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Again, depending on how the 'lesson enactment' segment focusing on the 3 pedagogical emphases will be reconfigured/ redesigned (including potentially reconfiguring into a task involving the analysis of a lesson snap-shot in the context of a lesson plan? Just an example - so as to reduce the cognitive load for our facilitators), to then also just look out for/ address potential overlaps w a later segment of this workshop which attempts to identify aspects of the 3 pedagogical emphases in the Notes to the Teacher of the IMs?

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3 Pedagogical emphases vs 3 foci - these terms are inter-exchangeable - we need to remind the audience that these refer to the same thing

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3 Pedagogical emphases vs 3 foci - these terms are inter-exchangeable - we need to remind the audience that these refer to the same thing

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Text in Diagram is too small. Maybe indicate on slide that the full sized diagram is in VAP p.42

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What are the functions of the arrows in slide 9?

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Progression of skills fr Sec 1 to 4/5 NA & Express (Handout 3)

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Progression of skills fr Sec 1 to 4/5 NA & Express (Handout 3)

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Reg. the row 'Extension Activities/ Enrichment': a no. of the items listed here are not technically speaking 'Extension' or 'Enrichment' per se (? The qn is also what do we really mean by the words 'Extension' or 'Enrichment')? Given that many of the items are actual SSAB in the ELS 2020 (i.e., non-italicised and therefore meant to be explicitly taught and not positioned as being for 'exposure')? E.g., storytelling, production of advertisements, debates, focus on rhetorical devices, making speeches etc. Presenting this row this way also sets these activities/ by implication, related SSAB apart from the other SSAB listed in other 'Skills-related' rows - and what do we really mean when we present things this way? Etc.

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'Use of Personification' is an SSAB already introduced in the Vocabulary Strand (ENA) from Sec 1NA. Not accurate to say that it's a 'New SSAB introduced at Upper Sec' (see pg. 3 of the Handout). We prob. need to 'scrub' the various items/ SSAB presented in Handout 3 to just verify the accuracy/ level-appropriateness of the items/ SSAB presented (vis-a-vis the ELS 2020).

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'Overview of EL instructional planning' unclear. Very similar to title of Slide 22 "Framework for planning a school-based EL instructional programme'.

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Grammar of 1st bullet for Evaluator needs to be corrected

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Description of Roles of EL Teachers in Planning the Sch-based EL IP (Handout 1)

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Description of Roles of EL Teachers in Planning the Sch-based EL IP (Handout 1)

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For the 'Description' of the role of the 'Designer', the first letter of the important words in 'areas of language learning' should be capitalised? So 'Areas of Language Learning'?

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Description of Roles of EL Teachers in Planning the Sch-based EL IP (Handout 1)

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Description of Roles of EL Teachers in Planning the Sch-based EL IP (Handout 1)

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W reg. to the role of 'Designer', shouldn't decisions made by the 'Designer' be guided also by the CLEARR pedagogical framework (in addition to CLLIPS and ACoLADE)?

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Great to use pre-workshop survey responses together with Workshop Outline to manage expectations

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Remove? Info is already provided for in slide 6

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Great to start off with this activity to warm participants up:)

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If viable/ it lends itself, to make the point that the 3 Learner Outcomes are in themselves not entirely distinct (-> which may explain some participants' views that they find that their post-its might fit into more than one Learner Outcomes -> so as to help participants make the relevant connections/ links between the different Learner Outcomes)

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Wanting students to be happy -> this pt can be linked to the importance of 'Joy of Learning'  in the EL classroom