Training Notes

Curriculum Induction Training 2018 (Primary)
Master Trainer Cascade Notes

Table of Contents
Curriculum Induction Training 2018 (Primary) ................................................................................................................................................. 1
Table of Contents ............................................................................................................................................................................................... 2
Master Trainers Training Aims (for your training with the Cambridge trainer) ............................................................................................. 4
Cascade Training Aims (with the teachers) ..................................................................................................................................................... 5
Cascade Training Overview .............................................................................................................................................................................. 6
Resources Overview .......................................................................................................................................................................................... 9
Day 1 ................................................................................................................................................................................................................. 10
Session 1 ....................................................................................................................................................................................................... 10
Session 2 ....................................................................................................................................................................................................... 17
Session 3 ....................................................................................................................................................................................................... 22
Session 4 ....................................................................................................................................................................................................... 26
Day 2 ................................................................................................................................................................................................................. 29
Session 1 ....................................................................................................................................................................................................... 29
Session 2 ....................................................................................................................................................................................................... 31
Session 3 ....................................................................................................................................................................................................... 35
Session 4 ....................................................................................................................................................................................................... 39
Day 3 ................................................................................................................................................................................................................. 43
Session 1 ....................................................................................................................................................................................................... 43
Session 2 ....................................................................................................................................................................................................... 46
Session 3 ....................................................................................................................................................................................................... 51
Session 4 ....................................................................................................................................................................................................... 54
Day 4 ................................................................................................................................................................................................................. 56
Session 1 ....................................................................................................................................................................................................... 56
Session 2 ....................................................................................................................................................................................................... 61
Session 3 ....................................................................................................................................................................................................... 63
Session 4 ....................................................................................................................................................................................................... 65
Day 5 ................................................................................................................................................................................................................. 70
Session 1 ....................................................................................................................................................................................................... 70
Session 2 ....................................................................................................................................................................................................... 72
Session 3 ....................................................................................................................................................................................................... 74
Session 4 ....................................................................................................................................................................................................... 77
Master Trainers Training Aims (for your training with the Cambridge trainer)
By the end of this training, Master Trainers are expected to…
• Understand their role as MoE Master Trainers

• Understand the teacher training aims and content (new curriculum framework, syllabus, scheme of work and relevant textbook)
• Recognise the link between the new curriculum and the CEFR
• Plan for and practise delivering parts of the training content
• Discuss possible challenges during the cascade and consider solutions
• Understand how to give effective feedback to teachers
• Reflect and disdcuss plans for the cascade
4
Primary
Cascade Training Aims (with the teachers)
The aims of the workshops are that all participants will be able to…
• Recognise the link between the new curriculum and the CEFR
• Use new curriculum documentation in their lesson planning (curriculum frameworks, syllabuses, scheme of work and relevant textbook)
• Understand the learning standards in the curriculum framework and write learning objectives based on the learning standards
• Prepare lesson plans for a sequence of lessons
• Adapt some learning materials to fit different learning needs and abilities
• Apply a few formative assessment strategies to track pupil development and needs
• Practise delivering supportive feedback to pupils
• Practise teaching an activity from their lesson plans and reflect on their practice
5
Primary
Cascade Training Overview
Day 1
Session title Time Session aims
The CEFR and the new curriculum 90  Introduce ourselves to the group and know how we will be working together
min  Complete the before-training questionnaire
 Recognise the link between the new curriculum and the CEFR
 Understand the learning standards in the curriculum framework
 Understand the purpose of the various MoE documents: Curriculum, Syllabus,
Scheme of Work and textbook
 Review key points of learning
Review formative assessment 90  Explain key differences between summative and formative assessments
strategies min  Review some formative assessment strategies
 Reflect on the session and identify key points of learning
Prepare to create lesson plan(s) for 90  Write SMART learning objectives
Listening lesson(s) min  Understand the Listening learning standards in the curriculum framework
Create lesson plan(s) for Listening 90  Write SMART Learning Objectives
lesson(s) min  Adapt materials if required
 Plan formative assessment strategies
 Practise using the MoE documents together
 Prepare for micro-teaching and feedback
6
Primary
Day 2 Day 3
Session Session
Time Session aims Time Session aims
title title
Micro- 90 min  Practise delivering a micro-teaching Micro- 90 min  Practise delivering a micro-teaching session
teaching and session teaching and  Evaluate observed micro-teaching sessions
feedback  Evaluate observed micro-teaching feedback and provide feedback
sessions and provide feedback  Give feedback using the evaluation form and
 Give feedback using the evaluation form feedback model
 Reflect on the session and identify key  Reflect on the session and identify key
points of learning points of learning
Giving 90 min  Understand a model of giving effective Prepare to 90 min  Understand Reading learning standards in
feedback feedback (e.g. ‘medals and missions’ create lesson the curriculum framework
model) plan(s) for  Understand Reading sub-skills
 Use the feedback model to give Reading  Reflect on the session and identify key
constructive feedback lesson(s) points of learning
 Reflect on the session and identify key 
points of learning
Prepare to 90 min  Understand Speaking sub- Create lesson 90 min  Write SMART learning objectives
create lesson skills/strategies plan(s) for  Adapt materials if required
plan(s) for  Understand Speaking learning standards Reading  Plan formative assessment strategies
Speaking in the curriculum framework lesson(s)  Practise using the MoE documents together
lesson(s)  Identify speaking tasks for speaking sub-  Prepare for micro-teaching and feedback
skills/strategies  Reflect on the session and identify key
 Prepare for micro-teaching and feedback points of learning
 Reflect on the session and identify key
points of learning
Create lesson 90 min  Write SMART Learning Objectives Micro- 90 min  Practise delivering a micro-teaching session
plan(s) for  Adapt materials if required teaching and  Evaluate observed micro-teaching sessions
Speaking  Plan formative assessment strategies feedback and provide feedback
lesson(s)  Practise using the MoE documents  Give feedback using the evaluation form and
together feedback model
 Prepare for micro-teaching and feedback  Reflect on the session and identify key
points of learning
7
Primary
Day 4 Day 5
Session Session
Time Session aims Time Session aims
title title
Prepare to 90 min  Understand the Writing learning standards Create lesson 90 min  Write SMART learning objectives
create lesson in the curriculum framework plan(s) for LA  Adapt materials if required
plan(s) for  Understand Writing sub-skills lesson(s)  Plan formative assessment strategies
Writing  Identify writing tasks for writing sub-skills  Practise using the MoE documents together
lesson(s)  Prepare for micro-teaching and feedback  Prepare for micro-teaching and feedback
 Reflect on the session and identify key  Reflect on the session and identify key points
points of learning of learning
Create lesson 90 min  Adapt materials if required Micro- 90 min  Practise delivering a micro-teaching session
plan(s) for  Write SMART Learning Objectives teaching and  Evaluate observed micro-teaching sessions
Writing  Plan formative assessment strategies feedback and provide feedback
lesson(s)  Practise using the MoE documents together  Give feedback using the evaluation form and
 Prepare for micro-teaching and feedback feedback model
 Discuss some common writing problems in  Reflect on the session and identify key points
Primary and suggest solutions of learning
 Reflect on the session and identify key
points of learning
Micro- 90 min  Practise delivering a micro-teaching session Create a 90 min  Understand the purpose of Language
teaching and  Evaluate observed micro-teaching sessions lesson plan Awareness lessons
feedback and provide feedback for one  Write SMART Learning Objectives
 Give feedback using the evaluation form Language  Adapt materials if required
and feedback model Awareness  Plan formative assessment strategies if
 Reflect on the session and identify key lesson applicable
points of learning  Practise using the MoE documents together
 Prepare for micro-teaching and feedback
 Reflect on the session and identify key points
of learning
Prepare to 90 min  Discuss the purpose of and share Micro- 90 min  Practise delivering a micro-teaching session
create lesson experiences of Language Arts lessons teaching and  Evaluate observed micro-teaching sessions
plan(s) for  Understand Language Arts learning feedback. and provide feedback
Language standards in the curriculum framework Reflection &  Give feedback using the evaluation form and
Arts (LA)  Revise and consolidate key terms used in action feedback model
lesson(s) the training so far planning  Reflection and action planning
 Complete after-training questionnaires
8
Primary
Resources Overview
The list below is for additional resources required during the training. each group should have the training materials (slides, handouts, cascade
notes) as well as the curriculum framework, syllabus, schemes of work (first unit) and the textbook. Also advise teachers to familiarise
themselves with the Formative Assessment Teacher Handbook. Participants must have access to the internet on Day 1 and Day 5 to complete
the questionnaires.
Day 1 Day 2 Day 3 Day 4 Day 5

 Curriculum documentation  Curriculum  Curriculum  Curriculum  Curriculum
(see above) documentation (see documentation (see documentation (see documentation
 Formative Assessment above) above) above) (see above)
Teacher Handbook  Formative  Flip chart paper  Flip chart paper  Flip chart paper
 Card/A5 paper for name Assessment Teacher  Pens for flip chart  Pens for flip chart (not  Pens for flip chart
boards Handbook (not permanent felt permanent felt tip) (not permanent felt
 Flip chart paper  Flip chart paper tip)  Post-it notes (for tip)
 Pens for flip chart (not  Pens for flip chart  Post-it notes (for glossary)  Post-it notes (for
permanent felt tip) (not permanent felt glossary)  Blu tack glossary)
 Post-it notes (for glossary) tip)  Blu tack  Mini whiteboards  Blu tack
 Blu tack  Post-it notes (for  Mini whiteboards  Blank A4 paper  Mini whiteboards
 1 Mini whiteboard (or glossary)  Blank A4 paper  5 colour copies of  Blank A4 paper
laminated A4 paper) – ask  Blu tack  Red and green cards Handout D4.S4.H2 (A3
participants to bring their  Mini whiteboards (1 of each colour for size), one for each
own to training  Blank A4 paper each participant) group – MTs keep
 Pens for whiteboard (not during cascade
permanent, for trainer)  Dice (1 for each group)
 Blank A4 paper  Counters (1 for each
 13 copies of Handout participant); or
D1.S3.H1 on A4 paper for alternatives that can be
MTs to use and keep used as dice and
during the cascade counters
9
Primary
Day 1
Session 1
Session 1: The CEFR and the new curriculum
Session aims Time Description of activities Resources, inc. Trainer notes
handouts
Introduce 10 Introduction PowerPoint slides Ensure that you are aware
yourselves to the D1.S1.1-4 of any Health and Safety
group and know Welcome participants to the training and introduce yourself (slide issues beforehand (e.g. fire
how we will be D1.S1.1). Ensure that participants are sitting in café style small groups evacuation procedure) and
working together (3 – 4 per group if possible). that this is communicated
as part of the housekeeping
Complete the Go through housekeeping points (slide D1.S1.2). Ensure participants points.
before-training have all relevant materials (curriculum documents and training
questionnaire materials).
Explain that the slides are numbered as day+session+slide number

