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PAKK 21

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Knowing more about CEFR

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Workshop Presentation Slides Lower Secondary (Final).pptx

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CEFR Aligned Curriculum

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CEFR Aligned Curriculum

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For training purposes only

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For training purposes only

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CEFR Aligned Curriculum

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Pullouts

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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design

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Part 1- Workshop

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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design

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Part 2 - Workshop

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21t Century Learning

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Part 3

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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design

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PART 4 Workshop Presentation Day pptx.pptx

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Reviewing and developing Formative Assessment

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Reviewing and developing Formative Assessment

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Teacher Handbook

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Form 2

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Form 1

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Form 1

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TEMPLAT PELAPORAN PBD KSSM TINGKATAN 1 BAHASA INGGERIS.xlsx

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Form 2

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TEMPLAT PELAPORAN PBD KSSM TINGKATAN 2 BAHASA INGGERIS.xlsx

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Recycling

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Bob Obee

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VLE Frog

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bBob Obee

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Audio CDs

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Additional Materials

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Notes on the 8 iThink Ma

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LP revamped

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AOC  Nur Syawallyn - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment.

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Lesson Plan Macro Teaching 1 (The Right Thing to Do).pdf

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AOC Kong Suk Mei - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment

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CEFR-Aligned Syllabus Lesson Plan (Form 1)

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CEFR is a system invented as a reference which is always open to amendment and further development. CEFR provides a framework of levels of language proficiency, enabling all language at a given level. Implementation of CEFR in Malaysia has received several positive feedbacks from the teachers and also the students. This shows that the reform programme is really beneficial to improvise our language learning skills. CEFR focusses more on the four language skills which are reading, listening, writing and speaking. Current CEFR system also encourage students to make collaborative learning and e-learning. In order to make this reform programme a success, teachers need to always plan and prepare their classroom activities.

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21st Century Learning

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
21st Century Learning
PAKK 21
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Introduction to CEFR

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Introduction to CEFR
Why CEFR?
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Mary Tang 4d
The Common European Framework of Reference (CEFR) is a 10 year time-tabled implementation plan from 2015 to 2025 which focuses on skills-based and outcome-orientated learning. Its aim is to make curriculum, teaching and learning materials and assessments align to international standards and produce quality students by 2025. Levels of proficiency for each level of the school system against CEFR is established and teachers are responsible to help the students to achieve the target proficiency level set for each stage of education.

Ivy Wong 3d
CEFR as known as The Common European Framework of Reference is a 10 year time-tabled implementation plan. The first five years supported by Cambridge English. The aim is to familiarise teachers with the CEFR in order to create awareness. It is an agenda-driven programme that adopt the CEFR levels as the guiding framework for curriculum development, course materials and assessments aligned to international standards. This is to produce quality students by 2025. Besides,adopting the CEFR will convey English language programme to skills-based and outcome-oriented learning.Therefore, educators are required to get hold of the CEFR and apply it to achieve the target proficiency level set for each stage of education.

Izzah athirah 2d
the english language education reform is is a 10 year plan to reform the english subject that is being teach at school. the first five years of this plan is supported by Cambridge English. in order for the reform to achieve its aim in producing a quality EL program of an international standard, the CEFR is adopted as a guiding framework for curriculum development, teaching and learning and assessment at all level of education.

Christine Laeu 1d
The English Language Education Reform aims to localize the CEFR into the Malaysian context in order to raise the students' level of proficiency in English. It is hoped that through this, the ESL education in Malaysia will rise to an international standard, and to be made available to all students. English language programmes will also shift to skills-based and outcome-oriented learning.

Siti Nurafiqah Binti Abdullah 14h
New knowledge that I have learned from the slides is the aims of the reform is : to produce a good English language programme of an international standard, to enable all students to access good English language education and to close achievement gaps, and to produce and implement a time –tabled implementation plan. The implementation will take 10 years to complete. For our EL programme to be equal to international standard, we need to set the standards based on CEFR but still do not deviate from the specific needs of Malaysia. Guiding framework for curriculum development, teaching and learning and assessment at all levels of education will be adopted to the CEFR levels.

Nurul Syuhada 13h
CEFR is a scheduled implementation plan for English Language Education. It is a 10 year time-tabled implementation plan. CEFR curricular, learning materials and its assessments are all aligned to international standards, this will help in producing a quality student according to the national aspirations by 2025. Each stages of education has its own CEFR targets in order to help in raising the students’ level of proficiency.

Nadhirah Zain Khairi 12h
Common European Framework of Reference is being used in the reformation programme of the English languahe education in Malaysia. The aim of reformation is to produce a quality English programme that is aligned with the international standard. In order to make this reformation successful, all the learning materials must be aligned with the CEFR so that it can produce a quality education. Every assessment also need to be aligned with the CEFR.

Nur Alina Nishaq Binti Azman 12h
There are 3 aims of the reform of English Language Education in Malaysia which is from my understanding is to produce a quality English Language program and make it available to all students in Malaysia even they are in different level of proficiency. It is also to produce a roadmap for EL program in Malaysia. The curriculum, materials and assessments are designed to be aligned to international standards which is known as CEFR. There are targets or level of proficiency for each level of the school system and it is expected to have an increase of students proficiency based on their level in the school system. However, the overall aim is to familiarize teachers with the CEFR in order to create awareness.

Pang Ing Ing 11h
CEFR, or Common European Framework of Reference to be exact, is a project introduced by Cambridge English with the aim of standardised the level of English proficiency of all aligned countries. Our Ministry of Education has implemented this project in the year of 2015-2025 in order to narrow down the gap of achievement set by government. This is a process to uplift the standard of English level of Malaysians to the international level. It is carried out in stages to minimise the shock causing by transformation of education and increase the adaptability of English learner to internationalise the English proficiency level.

Jennifer Grace John 10h
The English Language Education Reform in Malaysia is a programme or a plan that is being implemented to make changes in the current English language learning method for further improvement. In order to achieve this new target, we must abide by the international standard which is the CEFR but it must be tailored to the specific needs of Malaysia. It is a ten-year programme from the year 2016-2025. The main purpose of this programme is to produce EL programmes of an international standard, minimise or diminish the achievement gaps between learners and have a strategic plan to achieve the desired outcome.

Ixory Dixzy George 6h
The introduction has more or less given me a rough detailing of what the CEFR encompasses. Before reading the slide, to me CEFR was just a another technical term in the ever changing Malaysian education system. I first came across this term in SMK ST Michael when I was doing my PPG 2 and has been ignorant about the CEFR. I thought of it as only one of the many terms we will come across later in the courses that I will be taking in the future semesters. Now I have realized that CEFR is one of, if not the most important term in my journey towards being an English language teacher in Malaysia. The new information I have absorbed are as follows. CEFR aims to reform the way English is taught and learned in Malaysia. It is much more clear in terms of outcomes as it sets targets via levels of education. This is in contrast to our previous EL teaching system. In the previous system, the targets for each level is not made clear. Hence the English teachers only focus on going for what is achievable with the class. CEFR also focuses on shifting the English Programs to skill-based, outcome-oriented learning.

Yugins Muthusamy 6h
The Ministry Of Education planned a ten years time-tabled English language education reform programme to improvise the previous system. This reform programme is mainly introduced to produce a quality English language programmes of an international standard. CEFR was implemented very systematically by the ministry in order to achieve the international standard english learning. The adoptation of CEFR will also focus on students' skill in language.

Nur Syahirah Binti Fathlollah 5h
The Common European Framework and Reference (CEFR) is a 10 year time-tabled implementation programme which aims to help familiarise teachers with the CEFR in order to create awareness. In order to help the programme accomplish their mission, the curricula, course materials and assessments aligned to the international standards ( The Common European Framework and Reference ) has been designed. This is to help with increasing the quality of students outcomes by 2025 and with that expectation, it requires a shift from English language programmes to skill-based, outcome-oriented learning. Adoption of CEFR Framework sets targets for each stage of education starting from Preschool until Teacher Education.

Vanitha 4h
The Common European Framework of Reference for Languages which is also known as CEFR is a 10-year time-tabled implementation plan from the year 2016 to 2025 and the first five years are supported by Cambridge English. CEFR is introduced as a way of standardizing the level of English language proficiency in different regions and It is very widely used internationally. The main purpose of this programme is to produce EL programmes of an international standard, narrow or close achievement gaps and produce and implement an organized plan. CEFR describes language ability on a six-point scale, from A1 for beginners, up to C1 for those who have mastered a language.

