This document discusses the Common European Framework of Reference (CEFR) and how it can be implemented in teaching. It provides three key points: 1. The CEFR is an internationally accepted standard that outlines language proficiency levels. Implementing it involves benchmarking current standards against CEFR and aligning curriculum, teaching, and assessment to its levels. 2. Teachers will be trained on how to incorporate CEFR into daily lesson planning, delivery, monitoring progression, and providing feedback using documents like curriculum frameworks, syllabuses, and schemes of work. 3. Master trainers will then cascade this knowledge by helping others embrace the reforms and practicing what they teach to ensure successful implementation of a CEFR-aligned

1. CEFR
WHAT TO CASCADE
WHEN YOU GO
TO SCHOOL?

2. CEFR: how does it support learning and teaching?
D1.S1.17
pre-A1 A1 A2 B1 B2 C1 C2

3. Between now and 2025
we expect an
increasingly large
proportion of our
students from all social
backgrounds to achieve
the target proficiency
level expressed in
terms of the CEFR set
for each stage of
education.
3

4. CEFR
D1.S1.18
• How does it fit into day to day teaching?
• Why is it important?

5. The aims of the training are that all participants:
• 1.enhance their understanding of developing English language skills according to the CEFR
• 2.develop an understanding of how to use new CEFR-aligned curriculum frameworks, syllabuses and schemes of work and
relevant textbooks
• 3.prepare several lesson plans and write learning objectives based on the learning standards where appropriate
• 4.develop an understanding of how to plan for a sequence of lessons and plan progression in the short and long terms
• 5.develop an understanding of how to monitor and track pupils’ progression
• 6.develop an understanding of how to develop teaching materials that are aligned to the target CEFR level
• 7.develop an understanding of how to differentiate pupils’ performance and respond to pupils’ language development needs
• 8.develop an understanding of how to deliver effective feedback to pupils
• 9.develop an understanding of how to promote positive, pupil-centred learning environment

6. CEFR: how does it fit into day to day teaching?
D1.S1.19
SUBJECT :
YEAR/FORM :
DURATION
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA/LiA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS-CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON DEVELOPMENT :
iii. POST-LESSON :
TEACHER’S REFLECTION
Handout D1.S1.2

7. CEFR: how does it fit into day to day teaching?
CEFR
Framework
Content &
Learning
standards
Syllabuses
Schemes of
Work
D1.S1.20

8. Documentation
Three main documents:
• CEFR-Aligned curriculum framework
• Syllabus, Scope and Sequence
• Scheme of Work

9. During the in-house training you will:
• consider the CEFR scales and ‘can do’ statements in the
Malaysian context
• understand how to plan using the CEFR context for
planning/delivery in conjunction with:
- syllabuses and schemes of work
- textbooks
- lesson plans
• consider ways of monitoring progression and providing age-
appropriate feedback.
YOUR IN-HOUSE TRAINING OUTCOMES

10. HOW TO CASCADE?

11. Session title Timing Session objectives
Understanding foreign/second language 90 · Understand foreign / second language development in the Malaysian classroom
development within the CEFR context · CEFR: approaches and principles – how the CEFR supports teaching and
minutes
learning
Tracking language development and 90 · Understand how the CEFR is organised
progression across the CEFR levels minutes · Consider progression across the CEFR levels
· Apply the frameworks and track to support understanding of progression
Developing Listening skills consistent 90 · Recognise developmental needs and challenges to Listening skills in the
with CEFR-aligned curriculum minutes Malaysian Secondary context
frameworks
· Consider the development of Listening skills according to pupil age and the
CEFR
· Explore activities that support Listening skills
Developing Speaking skills consistent 90 · Recognise developmental needs and challenges to speaking skills in the
with CEFR-aligned curriculum minutes Malaysian secondary context
frameworks · Consider the development of speaking skills according to pupil age and CEFR

12. 1 hour Principles of materials evaluation
and the Speaking Skill
2 hour Principles of differentiation and
the Listening Skill
3 hour Principles of materials adaptation
and the Reading Skill
4 hour Principles of materials design and
the Writing Skill

