: there are other skills. Invite participants to identify additional
skills.
15 Set the task (slide D4.S4.5): PowerPoint slide
Work in groups: D4.S4.5
 On Handout D4.S4.H1, which of the Learning Standard(s) does each Writing skill in the
table relate to? Handout D4.S4.H1:
 A skill could be related to more than one Learning Standard and a Learning Standard Matching Writing
could address more than one skill. skills to Learning
For feedback on this task, invite one group to give their answers. Emphasise that multiple skills Standards
can be related to a single Learning Standard, and that skills may relate to more than one
Learning Standard. Bring this phase to a close by checking that all groups are happy with the
answers.
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Note: There is no answer key for this activity because there are different potential responses.
The activity is designed to get teachers thinking about the relationship between specific skills
and a Learning Standard. Encourage teachers to explain and justify their responses in order to
show their thinking. They can refer to the glossary of terms at the end of the handout if they
need it.
Practise implementing 20 Formative assessment strategies on Writing activities PowerPoint slide

one or two formative D4.S4.6
Explain that in this stage of the session, participants will focus on two formative assessment
assessment strategies strategies – (i) pre- and post-lesson and (ii) Peer and self-assessment.
on Writing activities Show slide D4.S4.6 and ask participants to work with a partner. Assign each pair role A or B so
that there are even numbers of each. Ask pairs to follow the instructions on the slide (D4.S4.6)
for their assigned role A or B:
Role A pairs:
 Brainstorm ideas for pre- and post-lesson writing activities which could contribute to
formative assessment.
 Decide on one to share, and make detailed notes on this.
Role B pairs:
Brainstorm ideas for self- and peer assessment tasks.
 Decide on one to share, and make detailed notes on this.
Give pairs time to discuss and develop their ideas, then put role A pairs with role B pairs to
make groups of four. You could use this opportunity to mix up groups a little by putting pairs
from different groups together.
Participants share their ideas with the other pair they are grouped with. Monitor and then give
feedback on a few ideas as time permits. Remind participants that the ideas for pre-and post-
lesson activities can be used in the lesson planning on Day 5.
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Discuss differentiation 25 Differentiation by instruction – resources PowerPoint slides

strategies D4.S4.7–9
Explain that the next differentiation strategy is by instruction which focuses on classroom
management and resources whether people, objects and texts or the use of technology – (e.g.
how it can support differentiated learning, e.g. using images to give clues to less proficient Handout D4.S4.H2
pupils) Technology in
differentiation
Using people and texts as resources in differentiation:
Show slide D4.S4.7:
- Look at the Writing task on p.11 of Year 4 textbook again.

- Discuss and make notes:
- How could pupils be used as resources for each other to support their learning?
- What additional texts could you bring in to the lesson?
Give participants some time to discuss their ideas in their groups before gathering some ideas
from them. Remind participants that the ideas can be used in the micro-teaching taking place
on Day 5.
Using technology as a resource in differentiation:
Talk about how technology can be used to support differentiation, using the notes on slide
D4.S4.8:
- Giving choice of activity or activity type

- Using various types of inputs (video, pictures, sound, text)
- Giving some pupils helper roles (e.g. to trouble-shoot technology with/for the teacher)
- Having pupils collaborate and support each other in understanding the content or use of
technology (pair & group work)
- Working on learner-centred projects
- Working on extension or review activities independently outside of class
Move on to slide D4.S4.9. Ask participants to brainstorm ways of differentiating for more & less
able pupils, with the bullet points on slide D4.S4.8. Groups record their ideas on D4.S4.H2 and
then share with other groups.
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Review own learning 10 Plenary: Pyramid reflection PowerPoint slides
from the training so far Give instructions for the reflection activity (slide D4.S4.9 and Handout D4.S4.H3). D4.S4.10–11
 Think back over today and write down three key words that are important, two words that
have made an impression, one question you want to ask. Handout D4.S4.H3:
Select participants to give responses and comment on words chosen. Invite participants to Pyramid reflection
answer each other’s questions. Note that participants can consider putting some of these
words in their glossary if necessary. Handout D4.S4.H4:
Learning journal 4
D4.S4.H4) for Day Four after the session or at home.
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Day 5
Session 1
Session 1: Create a lesson plan for a Reading/Writing lesson(s)
handouts
10 Starter: 60 seconds PowerPoint slides
D5.S1.1-2
Show the session objectives (slide D5.S1.1).
Give instruction for starter task (slide D5.S1.2).:

 Sum up your learning on the course in sixty seconds.
Give participants some time to think (e.g. one minute). Encourage participants to write down
ideas if they wish. Select participants to give their summaries. Aim to have as many
summaries as possible within the time limit to build up a picture of the learning across the
group.
Note: If you have Internet access and an interactive whiteboard, then use an online timer like
this: http://classtools.net/main_area/template_loader.php/?timer
Use the curriculum 80 Creating lesson plans for a Reading/Writing lesson PowerPoint slides
documents in lesson Note: Lesson planning in this session combines both Reading and Writing, therefore ensure D5.S1.3-4
planning that at least two groups will focus on Reading and two groups will focus on Writing.
Note: At this point in the training, participants should be able to present their lessons plans
Write Learning Handout D5.S1.H1:
and demonstrate how they would teach an activity if you ask them to do so. Tell participants
Objectives lesson plan template
that each group will have up to 8 minutes to present their lesson plans, which is then followed
by feedback from their peers and the trainer.
Adapt materials if D5.S1.H2
Talk though slides D5.S1.3-4 and refer to Handout D5.S1.H1:
required Components from
• The next lesson you will be working on is a Reading or Writing lesson. SOW for the
Apply relevant formative • You will work in a group of five, your group should focus on either a Reading or a development of a
assessment and Writing lesson. lesson plan -
differentiation strategies Reading/Writing
76
Primary
Session 1: Create a lesson plan for a Reading/Writing lesson(s)

handouts
• In the next session, your group will present your lesson plan and demonstrate Textbook material
teaching an activity if necessary. You should all be prepared to present in the next Year 4 textbook, p.8-
session. 9
• Remember that your lessons should have a pre-lesson and a post-lesson, and that the
learning objectives and lesson delivery should address the main and complementary
skill.
Put participants in groups of five. Use flip chart paper for participants to write their lesson
plans on. If flip chart paper is not available, find other suitable alternatives.
Slide D5.S1.4
In your groups, work on your lesson planning and preparation for the Reading/Writing
lessons.
• Use these resources:
– Lesson plan template (Handout D5.S1.H1)
– Content and Learning Standards (Handout D5.S1.H2)
– Relevant material from Year 4 textbook, p.8-9 (See Handout D5.S1.H2)
• Please ask for assistance if you need it. You can also help and support each other.
Participants work on their lesson planning and preparation for the Reading or Writing lessons.
Monitor and assist with lesson planning as necessary. Encourage participants to support each
other.
77
Primary
Session 2
Session 2: Lesson Plans and feedback
handouts
5 Starter: Hopes PowerPoint slides
D5.S2.1-2
Show session objectives (slide D5.S2.1). Set starter task (slide D5.S2.2):
 What are you most looking forward to today?
Expect some funny answers as participants are likely to be tired by Day 5. Encourage a
pleasant atmosphere before groups begin their presentations.
Deliver lesson plan 80 Lesson plans presentations PowerPoint slides
presentations and D5.S2.3
Remind participants that in this session they will present their lesson plans and may need to
demonstrate teaching
demonstrate how to teach certain activities in their plans if the trainer asks them to. To help
activities where
you select activities for participants to demonstrate, chose activities that are not clear enough
necessary
in the lesson plan or were not explained clearly during the group presentation. You do not
Provide constructive have to have these demonstrations if you believe that the activities in the lesson plans are
feedback, focusing on clear for all participants.
FA and differentiation
strategies applied
Peers and then trainer should give their feedback immediately after
presentation/demonstration. Participants follow the medals and missions feedback model.
Ensure that your feedback covers the following:

 That the learning objectives address the main and complementary skills
 The lesson delivery (main part of the lesson) addresses both the main and
complementary skills.
Be mindful of allocated time for feedback that it does not take up too long and causes you to
rush remaining groups. If you have 5 groups then you can plan 15 minutes for each (including
presentation and feedback time) and keep 5 minutes at the end as contingency.
78
Primary
Session 2: Lesson Plans and feedback