(e.g. D2.S3.7) and the handouts are numbered as day+session+H
(handout) number (e.g. D1.S2.H2).
Show aims of the curriculum induction training, and Session 1
objectives (slides D1.S1.3 & 4).
10 Icebreaker PowerPoint slide Pace and timekeeping are
Give instructions for the icebreaker activity (slide D1.S1.5). D1.S1.5 important. Give participants
Card/A5 paper for two minutes to complete the
 Write down your name on the card and a picture that describes
name board activity and keep feedback
you (for example, a hobby or pastime).
brief. It will not be possible
 You have two minutes! Be ready to share in your groups. to comment on everyone’s
Monitor and assist with task if needed. When ready, allow participants name boards.
to share in their small groups. Remind participants to write
As a final phase of feedback collect and comment on some pictures as their names with big letters
a whole group. so you can easily see them.
10
Primary

handouts
5 How we will be working on the course PowerPoint slides The self-made glossaries
Explain to participants how they will be working in the sessions. D1.S1.6-7 can be updated and
referred to during the
Reassure participants by drawing attention to the following training or evening
(slide D1.S1.6): meetings to review and
 Working together and supporting each other is important. For check understanding of key
example, teachers who are familiar with the new curriculum or the words. Participants can
CEFR can help by explaining certain changes brought about by the keep their word entries on
new curriculum or CEFR wording that others may not be familiar post-it notes and stick them
with. to a piece of paper.
 The handouts contain many important points. We can go through Please ask participants to
these together for things that are not clear. keep their glossaries safe
 For some tasks, you will be working in groups. In this way, you will and accessible during the
be able to learn from each other. sessions.
Explain slide D1.S1.7 (course glossary):

 Some of the training will focus on terminology that may be new or
challenging for teachers. You can provide simple definitions to
difficult vocabulary, and participants will be building a personal
glossary of terms over the four days. Participants can make use of
the glossary in the schemes of work as a model.
 Explain that participants should write new key words (or
terminology) and a definition on a post-it note as they come across
them. If they find they don’t understand the word, they can ask you
or another participant. They should stick the post-it to a piece of
paper and keep it with them. At certain points during the course, we
will review these words.
10 Before-training questionnaire PowerPoint slides Assist participants if they
D1.S1.8 need help. Ensure all
11
Primary

handouts
Slide D1.S1.8: Ensure all participants complete the before-training participants complete the
questionnaire. questionnaire.
When participants are done, tell them to keep notes about the things
they found useful, challenging or not clear. They can use post-its or
their notes to capture their reactions which they can then refer to at the
end of the training when they fill out the After-training questionnaires.
Remind participants to note down their reactions and thoughts at the
end of Days 1-4 if possible.
Recognise the link 5 The Common European Framework of Reference (CEFR) and the PowerPoint slides Please remind teachers that
between the new new curriculum D1.S1.9-11 the primary curriculum
curriculum and the takes pupils from
Show slide D1.S1.9 which gives the first sentence of each global Handout
CEFR working towards A1 to A2
description of performance in the CEFR. Refer to Handout D1.S1.H1 for D1.S1.H1: CEFR
(mid) in Year 6 at the end of
the complete description. Emphasise that these are the global global descriptors
primary.
descriptors and that the CEFR has more detailed descriptions of and levels
specific skills within the four core skill areas (Reading, Writing, Teachers can finish reading
Speaking, Listening). Handout D1.S1.H1 in their
own time.
Show slide D1.S1.10 which groups the CEFR levels into Basic,
Independent and Proficient stages of development.
Show and explain the CEFR key features (slide D1.S1.11):

 It is a way of describing language performance at 6 levels
 It covers 4 core skills (Reading, Writing, Speaking, Listening) and
the language elements embedded within these
 There are global descriptors (which describe language level in
general) and skills-specific descriptors, which allow us to develop
learning standards for each level.
10 Ask participants to read the information about the CEFR on slide PowerPoint slides You will discuss with
D1.S1.12 and to pick out the key phrases that explain its focus. Give D1.S1.12-15 participants the purpose of
them a minute to read then elicit their ideas very briefly. the various curriculum
12
Primary

handouts
Handout documents later in this
Give instruction for the task (slide D1.S1.13). D1.S1.H2: Odd session.
one out
 Read each statement in the two tables and decide which is the
odd one out. (Handout D1.S1.H2).
 Share and compare your answers with others in your group.
Collect brief feedback on the task by selecting two or three participants

to indicate which statement they thought was the odd one out and why.
Give answers: Principles underlying the CEFR = ‘3’; How the CEFR
supports teaching and learning = ‘2’.
Bring this phase of the session to a close by explaining slides

D1.S1.14-15:
 The CEFR outlines a pupil-centred learning approach
 The ‘can do’ statements in the CEFR allow us to understand:
- what kind of communicative competencies (abilities)
pupils have
- what pupils can or should be able to do at different levels.
 The new curriculum framework comes from the CEFR. The
CEFR level descriptors have been used to define and write the
Content Standards and the Learning Standards.
 Content Standards are the broad area of focus within each skill
(L/S/R/W + Language Awareness)
 One Content Standard can have one or more Focus which
narrows down that Content Standard to specific, relevant
areas/skills.
 Learning Standards are the more detailed and observable
skills within the area defined by each Content Standard and
focus.
13
Primary

handouts
 The Learning Standards are used to develop the Syllabuses,
which are a year-by-year description of the themes and topics,
grammar, vocabulary and structures used in any year.
 Schemes of Work (SoW) are also aligned to CEFR levels and
age groups and reflect the Learning Standards and Syllabuses.
The SoW can be used to develop individual lesson plans based
on suggested activities in the SoW and activities in the
textbook.
Understand the 20 The Learning Standards in the new curriculum framework PowerPoint slides
learning standards D1.S1.16-19
in the curriculum Show slide D1.S1.16. Explain and reinforce the idea that the CEFR Handout
framework level descriptors have been used to define and write the Content D1.S1.H3:
Standards and the Learning Standards in the curriculum. Examples of
Content and
Show slide D1.S1.17 which has an example of a Content Standard, Learning
Focus and the associated Learning Standards. Standards
Ask participants to look at Handout D1.S1.H3 with further examples of Handout
Content and Learning Standards. Explain and reinforce the idea that: D1.S1.H4: CEFR
Content Standards are the broad area of focus within each skill Understanding
(L/S/R/W + Language Arts); Focus is one or several areas/skills that the terms used in
narrow down the scope of the Learning Standard; Learning Standards the Learning
are the more detailed and observable skills, described for each year Standards
within primary school.
Give instruction for the task (slide D1.S1.18 and Handout D1.S1.H4)
and give separate letters (A, B, C or D) to each group member:
 Take it in turns to explain in your own words the two Learning

Standards in the box given to you.
 When you have all finished, compare your explanations with the
glossary (see next page).
14
Primary

handouts
Monitor group discussions and assist when necessary.
Tell participants that more words are explained in the SoW glossary and
that they can discuss wording in the learning standards again when
they prepare lesson plans in later sessions.
Understand the 15 The purpose of the various MoE documents PowerPoint slides Participants may score low
purpose of the D1.S1.19-22 in some areas that they
various MoE Talk through slide D1.S1.19 and 20 which reinforce the connection haven’t quite covered yet in
between the CEFR, the Curriculum Framework, the Syllabus and the Curriculum
documents: their training (questions 6
Scheme of Work. Framework, Year
Curriculum, and 7). They can revisit this
3 Syllabus, Year
Syllabus, Scheme handout again later and
Show slide D1.S1.21 with an example of a CEFR descriptor for a 3 SoW
of Work and reassess their confidence
textbook Listening competency, the derived Learning Standard, and the activity levels.
from the textbook that is identified in the Scheme of Work for practising Student’s Book
this Listening competency. and Teacher’s
Give instruction for the task (slide D1.S1.22 and Handout D1.S1.H5): Book
Handout
 Read each statement in the checklist about the purpose of the D1.S1.H5: Self-
various MoE documents. assessment on
 Complete the self-assessment to check your understanding. MoE documents
 Share and compare your answers with others in your group.
Can you help each other to improve your understanding?
Monitor work and assist when necessary.

Review key points 5 Pyramid reflection PowerPoint slide
of learning D1.S1.23
Give instructions for the reflection activity (slide D1.S1.23 and Handout
D1.S1.H6).
15
Primary

handouts
 Think back over this session and write down three key words that Handout
are important, two words that have made an impression, one D1.S1.H6:
question you want to ask. Pyramid reflection
Select participants to give responses and comment on words chosen.
Invite participants to answer each other’s questions. Note that
participants can consider putting some of these words in their glossary
if necessary.
16
Primary
Session 2
Session 2: Review formative assessment strategies
handouts
Explain key differences 15 Session starter: Categorising activity on formative versus PowerPoint slides Some participants may
between summative and summative assessment D1.S2.1-5 have had training in May
formative assessments and June on formative
Show session aims (slide D1.S2.1). Handout D1.S2.H1:
assessment principles
Summative vs.
and practices. Try to
Ask participants to read the definition of formative assessment on formative
place them with other
slide D1.S2.2. Give them a minute to read then elicit any assessment
participants who have
questions or comments. Deal with these very briefly. not had that training to
support each other.
Give instruction for the starter activity (slide D1.S2.3).
 On Handout D1.S2.H1 there are various aspects of each

main assessment approach (formative or summative).
 Work with your group and decide which statement
describes formative or summative assessment.
 Fast finishers can move to another group to offer help.
When all groups have finished, ask groups to check their work by
looking at slides D1.S2.4-5. Read through the aspects of
formative and summative assessment. Check if clarification is
needed.
20 Key concepts for formative assessment PowerPoint slides Refer participants to the
Introduce the three key questions/concepts for formative D1.S2.6-11 Formative Assessment
assessment: Where are we going? Where is each pupil now? Handout D1.S2.H2: Teacher Handbook for
How do we get there? (slide D1.S2.6). Formative further reading.
assessment – key
concepts
Set the task for this phase of the session (slide D1.S2.7 and
Handout D1.S2.H2).
17
Primary

handouts
 Discuss with your group the different teaching approaches on
Handout D1.S2.H2.
 Which key question for formative assessment is most relevant
to each teaching approach? Match each teaching approach to
the relevant key question.
 Be ready to give reasons for your matches
As feedback on the task, collect some matches/reasoning from
different groups. Talk through slides D1.S2.8-10.
Ask groups to very quickly recheck their answers and make any
changes they would like to make before running through the
answer key on slide D1.S2.11.
Finally, emphasise that these approaches to formative
assessment are also the aspects of formative assessment they
can consider for their lesson planning during this training course.
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.
Review some formative 20 Review of formative assessment strategies PowerPoint slides

assessment strategies D1.S2.12
Set the task for this phase of the session (slide D1.S2.12 and
Handout D1.S2.H3). Handout D1.S2.H3:
 Complete your ‘Find someone who…’ form Find someone
(Handout D1.S2.H3) who…
 Move around the room.
 Ask each other questions to find out how much you know
about formative assessment strategies.
As feedback for the task, select participants to identify someone
who was able to give an answer for a particular statement. Ask
18
Primary

handouts
that person to explain their answer. Check that the following is
understood:
WALT is one of many
1. WALT: an acronym for writing learning objectives in pupil- strategies to present the
friendly language. WALT stands for ‘We Are Learning To’ learning objectives.
(the learning objective). Teachers do not have to
2. Feed-forward: the element in a teacher’s feedback to pupils use WALT, it’s just a
that identifies the next step in the learning and how to get suggestion.
there
3. Exit card: filled in by pupils in response to specific questions
about what they learned during the lesson.
4. Quick scans are all-pupil-response techniques that let the
teacher quickly check understanding and progress across a
whole class.
5. Post-lesson activities could include as an example the
pyramid reflection from Session 1.
6. Learning objectives: these 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.
7. Pre-lesson activities can include the example of the
categorising task from the start of this session, in which
prior knowledge was activated and checked.
8. Closed questions usually only require one- to five-word
answers (“What day is it today?”). Asking closed questions
does not encourage pupils to talk. If you ask more open
questions, (such as “What are the children doing in the
picture?”) then conversation becomes more equally shared
between teacher and pupils, and multiple ideas and
19
Primary

