Curriculum Induction Training 2019

Day 3 Handouts (Secondary)

Secondary

Handout D3.S1.H1: Crossword

Across:
2. A view of intelligence that sees intelligence as not fixed but expandable
5. An acronym used for describing effective learning objectives and learning targets for
pupils
6. Pupils taking responsibility for assessing the work of their peers against set success
criteria
8. The detailed and observable skills within the area defined by each Content Standard in
the new curriculum
10. This type of assessment is continuous and two-way: it responds to learner work

Down:
1. Making a guess about the content of a text based on the title or its layout features
3. A model of feedback based on describing what a pupil has done well and what they need
to improve
4. Examples of English language use given to pupils to help them see good language
models that they should aim to produce
7. Listening or reading for global understanding
9. An international framework for describing language performance at 6 levels

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Handout D3.S1.H2: Speaking Learning Standards

and challenges in the curriculum

You will be given one or two Speaking Learning Standards to focus on.
Be ready to explain the Learning Standard, the associated challenges for pupils, and the
solutions that teachers can plan for in your own words to the other members of your group.

Form 4 Speaking
Challenges for pupils Suggested solution
Learning Standard
 Pupils lack  Give pupils regular opportunities to
2.1.1 vocabulary or practise discussing familiar topics
Explain simple language with talk partners
content on familiar  Pupils use and  Teach collocations and language
topics from what pronounce words related to familiar topics
they read and hear and structures
incorrectly

 Pupils lack the  Pupils practise the functional

2.1.2 functional language language they need (such as
Ask about and needed connecting words expressing cause
explain causes and  Pupils lack or connecting words expressing an
consequences of knowledge of the effect) using gap-fills or substitution
actions, events and topic tables before speaking
simple processes  Pupils use and  Help pupils plan and produce the
pronounce words spoken language they need by
and structures giving them speaking frames
incorrectly  Raise awareness through images
and discussion

 Pupils lack  Allow pupils to write a text down

2.1.3 vocabulary or before speaking
Explain advantages language  Use communication-regulator
and disadvantages  Pupils use and discussions (e.g. hot-seat) for pupils
of plans and pronounce words to practise the language needed,
ambitions and structures such as: future forms; modals for
incorrectly prediction and possibility (might,
may, will, probably)

 Pupils lack  Use communication-regulator

2.1.4 vocabulary or discussions (e.g. response-mode
Explain and justify language cards) for pupils to practise
own point of view  Pupils use and language for giving opinion
pronounce words  Get pupils to memorise and
and structures rehearse dialogues
incorrectly  Encourage fluency so that speaking
focuses on meaning rather than
accuracy (errors can be corrected
afterwards)

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 Pupils lack  Provide on-the-spot verbal

2.1.5
Express and
respond to feelings  Pupils use and
such as amusement,
anger and regret
vocabulary or feedback, and prompt pupils to
language reformulate their utterances if there
are errors
pronounce words  Ensure pupils have been taught
and structures relevant vocabulary or language
incorrectly  Encourage pupils to use repair
strategies: when speaking
spontaneously, pupils can ‘repair’
parts of the conversation if the
listener doesn’t understand and
repeat content as necessary

 Pupils lack  Practise language for different

2.2.1
Use formal and
informal registers
appropriately in most
familiar contexts
knowledge of registers by using a model which is
registers and repeated by pupils in drills or chants
choose grammar  Get pupils to practise speaking by
and vocabulary that reading aloud from a text
is not suitable to the  Provide examples of texts across a
context in which range of registers; discuss the
they are speaking features of a discourse type and its
associated language
 Help pupils plan and produce the
spoken language they need by
giving them speaking frames

 Pupils lack the  Provide pupils with the language

2.3.1 language needed they need to invite responses from
Confirm  Pupils lack others using appropriate language,
understanding in understanding of e.g. “What do you think about…”,
discourse-level paralinguistic tools “Speaking of…”, “Really?” etc.
exchanges by  Pupils lack  Model gestures and other
repeating back what appropriate turn- paralinguistic tools (such as back-
a speaker has said taking skills channels) for conversation
management
 Pupils practise turn-taking skills that
involve knowing how and when to
speak, interrupt or prevent
interruptions

 Pupils lack the  Use discussion activities that involve

2.4.1 specific words and pictures and images which
Summarise the main phrases to help encourage pupils to practise telling
points of a story, text them organise a stories
or plot summary  Help pupils plan and produce the
spoken language they need by
giving them speaking frames

*terms are explained on the next page.