LIEW JIA YIING 2h
Common European Framework of Reference (CEFR) is a new educational policy, which has implemented by the Ministry of Education recently. This reform programme aims to produce a quality EL programme tof an international standard, as well as making available quality of EL education to all students. Besides, this programme is to produce and implement a roadmap, which is a 10 years time-tabled implementation plan that is supported by the Cambridge English for the first five years. CEFR has set the target of each level of proficiency for each stage of education, that is from A1 (preschool level) to C1 (university or teacher education level).

Fatin Aspar 2h
The CEFR program is a 10 year program in order to reform the English Language teaching in schools. The first five years of the program is supported by Cambridge. I was very interested with the aims of the program. The ministry wants our English language to be the same standard as international English. This means that the quality of the language will be increased in order to achieve the international standards.

shamila shahidi 2h
Common European Framework or CEFR is a 10 year time-table implementation plan where the first five years of its implementation is supported by Cambridge English. Since CEFR was just implemented, teachers need to be familiarised with this new framework as they are the pillar in conducting this programme in schools. Furthermore, CEFR is introduced so that our students can meet the international standard. There are six levels of proficiency stated in the CEFR and each levels has its aim and also target group. Hence, the students will have a clear progress of their proficiency level as they move on to the next stage of their education.

NUR FAZHIRAH BINTI NORIZAM 2h
CEFR is a ten-year implementation plan for English Language education in Malaysia. It's main purpose is to align the curriculum, teaching and learning of English language with international standards. This will help to produce a high quality students that can adapt well to the globalisation needs. However, at the same time, while preparing the students for CEFR, we need to make sure that the teachers/future teachers are well equipped with knowledge and skills about it.

ARNITA RAMACHANDRAN 1h
CEFR or Common European Framework of Reference is a new curriculum used for EL in Malaysia to produce a quality EL programme of an international standard. CEFR has three key aims which focuses on the production of CEFR to improve the quality of EL programme that helps different background of students to learn English better. CEFR is set to suit the specific needs of Malaysia in regards to the students background and achievement levels. Hence, CEFR is used to measure students EL proficiency by using levels according to their respective primary and secondary forms.

Hillary Gereal 1h
The main reason for CEFR as the framework of reference is to align the system with an international standard as it is also an element in the Malaysia Education Blueprint as part of the move to boost the level of education in the country.

Long Wan Ling 1h
Common European Framework of Reference (CEFR) is a ten year reform programme until 2025 to produce a quality English Language programme of an international standard. Therefore, the curriculum, course materials and assessments are aligned to the international standards. This is an agenda-driven programme to with a goal to be able to produce quality students outcomes by the year 2025. Moreover, there are also different levels of proficiency based on the stage of the students' education.

Jane Lee Shi Wei 34m
CEFR stands for Common European Framework of Reference (CEFR) which is a 10 year time-tabled implementation plan from 2015 to 2025 which focuses on skills-based and outcome-orientated learning. The key aims of the reform are to produce a quality English language programme of an international standard, to make available quality English language education to all students and to produce and implement a ‘roadmap’. In conclusion, the overall aim is to familiarize teachers with the CEFR in order to create awareness and to minimise or diminish the achievement gaps between learners and have a strategic plan to achieve the desired outcome.

IRICSON SAGING JALONG 21m
The (CEFR) is the 10 years continuous implementation plan where its aim is to familiarise teachers with the CEFR in order to create awareness among the learners of the four main language skills. The CEFR programme is skills-based and outcome-oriented learning which are expected to have an increases the proficiency level set for each stage of education. The CEFR has established new levels of proficiency for each level of the school.

Nabil Anwar 4m
The Common European Framework of Reference (CEFR) is a ten-year implementation plan from 2015 to 2025 planned by the Minister of Education in order to reform and improve the quality of English language learning system. The major aim with the implementation of CEFR is to produce a quality English Language programme that of an international standard. There are six different levels of CEFR where the target group for each levels is different according to the stage of education. The first level of CEFR is A1, which implemented for preschool, and the sixth level is C1 that implemented for teacher education. It is to be expect that CEFR will produce students with better quality of English Language by 2025.
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CEFR Familiarisation

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
CEFR Familiarisation
Knowing more about CEFR
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Mary Tang 2d
CEFR acts as a central point of reference and is always open to be amended and developed. It is mainly used by teachers to develop syllabuses and learning materials. Under CEFR, a six-level framework ranging from A1 to C2 is implemented in order to define levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. According to the research, students’ weakest skill is speaking. Therefore, the overall aim of CEFR is to enable learners to use language to perform communicative acts. Teachers should encourage collaborative as well as E-learning in order to make it a success.

Izzah athirah 2d
although CEFR acts as a central point of reference, it can always be amended and tailored to suit Malaysian system and culture. CEFR focuses on the view communication as the goal and a descriptive framework of levels of languages. there are six levels of framework in the CEFR which are A1,A2,B1,B2,C1 and C2. collaborative learning and E-learning are some of the pedagogic principle and communicative language learning recommended by the CEFR in order to make the lesson more succesful and interesting.

Christine Laeu 1d
CEFR, originating from Europe, is a versatile framework that can be adapted to be used in different contexts. It presents communication as the goal of language learning, providing a descriptive framework of varying levels of language proficiency. These levels, starting from most basic to most proficient, are A1, A2, B1, B2, C1, and C2. The CEFR also encourages creativity and active participation of the students.

Auni Fatin Liyana Borhan 1d
CEFR stadnd for Common European Framework of Reference. CEFR stand as a central point of reference but it is also flexible to amendment and further development. The goal of language learning according to the CEFR is communication. CEFR provides a descriptive framework of levels of language proficiency so that educator and learner know what it means to master a language at a given level. The framework consists of six level, A1,A2,B1,B2,C1,C2,.

Nurul Syuhada 13h
CEFR stands for Common European Framework of Reference. Even though it is a central point of reference, but it can always be developed and amended. The CEFR has two focuses which presents communication as the goal of language learning and also it is a descriptive framework of levels of language proficiency. There are six levels of framework. The first and second levels are for the basic user, the third and fourth levels are for the independent user and lastly for the fifth and sixth levels are for the proficient user. Each level has its own global scale for criteria features. The scale is helping in distinguishing between levels of user. This will help in varying the activities and lesson in class according to the level of English language user.

Siti Nurafiqah Binti Abdullah 13h
New knowledge that I have learned from the slides is CEFR is trusted in a lot of countries including Canada, USA, Japan and Singapore. CEFR is formed from the need to create a complete basis of understandings as to what being able to use a language at different levels means, regardless of language or location of instruction. It allows countries to compare learning outcomes with other countries. CEFR is a tool to help people in language education. The objective of the CEFR is to describe in a comprehensive way what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively. Another objective of CEFR is to define levels of proficiency which allow learners’ progress to be measured at each stage of learning. There are 6 levels in CEFR. A1 and A2 is basic user, B1 and B2 is independent user and C1 and C2 is proficient user.

Pang Ing Ing 11h
After understanding the CEFR, I think this project is beneficial to all English learner as well as reaches. Before the CEFR was introduced, there is not much approaches to uplift the English proficiency that aligned with competent countries. It is time for a change rather than keep the learners in the comfort zone as the one of the main problem of English learners nowadays is they don't use English outside the school. Most of the time we used the term English learner instead of English user, as they might be a proficient learner but not a proficient user. Hence, CEFR grades students into six levels, which is from basic user to independent user and finally proficient user. This helps them as a guideline to make self-improvement in the English proficiency.

Jennifer Grace John 9h
Although the CEFR initially originated from Europe, it is now used worldwide and has been translated into 40 languages. It acts as a central point of reference but is open to amendments and developments. This reference is used as an interactive interactional system where the knowledge, understanding and practice is shared by all. CEFR focuses on communication as the goal of language learning and has a descriptive framework of levels of language proficiency. This is important in Malaysia because it is found that speaking is the weakest skill among Malaysian students and by implementing CEFR which emphasizes on communication, we can further improve. There is a total of 6 levels (A1, A2, B1, B2, C1, C2) but it can be categorised into 3 broad categories with A1 and A2 describing a basic user, B1 and B2 as independent users and C1 and C2 as proficient users.