handouts
viewpoints can be given equal status. Teachers should use
closed and open which are suitable for their pupils
proficiency level as part of formative assessment practice.
9. Think/pair/share is a cooperative learning structure: 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 their answers before
they share them with the whole class.
10. Questioning techniques could include: use of wait time;
use of no hands up; using probing questions to stretch and
challenge pupils’ thinking.
20 Formative assessment strategies matching activity PowerPoint slides
Explain that the next activity is to help consolidate participants’ D1.S2.13
understanding of specific formative assessment strategies. Handout D1.S1.H4:
Set the task for this phase of the session (slide D1.S2.13 and Formative
Handout D1.S2.H4). assessment
matching activity
 In groups, complete the matching activity (Handout D1.S2.H4)
 Match each strategy to the key aspect of formative
assessment by writing its number in the empty box
 Share your answers with the group next to you
When ready, go through the answers:

self- & peer- pre- & post-
discussions questioning
assessment lesson
1, 4, 6 3, 8 2, 7, 9 5, 10
20
Primary

handouts
Bring this phase of the session to a close by reminding
participants again that these approaches to formative assessment
are also the aspects of formative assessment they can consider
for their lesson planning.
Review key points of 15 Plenary: Formative assessment collocations PowerPoint slide You will need to prepare
learning D1.S2.14 for this activity by cutting
Give instruction for the plenary task (slide D1.S2.14).
up the collocations in
 Do not refer to your handouts Words for
Handout D1.S2.H5.
 You have been given one half of a formative assessment collocations
collocation. A collocation is made of two or more words information gap task
If there are more than 20
that are frequently used together. Handout D1.S2.H5: participants then pair
 The words you have been given have been used today. Formative them with one word/part
 Move around the room and find the person with the assessment of the collocation.
word(s) to connect with yours. collocations
 When you have a match stay standing together.
Check for correct matches:

pyramid discussion
pre-lesson & post-lesson
communication regulator
wait time
no hands up
talk partner
peer assessment
information gap
exit card
two stars and a wish
Ask each pair to explain their collocation to check and consolidate
understanding.
21
Primary
Session 3
Session 3: Prepare to create lesson plan(s) for Listening lesson(s)

handouts
10 Session starter: running dictation PowerPoint slides If possible, make 13
D1.S3.1-2 copies of Handout
Show session aims (slide D1.S3.1). D1.S3.H1. Keep the
Handout D1.S3.H1:
Ensure that participants do not have the Day 1 handouts in front Running dictation copies with you for
of them. Explain that the starter is focused on activating prior training the next group.
Paper for running
knowledge of the Listening skills and strategies that we can dictation
support our pupils in developing. (13 copies on A4)
Put up copies of Handout D1.S3.H1 on the walls with the gapped A4 sheets (one per
words written but facing the walls (so that the gapped words pair)
cannot be seen yet). Blue tack to stick
handouts on the
Set the starter task (slide D1.S3.2): walls
 Organise yourselves into pairs. Decide who will run and who
will write.
 Complete a running dictation – the runner needs to check the
sheet on the wall and run back to their partner telling them
which letters to write and how many gaps to include.
 As soon as you have 6 items you should sit together and try to
fill in the gaps.
 Each item is a Listening strategy (or skill). Try to work out
what missing letters are needed to formulate the words.
When pairs have finished, check the words with them. Ask them
to look at Handout D1.S3.H1 and fill in the final version there.
22
Primary

handouts
Answers:
1. Listening for detailed comprehension
2. Listening for attitude
3. Prediction
4. Listening for global understanding
5. Understanding phonological features
6. Listening for specific information
Write SMART Learning 15 SMART Learning Objectives PowerPoint slides This activity is in
Objectives D1.S3.3-5 preparation for
Show slide D1.S3.3. Give verbal input on the meaning of SMART participants to write
Handout D1.S3.H2:
(see right-hand side of slide for acronym). SMART Listening
SMART learning
learning objectives.
objectives
Give instruction for the task (slide D1.S3.4):
 Look at the learning objectives on Handout D1.S3.H2. Place a
tick next to the ones that you think are SMART and a cross
next to those you think are not.
 Rewrite the ones with a cross next to them to make them
SMARTer.
Go through the answers: objectives 2, 4 and 6 are not SMART.
Comment on how showing awareness or understanding is not
SMART because this cannot be measured. The objective has to
indicate what a pupil will do to demonstrate their learning. Collect
some re-written objectives.
Finish this stage by talking through slide D1.S3.5. Note that

teachers will need to simplify their language when sharing the
Learning Objectives with pupils. They need to be expressed in
pupil-friendly language, yet remain meaningful. Using the WALT
acronym is a good way to do this.
23
Primary

handouts
Understand the Listening 20 Learning Standards for Listening lessons PowerPoint slide
learning standards in the D1.S3.6
curriculum framework Explain that this phase of the session focuses on examining the
Content and Learning Standards in detail in order to think about Handout D1.S3.H3:
the Listening skills that pupils need to practise and develop. Identifying text types
for Listening lessons
Set the task (slide D1.S3.6). Encourage participants to work in Handout D1.S3.H4:
groups on this task. Content and
Learning Standards
Look at Handout D1.S3.H3. for Year 3 Listening
 What types of Listening text could be used in relation to skills
each CEFR descriptor? The first one has been done for
you as an example.
Look at Handout D1.S3.H4.

 How will your text ideas on Handout D1.S3.H3 help to
address particular Year 3 Learning Standards on Handout
D1.S3.H4?
Monitor discussions and assist when necessary.
Collect some responses to the discussion questions and ideas for
text types for Listening lessons.
20 Sub-skills for Listening PowerPoint slide
D1.S3.7
Set the task (slide D1.S3.7).
Handout D1.S3.H5:
 You will be given one or two Listening sub-skills to read Sub-skills for
about. Listening
 Be ready to explain the sub-skill in your own words to the
other members of your group. You need to explain the
skill, the associated challenges for pupils, and the
solutions that teachers can plan for.
24
Primary

handouts
Assign specific sub-skills to each person in a group (or ask them There are no right or
to choose for themselves). Monitor and assist with task when wrong answers for the
necessary. discussion activity. The
discussion aims to get
Ask groups to think about when they would use each strategy participants to think
during a listening lesson, i.e. pre-lesson, lesson development or about listening strategies
post-lesson. Give groups a few minutes to discuss then allow in relation to lesson
them to share with everyone else. stages.
15 Explain that participants will now be selected to stand and explain PowerPoint slide
to the whole group their sub-skill (slide D1.S3.8). This ensures D1.S3.8
that everyone has heard an explanation of a sub-skill at least
once.
Select participants and facilitate sharing of explanations with

whole group. Check that everyone has understood the
explanation (e.g. If you understand the strategy, please stand
up!). Ask others to explain again, or explain again yourself, if you
can see that some participants are struggling.
Link to next session’s lesson planning for Listening lessons;

participants should focus on Listening sub-skills and keep in mind
the teaching strategies that they have discussed in this activity for
dealing with challenges for pupils .
Reflect on the session 10 Session plenary: In the spotlight PowerPoint slide

and identify key points of D1.S3.9
Give instruction for the reflection task (slide D1.S2.9).
learning
• Five people will be chosen and each person will be asked Mini whiteboards
a question based on the session. and felt tip pens
25
Primary

handouts
• Everyone else will then mark down on their mini
whiteboards whether they agree or disagree with the
answer.
Select five people who must then stand up or come to the front.
Ask the following questions (one question to one person; after
each question allow everyone else to use their whiteboard to
show ‘agree’ or ‘disagree’):
1. What was the name of the starter activity used in this
session?
2. What is one of the main skills for Listening as described in
the CEFR?
3. What is an example of a sub-skill for Listening?
4. What is another example of a sub-skill for Listening?
5. What is another example of a sub-skill for Listening?
Session 4
Session 4: Create lesson plan(s) for Listening lesson(s)
handouts
10 Session starter: checking learning PowerPoint slides
Show the session aims (slide D1.S4.1). D1.S4.1-2
Read out a series of questions checking learning from Session 3

Mini whiteboards
(questions are on PowerPoint slide D1.S4.2).
and felt tip pens
Participants write their responses on mini whiteboards. Select
participants to explain their answers further.
26
Primary

handouts
Write SMART Learning 5 Micro-teaching task PowerPoint slide
Objectives D1.S4.3
Talk though slide D1.S4.3 and Handout D1.S4.H1.
Handout D1.S4.H1:
Adapt materials if
required • You will be preparing a Listening lesson from Year 3 Micro-teaching tasks
Scheme of Work.
Plan formative • You will then deliver on your own a part of the lesson
assessment strategies (15-20 minutes) as a micro-teaching session.
Practise using the MoE Invite questions from participants.
documents together Lesson planning resources
10 PowerPoint slide
Prepare for micro- D1.S4.4
Show slide D1.S4.4 and talk though handouts D1.S4.H2-4.
teaching and feedback Handout D1.S4.H2:
Invite questions from participants. Listening lesson 1
from Year 3 SoW
Handout D1.S4.H3:
Lesson plan
template
Handout D1.S4.H4
Lesson planning
support
60 Complete lesson plan(s) PowerPoint slide If your group is strong
D1.S4.5 ask them to plan
Ask participants to work on their lesson planning and preparing for
additional Listening
the Listening lesson micro-teaching, which will take place on Day Curriculum
lessons from the lesson
2, Session 1. Framework, Year 3
cycles that follow.
Help participants to understand how the complementary skill Syllabus, Year 3
helps support the main skill and is important to teach. The lesson SoW
plan from the SoW shows the activities which help achieve the Copies of Student’s
main and complementary skills. Participants will need to refer to Book and Teacher’s
27
Primary

handouts
the Teacher’s book to access additional instruction, tips, important Book (or at least the
notes, etc. first unit in both
Ensure participants apply the session aims while preparing their books)
lesson plans (e.g. write SMART aims, adapt materials, plan
formative assessment, etc.).
Monitor and assist with lesson planning when necessary.
Encourage participants to support each other.
Participants should think about their pupils and how they can
adapt the activities to support their pupils’ learning (less or more
proficient pupils). There is space for 3
Note: in the micro-teaching session there will be time for 3–4 micro-teachings on the
participants to deliver, including feedback. The trainer will decide handout. Remind
who will deliver the micro-teaching and which section of the participants to use a
lesson (pre-lesson/lesson delivery/post-lesson) that person will piece of paper to record
deliver. Do not tell participants your choice yet (leave this for the additional micro-
start of Day 2, Session 1) so that all participants focus in this teachings if necessary.
session on the lesson planning task.
Reflect on Day 1 and 5 Any questions? PowerPoint slide Remind participants to
identify key points of D1.S4.6 note down their reactions
learning Invite questions from participants and discuss any issues or and thoughts at the end
concerns that have arisen. of every training day if
possible. They can refer
Participants to complete lesson planning in own time if necessary. to them when they fill out
the After-training
questionnaires on Day 5.
28
Primary
Day 2
Session 1
Session 1: Micro-teaching and feedback
handouts
10 Starter: staying on track PowerPoint slides
D2.S1.1-2
Show the session aims (slide D2.S1.1).
Handout D2.S1.H1:
Give instruction for starter task (slide D2.S1.2). Staying on track
checklist
 Complete the self-assessment checklist before and after your
micro-teaching.
Remind participants that those who are chosen to deliver micro-
teaching will need to complete the second section of the checklist
for reflecting after the micro-teaching.
Practise delivering a 70 Micro-teaching: Listening lessons PowerPoint slides
micro-teaching session Go through the evaluation form (slide D2.S1.3 and Handout D2.S1.3-4
D2.S1.H2) and check that participants understand all the Handout D2.S1.H2:
Evaluate observed evaluation criteria. Explain that the next session will look at a Micro-teaching
micro-teaching sessions model of feedback in more detail. evaluation form
and provide feedback
In this micro-teaching session there will be time for 3–4 Flip chart paper
There is space for 3
Give feedback using the participants to deliver micro-teaching, including 5-10 minutes Felt tip pens micro-teachings on the
evaluation form feedback after each session. The trainer will decide who will A4 paper
deliver the micro-teaching and which section of the lesson (pre- handout. Ask participants
lesson/lesson delivery/post-lesson) that person will deliver. to use a piece of paper
Decide on the schedule (this can be added to slide D2.S1.4 or to record additional
written on flip chart paper so that it is visible). micro-teachings if
necessary.
29
Primary