13. 1
7-17 (11 lessons) TBL P/C
18-23(6 lessons) NTBL S/T
24-29
2
NTBL H/E
30-40 TBL P/C
41-46 NTBL C/FA
47-52
3
NTBL P/C
53-63 TBL H/E
64-69 NTBL C/FA
70-75
4
NTBL S/T
76-86 TBL H/E
87-92 NTBL S/T
93-98
5
NTBL C/FA
99-109 TBL S/T
110-112 3 lessons PBL (Project
Based
Learning)
-

14. Effective use of learning objectives
and success criteria
• Be clear about the distinction between
• Learning Objectives and Success
Criteria
 Learning Objective: the ‘end’ or the ‘goal’
 Success Criteria:
1) The learning strategies or the ‘means’
2) The evidence of the success, or the
‘product’

15. CEFR: international standards
‘What [the CEFR] can do is to stand as a central point of
reference, itself always open to amendment and further
development, in an interactive international system of co-
operating institutions [...] whose cumulative experience and
expertise produces a solid structure of knowledge,
understanding and practice shared by all.’
John Trim, Using the CEFR (2011)
D1.S1.6

16. Structure of
presentation
1. English language education
reform
2. A quality EL programme of
international standards
3. The first five years of
implementation: a collaboration
with CE
4. Your role in the reform process

17. What we
need to do
Set internationally accepted standards based on the
CEFR, tailored to the specific needs of Malaysia
Adopt the CEFR levels as the guiding framework for
curriculum development, teaching and learning
(including material selection), and assessment at all
levels of education
Measure our students’ EL proficiency according to
the CEFR
Build the capacity for reform

18. To produce a quality EL programme of
an international standard
To make available quality EL education
to all students, and as far as possible
narrow or close achievement gaps
To produce and implement a time-
tabled implementation plan or
‘roadmap’
Key
aims of
the
reform

19. Common European Framework of Reference Levels : Global scale
Proficient
User
C2 Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing arguments
and accounts in a coherent presentation. Can express him/herself spontaneously,
very fluently and precisely, differentiating finer shades of meaning even in more
complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much
obvious searching for expressions. Can use language flexibly and effectively for
social, academic and professional purposes. Can produce clear, well-structured,
detailed text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices
Independent
User
B2 Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most situations
likely to arise whilst travelling in an area where the language is spoken. Can
produce simple connected text on topics, which are familiar, or of personal
interest. Can describe experiences and events, dreams, hopes & ambitions and
briefly give reasons and explanations for opinions and plans.
Basic
User
A2 Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
shopping, local geography, employment). Can communicate in simple and routine
tasks requiring a simple and direct exchange of information on familiar and
routine matters. Can describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate need.
A1 Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type. Can introduce him/herself
and others and can ask and answer questions about personal details such as
where he/she lives, people he/she knows and things he/she has. Can interact in a
simple way provided the other person talks slowly and clearly and is prepared to
help.
CEFR: 3 Areas of Communication: Understanding (listening & reading), Speaking (interaction &
production), Writing

20. BY: ZUBAIDAH ALI, SISC+ BI

21. What
adopting the
CEFR
involves
Benchmarking
We have to know how good our existing system
is in comparison with prevailing international
standards
Our EL programme was benchmarked to the
CEFR in 2013; benchmarking leads on to
alignment.
Alignment
We have to bring our current system up to the
standards achieved in international best practice

22. TIGA STRUKTUR PENGAJARAN /
THREE-PART LESSON
STRUCTURE
SET INDUKSI / PEMULA / STARTER
LANGKAH PENGAJARAN / MAIN
ACTIVITIES
PENUTUP / PLENARI / PLENARY /
(REFLEKSI)
BY: P. MALLIGA PERUMAL

23. Gagne’s nine levels of learning
Gain students’ attention
Share the learning objective
Encourage recall of prior learning
Explain content
Provide guidance
Allow student practice
Offer feedback
Assess performance
Enhance retention and transfer

24. Master
Trainers
help others embrace reform
cascade knowledge about the
CEFR-aligned curriculum and
scheme of work
Practise what you teach
During the cascade training

25. Reflection

26. THANK YOU
“We teach not for
school, but for life…”