Nur Alina Nishaq Binti Azman 7h
CEFR are widely used in many countries in their educational system. It is very well known and useful as it has been translated into 40 languages. The aims of the CEFR are to describe what language learners have to do or learn in order to use the language for a communication purpose and explain what skills and knowledge they have to have to communicate effectively. It is also needed to provide a common basis for the elaborations of syllabus, curriculum guidelines, examinations and textbooks. It is also needed to define the learners level of proficiency so that they know on what stage they are on. The CEFR are important as it is the central point of reference but still open for amendment or improvements. There are two focuses in CEFR which is communication as the goal of language learning and it also provides a descriptive framework of levels of language. The CEFR has made the six levels of language ability for learners which started with A1 as the lowest level and C2 as the highest level. All four skills of English language can be measured using the scales provided.

Nadhirah Zain Khairi 6h
CEFR is useful to be used for teaching and learning in Malaysia which it helps in improving the English language education in our country. CEFR focuses on communication as the goal of language learning and it enables all languages and contexts of learning of what it means to master a language. This could help in enhancing the students with all the skills sucah as speaking, writing, listening and also reading. The scaling system is used which it comprises with 3 levels which are basic user (A1, A2), independent user (B1, B2) and proficient user (C1, C2).

Ixory Dixzy George 5h
From my reading, I have learnt that this reformation of English teaching system encompasses helping English learners unlock the ability to communicate effectively in the English language and help them understand the skills that they need to develop. The CEFR is also able to assist in evaluating language learning, designing of courses and classes, design teacher training programs, developing syllabuses, informing test development, develop learning materials, describing language policies and enabling self-assessment.I also learnt that the CEFR focuses on promoting communication as the goal of language learning and providing a descriptive framework of the levels of language proficiency, enabling all languages and contexts of learning of what it means to master a language at a given level. The CEFR, according to the research done is a good improvement to the teaching of English in Malaysia.

Yugins Muthusamy 5h
CEFR is a system invented as a reference which is always open to amendment and further development. CEFR provides a framework of levels of language proficiency, enabling all language at a given level. Implementation of CEFR in Malaysia has received several positive feedbacks from the teachers and also the students. This shows that the reform programme is really beneficial to improvise our language learning skills. CEFR focusses more on the four language skills which are reading, listening, writing and speaking. Current CEFR system also encourage students to make collaborative learning and e-learning. In order to make this reform programme a success, teachers need to always plan and prepare their classroom activities.

Vanitha 3h
From my point of view, CEFR acts as a central point of reference where it can always be amended and developed to suit the Malaysian system and syllabus since the content of the CEFR is more towards the foreign culture. CEFR is used as a reference by the teachers to develop their learning materials to be taught in the classroom. CEFR is an international standard for describing language ability on a six-point scale, from A1 and A2 for beginners, B1 and B2 for independent users and up to C1 and C2 for proficient users or those who have mastered the language. This makes it easy for teachers and learners to see the level of different qualifications. CEFR presents the view of communication as the goal of language learning since it is found that speaking is the weakest skill among students in Malaysia. Thus, by implementing CEFR which focuses on communication, it is believed that this can be improved.

NUR FAZHIRAH BINTI NORIZAM 2h
CEFR involves a number of countries in South East Asia, South America, the Middle East and Africa. It covers the development in language learning :from grammar translation to functional, notional and communicative approaches. It is a unique framework as it provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations and textbooks. It also describes what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so they can be able to act effectively. Bound by 6 levels ; A1 and A2 for basic user, B1 and B2 for independent user, while C1 and C2 for proficient user, it focuses on the communication competency and a descriptive framework of varying levels of language proficiency.

LIEW JIA YIING 2h
Through research, it has mentioned that most students like their English classes and most of the teachers like to teach English, thus, th policy of implementing CEFR is on the right track. CEFR has implemented a six-level framework from A1 to C2, that is used to define level of proficiency of the learner on a life-long basis.

Fletchelle Arleen Apoi 1h
Generally I have learnt that Common European Framework of Reference is a point of reference which currently being used in many different countries. It is communication-focused which I also feel would definitely benefit our students. It is also emphasizes on the four main skills and helps educators plan and assess through 6 levels with the aid of useful production scales and descriptors across these different levels. Other than that, it is definitely much more suited to the 21st century learning approach where in which CEFR empahsizes E-learning and collaborative learning. I would agree that indeed CEFR is an important tool for policy makers as well as educators. It promotes life-long learning and reflective thinking. It comes with its own strengths and limitations and with that comes the responsibility to engage with it actively in order for be to be used effectively.

Fatin Aspar 1h
CEFR can stand as a central point of reference for teachers. It is interesting that the levels of framework are arranged in an inverted triangle. I interpreted the meaning of the inverted triangle as the students’ proficiency will increase as they get higher. For every different skill, not every levels are there. For example in creative writing, the students need to be at least at level B2 in order to write a story. This is to make sure that they have good vocabulary and sentence structure in order to write the story. In speaking also, they need to be at least at level A2 with having the knowledge of making simple phrases and sentences.

shamila shahidi 40m
I can see that CEFR is widely used in many countries and it is good that CEFR acts as a main reference and is open for amendments. Thus, Malaysian teachers can actually modify it to align with the students’ need and culture. Besides, CEFR focusses on communication as the goal of language by having action-oriented learning. Thus, this will widen students’ experience in using the language especially for daily use. Furthermore, there are clear descriptions about the students’ proficiency level for this framework. Teachers need to ensure that by the end of that education level, the students have already achieved their targeted proficiency level.

ARNITA RAMACHANDRAN 18m
According to what I have read, CEFR aims as a comprehensive description which is used as a common basis to define levels of students proficiency on a life-long basis. It is used as a reference in most countries and is not rigid as it allows amendments and development. It involves international system of co-operating institutions and is shared by all. CEFR includes evaluating language learning needs, designing needs, teacher training programmes, developing syllabuses, informing test development,guiding assessment, criteria development, developing materials, describing language policies and informing continuous or self-assessment. Besides that, every language skills also has different levels that caters to students ability to use the language. This shows that CEFR has a descriptive framework of levels of language.

Ivy Wong 16m
From my understanding, the Common European Framework of Reference (CEFR) is beneficial for all educators to have a grasp of it. It is because it act as a central point of reference and practice shared by all. Besides, the CEFR emphasises on two main aspects, which are the communication as the goal, and provides a descriptive frame wok of levels of language. The CEFR has six reference levels which are the basic user (A1, A2), independent user (B1, B2), and the proficient user (C1, C2). Each level has its own global scale and activity. In addition, Malaysia need to have a handhold of the CEFR, the Cambridge Baseline 2013. This is to provide a comprehensive learning, teaching and assessment, a mixed-method and produce international standards. The teachers as well as the students need to have that specific language levels with four skills. Fortunately, we are moving in the right direction as 85% of the students like English classes and they have the proficiency in English language. Same goes to the teachers, 95% of them like teaching English and they have a good knowledge of teaching. Therefore, students need to be taught properly on the four essential skills. These four skills include speaking, listening, writing, reading and writing. It is very useful and vital for students to apply it in their daily activities. For instance, to interact well with one other, able to write letters and text messages, able to read for information and listen attentively to others. Hence, using a framework of CEFR reference, many goals can be achieve. Educators can adjust their teaching style to have a better and clear objective. By the end of the day, not only objectives can be reach and it provide feedback or encourage self-assessment.

IRICSON SAGING JALONG 5m
From my understanding, the CEFR programme is a international system with international cooperation between the country that implemented the CEFR. The CEFR is the central point of reference that opens to amendment and further development. It is to establish a same knowledge and understanding that are shared to all country that involved. As for our country Malaysia, the CEFR programme is doing a good progress by looking at the positive response from the teachers and students who learn English in the school showing that the policy is moving on the right direction.
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CEFR has impacted in the education system for many country including the first language countries where they are utilizing their own language frameworks along with CEFR and there is also space for amendments based on each students’ needs in their respective country. This shows that, CEFR plays a big role as a solid guideline to describe in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively as an English learner. Moreover, it is also to measure the levels of proficiency of the learners’ progress in learning English. The CEFR focuses more on action-oriented learning for the students and has set communication as the goal of language learning where it has been proven that Malaysian students’ weakest skill is speaking and improvement could be seen by implementing CEFR in a long run.