handouts
Facilitate feedback after each micro-teaching session using the
evaluation forms. Ensure that feedback is constructive.
Reflect on the session 10 Reflection: what/how? PowerPoint slide

learning Give instruction for reflection task (slide D2.S1.5).
 Explain what you have learnt in this session and how you
have learnt it.
Collect responses and invite participants to offer follow-up

comments on the responses.
30
Primary
Session 2
Session 2: Giving feedback
handouts
15 Session starter: think/pair/share PowerPoint slides
Give instruction for the starter task (slide D2.S2.2). Mini whiteboards
and pens
 Think on your own:
What are the features of good feedback (feedback that is
effective)?
 Pair:
Combine your ideas on a mini whiteboard.
 Share!
Be ready to tell us your ideas.
Give participants an opportunity to discuss in their groups. Collect
ideas then show slide D2.S2.3. Ask participants to compare their
ideas with those on the slide.
Remind participants that this starter activity is a pyramid
discussion (when a discussion/task progressively becomes larger
and includes more participants).
Understand a model of 15 ‘Medals and missions’ feedback PowerPoint slides Remind participants that
giving effective feedback D2.S2.4-5 further information is
(e.g. ‘medals and Give verbal input on ‘Medals and Missions’ feedback (slide
Handout D2.S2.H1: available in the
missions’ model) D2.S2.4).
‘Medals and Formative Assessment
missions’ feedback Teacher Handbook
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:
31
Primary

handouts
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)
Ask participants to read through Handout D2.S2.H1 (except the

remember box) and then discuss the example of ‘medals and
missions’ feedback on slide D2.S2.5. Check for understanding.
Remind participants that the purpose of this activity is to get them

to think about how they give feedback and improve their current
practice. They can use ‘two stars and a wish’ model instead (see
remember box at the end of the handout).
Link back to micro-teaching feedback discussions in Session 1

today. Point out that this model can be used to give both verbal
and written feedback.
Use the feedback model 15 SMART targets PowerPoint slides SMART = Specific,
to give constructive D2.S2.6-7 Measurable, Attainable,
feedback Give a brief reminder of the meaning of SMART and show the
Handout D2.S2.H2: Realistic, Time-bound.
examples of targets (slide D2.S2.6).
SMART targets
Give brief reminder of the meaning of SMART and show the SMART targets activity is
examples of targets (slide D2.S2.6). similar to SMART activity
Explain that the first target shown on slide D2.S2.6 is SMART (‘By in Day 1, session 3.
the end of the lesson: Improve my use of capital letters and full Here, activity aims to
stops by doing three practice exercises on punctuation’) because recap and further
it is specific, it includes an action so it is measurable, and it is practise.
time-bound. This target relates to the ‘mission’ part of the ‘medals
and missions’ feedback model.
32
Primary

handouts
Give instructions for SMART targets activity (slide D2.S2.7).
 Look through the examples of targets in Handout

D2.S2.H2.
 Indicate which targets are SMART.
 Those targets that aren’t SMART, make them SMART!
Check for understanding and progress.

Go through the answers: targets 2, 4 and 6 are not SMART. If
there is time collect some examples of re-written targets.
30 Practising ‘medals and missions’ feedback PowerPoint slide
D2.S2.8
Give instruction for the task (slide D2.S2.8).
Handout D2.S2.H3:
 Look back at your evaluation forms from this morning Practising ‘medals
(Handout D2.S1.H2). If you yourself delivered a micro- and missions’
teaching session then look at your AFTER micro-teaching feedback
reflection (Handout D2.S1.H1)
 Based on your evaluation/reflection write some ‘medals
and missions’ feedback. Set a target for the next micro-
teaching (either for someone who delivered micro-teaching
or for yourself if you did deliver).
 Be ready to share your written feedback using medals and
missions model.
Collect some examples and invite participants to give feedback on

the feedback.
Reflect on the session 15 Session plenary: What do you know? PowerPoint slide
Give instruction for the reflection task (slide D2.S2.9).
learning
33
Primary

handouts
• Brainstorm everything you now know about giving Handout D2.S2.H4:
feedback. What do you know?
• You can add as many ideas to the mind map as you want.
Ask participants to swap their mind maps within groups or
between groups.
Remind participants to review their glossary, and add any new
words. They can keep these in a notebook, leaving those still ‘in
progress’ out in front of them.
34
Primary
Session 3
Session 3: Prepare to create lesson plan(s) for Speaking lesson(s)

handouts
15 Session starter: No to ‘no’ and no to ‘yes’ PowerPoint slides
D2.S3.1-3
Show session aims (slide D2.S3.1). Set starter task (slide
D2.S3.2):
 You are not allowed to use the words ‘Yes’ or ‘No’ when
answering questions.
Questions (slide D2.S3.3):

1. Do you think that getting pupils to interact with each other
in lessons is important?
2. Do you know what Speaking skills pupils need to develop?
3. Do you know any examples of Speaking activities?
4. Do you have a favourite Speaking activity that you use in
lessons?
5. Do you know of any typical problems that pupils have in
developing their Speaking skills?
Pose a question and collect several responses to the same

question. Use probing questions to stretch and challenge thinking.
Provide comments and/or clarification if needed.
Understand Speaking 15 Skills for Speaking lessons PowerPoint slides

sub-skills/strategies D2.S3.4-5
Explain that this phase of the session focuses on examining the
Content and Learning Standards in detail in order to think about: Handout D2.S3.H1:
the Speaking skills that pupils need to practise and develop. Speaking skills
matching activity
35
Primary

handouts
First of all, activate participants’ prior knowledge of specific
Speaking skills. Show slide D2.S3.4 and ask participants to
discuss and define each term. When ready, collect some
definitions but do not comment at this stage on whether definitions
are correct or not.
Set the task (slide D2.S3.5 and Handout D2.S3.H1). Encourage

participants to work in groups on this task.
 Match the Speaking sub-skill/strategy to its definition.

When ready, select participants to give their answers. Check with
the answers below.
fluency The ability to speak easily and

accurately.
discourse marker Words or phrases used to mark
boundaries in conversation.
back-channels Noises that are not full words but short
verbal responses acknowledging
incoming talk and reacting to it.
Participants in a conversation speak
turn-taking one at a time, constructing
contributions and responding to
previous comments.
Choice of vocabulary and grammar
suitability needs to be appropriate to the
communicative context.
Ways in which a speaker recognises a
repair strategies speech error and repeats what has
been said with some sort of correction.
36
Primary

handouts
Bring this phase to a close by explaining that pupils need to
practise these skills/strategies. Teachers also need to recognise
how these skills relate to particular Content and Learning
Standards.
Understand the 25 Learning Standards for Speaking lessons PowerPoint slide

Speaking learning D2.S3.6
standards in the Set the task for this stage of the session (slide D2.S3.6 and
Handout D2.S3.H2). Encourage participants to work in groups on Handout D2.S3.H2:
curriculum framework
this task. Content and
 Look at the Content and Learning Standards in Handout Learning Standards
D2.S3.H2. for Speaking
 Which of the Speaking skills and strategies discussed in
the previous task will need to be demonstrated to meet
particular Learning Standards in Year 3?
 What types of Speaking task or activity could be used to
practise Speaking sub-skills/strategies and help to achieve
the Learning Standards in Year 3?
Collect some responses to the discussion questions and ideas for

tasks/activities for Speaking lessons.
Identify speaking tasks 25 Speaking tasks PowerPoint slide
for speaking sub- D2.S3.7
skills/strategies Introduce this phase of the session by explaining that participants
will be thinking of tasks that can enable pupils to use the Handout D2.S3.H3:
Speaking skills and strategies that they have been exploring in the Identifying Speaking
session. activities
Set the task (slide D2.S3.7 and Handout D2.S3.H3):
37
Primary

handouts
 In groups, complete the table on Handout D2.S3.H3 by
identifying Speaking tasks for each particular Speaking
skill/strategy.
 The first skill/strategy has been done for you.
Monitor and assist with the task if necessary.
When participants are ready, elicit their ideas for tasks. In this
feedback stage, ask participants to link their ideas for tasks to a
relevant Learning Standard.
During the feedback also establish the idea that speaking work
can focus on particular skills and doing this accurately, or can
focus more on fluency and using language with flow. Explain that
using a mixture of controlled tasks to build confidence and
accuracy and less controlled tasks to develop fluency is key.
Bring this phase of the session to a close by explaining to

participants that they will be able to apply their ideas for Speaking
tasks to the lesson plans they produce in the next session.
Reflect on the session 10 Session plenary: 5-5-1! PowerPoint slide

Give instruction for the reflection task (slide D2.S3.8 and Handout
learning
D2.S3.H4). Handout D2.S3.H4:
 Summarise Session 3 in 5 sentences. 5-5-1!
 Reduce to 5 words.
 Now to 1 word.
As feedback, collect the single words only from participants and

invite participants to then comment on the words.
38
Primary
Session 4
Session 4: Create lesson plan(s) for Speaking lesson(s)
handouts
10 Starter: bingo PowerPoint slides
Handout D2.S4.H1:
Give instruction for the starter activity (slide D2.S4.2) and ensure Bingo sheet
everyone has a bingo sheet (Handout D2.S4.H1).
 You have a bingo sheet with key words/phrases from Day 1

and Day 2.
 First, complete the squares with the words from the box. Put
them wherever you like in the bingo sheet.
 Definitions will be read out together with a number.
Match the definition you hear with a word/phrase then write
down the definition’s number in that square.
 Call out ‘bingo’ when you have a line of numbered squares.
Your sheet will be checked!
First, give participants a minute to complete the bingo sheet with

the words in the box. The words can go anywhere.
Call out the number and definition in random order (the correct
terms are given in brackets — do not read these out!).
Definition Word
1. Pupils who are able to work at a faster pace on a (fast

specific task than the majority of pupils in a finishers)
class.
2. Pupils taking responsibility for assessing (peer
the work of their peers assessment)
39
Primary

handouts
3. A model of feedback based on describing (medals and
what a pupil has done well and what they missions)
need to improve
4. Making a guess about the content of a text (prediction)
based on the title or its layout features
5. This type of assessment is continuous and (formative
two-way: responds to learner work assessment)
6. The final stage of a lesson or sequence of (post-lesson)
learning in which the learning is checked
and consolidated as a whole class
7. This type of assessment compares the (summative
pupil’s learning with either other pupils or assessment)
the ‘standard’ for a grade/level
8. The first stage of a lesson which checks (pre-lesson)
prior learning/knowledge
9. Evaluation of own actions, attitudes, (self-
progress or performance assessment)
10. An acronym used for describing effective (SMART)
learning objectives and learning targets for
pupils
During the game, check and consolidate understanding of the
terms on the bingo sheet.
5 Micro-teaching task PowerPoint slide

Write SMART learning D2.S4.3
objectives Talk through slide D2.S4.3 and refer to Handout D1.S4.H1 from
Day 1. Handout D1.S4.H1:
Micro-teaching task
Adapt materials if
required • You will now be preparing a Speaking lesson from Year 3
Scheme of Work.
40
Primary

handouts
Plan formative • You will then deliver on your own a part of the lesson (15-
assessment strategies 20 minutes) as a micro-teaching session.
Practise using the MoE Invite questions from participants.

documents together
5 Lesson planning resources PowerPoint slide A few speaking lessons
Prepare for micro- D2.S4.4 are non-textbook based.
Show slide D2.S4.4 and talk though handouts D2.S4.H2-4.
teaching and feedback Handout D2.S4.H2: This will be clear in the
Invite questions from participants. Speaking lesson 2 complete copy of SoW
from Year 3 SoW (units 1-10).
Handout D2.S4.H3:
Lesson plan
template
Handout D2.S4.H4
Lesson planning
support
60 Complete lesson plan(s) PowerPoint slide Note that participants
D2.S4.5 have a 60 min to plan.
Participants to work on their lesson planning and preparing for the
Participants have an
Speaking lesson micro-teaching, which will take place on Day 3, Curriculum
opportunity to work in the
Session 1. Framework, Year 3
evenings.
Syllabus, Year 3
SoW
Help participants to understand how the complementary skill If your group is strong,
helps support the main skill and is important to teach. The lesson Copies of Close-up ask them to plan another
plan from the SoW shows the activities which help achieve the Student’s Book and Speaking lesson.
main and complementary skills. Participants will need to refer to Teacher’s Book
the Teacher’s Book to access additional instruction, tips,
important notes, etc.
41
Primary

handouts
Ensure participants apply the session aims while preparing their
lesson plans (e.g. write SMART aims, adapt materials, plan
formative assessment, etc.).