handouts
5 Bring this phase of the session to a close by referring to Handout D5.S2.H1-2: Exemplar Handout D5.S2.H1-
lesson plans. These plans can be used for participants’ records. Invite participants to identify 2: Exemplar lesson
similarities and differences between the exemplar lesson plans and their lesson plans in their plan
own time.
79
Primary
Session 3
Session 3: Create lesson plan(s) for Language Arts lessons
handouts
Use the curriculum 80 Creating lesson plans for a Language Arts / Language Awareness lesson PowerPoint slides
documents in lesson D5.S3.1-3
Show the session objectives (slide D5.S3.1). Inform participants that Year 4 SoW will contain
planning 30 Language Arts lessons. The material for these lessons will be from Contemporary
Children’s Literature provided by MoE. During this training participants will look at 1 language Handout D5.S3.H1:
Write Learning arts lesson. lesson plan
Objectives Note: As lesson planning combines both Language Arts / Language Awareness, ensure that at template
least two groups will focus on Language Arts, and two groups will focus on Language
Adapt materials if Awareness. Handout D5.S3.H2:
required Talk though slides D5.S3.3-4 and refer to Handout D5.S3.H1. Components from
SOW for the
Apply relevant formative • The final lesson you will be working on Language Arts or Language Awareness
development of a
assessment and lesson.
lesson plan –
differentiation strategies • You will work in a group of five, your group should focus on either a Language Arts or a Language
Language Awareness lesson. Arts/Language
Awareness
• In the next session, your group will present your lesson plan and demonstrate teaching
an activity if necessary. You should all be prepared to present in the next session.
Contemporary
• Remember that your lessons should have a pre-lesson and a post-lesson, and that the Children’s
learning objectives and lesson delivery should address the main and complementary Literature provided
skill (if available). by MoE
Put participants in groups of five. Use flip chart paper for participants to write their lesson plans
on. If flip chart paper is not available, find other suitable alternatives.
Year 4 textbook
(e.g. p.14, Revision
Slide D5.S3.3 1)
In your groups, work on your lesson planning and preparation for the Language Arts/Language
Awareness lesson plan presentation.
• Use these resources:
80
Primary
Session 3: Create lesson plan(s) for Language Arts lessons

handouts
• Lesson plan template (Handout D5.S3.H1)
• Language Arts Learning Standards
• Language Arts material from Contemporary Children’s Literature provided by
MoE
• Language Awareness material from Year 4 textbook (e.g. p.14, Revision 1)
Refer to Handout D5.S3.H2. Please ask for assistance if you need it.
Participants work on their lesson planning and preparation for the Language Arts / Language
Awareness lesson. Monitor and assist with lesson planning as necessary. Encourage
participants to support each other.
81
Primary
Session 4
Session 4: Lesson Plans and feedback, closing session
handouts
Deliver lesson plan 70 Lesson plans presentations PowerPoint slides
presentations and D5.S4.1-2
Show the session objectives (slide D5.S4.1). Note that you have 75 minutes for this
demonstrate teaching phase.
activities where Remind participants that in this session they will present their lesson plans and may need to
necessary demonstrate how to teach certain activities in their plans if the trainer asks them to. To help
you select activities for participants to demonstrate, chose activities that are not clear enough
Provide constructive in the lesson plan or were not explained clearly during the group presentation. You do not
feedback, focusing on have to have these demonstrations if you believe that the activities in the lesson plans are
clear for all participants.
FA and differentiation
Peers and then trainer should give their feedback immediately after
strategies applied
presentation/demonstration. Participants follow the medals and missions feedback model.
Ensure that your feedback covers the following:

 That the learning objectives address the main and complementary skills
 The lesson delivery (main part of the lesson) addresses both the main and
complementary skills.
Be mindful of allocated time for feedback that it does not take up too long and causes you to
rush remaining groups. If you have 5 groups then you can plan 15 minutes for each (including
presentation and feedback time). You do not have contingency time.
10 After-training questionnaire PowerPoint slide