CEFR Book

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
CEFR Book
In-depth explanation on CEFR
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Mary Tang 2d
Instead of providing guidelines to the teachers and defining learners’ levels of proficiency, CEFR also covers the cultural context in which language is set. Plurilingualism differs from a multilingualism. A multilingual is an individual who has a knowledge of more than two languages. Whereas, a plurilingual expands his or her experience of language in cultural context, from the language of the home to that of society at large and then to the languages of other peoples. However, not all plurilingual is competent in every language they know. Generally, they attain greater proficiency in one language than in others. Because of this imbalance, one of the features of a plurilingual and pluricultural competence is that in applying this competence, the individual in question draws upon both his or her general and language skills and knowledge in different ways. Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction. There are three main principles in discussion about curricula in relation to the Framework which include first, the discussion on curricula should be in line with the overall objective of promoting plurilingualism and linguistic diversity, second, diversification particularly in schools has to avoid unnecessary repetition and to promote the economies of scale and the transfer of skills which linguistic diversity facilitates and third, considerations and measures relating to curricula should not just be limited to a curriculum for each language taken in isolation, nor even an integrated curriculum for several languages.

Christine Laeu 1d
The CEFR is not a step-by-step guide to the ultimate way of teaching. Instead, it is a framework that encourages teachers to decide their own way of teaching, as long as the students are able to learn effectively. After all, the main focus of education is on the students, and a teacher should know their students' needs well enough to tailor their classes accordingly. The CEFR places high importance on communication and considers it the goal of language learning, along with the ability to produce language as deemed fit. The CEFR can also be used in assessments by providing some help with carrying out effective and meaningful assessments.

Izzah athirah 1d
one of the action for the reformation of the english language education is by adopting CEFR. this framework is very helpful in guiding teachers and learners in achieving the aim of the reformation. this framework does not force the educators to stick with a particular method of teaching. it actually gives them the power to make decision regarding their method of teaching but it is best to consider the recommendations given by the committee of ministers. CEFR also helps teachers on how to assess the students and guide them on how to adapt with the new system.

Siti Nurafiqah Binti Abdullah 13h
From my reading, I understand that Common European Framework must be comprehensive, transparent and coherent. Comprehensive means that the Common European Framework should specify as full a range of language knowledge, skills and use as possible. Transparent means that information must be clearly formulated and direct, available and readily comprehensible to users. Coherent means that there is no contradiction in the description. There should be a harmonious relation among their components: the identification of needs; the determination of objectives; the definition of content; the selection or creation of material; the establishment of teaching/learning programmes; the teaching and learning methods employed; evaluation, testing and assessment.

Nurul Syuhada 13h
The CEFR is mostly used by the teachers to develop their syllabuses and learning 🤬. It is a framework that enables the teachers to be creative and decide their own way of teaching. This is because, teachers know their students’ so they know how to carry out every lesson and cater to the needs of their students. Generally, they are free to develop their syllabuses using the CEFR as long as their students can learn, even though, the framework has already given the suggestions and recommendations on how to carry out the teaching lesson with also some effective assessments.

Jennifer Grace John 8h
From reading, I learnt that the function of the CEFR is NOT to tell practitioners what to do or how to do it but instead just act as a guideline and suggest methods that can be used to help in learning and teaching. It also supports learners to build up attitude, knowledge and skills to become more independent in thought and action. CEFR is very suitable to be adapted in Malaysia because besides the usual components such as linguistic, sociolinguistic and pragmatic, it also covers the cultural context which is the plurilingual and pluricultural competence. Overall, it would be an excellent guide to help teachers contribute in improving the current standard of the English language in Malaysia as it is very detailed and has almost all necessary components needed. However, certain amendments according to the students’ needs should be done by the practitioners to further elevate the quality.

Ixory Dixzy George 4h
From my reading, I know that the CEFR is produced by the Council of Europe and they support the teaching and learning process that will help build up the attitudes, knowledge and skills of the learners. The focus in communication in CEFR standards allows just this. When people are able to comprehend each other and be able to deliver and process complex information in English they will be able to be more independent in terms of learning and be more cooperative in terms of relations with other people. The CEFR standard does not provide to lay down the objectives that educators should target. It also does not provide a specific method of teaching to achieve the desired outcome. Instead, it gives full freedom to the educators to plan and design syllabuses that cater to learners of English in every level. With the CEFR urging educators to come up with lessons that are comprehensive, transparent and coherent, I believe that English learning in Malaysia will lean positively towards the goals of the ten years English language education reform.

Nur Alina Nishaq Binti Azman 2h
The Common European Framework of Reference (CEF or CEFR) was created to be comprehensive, transparent and coherent. It is developed to help language learners to learn what they have to learn in order to use language as a communication tool. It adopts an action-oriented approach which views users and learners of a language primarily as ‘social agents’. The Descriptive Scheme and the Common Reference Levels have been developed as it is one of the aims of the Framework which is to help partners to describe the levels of proficiency required. There are 4 criteria must be followed to create an ideal scale which are: context free, must be based on theories of language competence, objectively determined and the number of levels adopted should be adequate.

Vanitha 2h
From my reading, I learnt that CEFR is used by teachers as guidelines to develop their learning materials according to the students’ proficiency level instead of following it fully. Teachers only use it to help them in learning and teaching since they have to adapt the activities using their own idea and creativeness by using it as a reference. Besides that, CEFR also helps the teachers to monitor the progress of students and find ways of recognising, analysing and overcoming their learning problems, as well as developing their individual learning abilities. It also covers the cultural context which is the plurilingual and pluricultural competence. Overall, it also helps the teachers to improve their proficiency, skills and beliefs as well as the students’ proficiency and skills. By this way, the quality of the current standard of the English language in Malaysia can be improved.

Nadhirah Zain Khairi 2h
After reading it, I found that CEFR is a framework that is being used to assist teachers in teaching the students. Using CEFR as a guideline to teach could help teachers in enhancing the students performance in four learning skills which are listening, speaking, reading and writing. The CEFR itself could help in producing a good quality of english language education in Malaysia. Using CEFR could ensure that the reformation of the language education to be successful.

NUR FAZHIRAH BINTI NORIZAM 2h
It covers the cultural context of the language setting. It should be comprehensive, where it should specify a full range of language knowledge, skills and uses. Besides, it should be transparent in terms that the information must be direct and clearly formulated, readily comprehensible to users. Lastly, CEFR should be coherent where there is no contradiction in the description. Generally, the teachers can be as creative as they want to create/design their own activities/syllabuses using the CEFR as long as it can benefit their students. There is no specific do's and don'ts in learning a language. CEFR is just a tool to help and guidethe teachers.

LIEW JIA YIING 4m
Some educators have misuderstood that CEFR is a procedural steps used in teaching English language. On the contrary, CEFR is just a guideline and suggestion that can be used for the lesson. It is advisable for the teachers to create their own teaching materials based on their creativity yet align with the CEFR framework, in order to produce a better quality and effectively English classroom. From the book, I have also learn that CEFR are useful as it covers the cultural context, namely the plurilingual and pluricultural competence.
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Syllabus Form 1

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Syllabus Form 1
CEFR Aligned Curriculum
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Form 2 Syllabus

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Form 2 Syllabus
CEFR Aligned Curriculum
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Sample Scheme of Work for Form 1

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Sample Scheme of Work for Form 1
For training purposes only
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Sample Scheme of Work Form 2

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Sample Scheme of Work Form 2
For training purposes only
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Part 1 Slides

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Part 1 Slides
CEFR Aligned Curriculum
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Part 2 Slides

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Part  2 Slides
CEFR Aligned Curriculum
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Secondary Curriculum Framework

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Secondary Curriculum Framework
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Reading strategies

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Reading strategies
Pullouts
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Materials Evaluation, Adaptat

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Materials Evaluation, Adaptat
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Materials Evaluation, Adaptation and Design

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Materials Evaluation, Adaptation and Design
Part 1- Workshop
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Materials Evaluation, Adaptation and Design