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Secondary
Speaking 2.1.1
Explain simple content on
familiar topics from what they
read and hear
Speaking 2.1.2
Ask about and explain
causes and consequences
of actions, events or
simple processes.
Speaking 2.1.4
Explain and justify own point
of view
Speaking 2.2.1
Use formal and informal
registers appropriately in
most familiar contexts
Explain simple content
Pupils explain the main ideas they come across in a simple written
or spoken text using their own words which are different to those
used in the original text.
ask about
Pupils can ask about a simple process by using questions that ask
for elaboration (e.g. Tell me more about…?), clarification (e.g.
What do you mean by…?) and repetition (e.g. Can you explain
that to me again?).
explain causes and consequences
Pupils can explain the cause of an action, event or simple process
or, in other words, why it has occurred. The language associated
with explaining a cause includes linking words (because, due to,
since) (e.g. The road flooded due to the heavy rain.)
Pupils can explain the consequence of an action, event or simple
process or, in other words, what effect it has. The language
associated with explaining a consequence includes: linking words
to show effect (so, as a result, therefore) (e.g. The road was
flooded so the cars had to go a different way.) and conditionals or
‘if’ statements (If the road is closed, we’ll have to take a different
way.).
actions, events or simple processes
An action is something done to do something. Examples of
actions are: carrying a heavy bag to school; taking a book out of
the school library. An event is an occurrence; something that
happens. Examples of events are: a race in school sport’s day; a
birthday party; a school competition. A simple process is a series
of actions or steps taken in order to achieve something. Examples
of simple processes are: preparing food; painting a picture in art;
creating a plan for a writing task.
justify
Give reasons or evidence to support explanation
formal and informal registers
Register refers to style of speaking/writing according to the
communicative purpose and social context.
Formal register is usually associated with situations that are
serious or involve people who are older or with whom the
speaker/writer is not familiar. Formal register includes the
language of politeness (qualifiers, softeners, negative question
forms) and passive structures. A formal register is common in
presentations, applications, letters and formal emails.
Informal register is commonly used in situations that are relaxed
or involve people well-known to the speaker/writer. Informal
register is characterised by contractions, relative clauses without a
relative pronoun and ellipses, and is common among siblings and
friends and frequently used on social networks and informal
emails.
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most familiar contexts

Familiar contexts are communicative situations that pupils know.
Examples include interactions that are related to topics covered in
Form 2 and Form 3 content, such as conversations with family
and friends, speaking with teachers, communicating in shops and
restaurants, talking to a doctor.

However, pupils in rural or remote areas and pupils who live in

cities may be familiar with different contexts. Teachers should use
their own judgment here.

Speaking 2.3.1 discourse-level exchanges

Confirm understanding in Understanding at discourse level refers to the ability to cope with
discourse-level exchanges and participate in communication or discussion that pupils are
by repeating back what a familiar with. Examples of discourse-level exchanges: a two-way
speaker has said. conversation about plans for the weekend; a group discussion
about how to make the school more environmentally friendly; a
class debate about the advantages and disadvantages of doing
team sports.

repeating back what a speaker has said

By repeating back information in own words or in simple terms,
pupils demonstrate a clear understanding of what they have
heard.

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Handout D3.S1.H3: Differentiated targets

For each target (for most pupils), create top and supported versions for the more
proficient and less proficient pupils.
Top target Supported target
Target
(for more proficient (for less proficient
(for most pupils)
pupils) pupils)
Example: By the end of the Example: By the end of the
1. By the end of the lesson,
lesson, pupils will be able to lesson, pupils will be able to
pupils will be able to
improve their use of improve their use of
improve their use of
commas by completing all commas by completing all
commas by completing all
three practice exercises on three practice exercises
three practice exercises on
comma usage and which have had additional
comma usage.
explaining their answers. examples added to them.
2. By the end of the lesson,
pupils will be able to
improve their explanation of
causes and effects by
completing the gap-fills and
substitution tables
exercises with the useful
words/phrases.
3. By the end of the lesson,
pupils will be able to
provide their contributions
in group discussions by
planning two main points
that they will say in the
group discussion in
tomorrow’s lesson about
climate change.
4. By the end of the lesson,
pupils will be able to
practise their use of
language needed for a job
interview by completing the
noticing activity: identify the
formal words and phrases
in the text.

5. By the end of the lesson,

pupils will be able to
practise their conversation
skills by practising with their
talk partner responses such
as “What do you think
about…”, “Speaking of…”,
“Really?”