Note: in the micro-teaching session there will be time for 3-4

participants to deliver, including feedback. The trainer will decide
who will deliver the micro-teaching and which section of the
lesson (pre-lesson/lesson delivery/post-lesson) that person will
deliver. Do not tell participants your choice yet (leave this for the
start of Day 3, Session 1) so that all participants focus in this
session on the lesson planning task.
Reflect on the session 10 Plenary: Extra! Extra! PowerPoint slide Remind participants to
and identify key points of D2.S4.6 note down their reactions
learning Give instruction for the plenary activity (slide D2.S4.6 and and thoughts at the end
Handout D2.S4.H5) Handout D2.S4.H5:
of every training day if
Extra! Extra!
possible. They can refer
 Write a newspaper headline about today’s learning… to them when they fill out
Ask participants to circulate and to comment on each other’s the After-training
headlines. Provide question prompts: e.g. Which headline do you questionnaires on Day 5.
like and why? Which headline surprises you and why? Which
headline would you like to ask a question about?
The activity can be developed by asking for a plan of the article to
go with the headline or asking for a series of different headlines
(sensational, serious, tabloid etc.).
42
Primary
Day 3
Session 1
handouts
10 Session starter: staying on track PowerPoint slides
D3.S1.1-2
Handout D3.S1.H1:
Give instruction for starter task (slide D3.S1.2 and handout Staying on track
D3.S1.H1). checklist
 Complete the self-assessment checklist before and after

your micro-teaching.
Remind participants that those who are chosen to deliver a micro-

teaching session will need to complete the second section of the
checklist for reflecting after micro-teaching.
Practise delivering a 70 Micro-teaching: Speaking lessons PowerPoint slides Participants used the
micro-teaching session D3.S1.3-4 evaluation form on Day 2
Refer participants to the evaluation form (Handout D3.S1.H2). before discussing
Handout D3.S1.H2:
Evaluate observed Introduce the term ‘success criteria’ (slide D3.S1.3): this is a term Micro-teaching
success criteria. This is
micro-teaching sessions used to refer to the criteria in the left-hand column of the form. deliberate because it
evaluation form
and provide feedback allows participants to
• Success criteria here means specific and measurable Handout D3.S1.H3: practise using the
Give feedback using the descriptions of what success looks like. ‘Medals and evaluation form before
evaluation form and missions’ feedback discussing the format of
feedback model Handout D3.S1.H4: the listed criteria.
Targets and actions
43
Primary

handouts
• Identifying success criteria for assessment of learning will Avoid spending too much
help the teacher to give specific feedback and help pupils time discussing success
understand their learning better. criteria. Most participants
will have come across
• There is space on the evaluation form (Handout the idea one way or
D3.S1.H2) to add any success criteria that you can think of another. If a particular
for giving feedback on micro-teaching. group finds success
After participants add one or two additional success criteria, ask criteria challenging or
them to share their new criteria with a partner. potentially problematic,
stick with the content of
Refer participants to Handout D3.S1.H3 on which they can record the original evaluation
their ‘medals and missions’ feedback, which they will give after form.
each micro-teaching session. Refer participants to Handout
D3.S1.H4 on which they record targets and actions. Targets are
the missions that have been identified in feedback (participants
can copy them from previous handouts but must ensure they are
SMART); actions are what needs to be done to achieve the target.
Those giving feedback can also use this for their own lesson
planning even if they have not delivered a micro-teaching session.
Explain that recording targets and actions with pupils is also
important for formative assessment. It can be done with pupils
using school/district/MoE forms used for recording (or teachers
can have their own if they do not have specific forms – check with
them first).
In this micro-teaching session there will be time for 3-4
participants to deliver micro-teaching, including 5-10 minutes
feedback after each session. The trainer will decide who will
deliver the micro-teaching and which section of the lesson (pre-
lesson/lesson delivery/post-lesson) that person will deliver.
44
Primary

handouts
Decide on the schedule (this can be added to slide D3.S1.4 and
written on flip chart paper so that it is visible).
evaluation form and the ‘medals and missions’ feedback handout.
Reflect on the session 10 Reflection: reflecting on your learning PowerPoint slide

learning Give instruction for reflection task (slide D3.S1.5).
 What is the most important learning for you from this
session?

45
Primary
Session 2
Session 2: Prepare to create lesson plan(s) for Reading lesson(s)
handouts
10 Session starter: True/False statements PowerPoint slides
D3.S2.1-3
Red/green cards
Give instruction for the starter activity (slide D3.S2.2).
 Put up a card…
 green for true, red for false
Read out statements (slide D3.S2.3). Select one or two participants to

give reasons for their responses before giving the answer.
True/False answers:
1. The learning standards describe what pupils can do but not how
they progress from one level to the next. (TRUE)
2. Grammar is not separately and explicitly specified in the curriculum

because it is not specified in the CEFR descriptors. (TRUE)
3. Formative assessment usually summarises information into marks,

scores and grades. (FALSE)
4. The curriculum framework will help lesson planning. (TRUE)
5. A benefit of formative assessment is that teachers have less

marking. (TRUE! Especially if self and peer assessment is used)
6. ‘Wait time’ is the time given between asking and then the teacher
answering the question. (FALSE)
46
Primary

handouts
Note the following in the explanation of answers:
 To clarify why statement 1 is True: the Learning Standards describe

what pupils will be able to do by the end of the school year. To plan
how they make progress to achieve the Learning Standard is down
to the planning and delivery of lessons by the teacher.
 Statement 2 is True, however, grammar is implicit in the CEFR
across all skills so it is introduced and practised through
communicative language learning and production.
 Statement 4 consolidates learning from Day 1 Session 1: the
Curriculum Framework helps lesson planning and works together
with other documents, such as the Syllabus and Scheme of Work.
Draw attention to this True/False activity as a pre-lesson activity that

participants can use in their own lesson planning.
Understand the Reading 25 Learning Standards for Reading PowerPoint slides

learning standards in the D3.S2.4-7
Content and Learning Standards in detail in order to think about: Handout
D3.S2.H1:
 the general skills that are involved Content and
 the specific skills and strategies that need to be taught Learning
Standards for
 the learning demand on pupils.
Year 3 Reading
Set the task (slide D3.S2.4): look at the Content and Learning skills
Standards for Year 3 Reading skills (Handout D3.S2.H1).
 Discuss the following questions in your groups:
47
Primary

handouts
o What kind of activities 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?
Collect some responses to the discussion questions and then talk

through slides D3.S2.5-7. Check if clarification is needed of any points
on the slides.
Understand Reading 25 Procedures for Reading lessons PowerPoint slides
sub-skills D3.S2.8-9
Explain that having identified general skills that are involved in Reading
lessons, the specific skills and strategies that need to be taught, and the Handout
demands on pupils, the next phase of the session looks at planning D3.S2.H2:
Reading lessons. Ordering Reading
skills procedures
 Put the procedures for teaching Reading skills into typical order
 Remember these are standard procedures but other approaches
are possible.
When participants are ready, go through answers. Procedures need to

be arranged in the following order: 1, 5 | 2, 4, 6 | 3, 8 | 7.
Ask participants to think about Reading lessons they previously taught

and are not completely happy with. Ask them to think what was wrong
in the lesson planning. Give participants 2 minutes to think and then
48
Primary

handouts
share their thoughts in their groups. Show slide D3.S2.9 – typical lesson
planning errors to avoid:
• No clarity on the Learning Standard being addressed or the
Reading skills and strategies being developed.
• Not setting a task before pupils read: ‘Read and tell me what it is
about’ does not constitute a task.
• Giving out the texts in advance of the tasks, then struggling to

get attention back.
• Over-teaching vocabulary before reading.
• Forgetting to leave time for peer feedback (in groups or with talk
partner) and going immediately to whole group checks.
• Distracting pupils by wandering or speaking during the

monitoring stages.
• Getting pupils to read aloud: this is a different skill!
Find out if participants discussed additional errors in their groups and

allow two or three participants to share them with the rest.
20 Reading lesson stages PowerPoint slides Handout D1.S3.H3

D3.S2.10-14 has examples reading
Set the task (slide D3.S2.10): activities which can be
Handout
matched to lesson
• Look at Handout D3.S2.H3. D3.S2.H3:
stages. Some of these
Categorising
• Think about the key stages in Reading lessons (pre-lesson, activities can be used
Reading skills
lesson delivery and post-lesson). as pre-lesson, lesson
tasks
delivery as well as
post-lesson
49
Primary

handouts
• What kind of task might you associate with each stage? depending on the
lesson and pupils’
As feedback on the task invite answers from selected participants. proficiency. Therefore
Accept participants’ explanation if it makes sense as there is no there is no answer
completely right or wrong answer here. A particular activity or technique key for this handout,
sometimes be used at a different stage of a lesson depending on the instead allow
aim of the teacher at that point in the lesson. discussion. The slides
show the type of
Bring this phase of the session to a close by talking through slides suggested activities
D3.S2.11-14, with suggestions for activities to use in the different for lesson stages (pre,
stages. Remind participants that they can use these ideas in their own delivery and post).
lesson planning.
Reflect on the session 10 Support for less proficient pupils PowerPoint slides
and identify key points of D3.S2.15-16
Ask participants to think about their previous experience with ways of
learning
supporting less proficient pupils in Reading lessons. Ask them to Mini whiteboards
discuss this experience in their groups (slide D3.S2.15).
Talk through slide D3.S2.16 (Reading skills: support for less proficient
pupils). Ask participants to compare their experience with the ideas on
the slide. Ask: do they know of strategies that work that are not included
on the slide?
Sum up this session by reminding participants that they have now

identified a variety of Reading skills and explored a range of teaching
strategies for Reading lessons. In the next session they will have the
opportunity to apply their learning to planning a Reading lesson.
50
Primary
Session 3
Session 3: Create lesson plan(s) for Reading lesson
handouts
10 Session starter: Evaluation tree PowerPoint slides
D3.S3.1-2
Set starter (slide D3.S3.2 and Handout D3.S3.H1):
Handout D3.S3.H1:
 Where do you feel you are on the tree in relation to Evaluation tree
the planning and delivery of the micro-teaching
sessions?
Ask participants to discuss with a partner and to identify