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Materials Evaluation, Adaptation and Design
Part 2 - Workshop
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Cooperative Learning Structures

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Cooperative Learning Structures
21t Century Learning
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Materials, Evaluation and Design

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Materials, Evaluation and Design
Part 3
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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design
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Formative Assessment and Principles

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Formative Assessment and Principles
Part 1
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CEFR Aligned & Can Do Statement

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CEFR Aligned & Can Do Statement
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Fletchelle Arleen Apoi 1d
This document seems to be instructions for an activity conducted during a CEFR workshop. It contains how the CEFR describes what language learners have to learn in order to use a language for communication, defines levels of proficiency, knowledge and skills that needs to be developed as well as a common basis for the design of language syllabuses, curriculum guidelines, examinations, textbooks, etc. It also touched on the the key features of the CEFR which included it as a way of describing language performance at 6 levels and explains how Content Standards are the broad area of focus within each skill (L/S/R/W + Literature in Action) whereas learning Standards are the more detailed and observable skills within the area defined by each Content Standard. WALT and WILF is also introduced as good way to make learning objectives and success criteria accessible to pupils.
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Reviewing and developing Formative Assessment

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Reviewing and developing Formative Assessment
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Formative Assessment

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Formative Assessment
Teacher Handbook
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DSKP 2018

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DSKP 2018
Form 2
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DSKP 2018

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DSKP 2018
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Template Pelaporan PBD KSSM

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Template Pelaporan PBD KSSM
Form 1
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Templat Pelaporan PBD KSS

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Templat Pelaporan PBD KSS
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RPH Form 2

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RPH Form 2
Recycling
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The Grammar Activity Book

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The Grammar Activity Book
Bob Obee
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Module PIE

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Module  PIE
VLE Frog
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Grammar and Usage

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Grammar and Usage
bBob Obee
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PULSE

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PULSE
Audio CDs
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English for Young Learners

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English for Young Learners
Additional Materials
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iThink Map

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iThink Map
Notes on the 8 iThink Ma
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UPSI Lesson Plan Format

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UPSI Lesson Plan Format
LP revamped
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Sample of Lesson Plan

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Sample of Lesson Plan
AOC  Nur Syawallyn  - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment. 
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Good job and well-planned.
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Sample of Lesson Plan

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Sample of Lesson Plan 
AOC Kong Suk Mei - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Lesson plan is excellent and well executed during macro teaching.
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AOC Hasni

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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AOC Hasni
CEFR-Aligned Syllabus Lesson Plan (Form 1)
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Good try on the new syllabus. Great job.
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Sample of Lesson Plan

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Sample of Lesson Plan
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CEFR is a system invented

Fletchelle Arleen Apoi
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 CEFR is a system invented as a reference which is always open to amendment and further development. CEFR provides a framework of levels of language proficiency, enabling all language at a given level. Implementation of CEFR in Malaysia has received several positive feedbacks from the teachers and also the students. This shows that the reform programme is really beneficial to improvise our language learning skills. CEFR focusses more on the four language skills which are reading, listening, writing and speaking. Current CEFR system also encourage students to make collaborative learning and e-learning. In order to make this reform programme a success, teachers need to always plan and prepare their classroom activities.
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21st Century Learning

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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21st Century Learning
PAKK 21
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Introduction to CEFR

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Introduction to CEFR
Why CEFR?
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Mary Tang 4d
The Common European Framework of Reference (CEFR) is a 10 year time-tabled implementation plan from 2015 to 2025 which focuses on skills-based and outcome-orientated learning. Its aim is to make curriculum, teaching and learning materials and assessments align to international standards and produce quality students by 2025. Levels of proficiency for each level of the school system against CEFR is established and teachers are responsible to help the students to achieve the target proficiency level set for each stage of education.

Ivy Wong 3d
CEFR as known as The Common European Framework of Reference is a 10 year time-tabled implementation plan. The first five years supported by Cambridge English. The aim is to familiarise teachers with the CEFR in order to create awareness. It is an agenda-driven programme that adopt the CEFR levels as the guiding framework for curriculum development, course materials and assessments aligned to international standards. This is to produce quality students by 2025. Besides,adopting the CEFR will convey English language programme to skills-based and outcome-oriented learning.Therefore, educators are required to get hold of the CEFR and apply it to achieve the target proficiency level set for each stage of education.

Izzah athirah 2d
the english language education reform is is a 10 year plan to reform the english subject that is being teach at school. the first five years of this plan is supported by Cambridge English. in order for the reform to achieve its aim in producing a quality EL program of an international standard, the CEFR is adopted as a guiding framework for curriculum development, teaching and learning and assessment at all level of education.

Christine Laeu 1d
The English Language Education Reform aims to localize the CEFR into the Malaysian context in order to raise the students' level of proficiency in English. It is hoped that through this, the ESL education in Malaysia will rise to an international standard, and to be made available to all students. English language programmes will also shift to skills-based and outcome-oriented learning.

Siti Nurafiqah Binti Abdullah 14h
New knowledge that I have learned from the slides is the aims of the reform is : to produce a good English language programme of an international standard, to enable all students to access good English language education and to close achievement gaps, and to produce and implement a time –tabled implementation plan. The implementation will take 10 years to complete. For our EL programme to be equal to international standard, we need to set the standards based on CEFR but still do not deviate from the specific needs of Malaysia. Guiding framework for curriculum development, teaching and learning and assessment at all levels of education will be adopted to the CEFR levels.

Nurul Syuhada 14h
CEFR is a scheduled implementation plan for English Language Education. It is a 10 year time-tabled implementation plan. CEFR curricular, learning materials and its assessments are all aligned to international standards, this will help in producing a quality student according to the national aspirations by 2025. Each stages of education has its own CEFR targets in order to help in raising the students’ level of proficiency.

Nadhirah Zain Khairi 13h
Common European Framework of Reference is being used in the reformation programme of the English languahe education in Malaysia. The aim of reformation is to produce a quality English programme that is aligned with the international standard. In order to make this reformation successful, all the learning materials must be aligned with the CEFR so that it can produce a quality education. Every assessment also need to be aligned with the CEFR.

Nur Alina Nishaq Binti Azman 13h
There are 3 aims of the reform of English Language Education in Malaysia which is from my understanding is to produce a quality English Language program and make it available to all students in Malaysia even they are in different level of proficiency. It is also to produce a roadmap for EL program in Malaysia. The curriculum, materials and assessments are designed to be aligned to international standards which is known as CEFR. There are targets or level of proficiency for each level of the school system and it is expected to have an increase of students proficiency based on their level in the school system. However, the overall aim is to familiarize teachers with the CEFR in order to create awareness.

Pang Ing Ing 12h
CEFR, or Common European Framework of Reference to be exact, is a project introduced by Cambridge English with the aim of standardised the level of English proficiency of all aligned countries. Our Ministry of Education has implemented this project in the year of 2015-2025 in order to narrow down the gap of achievement set by government. This is a process to uplift the standard of English level of Malaysians to the international level. It is carried out in stages to minimise the shock causing by transformation of education and increase the adaptability of English learner to internationalise the English proficiency level.

Jennifer Grace John 11h
The English Language Education Reform in Malaysia is a programme or a plan that is being implemented to make changes in the current English language learning method for further improvement. In order to achieve this new target, we must abide by the international standard which is the CEFR but it must be tailored to the specific needs of Malaysia. It is a ten-year programme from the year 2016-2025. The main purpose of this programme is to produce EL programmes of an international standard, minimise or diminish the achievement gaps between learners and have a strategic plan to achieve the desired outcome.

Ixory Dixzy George 6h
The introduction has more or less given me a rough detailing of what the CEFR encompasses. Before reading the slide, to me CEFR was just a another technical term in the ever changing Malaysian education system. I first came across this term in SMK ST Michael when I was doing my PPG 2 and has been ignorant about the CEFR. I thought of it as only one of the many terms we will come across later in the courses that I will be taking in the future semesters. Now I have realized that CEFR is one of, if not the most important term in my journey towards being an English language teacher in Malaysia. The new information I have absorbed are as follows. CEFR aims to reform the way English is taught and learned in Malaysia. It is much more clear in terms of outcomes as it sets targets via levels of education. This is in contrast to our previous EL teaching system. In the previous system, the targets for each level is not made clear. Hence the English teachers only focus on going for what is achievable with the class. CEFR also focuses on shifting the English Programs to skill-based, outcome-oriented learning.