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Secondary

Handout D3.S2.H1: Taboo cards

Set A

starter support teacher

appetiser scaffold(ing) tutor

beginning help educator

start resource(s) trainer

first encourage lecturer

opener need(s) school

speaking teamwork researcher

talking cooperation scientist

listening collaboration investigator

communication group studies

mouth support observes

tongue help investigates

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Secondary

Set B

medal pupil target

award learner aim

soldier student objective

army trainee goal

decoration novice shooting

mission school intention

question task listening

request job ear

teacher work eavesdropping

pupil activity recording

check mission speaking

problem assignment hearing

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Secondary

Handout D3.S2.H2: Lesson plan template

Lesson plan template provided by the Ministry of Education

SUBJECT : ENGLISH

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

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Secondary

Handout D3.S2.H3: Speaking lesson information

Complete the lesson plan using the lesson plan template provided by the Ministry and
Speaking lesson information provided here.
Theme: People and Culture
Topic: Let’s chat
Cross curricular elements: Medium of Instruction
Language/Grammar focus: Words/phrases related to free-time activities; phrases
expressing likes and dislikes; phrases expressing opinion
Standards for a Speaking skills lesson:

Content standard Focus Learning

Standard

Main skill Speaking 2.1.1

2.1 Explain simple content on
Communicate Communicate familiar topics from what
information, ideas, information clearly they read and hear
opinions and feelings
intelligibly on familiar
topics
Complementary Listening 1.1.5
skill 1.1 Understand
Understand meaning in a Understand independently more
variety of familiar questions on complex questions on a
contexts familiar topics wide range of familiar
topics

Refer to textbook materials in Form 4 textbook 1a, Speak, Student’s Book, and instruction
for teachers in the Teacher’s Book when planning this Speaking skills lesson.

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Secondary

Handout D3.S2.H4: 5-5-1

5-5-1!

Summarise Day 3 Session 2 in 5 sentences

Reduce to 5 words

Now to 1 word

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Secondary

Handout D3.S3.H1: Reflecting on your lesson plan

Go through your lesson plan for the Speaking lesson which you planned in the previous
session.
Think…

 Are your learning objectives related to the main and complementary learning
standards?

 Do the activities in the lesson delivery directly help achieve the main and
complementary learning standards?

 Have you explicitly planned support to less proficient and high proficient pupils?

Amend your lesson plan if necessary.

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 Secondary

Handout D3.S3.H2: Micro-teaching evaluation form

Use this form to record your evaluation of each micro-teaching session.

Micro-teaching 1 Micro-teaching 2 Micro-teaching 3

Criteria Dis- Not Dis- Not Dis- Not
Agree Agree Agree
agree sure agree sure agree sure

1. The teachers were friendly and

created a safe learning
environment.
2. The teachers explained learning
objectives using language
suitable for pupils.
3. The teachers made the purpose
of activities clear.

4. The session materials were

engaging.

5. The teachers gave participants

useful feedback.

6. The teachers ensured that the

pace of the micro-teach session
was suitable.
7. The teachers checked on
progress throughout the micro-
teaching session.
8. The teachers ensured that
learning was summarised and
consolidated.

Notes

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Handout D3.S3.H3: Micro-teaching advice clinic

Use this form to record the advice your group gives about the micro-teaching in this
session. Use a new form for each group.
Advice for group: ______________________
Advice our group gives to colleagues on their micro-teaching
1. Their mission (or target) Our advice (actions to achieve the target)

2. Their mission (or target) Our advice (actions to achieve the target)

3. Their mission (or target) Our advice (actions to achieve the target)

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Secondary

Handout D3.S3.H4: Exemplar lesson plan

This exemplar lesson plan is for your records. It is based on the Content and Learning
Standards provided to you, components from the SoW as well as the activities from the
textbook. The activities in this exemplar lesson plan are suggested activities for the purpose
of giving an example of a good lesson plan. A few activities may differ from the ones you
have prepared earlier.