possible solutions to any problems. Monitor discussions.
Write SMART learning 5 Micro-teaching task PowerPoint slide
objectives D3.S3.3
Talk though slide D3.S3.3 and refer to Handout D1.S4.H1
from Day1. Handout D1.S4.H1:
Adapt materials if
Micro-teaching task
required
• You will now be preparing a Reading lesson from
Plan formative Year 3 Scheme of Work.
assessment strategies • You will then deliver on your own a part of the lesson
(15-20 minutes) as a micro-teaching session.
Practise using the MoE
documents together Invite questions from participants.
5 Lesson planning resources PowerPoint slide
Prepare for micro-
teaching and feedback D3.S3.4
Show slide D3.S3.4 and talk though Handouts D3.S3.H2-4.
Handout D3.S3.H2:
Invite questions from participants. Lesson 1 from Year 3
SoW
51
Primary

handouts
Handout D3.S3.H3:
Lesson plan template
Handout D3.S3.H4:
Lesson planning support
60 Complete lesson plan(s) PowerPoint slide Note that participants
D3.S3.3 have a full hour to plan,
Participants to work on their lesson planning and preparing
since the micro-teaching
for the Reading lesson micro-teaching, which will take place Handout D3.S2.H4:
will be delivered in the
in the next session. Lesson 1 from Year 3
next session. In the
SoW
micro-teaching planning
Help participants to understand how the complementary skill Handout D3.S2.H5: sessions on Days 1 and
helps support the main skill and is important to teach. The Lesson plan template 2, 45 minutes are given
lesson plan from the SoW shows the activities which help Handout D3.S2.H6: on the basis that if more
achieve the main and complementary skills. Participants will Lesson planning support time is needed
need to refer to the Teacher’s book to access additional Curriculum Framework, participants have an
instruction, tips, important notes, etc. Year 3 Syllabus, opportunity to work in the
Year 3 SoW evenings.
Ensure participants apply the session aims while preparing Copies of Student’s Book
their lesson plans (e.g. write SMART aims, adapt materials, and Teacher’s Book (or If your group is strong,
plan formative assessment, etc.). photocopies of first unit) ask them to plan more
Reading lessons from
SoW.
Note: in the micro-teaching session there will be time for 3–4

participants to deliver, including feedback. The trainer will
decide who will deliver the micro-teaching and which section
of the lesson (pre-lesson/lesson delivery/post-lesson) that
person will deliver. Do not tell participants your choice yet
52
Primary

handouts
(leave this for the start of Session 4) so that all participants
focus in this session on the lesson planning task.
Reflect on the session 10 Session plenary: Evaluation tree PowerPoint slide

learning Set plenary activity (slide D3.S3.4 and Handout D3.S3.H1):
 Where do you feel you are now on the tree in relation Handout D3.S3.H1:
to the planning and delivery of the micro-teaching Evaluation tree
sessions?
Ask participants to discuss with a new partner (ensure

partners are not the same as the starter activity) and to
identify possible solutions to any problems. Monitor
discussions.
53
Primary
Session 4
handouts
D3.S4.1-2
Handout D3.S4.H1:
Give instruction for starter task (slide D3.S4.2). Staying on track
 Complete the self-assessment checklist before and after checklist
teaching session will need to complete the second section of the
checklist for reflecting after the micro-teaching.
Practise delivering a 70 Micro-teaching: Reading lessons PowerPoint slides If your group responded
micro-teaching session Refer participants to the evaluation form (slide D3.S4.3 and D3.S4.3-4 well to writing additional
Handout D3.S4.H2). Remind participants of the term ‘success Handout D3.S4.H2:
success criteria during
Evaluate observed criteria’: this is a term used to refer to the criteria in the left-hand Micro-teaching
session 1, ask them to
micro-teaching sessions column. write more criteria as per
evaluation form
and provide feedback instruction. If they did
• There is space on Handout D3.S4.H2 to add any success Handout D3.S4.H3: not, skip writing
Give feedback using the criteria that you can think of for giving feedback on the ‘Medals and additional success
evaluation form and micro-teaching. missions’ feedback criteria and proceed to
feedback model • Move around the room and look at what other participants Handout D3.S4.H4: micro-teaching.
have added as success criteria. Targets and actions
• Are there any criteria that you want to take and add to your
form? Additional space has been provided on the next
page.
After participants add one or two additional success criteria, ask
them to move around the room and look at what other participants
have added as success criteria. If they find criteria that they want
to use, then they can add these to their form.
54
Primary

handouts
Refer participants to Handout D3.S4.H3 on which they can record
their ‘medals and missions’ feedback, which they will give after
D3.S4.H4 on which they record targets and actions. Targets are
the missions that have been identified in feedback (participants
can copy them from previous handouts but must ensure they are
SMART); actions are what needs to be done to achieve the target.
Those giving feedback can also use this for their own lesson
planning even if they have not delivered a micro-teaching session.
In this micro-teaching session there will be time for 3-4
participants to deliver micro-teaching, including 5-10 minutes
feedback after each session. The trainer will decide who will
deliver the micro-teaching and which section of the lesson (pre-
lesson/lesson delivery/post-lesson) that person will deliver.
Decide on the schedule (this can be added to slide D3.S4.4 and
written on flip chart paper so that it is visible).
evaluation form and the ‘medals and missions’ and ‘targets and
missions’ handouts.
Reflect on the session 10 Reflection: skills skills skills !!! PowerPoint slide Remind participants to
and identify key points of D3.S4.5 note down their reactions
learning Give instruction for reflection task (slide D3.S4.5 and Handout and thoughts at the end
D3.S4.H5): Handout D3.S4.H5:
of every training day if
Skills skills skills !!!
 What skills have you developed today? possible. They can refer
 Choose one and explain how you have developed it…. to them when they fill out
the After-training
Collect responses and invite participants to offer follow-up questionnaires on Day 5.
55
Primary
Day 4
Session 1
Session 1: Prepare to create lesson plan(s) for Writing lesson(s)
handouts
15 Session starter: Poems about language learning PowerPoint slides A writing frame is a
D4.S1.1-2 skeleton or outline of a
Show session aims (slide D4.S1.1).
Handout D4.S1.H1: planned text that
Set starter task (slide D4.S1.2). Participants follow instructions on poem about includes prompts for
Handout D4.S1.H1. language learning pupils. The frame
provides a structure for a
Give participants an opportunity to share their poems in their writing task. The prompts
groups. Bring the starter to a close by inviting participants to read may include questions,
their poems to the whole group. visuals, key points or
sentence starters.
Draw attention to how the handout for the activity has provided a
framework for guiding them to write the poem. Point out that
pupils may need writing frames like this to help them with their
writing.
Understand the Writing 15 Skills for Writing lessons PowerPoint slides

learning standards in the D4.S1.3-4
Content and Learning Standards in order to think about the Handout D4.S1.H2:
Writing skills that pupils need to practise and develop. Content and
Learning Standards
First of all, activate participants’ prior knowledge of specific writing for Writing
skills. Show slide D4.S1.3. Ask participants to discuss in their
56
Primary

handouts
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.S1.4. Ask participants to look through the Learning
Standards for Writing (Handout D4.S1.H2) and to identify the
different types of writing task and skills involved.
Bring this phase to a close by collecting some ideas from different

groups for different types of writing task and the skills involved
based on the Learning Standards.
Understand Writing sub- 15 Process versus product in writing PowerPoint slide Remind participants that
skills D4.S1.5 young learners do not
Explain that some skills for writing can be considered more
need to know the names
process-focused and others can be considered more product- Handout D4.S1.H3:
of the different stages of
focused. Process versus
writing. They will begin to
product in writing
practices applying them
Set the task for this stage of the session (slide D4.S1.5 and
however, on a level that
Handout D4.S1.H3). Encourage participants to work in groups on
is suitable for their
this task.
development and
proficiency. Teachers, on
 Which of the writing skills in Handout D4.S1.H3 are more the other hand, should
process-focused and which are more product-focused?
be aware of the different
 Write ‘product’ or ‘process’ next to each item. stages and ensure
planning focused Writing
Monitor and assist with task when necessary. activities.
Collect some responses to the task and then go through answers:
 process-focused = 2,3,5,7,9,11
57
Primary

handouts
 product-focused = 1,4,6,8,10
Identify writing tasks for 25 Writing tasks PowerPoint slide

writing sub-skills D4.S1.6-7
Introduce this phase of the session by explaining that participants
will be developing ideas for Writing tasks that can enable pupils to Handout D4.S1.H4:
use the writing skills that they have been exploring in the session. examples of writing
tasks
Talk though slide D4.S1.6 and invite questions:
 Pupils write more effectively if they know the (real)
purpose for a writing task. Purposes include: to recount,
to describe, to inform, to instruct, to persuade, to
discuss…
 Pupils write more effectively if they know the implied
(imaginary) audience for a writing task.
 Pupils write more effectively if they have opportunities to
practise writing a variety of text types.
1. Discuss in your groups: Which of the writing tasks in

Handout D4.S1.H4 would your pupils enjoy and why?
2. In your groups, choose one task from the handout. Identify
the purpose and the audience for the task to make it
more communicative.
3. Identify the skills that pupils would practise and develop
with the task (use Handout D4.S1.H3)
4. Share your ideas for your chosen writing task with another
group.
58
Primary

handouts
Monitor and assist with the task if necessary. If groups need
examples to get them started, suggest the following:
 Task 2 could be developed as a story for a younger class

in the school (audience) with the purpose of entertaining
and describing.
 Task 7 is for the pupils to create their own learning diaries
(further information available in Writing lesson 4 in the
SoW)
 Task 8 could be developed as a blog for a relative who
lives abroad (the audience) on the topic of weekend
activities, so the purpose of the task would be to describe
what they to do at the weekend.
Bring this phase of the session to a close by explaining that the

participants will be able to apply their learning from this session to
the lesson plans they produce in the next session.
5 Micro-teaching task PowerPoint slide