Yugins Muthusamy 6h
The Ministry Of Education planned a ten years time-tabled English language education reform programme to improvise the previous system. This reform programme is mainly introduced to produce a quality English language programmes of an international standard. CEFR was implemented very systematically by the ministry in order to achieve the international standard english learning. The adoptation of CEFR will also focus on students' skill in language.

Nur Syahirah Binti Fathlollah 6h
The Common European Framework and Reference (CEFR) is a 10 year time-tabled implementation programme which aims to help familiarise teachers with the CEFR in order to create awareness. In order to help the programme accomplish their mission, the curricula, course materials and assessments aligned to the international standards ( The Common European Framework and Reference ) has been designed. This is to help with increasing the quality of students outcomes by 2025 and with that expectation, it requires a shift from English language programmes to skill-based, outcome-oriented learning. Adoption of CEFR Framework sets targets for each stage of education starting from Preschool until Teacher Education.

Vanitha 5h
The Common European Framework of Reference for Languages which is also known as CEFR is a 10-year time-tabled implementation plan from the year 2016 to 2025 and the first five years are supported by Cambridge English. CEFR is introduced as a way of standardizing the level of English language proficiency in different regions and It is very widely used internationally. The main purpose of this programme is to produce EL programmes of an international standard, narrow or close achievement gaps and produce and implement an organized plan. CEFR describes language ability on a six-point scale, from A1 for beginners, up to C1 for those who have mastered a language.

LIEW JIA YIING 3h
Common European Framework of Reference (CEFR) is a new educational policy, which has implemented by the Ministry of Education recently. This reform programme aims to produce a quality EL programme tof an international standard, as well as making available quality of EL education to all students. Besides, this programme is to produce and implement a roadmap, which is a 10 years time-tabled implementation plan that is supported by the Cambridge English for the first five years. CEFR has set the target of each level of proficiency for each stage of education, that is from A1 (preschool level) to C1 (university or teacher education level).

Fatin Aspar 3h
The CEFR program is a 10 year program in order to reform the English Language teaching in schools. The first five years of the program is supported by Cambridge. I was very interested with the aims of the program. The ministry wants our English language to be the same standard as international English. This means that the quality of the language will be increased in order to achieve the international standards.

shamila shahidi 3h
Common European Framework or CEFR is a 10 year time-table implementation plan where the first five years of its implementation is supported by Cambridge English. Since CEFR was just implemented, teachers need to be familiarised with this new framework as they are the pillar in conducting this programme in schools. Furthermore, CEFR is introduced so that our students can meet the international standard. There are six levels of proficiency stated in the CEFR and each levels has its aim and also target group. Hence, the students will have a clear progress of their proficiency level as they move on to the next stage of their education.

NUR FAZHIRAH BINTI NORIZAM 3h
CEFR is a ten-year implementation plan for English Language education in Malaysia. It's main purpose is to align the curriculum, teaching and learning of English language with international standards. This will help to produce a high quality students that can adapt well to the globalisation needs. However, at the same time, while preparing the students for CEFR, we need to make sure that the teachers/future teachers are well equipped with knowledge and skills about it.

ARNITA RAMACHANDRAN 2h
CEFR or Common European Framework of Reference is a new curriculum used for EL in Malaysia to produce a quality EL programme of an international standard. CEFR has three key aims which focuses on the production of CEFR to improve the quality of EL programme that helps different background of students to learn English better. CEFR is set to suit the specific needs of Malaysia in regards to the students background and achievement levels. Hence, CEFR is used to measure students EL proficiency by using levels according to their respective primary and secondary forms.

Hillary Gereal 2h
The main reason for CEFR as the framework of reference is to align the system with an international standard as it is also an element in the Malaysia Education Blueprint as part of the move to boost the level of education in the country.

Long Wan Ling 2h
Common European Framework of Reference (CEFR) is a ten year reform programme until 2025 to produce a quality English Language programme of an international standard. Therefore, the curriculum, course materials and assessments are aligned to the international standards. This is an agenda-driven programme to with a goal to be able to produce quality students outcomes by the year 2025. Moreover, there are also different levels of proficiency based on the stage of the students' education.

Jane Lee Shi Wei 1h
CEFR stands for Common European Framework of Reference (CEFR) which is a 10 year time-tabled implementation plan from 2015 to 2025 which focuses on skills-based and outcome-orientated learning. The key aims of the reform are to produce a quality English language programme of an international standard, to make available quality English language education to all students and to produce and implement a ‘roadmap’. In conclusion, the overall aim is to familiarize teachers with the CEFR in order to create awareness and to minimise or diminish the achievement gaps between learners and have a strategic plan to achieve the desired outcome.

IRICSON SAGING JALONG 1h
The (CEFR) is the 10 years continuous implementation plan where its aim is to familiarise teachers with the CEFR in order to create awareness among the learners of the four main language skills. The CEFR programme is skills-based and outcome-oriented learning which are expected to have an increases the proficiency level set for each stage of education. The CEFR has established new levels of proficiency for each level of the school.

Nabil Anwar 1h
The Common European Framework of Reference (CEFR) is a ten-year implementation plan from 2015 to 2025 planned by the Minister of Education in order to reform and improve the quality of EL learning system. The major aim with the implementation of CEFR is to produce a quality EL programme that of an international standard. There are six different levels of CEFR where the target group for each levels is different according to the stage of education. The first level of CEFR is A1, which implemented for preschool, and the sixth level is C1 that implemented for teacher education. It is to be expect that CEFR will produce students with better quality of EL by 2025.

Melissa Pura anak Bend 27m
This 10 year time-tabled implementation plan is aiming for quality student outcomes by 2025 and to make sure that the curricula, course materials and assessments are aligned to the international standard. Teachers should be familiarized with the Common European Framework of Reference (CEFR) to create awareness. I learnt that in order to align our English Language to international standards, we need to set standards based on the CEFR tailored to specific needs of our country, adopt the CEFR levels as guiding framework and measure students' proficiency according to the CEFR.

Nurin Firzanah 1m
CEFR (common European framework of reference) is a 10 year time-tabled implementation plan (2015-2025) aiming to produce a quality EL programme that meets the international standard and it is tailored the Malaysians’ specific needs. The curriculum, the teaching and learning process and the assessment are aligned to CEFR. There are six levels of CEFR adopted as the guiding framework at all levels of education. Teachers should familiarise themselves with the CEFR in order for them to measure their students’ EL proficiency.
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The Common European Framework of Reference (CEFR) is a 10 year time-tabled implementation which focuses mainly on skill-based and outcome-oriented learning. The key aims of the to produce a quality English Language programme of an international standard. The next aim is to make available quality EL education to all students, and as far as possible create close achievement gaps. Next is to produce and implement a time-tabled implementation plan or 'roadmap'. In order to align our English Language to nternational  standards, a uniform standard should be set based on the CEFR levels as guiding framework and students' language competency should be measured based on the CEFR specifications. 
CEFR Familiarisation

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
CEFR Familiarisation
Knowing more about CEFR
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Mary Tang 2d
CEFR acts as a central point of reference and is always open to be amended and developed. It is mainly used by teachers to develop syllabuses and learning materials. Under CEFR, a six-level framework ranging from A1 to C2 is implemented in order to define levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. According to the research, students’ weakest skill is speaking. Therefore, the overall aim of CEFR is to enable learners to use language to perform communicative acts. Teachers should encourage collaborative as well as E-learning in order to make it a success.

Izzah athirah 2d
although CEFR acts as a central point of reference, it can always be amended and tailored to suit Malaysian system and culture. CEFR focuses on the view communication as the goal and a descriptive framework of levels of languages. there are six levels of framework in the CEFR which are A1,A2,B1,B2,C1 and C2. collaborative learning and E-learning are some of the pedagogic principle and communicative language learning recommended by the CEFR in order to make the lesson more succesful and interesting.

Christine Laeu 1d
CEFR, originating from Europe, is a versatile framework that can be adapted to be used in different contexts. It presents communication as the goal of language learning, providing a descriptive framework of varying levels of language proficiency. These levels, starting from most basic to most proficient, are A1, A2, B1, B2, C1, and C2. The CEFR also encourages creativity and active participation of the students.