SUBJECT : ENGLISH

YEAR/FORM : 4

DURATION 60 minutes

THEME : People and Culture

TOPIC : Let’s Chat

FOCUS SKILLS : L/S/R/W/LA/LiA : Speaking

CONTENT STANDARD : Speaking 2.1 Communicate information, ideas, opinions and

feelings intelligibly on familiar topics

Listening 1.1 Understand meaning in a variety of familiar

contexts

LEARNING STANDARD : Speaking 2.1.1 Explain simple content on familiar topics from
what they read and hear

Listening 1.1.5 Understand independently more complex

questions on a wide range of familiar topics

LEARNING OBJECTIVES
CROSS CURRICULAR ELEMENTS
: By the end of the lesson, pupils will be able to:
 Explain the content of the topic of doing
activities by reporting what they have heard to
other groups
 Improve listening to and understanding a few
complex questions based on the topic of doing
activities.
: Medium of Instruction

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Secondary

*ACTIVITIES: i. PRE-LESSON : Activate prior knowledge in this lesson with a True/False

activity. Give pupils red and green cards (red to show
False, green to show True). Start the lesson verbally or
with a series of statements on the whiteboard and each
pupil has to tell whether they think each statement is
True or False using their cards. For example, the
statements might focus on specific aspects of language
use or understanding of grammar from previous
lessons.

ii. LESSON : Follow the first 5 bullet points in the Teacher’s Book
DEVELOPMENT (opposite page to activity).Give pupils some reading and
thinking time as they go through the questions and
vocabulary. Check all understand the activity and the
questions. Put pupils in small groups and explain that
each pupil can have 3 chips (pens or other objects) and
that they have to put one of their chips in the middle of
the table before they can speak. They can answer three
questions only so they should choose which ones they
want to answer before the activity begins. Pupils should
not speak for longer than 30 seconds per turn (although
this is for guidance so it does not have to be exactly 30
seconds). Arrange for one person to be the
communication wizard who maintains order in the
group. When all pupils run out of chips, tell them that
they can have two bounce chips and repeat the above
activity. The chips aim to give everyone a chance to talk
and the 30 seconds aims to prevent one pupil from
dominating the group.

Ask pupils report back on their discussions (for

example, by rearranging groups). This is important in
order to achieve the Main Skill.

To achieve the Complementary Skill in the lesson, add a

further task with additional complex questions (question
with more than one clause). For example: How would
you divide your time between study and activities if you
had choice? How long should the school holiday be in
order to allow you time to practise your favourite
activities? These questions should be spoken by the
teacher in order for the pupils to listen to them. Allow
wait time and select pupils for responses. Repeat
questions if necessary.

iii. POST- : Ask pupils to review their learning in this lesson by

LESSON completing an exit card: ‘what went well in your
learning?’ and ‘your learning would have been even
better if…’ Collect the cards and use them for planning
subsequent lessons.

TEACHER’S REFLECTION Add your reflection at the end of the lesson.

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Handout D3.S4.H1: The necessary nine of formative

assessment

Work with your partner to match each of the necessary nine formative assessment
strategies with its definition.

1. deliberate A: All-pupil-response techniques that let

the teacher quickly check understanding
practice and progress across a whole class.

B: Information for the pupil about: what

2. pre- and post- they are aiming for (goals); where they are
lessons now in relation to these goals; how to
reach their goal.

C: Opportunities for pupils to be involved in

3. exemplars the process of checking their progress in
their learning.

D: Breaking learning down into small steps

with tasks that focus on individual needs,
4. quick scans helping pupils to improve specific skills and
knowledge.
E: A phase to a lesson that activates prior
knowledge (gets pupils to see what they
5. questioning already know), and a phase at the end to
check the progress of the learning.

F: Opportunities for pupils to share ideas

6. (sharing) learning with each other in response to stimulating
objectives questions, enabling the teacher to find out
about pupils’ thinking.

G: Questions from teachers that find out

7. discussions how much pupils understand, and
encourage further learning to deepen
understanding.

8. ‘medals and H: Models of language use that help pupils

missions’ as a understand where exactly they are going
feedback model with their learning.

9. self-assessment I: A statement describing the new learning

and peer that will be achieved by the end of a
assessment lesson.

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Handout D3.S4.H2: Differentiation strategies

After discussing in your groups, match differentiation strategies with their explanation.

learning
B type & amount of
time feedback preferences and
support
needs
outcome types of
instruction
(or target) questions

Now check your answers by matching them to their definition

Type of differentiation Strategy explanation

An approach to lesson planning in which you plan

1. extension tasks for the more able pupils and support
mechanisms for the less able.

Adjusting pace and timing for activities according to

2. individual needs; making time limits in lessons concrete
for all pupils.
Planning activities so that every pupil says or writes
something, so that they all feel successful. Setting
3.
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 different ability and proficiency work in
4.
pairs and groups to allow them to benefit from different
dynamics and preferences.
Planning and giving suggestions for improvement
5. according to pupils’ ability to act upon it, thus making
suggestions achievable.
Using different classroom management techniques and
resources (technology or paper-based) that support
6.
individual learning needs and makes learning accessible
to all proficiency levels.
Using closed and open questions with pupils based on
7. their language proficiency levels and how much the
teacher wants to stretch pupils’ skills.