Prepare for micro- D4.S1.8
teaching and feedback Talk though slide D4.S1.8 and refer to Handout D1.S4.H1.
Handout D1.S4.H1:
• You will now be working on a Writing lesson from Year 3 micro-teaching task
Scheme of Work.
• You will then deliver on your own a part of the lesson (15-
20 minutes) as a micro-teaching session.
Invite questions from participants.
59
Primary

handouts
10 Lesson planning resources PowerPoint slide A few wrting lessons are
D4.S1.9 non-textbook based
Show slide D4.S1.9 and talk though Handouts D4.S1.H5-7. lessons. This will be
Handout D4.S1.H5:
Invite questions from participants. Writing lesson 1 clear in the complete
from Year 3 SoW SoW (units 1-10).
Handout D4.S1.H6:
lesson plan template
Handout D4.S1.H7:
lesson planning
support
Reflect on the session 5 Session plenary: any questions? PowerPoint slides
Invite questions from participants and provide clarification.
learning
60
Primary
Session 2
Session 2: Create lesson plan(s) for Writing lesson(s)
handouts
10 Session starter: writing a report on the previous session PowerPoint slides
Show session aims (slide D4.S2.1). D4.S2.1-3
Handout D4.S2.H1:
Give instruction for the starter task (slide D4.S1.2 and Handout Report on previous
D4.S2.H1).On your own, write a brief report of 5 lines on the session
previous session as if reporting back to a colleague. This must be
a well-written report.
 You have a time limit (5 min).
 Once you have finished swap with a partner and compare
your report with what they have written. Explain that young
 What are the differences or similarities? learners do not need to
As feedback on the task, ask participants to think about the know the names of the
processes they went through to produce their report. Quickly above stages or carry
collect some ideas from participants and then show slide D4.S1.3 out all of them in one
and point out that the processes link with skills discussed in the session. They should,
previous session. These are skills that the participants will need to however, begin to
consider for the Writing lessons they plan. gradually practice the
 Processes for writing: process and apply it in
1 Understanding the task Writing tasks. This will
2 Brainstorming develop their awareness
3 Selecting to the process of writing
4 Planning and embed it in their
5 Drafting future practice.
6 Editing
7 Receiving feedback
8 Rewriting
9 Proofreading
61
Primary

handouts
Adapt materials if 60 Complete lesson plan(s) PowerPoint slide Note that participants
required D4.S2.4 have an hour to plan
since the micro-teach will
Writing lesson micro-teaching, which will take place in the next Handout D4.S1.H5:
Write SMART Learning be delivered in the
session. Writing lesson 1
Objectives session directly after this
Help participants to understand how the complementary skill from Form 3 SoW
session.
Plan formative helps support the main skill and is important to teach. The lesson Handout D4.S1.H6:
assessment strategies plan from SoW shows the activities which help achieve the main lesson plan template
and complementary skills. Participants will need to refer to the Handout D4.S1.H7:
Practise using the MoE Teacher’s book to access additional instruction, tips, important lesson planning
documents together notes, etc. support
Monitor and assist with lesson planning when necessary. Curriculum
Prepare for micro- Encourage participants to support each other. Framework, Year 3
teaching and feedback Note: in the micro-teaching session there will be time for 3 to 4 Syllabus, Year 3
sessions, including feedback. The trainer will decide who will SoW
deliver the micro-teaching and which section of the lesson (pre- Copies of Student’s
lesson/lesson delivery/post-lesson) that person will deliver. Do not Book and Teacher’s
tell participants your choice yet (leave this for the start of the next Book
session) so that all participants focus in this session on the lesson
planning task.
Discuss some common 15 Common problems and suggested solutions in developing PowerPoint slide
writing problems in writing in primary classes D4.S2.5
Primary and suggest
Give instruction for the think, pair share task (slide D4.S2.5 and Handout D4.S2.H2
solutions
Handout D4.S2.H2).
 On your own, think about some issues A-D which arise
when developing writing in primary classes.
 You have a time limit (5 min).
 Once you have finished swap with a partner and compare
your ideas.
62
Primary

handouts
 Share and compare your answers with others in your
group.
Collect brief feedback on the task by selecting a few participants

to indicate what solutions they suggest to deal with these issues
here.
Reflect on the session 5 Plenary: Any questions? PowerPoint slide
learning Invite questions from participants and provide clarification.
Session 3
handouts
D4.S3.1-2
Handout D4.S3.H1:
Give instruction for starter task (slide D4.S3.2). staying on track
checklist
 Complete the self-assessment before and after your
micro-teach.

teach will need to complete the second section of the checklist for
reflecting after the micro-teach.
63
Primary

handouts
Practise delivering a 70 Micro-teaches: Writing lessons PowerPoint slides Skip adding additional
micro-teach session D4.S3.3-4 criteria if your group is
Refer participants to the evaluation form (slide D4.S3.3 and finding the activity too
Handout D4.S3.H2:
Evaluate observed Handout D4.S3.H2). challenging or a long
micro-teach
micro-teach sessions discussion ensues. In
evaluation form
and provide feedback • Add the additional success criteria Handout D3.S4.2 you this case go straight to
Handout D4.S3.H3: lesson planning.
want to use for giving feedback on the micro-teaches.
Give feedback using the ‘medals and
feedback form • Find someone to share your additional success criteria missions’ feedback
with whom you have not worked with yet during the Handout D4.S3.H4:
targets and actions
sessions.

their ‘medals and missions’ feedback, which will be given after
each micro-teach session. Refer participants to Handout
D4.S3.H4 on which they record targets and actions — those
giving feedback can also use this for their own lesson planning
even if they have not delivered a micro-teach session.
In this micro-teaching session there will be time for 3 to 4
participants, including 5-10 minutes feedback after each session.
The trainer will decide who will deliver the micro-teaching and
which section of the lesson (pre-lesson/lesson delivery/post-
lesson) that person will deliver. Decide on the schedule (this can
be added to slide D3.S4.4 and written on flip chart paper so that it
is visible).
Facilitate feedback after each micro-teach session using the
evaluation form and the ‘medals and missions’ and ‘targets amd
actions’ handout.
64
Primary

handouts
Reflect on the session 10 Reflection: which pic? PowerPoint slide
learning Give instruction for reflection task (slide D4.S3.5):
 Which picture matches your learning so far today? Explain

why?

Session 4
Session 4: Prepare for lesson plan(s) for Language Arts lesson(s)
handouts
10 Starter: just a minute PowerPoint slides This is meant to be a
D4.S4.1-2 relaxing and amusing
Show session aims (slide D4.S4.1). activity. If it
Explain the task (slide D4.S4.2):
 Be ready to speak about ideas for activities in Language

Arts lessons. At the first repetition, pause or mistake a
colleague will take over — and so on until the minute is up.
Play the game a few times.
If need be, provide clarification of any points that have been

covered by the participants.
65
Primary

handouts
Discuss the purpose of 30 Sharing experiences and knowledge of Language Arts PowerPoint slides This activity should
and share experiences of D4.S4.3-4.4 involve reflecting about
Introduce the first stage of this two-part activity (slide D4.S4.3):
Language Arts lessons the nature, purpose and
Handout D4.S4.H1
experiences of Language
Discuss these questions in groups: Flip chart paper and
Understand the Arts lessons and linking
Language Arts learning  What is Language Arts? pens them to the Learning
standards in the  What activities do pupils do in Language Arts lessons? Standards.
curriculum framework  How do you decide what learning content to include?
 What problems/challenges do pupils face in Language At the end of the session,
Arts lessons? remind participants that
Language Arts lessons
Ask participants to discuss in groups and record their answers on will be based on
the flip chart paper. materials either from the
textbook or suggested in
Monitor discussions. As groups begin to finish recording their SoW, i.e. non-textbook
responses to these questions, introduce the second stage of this based lessons).
activity (slide D4.S4.4). Briefly go through the prompts on the
slides to check that they are clear to the groups and refer
participants to D4.S4.H1.
 What is the best Language Arts lesson you have taught or

seen? Choose the best example from the group.
 With the focus on the learning that took place, briefly
describe the lesson.
 Look at the Year 3 Learning Standards for Language Arts
(D4.S4.H1). Choose one of the Learning Standards and
briefly outline an idea for an activity to achieve that aim.
66
Primary

handouts
Groups discuss these points and add them to the flip chart
responses from Stage 1. At a suitable point, get each group to
display their completed flip chart responses on the classroom wall
and let participants read what other groups have written.
Revise and consolidate 20 Terminology mission: mix, mingle, master PowerPoint slides
key terms used in the D4.S4.5-6
Before the session prepare slips of paper. Each slip of paper
training so far
should have one of the following words or phrases written on it: Slips of paper with
target words and
scheme of work CEFR formative assessment
phrases on
learning standards writing drafts WALT
repair strategies post-lesson product focused
target phonemes SMART differentiation
peer assessment global meaning with support
learning objectives content standard
medals and mission process focused pre-lesson
summative assessment learning objective 2 stars and a wish
Distribute one slip of paper at random, face down to each

participant. Adjust numbers as necessary (if the group number is
bigger than 24, participants can work in pairs). When you have
distributed the slips of paper, introduce the activity (slide
D4.S4.5).
Work individually. Define the word/ phrase on your paper. Make
sure you can answer:
67
Primary

handouts
What is the meaning of ‘your term’?
What is the term used for?
Use your glossaries if you need to.
Participants look through their course materials to find and check
the meaning of the term on their slip of paper. Help as necessary.
Explain the activity (slide D4.S4.6):
1. Everyone stands up! Make 2 lines: A and B. Face the
person opposite you. In turn, ask the person opposite your
two questions and answer her/his questions.
If necessary, help each other.
2. Line B stands still. The top person in line A goes to the
bottom of line A. Everyone in Line A moves one place up.
3. Carry on asking and answering until you meet your first partner
again.
At the end of the activity answer any questions participants may
have.
Reflect on the session 20 Game of 1-minute reflections PowerPoint slide Dice and counters are
and identify key points of D4.S4.7 needed for the game. If
learning Give instructions for the reflection activity (slide D4.S4.6). Explain
Handout D4.S4.H2: these are not available,
that this activity provides an opportunity for the participants to
game sheet (A3 ask participants to use
reflect on previous sessions on the course as well as today’s
size, colour copy for something from their
learning. pockets (e.g. keys, a
each group if
 You will have a game sheet (Handout D4.S4.H2), dice and possible) coin) for a counter. As an
counters. Choose a timekeeper for your group. alternative to dice, write
Dice (and counters)
down numbers 1 to 6 on
 Put the counters at the ‘start’ and take it in turns to throw
separate bits of small
the dice.
paper and place these in
68
Primary

handouts
 Move your counter and follow the instruction on the square a box or hat, so
you land on. Talk for one minute only (timekeepers need participants can select
to monitor this). one at random.
If possible, enlarge
Facilitate game and ensure the rules are understood. Handout D4.S4.H3 to A3
size.
Reflect on the session 10 Group discussion Slides D4.S5.1-2
and day 4 and identify
key points of learning Participants review the learning objectives from the Day 4
sessions (slide D4.5.2).and discuss in groups if they feel these
have been achieved.
69
Primary
Day 5
Session 1
Session 1: create lesson plan(s) for Language Arts (LA) lesson(s)
handouts
10 Session starter: predict it PowerPoint slides
Set starter task (slide D5.S1.2):
 Make a prediction about what you will learn today? What

do you think we will do in the sessions?
Ask participants to discuss their predictions with a partner.

Monitor discussions. When ready invite participants to offer their
predictions for the day.
Write SMART Learning 5 Micro-teaching task PowerPoint slide

Objectives D5.S1.3
Talk though slide D5.S1.3 and refer to Handout D1.S4.H1.
Handout D1.S4.H1:
Adapt materials if
required • You will be preparing a Language Arts lesson from Year 3 micro-teaching task
Scheme of Work.
Plan formative
assessment strategies • You will then deliver on your own a part of the lesson (15-
20 minutes) as a micro-teaching session.
Practise using the MoE
documents together: Invite questions from participants.
Curriculum, Syllabus, 5 Lesson planning resources PowerPoint slide
D4.S1.4
70
Primary

handouts
Scheme of Work and Show slide D5.S1.4 and talk though handouts D5.S1.H1-3. Handout D5.S1.H1:
Textbook Language Arts
Invite questions from participants. lesson 1 from Year 3
SoW
Prepare for micro-
Handout D5.S1.H2:
teaching and feedback
lesson plan template
Handout D5.S1.H3:
lesson planning
support
60 Complete lesson plan(s) PowerPoint slides Note that participants
D5.S1.5 have a full hour to plan
since the micro-teaching
Language Arts lesson micro-teaching, which will take place in the Handout D5.S1.H1:
will be delivered in the
next session. Remind participants to refer to their work completed lesson 1 from Year 3
next session
in Session 4 on Day 4 (task ideas for Language Arts lessons). SoW
Handout D5.S1.H2: If your group is strong
Monitor and assist with lesson planning when necessary. lesson plan template they can prepare more
Encourage participants to support each other. Handout D5.S1.H2: than one LA lesson. Note
lesson planning that some LA lessons
support are textbook-based and
Note: in the micro-teaching session there will be time for 3 -4
participants to deliver, including feedback. The trainer will decide Curriculum others are non-textbook-
who will deliver the micro-teaching and which section of the Framework, Year 3 based.
lesson (pre-lesson/lesson delivery/post-lesson) that person will Syllabus, Year 3
deliver. Do not tell participants your choice yet (leave this for the SoW
start of Session 2) so that all participants focus in this session on Textbook
the lesson planning task.
71
Primary