Auni Fatin Liyana Borhan 1d
CEFR stadnd for Common European Framework of Reference. CEFR stand as a central point of reference but it is also flexible to amendment and further development. The goal of language learning according to the CEFR is communication. CEFR provides a descriptive framework of levels of language proficiency so that educator and learner know what it means to master a language at a given level. The framework consists of six level, A1,A2,B1,B2,C1,C2,.

Nurul Syuhada 14h
CEFR stands for Common European Framework of Reference. Even though it is a central point of reference, but it can always be developed and amended. The CEFR has two focuses which presents communication as the goal of language learning and also it is a descriptive framework of levels of language proficiency. There are six levels of framework. The first and second levels are for the basic user, the third and fourth levels are for the independent user and lastly for the fifth and sixth levels are for the proficient user. Each level has its own global scale for criteria features. The scale is helping in distinguishing between levels of user. This will help in varying the activities and lesson in class according to the level of English language user.

Siti Nurafiqah Binti Abdullah 13h
New knowledge that I have learned from the slides is CEFR is trusted in a lot of countries including Canada, USA, Japan and Singapore. CEFR is formed from the need to create a complete basis of understandings as to what being able to use a language at different levels means, regardless of language or location of instruction. It allows countries to compare learning outcomes with other countries. CEFR is a tool to help people in language education. The objective of the CEFR is to describe in a comprehensive way what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively. Another objective of CEFR is to define levels of proficiency which allow learners’ progress to be measured at each stage of learning. There are 6 levels in CEFR. A1 and A2 is basic user, B1 and B2 is independent user and C1 and C2 is proficient user.

Pang Ing Ing 12h
After understanding the CEFR, I think this project is beneficial to all English learner as well as reaches. Before the CEFR was introduced, there is not much approaches to uplift the English proficiency that aligned with competent countries. It is time for a change rather than keep the learners in the comfort zone as the one of the main problem of English learners nowadays is they don't use English outside the school. Most of the time we used the term English learner instead of English user, as they might be a proficient learner but not a proficient user. Hence, CEFR grades students into six levels, which is from basic user to independent user and finally proficient user. This helps them as a guideline to make self-improvement in the English proficiency.

Jennifer Grace John 10h
Although the CEFR initially originated from Europe, it is now used worldwide and has been translated into 40 languages. It acts as a central point of reference but is open to amendments and developments. This reference is used as an interactive interactional system where the knowledge, understanding and practice is shared by all. CEFR focuses on communication as the goal of language learning and has a descriptive framework of levels of language proficiency. This is important in Malaysia because it is found that speaking is the weakest skill among Malaysian students and by implementing CEFR which emphasizes on communication, we can further improve. There is a total of 6 levels (A1, A2, B1, B2, C1, C2) but it can be categorised into 3 broad categories with A1 and A2 describing a basic user, B1 and B2 as independent users and C1 and C2 as proficient users.

Nur Alina Nishaq Binti Azman 8h
CEFR are widely used in many countries in their educational system. It is very well known and useful as it has been translated into 40 languages. The aims of the CEFR are to describe what language learners have to do or learn in order to use the language for a communication purpose and explain what skills and knowledge they have to have to communicate effectively. It is also needed to provide a common basis for the elaborations of syllabus, curriculum guidelines, examinations and textbooks. It is also needed to define the learners level of proficiency so that they know on what stage they are on. The CEFR are important as it is the central point of reference but still open for amendment or improvements. There are two focuses in CEFR which is communication as the goal of language learning and it also provides a descriptive framework of levels of language. The CEFR has made the six levels of language ability for learners which started with A1 as the lowest level and C2 as the highest level. All four skills of English language can be measured using the scales provided.

Nadhirah Zain Khairi 7h
CEFR is useful to be used for teaching and learning in Malaysia which it helps in improving the English language education in our country. CEFR focuses on communication as the goal of language learning and it enables all languages and contexts of learning of what it means to master a language. This could help in enhancing the students with all the skills sucah as speaking, writing, listening and also reading. The scaling system is used which it comprises with 3 levels which are basic user (A1, A2), independent user (B1, B2) and proficient user (C1, C2).

Ixory Dixzy George 6h
From my reading, I have learnt that this reformation of English teaching system encompasses helping English learners unlock the ability to communicate effectively in the English language and help them understand the skills that they need to develop. The CEFR is also able to assist in evaluating language learning, designing of courses and classes, design teacher training programs, developing syllabuses, informing test development, develop learning materials, describing language policies and enabling self-assessment.I also learnt that the CEFR focuses on promoting communication as the goal of language learning and providing a descriptive framework of the levels of language proficiency, enabling all languages and contexts of learning of what it means to master a language at a given level. The CEFR, according to the research done is a good improvement to the teaching of English in Malaysia.

Yugins Muthusamy 6h
CEFR is a system invented as a reference which is always open to amendment and further development. CEFR provides a framework of levels of language proficiency, enabling all language at a given level. Implementation of CEFR in Malaysia has received several positive feedbacks from the teachers and also the students. This shows that the reform programme is really beneficial to improvise our language learning skills. CEFR focusses more on the four language skills which are reading, listening, writing and speaking. Current CEFR system also encourage students to make collaborative learning and e-learning. In order to make this reform programme a success, teachers need to always plan and prepare their classroom activities.

Vanitha 4h
From my point of view, CEFR acts as a central point of reference where it can always be amended and developed to suit the Malaysian system and syllabus since the content of the CEFR is more towards the foreign culture. CEFR is used as a reference by the teachers to develop their learning materials to be taught in the classroom. CEFR is an international standard for describing language ability on a six-point scale, from A1 and A2 for beginners, B1 and B2 for independent users and up to C1 and C2 for proficient users or those who have mastered the language. This makes it easy for teachers and learners to see the level of different qualifications. CEFR presents the view of communication as the goal of language learning since it is found that speaking is the weakest skill among students in Malaysia. Thus, by implementing CEFR which focuses on communication, it is believed that this can be improved.

NUR FAZHIRAH BINTI NORIZAM 2h
CEFR involves a number of countries in South East Asia, South America, the Middle East and Africa. It covers the development in language learning :from grammar translation to functional, notional and communicative approaches. It is a unique framework as it provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations and textbooks. It also describes what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so they can be able to act effectively. Bound by 6 levels ; A1 and A2 for basic user, B1 and B2 for independent user, while C1 and C2 for proficient user, it focuses on the communication competency and a descriptive framework of varying levels of language proficiency.

LIEW JIA YIING 2h
Through research, it has mentioned that most students like their English classes and most of the teachers like to teach English, thus, th policy of implementing CEFR is on the right track. CEFR has implemented a six-level framework from A1 to C2, that is used to define level of proficiency of the learner on a life-long basis.

Fletchelle Arleen Apoi 2h
Generally I have learnt that Common European Framework of Reference is a point of reference which currently being used in many different countries. It is communication-focused which I also feel would definitely benefit our students. It is also emphasizes on the four main skills and helps educators plan and assess through 6 levels with the aid of useful production scales and descriptors across these different levels. Other than that, it is definitely much more suited to the 21st century learning approach where in which CEFR empahsizes E-learning and collaborative learning. I would agree that indeed CEFR is an important tool for policy makers as well as educators. It promotes life-long learning and reflective thinking. It comes with its own strengths and limitations and with that comes the responsibility to engage with it actively in order for be to be used effectively.

Fatin Aspar 2h
CEFR can stand as a central point of reference for teachers. It is interesting that the levels of framework are arranged in an inverted triangle. I interpreted the meaning of the inverted triangle as the students’ proficiency will increase as they get higher. For every different skill, not every levels are there. For example in creative writing, the students need to be at least at level B2 in order to write a story. This is to make sure that they have good vocabulary and sentence structure in order to write the story. In speaking also, they need to be at least at level A2 with having the knowledge of making simple phrases and sentences.

shamila shahidi 1h
I can see that CEFR is widely used in many countries and it is good that CEFR acts as a main reference and is open for amendments. Thus, Malaysian teachers can actually modify it to align with the students’ need and culture. Besides, CEFR focusses on communication as the goal of language by having action-oriented learning. Thus, this will widen students’ experience in using the language especially for daily use. Furthermore, there are clear descriptions about the students’ proficiency level for this framework. Teachers need to ensure that by the end of that education level, the students have already achieved their targeted proficiency level.

