In- House Training

CEFR
Common European Framework of Reference

Prepared by :
Dayang Nur
Zawani
INTRODUCTIONS
•Worldwide
•China, Hong Kong, Japan, Korea, Philippines,
Taiwan, Singapore and Vietnam, South
America, Africa, Canada, USA are integrating
CEFR
•Translated into 40 languages
 THE ROADMAP 2015-2025
Phase 1
2015-2016 Phase 3
• Review and revise Phase 2
the KSSR primary 2017-2020 2021-2025
EL curriculum • Monitor and
• Roll out CEFR
(Years 1-6) review the
aligned KSSR
• Familiarisation & implementation of
primary EL
cascading training the CEFR aligned
curriculum in
• Developing toolkit KSSR EL
stages
(textbooks ,dskp, curriculum
etc)
What is CEFR???
• Framework of reference for languages
• Describing what have been learnt in comprehensive ways.
• Providing common basis for the elaboration of language
syllabuses, curriculum, guidelines , examinations and
textbooks.
• Defining the learners’ level of proficiency.
• Allowing learners progress to be measured on a life-long
basis
A SIX LEVEL FRAMEWORK
C2
Proficient User
C1
B2
Independent User
B1
A2
Basic User
A1
CEFR TARGETS FOR EACH STAGE OF EDUCATION
A1 • Preschools
A2 • Primary schools
B1/B2 • Secondary schools
B2 • Post-Secondary
B2/C1 • University
C1 • Teacher Education
 THE GLOBAL SCALE
Basic User
Can understand sentences and frequently used expressions related to
areas of most immediate relevance (eg: very basic personal and family
information, shopping, local geography, employment). Can communicate

A2 in simple and routine tasks requiring a simple and direct exchange of

information on familiar and routine matters. Can describe in simple
terms aspects od his/her background, immediate environment and
matters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can

A1 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 for help.
 THE GLOBAL SCALE
Independent User
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
B2 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.
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
B1 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.
 THE GLOBAL SCALE
Proficient Used
Can understand with ease virtually everything heard or read. Can
summarise information from different spoken and written sources,

C2 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.
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
C1 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.
The common European Framework of
Reference (CEFR)
Key features of the CEFR:
• It is a way of describing language performance at 6 levels.
• It covers 4 core of skills :
READING WRITING SPEAKING LISTENING

• There are global descriptors ( which describe language level in general)

aand skill-specific descriptors, from which the Learning standard for each
grade are developed.
• The CEFR outlines a pupil-centered learning approach
• The new curriculum framework comes from the CEFR. The level descriptors
have been used to define and write the content Standard and the Learning
Standard.
• Content standards are the broad area of focus within each skill (L/S/R/W +
Language Arts)
• Learning Standards are the more detailed and observable skills within the
area defined by each Content Satandard and Focus.
• Sceme of Work (SoW) – can be used to develop individual lesson plans
based on suggested activities in the SoW or the activities in the textbook.
SMART LEARNING OBJECTIVES (SMART)
S • Specific

M • Measurable

A • Attainable

R • Realistic

T • Time based
USING THE WALT ACRONYM
• Sharing learning objectives with pupils is an important part of
formative assessment practice. You need to allow time to discuss
learning objectives with pupils, so that they fully understand them,
can relate them to the big picture ( where they are going in their
learning) and cause these objectives to take responsibility for their
own learning.

WALT stands for ‘We Are Learning To……..’