handouts
Reflect on the session 10 Plenary: publishing mogul PowerPoint slide
learning Set plenary activity (slide D5.S1.6).
 Imagine that you are a publishing mogul. In order to start

your empire you need a first book for publication. Write the
back page blurb (promotional description)for a book about
the topics we have been studying this week.
Monitor and assist with task when necessary. Invite a few

participants to read out their back page blurb.
Session 2
handouts
10 Starter: staying on track PowerPoint slides
D5.S2.1-2
Handout D5.S2.H1:
Give instruction for starter task (slide D5.S2.2). staying on track
 Complete the self-assessment checklist before and after checklist
Remind participants that those who are chosen to deliver micro-
teaching will need to complete the second section of the checklist
for reflecting after the micro-teaching.
72
Primary

handouts
Practise delivering a 70 Micro-teaching: Language Arts lessons PowerPoint slides Follow guidance from
micro-teaching session D5.S4.3-4 previous sessions
Refer participants to the evaluation form (slide D5.S2.3 and regarding participants
Handout D5.S2.H2:
Evaluate observed Handout D5.S2.H2). coming up with additional
micro-teach
micro-teaching sessions success criteria (i.e.
• Add any additional success criteria to Handout D5.S2.H2 evaluation form
and provide feedback whether to follow
that you want to use for giving feedback on the micro- Handout D5.S2.H3: instruction here or skip
Give feedback using the teaches. ‘medals and and go straight to
evaluation form and missions’ feedback preparing lesson plans).
feedback model • Find someone with whom you have not yet worked to Handout D5.S2.H4:
share your additional success criteria. targets and actions
their ‘medals and missions’ feedback, which they will give after
D5.S2.H4 on which they record targets and actions — those
giving feedback can also use this for their own lesson planning
even if they have not delivered a micro-teach session.
In this micro-teaching session there will be time for 3 -4
participants to deliver, including 5-10 minutes feedback after each
session. The trainer will decide who will deliver the micro-teaching
and which section of the lesson (pre-lesson/lesson delivery/post-
lesson) that person will deliver. Decide on the schedule (this can
be added to slide D5.S2.4 and written on flip chart paper so that it
is visible).
evaluation form and the ‘medals and missions’ feedback handout.
Reflect on the session 10 Reflection: Helpful tips PowerPoint slide

learning
73
Primary

handouts
Give instruction for reflection task (slide D5.S2.5 and Handout Handout D5.S2.H5:
D5.S2.H5): top tips
 Write down your 5 helpful tips or golden rules about
planning Language Arts lessons.

Session 3
Session 3: create a lesson plan for one Language Awareness lesson
handouts
10 Session starter: what do you know? PowerPoint slides
Set starter task (slide D5.S3.2):
Discuss in your groups:

 What is the main purpose of Language Awareness
lessons?
 How do you know what to include in them (lesson
content)?
 What do you know about how to teach Language
Awareness lessons?
 What learning outcomes should you be looking for after
Language Awareness lessons?
74
Primary

handouts
Ask participants to discuss in groups. Monitor discussions.
For feedback ask each participant to think of something that they

thought was interesting or useful that someone else in their group
contributed to the discussion. Collect these ideas.
Remind participants the ideas they are sharing can be used for
the lesson planning they are going to do in this session.
Understand the purpose 10 Role-play: Support a colleague PowerPoint slides

of Language Awareness D5.S3.3
Talk though slide D5.S3.3 and refer to Handout D5.S3.H1.
Lessons
Answer any questions. Handout D5.S3.H1
Allocate a time and ask participants to role-play the dialogue

arguing for their point of view. Encourage the helper to be more
persuasive than the reluctant teacher.
Conclude the session by collecting some of the tips which

participants wrote on their handouts, develop any points and then
bring the activity to a conclusion.
Write SMART Learning 5 Micro-teach task and lesson planning resources PowerPoint slide Participants are by now
Objectives D5.S3.4-5 aware of the documents
Briefly show slide D5.S3.4 and refer to Handout D1.S4.H1. used for the lesson
Handout D1.S4.H1:
Adapt materials if planning, so this phase
required • The final lesson you will be working on from Year 3 micro-teach task
can be reduced in time to
Scheme of Work is a Language Awareness lesson. Handout D5.S3.H2: give participants more
Plan formative Language planning time if needed.
• You will then deliver on your own a part of the lesson (15- Awareness lesson 1
assessment strategies 20 minutes) as a micro-teaching session. from Year 3 SoW
Invite questions from participants.
75
Primary

handouts
Practise using the MoE Handout D5.S3.H3: There is one Language
documents together Show slide D5.S1.4 and talk though Handouts D5.S3.H2-4. lesson plan template Awareness lesson in unit
Handout D5.S3.H4: 1 in SoW.
Prepare for micro- Invite questions from participants. lesson planning
teaching and feedback support
60 Complete lesson plan(s) PowerPoint slides Note that participants
D5.S3.6 have a full hour to plan
since the micro-teach will
Language Awareness lesson micro-teaching, which will take place Handout D5.S3.H2:
be delivered in the
in the next session. lesson 1 from Year 3
session directly after this
SoW
session. There is quite a
Monitor and assist with lesson planning when necessary. Handout D5.S3.H3: lot of content in the first
Encourage participants to support each other. lesson plan template Language Awareness
Handout D5.S3.H4: lesson.
lesson planning
Note: in the micro-teaching session there will be time for 2 to 3
support
sessions, including feedback. The trainer will decide who will
deliver the micro-teaching and which section of the lesson (pre- Curriculum
lesson/lesson delivery/post-lesson) that person will deliver. Do not Framework, Year 3
tell participants your choice yet (leave this for the start of Session Syllabus, Year 3
4) so that all participants focus in this session on the lesson SoW
planning task. Copies of Student’s
Book and Teacher’s
Book
Reflect on the session 5 Session plenary: any questions? See notes from session
and identify key points of 4 over page regarding
Find out if participants have any questions about preparing
learning filling out self-
Language Awareness lessons.
assessment checklist
and evaluation form.
76
Primary
Session 4
Session 4: Micro-teaching and feedback. Reflection and action planning

handouts
Practise delivering a 55 Micro-teaches: Language Awareness lesson PowerPoint slides Due to time limits in this
micro-teach session D5.S4.1-2 session, participants to
Show session aims (slide D5.S4.1). Handout D5.S4.H1: complete the self-
Evaluate observed assessment (Handout
In this micro-teaching session there will be time for 2-3 sessions staying on track
micro-teach sessions D5.S4.H1) and
only, including 5 minutes feedback after each session. The trainer checklist
and provide feedback evaluation form (Handout
will decide who will deliver the micro-teaching and which section Handout D5.S4.H2:
D5.S4.H2) during the
Give feedback using the of the lesson (pre-lesson/lesson delivery/post-lesson) that person micro-teach
break between sessions
evaluation form and will deliver. Decide on the schedule (this can be added to slide evaluation form
3 and 4.
feedback model D5.S4.2 and written on flip chart paper so that it is visible). Handout D5.S4.H3:
‘medals and
Facilitate feedback after each micro-teach session using the missions’ feedback
evaluation form and the ‘medals and missions’ and ‘targets and
actions’ handout. Handout D5.S4.H4:
targets and actions
Reflection and action 20 Action plans PowerPoint slides
planning D5.S4.3
Look back through your learning journal entries, micro-teaching
evaluation forms, the ‘medals and missions’ and post-micro-teach Handout D5.S4.H5:
target setting forms. Set SMART targets and actions that you will end of course action
now take with you from this training. plan
Monitor and assist. Make a note of examples of targets for final

phase to the session (see ‘Farewells’).
Complete after-training 10 After-training questionnaire PowerPoint slides

questionnaires D5.S4.4-5
77
Primary
Session 4: Micro-teaching and feedback. Reflection and action planning

handouts
Ensure all participants complete the After-training questionnaire After-training
(slide D5.S4.5). questionnaire
5 Farewells
End the session with a summary of some of the main points of

learning that you have heard participants discuss in this final
session. Draw attention to some of the areas for development that
have also been identified in the session.
Offer a summary of some of the highlights for you from the

training course.
Thank participants for their hard work. Give final farewells etc.
78

Training Notes

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Training Notes

Caricato da

Copyright:

Formati disponibili

Curriculum Induction Training 2018 (Primary)

Master Trainer Cascade Notes

Curriculum Induction Training 2018 (Primary) ................................................................................................................................................. 1

Table of Contents ............................................................................................................................................................................................... 2

Cascade Training Aims (with the teachers) ..................................................................................................................................................... 5

Cascade Training Overview .............................................................................................................................................................................. 6

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

By the end of this training, Master Trainers are expected to…

• Understand their role as MoE Master Trainers

Cascade Training Aims (with the teachers)

Cascade Training Overview

Day 1 Day 2 Day 3 Day 4 Day 5

Explain that the slides are numbered as day+session+slide number

Session 1: The CEFR and the new curriculum

Explain slide D1.S1.7 (course glossary):

Session 1: The CEFR and the new curriculum

Show and explain the CEFR key features (slide D1.S1.11):

Session 1: The CEFR and the new curriculum

Collect brief feedback on the task by selecting two or three participants

Bring this phase of the session to a close by explaining slides

Session 1: The CEFR and the new curriculum

 Take it in turns to explain in your own words the two Learning

Session 1: The CEFR and the new curriculum

Monitor group discussions and assist when necessary.

Monitor work and assist when necessary.

Session 1: The CEFR and the new curriculum

 On Handout D1.S2.H1 there are various aspects of each

Session 2: Review formative assessment strategies

Review some formative 20 Review of formative assessment strategies PowerPoint slides

Session 2: Review formative assessment strategies

Session 2: Review formative assessment strategies

When ready, go through the answers:

Session 2: Review formative assessment strategies

Check for correct matches:

Session 3: Prepare to create lesson plan(s) for Listening lesson(s)

Session 3: Prepare to create lesson plan(s) for Listening lesson(s)

Finish this stage by talking through slide D1.S3.5. Note that

Session 3: Prepare to create lesson plan(s) for Listening lesson(s)

Look at Handout D1.S3.H4.

Session 3: Prepare to create lesson plan(s) for Listening lesson(s)

Select participants and facilitate sharing of explanations with

Link to next session’s lesson planning for Listening lessons;

Reflect on the session 10 Session plenary: In the spotlight PowerPoint slide

Session 3: Prepare to create lesson plan(s) for Listening lesson(s)

Read out a series of questions checking learning from Session 3

Session 4: Create lesson plan(s) for Listening lesson(s)

Session 4: Create lesson plan(s) for Listening lesson(s)

Session 1: Micro-teaching and feedback

Reflect on the session 10 Reflection: what/how? PowerPoint slide

Collect responses and invite participants to offer follow-up

Session 2: Giving feedback

Ask participants to read through Handout D2.S2.H1 (except the

Remind participants that the purpose of this activity is to get them

Link back to micro-teaching feedback discussions in Session 1

Session 2: Giving feedback

 Look through the examples of targets in Handout

Check for understanding and progress.

Collect some examples and invite participants to give feedback on

Session 2: Giving feedback

Session 3: Prepare to create lesson plan(s) for Speaking lesson(s)

Questions (slide D2.S3.3):

Pose a question and collect several responses to the same

Understand Speaking 15 Skills for Speaking lessons PowerPoint slides

Session 3: Prepare to create lesson plan(s) for Speaking lesson(s)