D5.S4.3
Slide D5.S4.3:
Ensure all second tier participants, i.e. State-level Trainers, complete the After-training Link received via
questionnaire. Inform participants that the questionnaires will be available only to them as email from
the State-level Trainers. The questionnaire must not be used by other teachers they may Cambridge for the
train in the future. National-level
Master Trainers to
82
Primary
Session 4: Lesson Plans and feedback, closing session

handouts
Help participants who may need help. Ensure all State-level Trainers complete the share with State-
questionnaire before leaving the training. level trainers
Reflect on learning 10 Metaphors for the training course PowerPoint slides
received during the D5.S4.4-5
End the session with a summary of some of the main points of learning that you have heard
training participants discuss in this final session. Draw attention to some of the areas for development
that have also been identified in the session. Handout D5.S4.H1:
Go through slide D5.S4.4: course metaphor
 Think about this question: What kind of metaphor best captures the course Handout D5.S4.H2:
experience for you? Learning journal
 Once you’ve got your metaphor, describe it on Handout D5.S4.H1. Be ready to share
it in your groups.
For feedback on this activity collect a few examples of course metaphors. Offer a summary of
some of the highlights for you from the training course.
Refer to Handout D5.S4.H2 which contains reflective questions on Day 5 and the 5-day
training. Participants can complete this handout in their own time.
Thank participants for their hard work. Give final farewells and wish them good luck!
83

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Curriculum Induction Training 2019 (Primary)

Master Trainer Cascade Notes

Curriculum Induction Training 2019 (Primary)................................................................................................................................................. 1

Curriculum Induction Training Aims ................................................................................................................................................................ 4

Curriculum Induction Training Timetable ........................................................................................................................................................ 5

Curriculum Induction Training Overview ......................................................................................................................................................... 6

Resources Overview .......................................................................................................................................................................................... 9

Curriculum Induction Training Aims

• Understand curriculum reform purpose and schedule

Curriculum Induction Training Timetable

Monday to Thursday Friday

Session 1 (90 minutes) 09.00 – 10.30 am 09.00 – 10.30 am

Break 10.30 – 11.00 am 10.30 – 11.00 am

Session 2 (90 minutes) 11.00 – 12.30 pm 11.00 – 12.30 pm

Lunch 12.30 – 02.00 pm 12:30 – 02:30 pm*

Session 3 (90 minutes) 02.00 – 03.30 pm 02:30 – 04.00 pm

Break 03.30 – 03.45 pm 04.00 – 04.15 pm

Session 4 (90 minutes) 03.45 – 05.15 pm 04.15 – 05.45 pm

Curriculum Induction Training Overview

Session 1: New curriculum purpose, format and content

Session 1: New curriculum purpose, format and content

Session 1: New curriculum purpose, format and content

Session 2: Teaching and learning English as promoted in the new curriculum

Session 2: Teaching and learning English as promoted in the new curriculum

Session 2: Teaching and learning English as promoted in the new curriculum

Session 2: Teaching and learning English as promoted in the new curriculum

 How would you define a ‘large class’?

Session 3: Classroom management in language lessons — Part one

Session 3: Classroom management in language lessons — Part one

Session 3: Classroom management in language lessons — Part one

Session 3: Classroom management in language lessons — Part one

Show slide D1.S4.2 and talk through the instructions:

Session 4: Approaches to learning Listening

Session 4: Approaches to learning Listening

Session 4: Approaches to learning Listening

Fixed mindset Growth mindset

Challenge Avoids challenges Embraces challenges

Persistence Gives up easily Persists in the face of setbacks

Effort Sees effort as pointless Sees effort as the way forward

 Task 2 – Shouting dictation

Session 4: Approaches to learning Listening

Session 4: Approaches to learning Listening

Session 1: Listening skills in the new curriculum

Session 1: Listening skills in the new curriculum

Session 1: Listening skills in the new curriculum

Session 2: Create a lesson plan for a Listening lesson

Session 2: Create a lesson plan for a Listening lesson

Micro-teaching 3 (Reading / Writing) x x x x

Micro-teaching 4 (Language Arts /

Deliver micro-teaching 60 Micro-teaching: Listening lessons PowerPoint slide

Session 3: Micro-teaching and feedback

5 Plenary: Exemplar lesson plans Handout D2.S3.H3:

Show slide D2.S4.2 and talk through the instructions:

Session 4: Approaches to learning Speaking

Session 4: Approaches to learning Speaking

In your group you will discuss the following:

Session 4: Approaches to learning Speaking

Participant 1 Participant 2 Participant 3 Participant 4 Participant 5

Group 4 Participant 1 Participant 2 Participant 3 Participant 4 Participant 5

Group 6 Participant 1 Participant 2 Participant 3 Participant 4 Participant 5

Session 1: Speaking skills in the new curriculum

Consider suitable 20 Discussion activities for encouraging speaking PowerPoint slide

Session 1: Speaking skills in the new curriculum

20 Differentiation: learning preference PowerPoint slides