CEFR and the NEW CURRICULUM

CEFR

• CEFR – Common European Framework of Reference

• It is a way to describe language performance at 6 levels

• Covers 4 core skills ( Reading,writing,listening,speaking)

• Global descriptors (which describe language level in

general) and skills-specific descriptors, from which the
Learning Standards for each grade are developed.
CEFR scales
The Common European Framework Reference
• C2 Can understand with ease virtually everything heard or read [...]
• C1 Can understand a wide range of demanding, longer texts, and recognise
• implicit meaning [...]
• B2 Can understand the main ideas of complex text on both concrete and
abstract
• topics, including technical discussions in his/her field of specialisation [...]
• B1 Can understand the main points of clear standard input on familiar
matters
• regularly encountered in work, school, leisure, etc. [...]
• A2 Can understand sentences and frequently used expressions related to
areas
• of most immediate relevance [...]
• A1 Can understand and use familiar everyday expressions and very basic
 INTRODUCTION

 The CEFR-aligned Standards-Based English

Language Curriculum for Primary 3 will be introduced
in 2019.

 Teachers need to refer to various documents in this

curriculum for lesson planning as well as the teaching,
learning and assessment in the classroom.
 OVERVIEW
OF
THE CURRICULUM
DOCUMENTS
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BAHAGIAN PEMBANGUNAN KURIKULUM
 Curriculum Documents :

1. DSKP (Standards-Based English Language Curriculum) SK (National school)

& DSKP SJK (National-type school) -

2. Syllabus Year 3

3. Schemes of Work for Year 3 - activities and teaching strategies linked to

Year 3 Textbook (for both National & National-type schools)

4. Year 3 Textbook

* All curriculum documents will be uploaded in the BPK portal

Standards-Based English Language Curriculum (SBELC).

The Standards-Based English

Language Curriculum
(SBELC)document
incorporates a mapping of the
English Language Content and
Learning Standards as well as
pedagogical approaches which
are aligned to the CEFR.
 The Standards-Based English Language
Curriculum Document (DSKP) of 2018 for Year 3 is developed based on the Curriculum
Framework. This curriculum is aligned to the CEFR for Languages.

CURRICULUM FRAMEWORK
The DSKP content and learning standards are derived from the curriculum framework
Curriculum Target Levels based on the CEFR

Table 1 indicates the curriculum target levels for primary and secondary
based on the CEFR. The curriculum standards for Year 3 are aligned to the
CEFR proficiency level A1 Mid.
DSKP SK (National school)
 AIM AND OBJECTIVES IN SBELC
AIM OBJECTIVES
By the end of Year 6, pupils are able to
The English Language achieve the following objectives:
Curriculum for Primary
Schools aims to equip 1. Communicate with peers and adults
pupils with basic language confidently and appropriately in formal
skills to enable them to and informal situations.
communicate effectively in 2. Read and comprehend a range of English
a variety of contexts that texts for information and enjoyment.
are appropriate to the 3. Use appropriate language, style and
pupils’ level of form to write for different purposes
development. through a variety of media.
4. Appreciate and demonstrate
understanding of English language literary
or creative works for enjoyment.
5. Use correct and appropriate rules of
grammar in speech and writing.
6. Appreciate and inculcate values,
positive attitudes and patriotism.
CONTENT AND LEARNING STANDARDS
Performance Standards Guide for Speaking Skills
Performance Standards Guide for Speaking Skills
LESSON ORGANISATION
Three broad themes in the
CEFR-aligned SBELC
The World of The World of
Self, Family Knowledge
and Friends

The World
of Stories
TEACHING AND LEARNING STRATEGIES

• PROJECT-BASED LEARNING
• INQUIRY-BASED LEARNING
• COLLABORATIVE LEARNING
Grammar and Vocabulary Focus in the curriculum

Teachers need to include suitable grammar or vocabulary

focus in the lesson planning. Therefore, they need to
refer to Year 3 syllabus. The syllabus is integrated in the
curriculum document (DSKP).
 OVERVIEW
OF
THE CLASSROOM
ASSESSMENT AND
PERFORMANCE
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STANDARDS
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 CLASSROOM ASSESSMENT

 Classroom assessment involves the process of

collecting information about pupils’ progress in the
classroom.

 The on-going assessment is planned, implemented

and reported by respective teachers to determine the
pupils’ mastery level.
 TYPES OF CLASSROOM ASSESSMENT
Two types of classroom assessments are carried out by the
teachers in schools:

• The formative assessment is carried out during teaching

and learning.
• The summative assessment is implemented at the end of
an instructional period; as a conclusion of a learning unit
as well as mid-semester and year-end examinations.
 Methods of Assessment

Use of various methods of assessment such as:

• Observations
• Oral presentations
• Quizzes
• Question and answer
• Task sheets or written assignments to document
students’ progress in learning.
Elements to be taken into consideration:

 Use of various assessment strategies.

 Take into account the various levels of knowledge
and skills learned.
 Allow pupils to exhibit various learning capabilities.
 Assess the pupil’s mastery level based on the
Learning Standards and Performance Standards.
 Perform follow-up action for remedial and
enrichment purposes.
 The Reporting Template
Teachers can record pupils’ progress in:

(a) Record Book

(b) Exercise book
(c) Notebook
(d) Checklist
(e) Schedules

or through other appropriate methods.

 Overview of the Reporting Template

Teachers need to refer to SBELC (DSKP) document for assessment reporting.

 CLASSROOM ASSESSMENT

General Performance Standards Guide for A1 (Basic User)

Performance
Notes
Levels
Pupil hardly achieves the curriculum target even
1
with a lot of support.
2 Pupil is on track to achieve the curriculum target.
Pupil achieves expectations for the curriculum
3
target.
Pupil works towards exceeding expectations for
4
the curriculum target.
Pupil is on track to exceed expectations of the
5
curriculum target.
Pupil exceeds expectations of the curriculum
6
target.
 WRITING THE
LEARNING
OBJECTIVES
IN
THE LESSON PLAN
SMART Objectives

• S - Specific
• M - Measurable
• A - Attainable
• R - Reality
• T – Time bound

WALT ( We Are Learning To….)

• Share the objectives with the pupils (simple word)
• Do not copy the LO from the lesson plan
LESSON PLAN TEMPLATE FOR TRAINING
EXAMPLES OF LEARNING O BJECTIVES

Objective on
main learning
standard

Objective on
complementary
learning
standard
 LEARNING OBJECTIVES

Teachers must write “will be able to” statement

when writing learning objective(s) in the lesson plan.
e.g. By the end of the lesson, pupils will be able to
...

Learning objectives SHOULD BE based on the main

and complementary skills indicated in the Schemes
of Work.
 THE END
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