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Handout D3.S4.H3: Feedback in large classes

Model answers and feedback

Prepare a feedback sheet with a list of the most common problems along with an
explanation/model answer. Base this on your observation of pupils.

Written feedback to individual pupils can use an assessment rubric sheet that contains a
tick in a box against a particular criterion or characteristics to indicate whether the work
being assessed has that attribute. Remember to use simple, pupil-friendly language.

Hinge questions and quick scans

Hinge questions are key questions that teachers ask within the flow of a lesson to check
pupils’ understanding before moving on. This assessment needs to be quick – no more
than 2 minutes, using a quick scan (an all-pupil-response technique) such as: thumbs up
(showing agreement), thumbs down (showing disagreement), thumbs sideways (not sure).
The teacher then asks pupils to give reasons for their thumbs up, down or sideways and
suggestions for how to improve the answers.

Focus on selected pupils

Plan in each lesson to give focused feedback to a small selection of pupils. Over the
course of a sequence of lessons, ensure all pupils have received focused and individual
feedback on their progress.

Self- and peer-assessment

Involve pupils in the process of feedback by using self-and peer assessment. For
example, use self-assessment strategies such as learning logs, in which pupils record
responses to questions about what went well in their learning and what could be even
better. Or use exit cards as a more fun way of creating learning logs. Exit cards record a
pupil’s responses to questions about what went well in their learning and what could be
even better. These cards are usually completed as part of a plenary phase in a lesson.

Use peer-assessment strategies such as two stars and a wish: when a pupil gives
feedback to another pupil on an aspect of their learning, the feedback must take the form
of two things that were good (stars) and one area for improvement (wish).

Silent pointing and gesturing

Draw a correction table on the board. While pupils are talking, point to the type of mistake,
giving pupils a chance to self-correct.

Also use silent pointing and prompts for correction while speaking. Examples are:

 Make a ‘T’ with fingers to illustrate missing ‘the’.

 Show a small word missing by holding thumb and forefinger close together.
 Cross hands over to show wrong word order.

For more ideas see: Mumford, S. & Darn S. (2005) Classroom management: speaking correction techniques.
One Stop English. Available online: http://www.onestopenglish.com/methodology/methodology/classroom-
management/classroom-management-speaking-correction-techniques/146455.article

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Handout D3.S4.H4: Ways to involve pupils in their

own feedback and progress

Work in groups of four. Each person has a letter: A, B, C or D.

Take it in turns talking about how you can involve pupils in their own feedback and progress.
No one can talk for more than 1 minute in total and there needs to be a timekeeper. Use this
sheet for recording ideas.

Person A

Person B

Person C

Person D

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Handout D3.S4.H5: Discussion board game

? = Take a card. Read it out. Ask the group to discuss.

Everyone who speaks gets 1 point.
TALK = Take a card. Read it out. Say your own opinion
about it for at least 30 seconds. You get 3 points.
Everyone else can then join in a short discussion.
BONUS = 1 point (when you go past)

© Jim Scrivener and Macmillan Publishers Limited, 2005.This page may be photocopied for use in class.
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Discussion board game question cards

What effective
What are the potential
What are the benefits behaviour
obstacles to
of a pupil-centred management
developing pupils’
teaching approach? strategies do you
Listening skills?
know?

What is the link What practical ways What are one or two
between the new to elicit evidence of differentiation
curriculum and the learning in large strategies that you
CEFR? classes do you know? know?

What are the What support

problems with What are the CEFR methods are there for
teaching large scales and levels? developing pupils’
classes? Speaking skills?

What approaches do What types of What ways to involve

you know for functional language pupils in their own
providing feedback in are suitable for Form feedback do you
large classes? 4 pupils? know?

What are the potential What can you do to

What is the role of
obstacles to manage interaction
paralinguistic features
developing pupils’ effectively in the
in communication?
Speaking skills? language classroom?

What are the support What effective

What are the
methods that teachers approaches to
differences between
can use to develop classroom
the old and new
pupils’ Listening management in large
curriculum?
skills? classes do you know?

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Handout D3.S4.H6: Learning journal

Learning journal entry 3

Respond to no more than three of the following prompts for your reflection on your learning
in Day 3.

 Today I learned…
 I was surprised by…
 The most useful thing I will take from today is…
 I was particularly interested in…
 What I liked most from today was…

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