ARNITA RAMACHANDRAN 1h
According to what I have read, CEFR aims as a comprehensive description which is used as a common basis to define levels of students proficiency on a life-long basis. It is used as a reference in most countries and is not rigid as it allows amendments and development. It involves international system of co-operating institutions and is shared by all. CEFR includes evaluating language learning needs, designing needs, teacher training programmes, developing syllabuses, informing test development,guiding assessment, criteria development, developing materials, describing language policies and informing continuous or self-assessment. Besides that, every language skills also has different levels that caters to students ability to use the language. This shows that CEFR has a descriptive framework of levels of language.

Ivy Wong 1h
From my understanding, the Common European Framework of Reference (CEFR) is beneficial for all educators to have a grasp of it. It is because it act as a central point of reference and practice shared by all. Besides, the CEFR emphasises on two main aspects, which are the communication as the goal, and provides a descriptive frame wok of levels of language. The CEFR has six reference levels which are the basic user (A1, A2), independent user (B1, B2), and the proficient user (C1, C2). Each level has its own global scale and activity. In addition, Malaysia need to have a handhold of the CEFR, the Cambridge Baseline 2013. This is to provide a comprehensive learning, teaching and assessment, a mixed-method and produce international standards. The teachers as well as the students need to have that specific language levels with four skills. Fortunately, we are moving in the right direction as 85% of the students like English classes and they have the proficiency in English language. Same goes to the teachers, 95% of them like teaching English and they have a good knowledge of teaching. Therefore, students need to be taught properly on the four essential skills. These four skills include speaking, listening, writing, reading and writing. It is very useful and vital for students to apply it in their daily activities. For instance, to interact well with one other, able to write letters and text messages, able to read for information and listen attentively to others. Hence, using a framework of CEFR reference, many goals can be achieve. Educators can adjust their teaching style to have a better and clear objective. By the end of the day, not only objectives can be reach and it provide feedback or encourage self-assessment.

IRICSON SAGING JALONG 1h
From my understanding, the CEFR programme is a international system with international cooperation between the country that implemented the CEFR. The CEFR is the central point of reference that opens to amendment and further development. It is to establish a same knowledge and understanding that are shared to all country that involved. As for our country Malaysia, the CEFR programme is doing a good progress by looking at the positive response from the teachers and students who learn English in the school showing that the policy is moving on the right direction.

Long Wan Ling 41m
CEFR has impacted in the education system for many country including the first language countries where they are utilizing their own language frameworks along with CEFR and there is also space for amendments based on each students’ needs in their respective country. This shows that, CEFR plays a big role as a solid guideline to describe in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively as an English learner. Moreover, it is also to measure the levels of proficiency of the learners’ progress in learning English. The CEFR focuses more on action-oriented learning for the students and has set communication as the goal of language learning where it has been proven that Malaysian students’ weakest skill is speaking and improvement could be seen by implementing CEFR in a long run.

Jane Lee Shi Wei 8m
CEFR is now used worldwide by countries in their educational system and has been translated into 40 languages. It acts as a central point of reference but is open to amendments and developments. The CEFR describes language ability at six levels with A1 being the lowest level and C2 the highest. For each level, the CEFR describes in depth the language knowledge, skills and competencies necessary for effective communication. The scaling system used comprises of 3 levels which are basic user (A1, A2), independent user (B1, B2) and proficient user (C1, C2). CEFR focuses on communication as the goal of language learning and it enables all languages and contexts of learning of what it means to master a language. Thus, this could definitely help improve and enhance all the skills in the Malaysian students.

SARLINI A/P MANIAM 1m
CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines. examination and textbook formats. It is intended to overcome the barriers of communication on a daily basis. Next, learning which takes place over a period of time needs to be organized into units that provides continuity in order to enable effective learning process. The CEFR also focuses on action-oriented learning, where students are required to set communication as their goals for language learning and it has also been proven that Malaysian students' are very weak in their speaking due to lack of practice and improvements can only be made by implementing CEFR in a long run.
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CEFR Book

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CEFR Book
In-depth explanation on CEFR
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Mary Tang 2d
Instead of providing guidelines to the teachers and defining learners’ levels of proficiency, CEFR also covers the cultural context in which language is set. Plurilingualism differs from a multilingualism. A multilingual is an individual who has a knowledge of more than two languages. Whereas, a plurilingual expands his or her experience of language in cultural context, from the language of the home to that of society at large and then to the languages of other peoples. However, not all plurilingual is competent in every language they know. Generally, they attain greater proficiency in one language than in others. Because of this imbalance, one of the features of a plurilingual and pluricultural competence is that in applying this competence, the individual in question draws upon both his or her general and language skills and knowledge in different ways. Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction. There are three main principles in discussion about curricula in relation to the Framework which include first, the discussion on curricula should be in line with the overall objective of promoting plurilingualism and linguistic diversity, second, diversification particularly in schools has to avoid unnecessary repetition and to promote the economies of scale and the transfer of skills which linguistic diversity facilitates and third, considerations and measures relating to curricula should not just be limited to a curriculum for each language taken in isolation, nor even an integrated curriculum for several languages.

Christine Laeu 1d
The CEFR is not a step-by-step guide to the ultimate way of teaching. Instead, it is a framework that encourages teachers to decide their own way of teaching, as long as the students are able to learn effectively. After all, the main focus of education is on the students, and a teacher should know their students' needs well enough to tailor their classes accordingly. The CEFR places high importance on communication and considers it the goal of language learning, along with the ability to produce language as deemed fit. The CEFR can also be used in assessments by providing some help with carrying out effective and meaningful assessments.

Izzah athirah 1d
one of the action for the reformation of the english language education is by adopting CEFR. this framework is very helpful in guiding teachers and learners in achieving the aim of the reformation. this framework does not force the educators to stick with a particular method of teaching. it actually gives them the power to make decision regarding their method of teaching but it is best to consider the recommendations given by the committee of ministers. CEFR also helps teachers on how to assess the students and guide them on how to adapt with the new system.

Siti Nurafiqah Binti Abdullah 13h
From my reading, I understand that Common European Framework must be comprehensive, transparent and coherent. Comprehensive means that the Common European Framework should specify as full a range of language knowledge, skills and use as possible. Transparent means that information must be clearly formulated and direct, available and readily comprehensible to users. Coherent means that there is no contradiction in the description. There should be a harmonious relation among their components: the identification of needs; the determination of objectives; the definition of content; the selection or creation of material; the establishment of teaching/learning programmes; the teaching and learning methods employed; evaluation, testing and assessment.

Nurul Syuhada 13h
The CEFR is mostly used by the teachers to develop their syllabuses and learning 🤬. It is a framework that enables the teachers to be creative and decide their own way of teaching. This is because, teachers know their students’ so they know how to carry out every lesson and cater to the needs of their students. Generally, they are free to develop their syllabuses using the CEFR as long as their students can learn, even though, the framework has already given the suggestions and recommendations on how to carry out the teaching lesson with also some effective assessments.

Jennifer Grace John 9h
From reading, I learnt that the function of the CEFR is NOT to tell practitioners what to do or how to do it but instead just act as a guideline and suggest methods that can be used to help in learning and teaching. It also supports learners to build up attitude, knowledge and skills to become more independent in thought and action. CEFR is very suitable to be adapted in Malaysia because besides the usual components such as linguistic, sociolinguistic and pragmatic, it also covers the cultural context which is the plurilingual and pluricultural competence. Overall, it would be an excellent guide to help teachers contribute in improving the current standard of the English language in Malaysia as it is very detailed and has almost all necessary components needed. However, certain amendments according to the students’ needs should be done by the practitioners to further elevate the quality.

Ixory Dixzy George 5h
From my reading, I know that the CEFR is produced by the Council of Europe and they support the teaching and learning process that will help build up the attitudes, knowledge and skills of the learners. The focus in communication in CEFR standards allows just this. When people are able to comprehend each other and be able to deliver and process complex information in English they will be able to be more independent in terms of learning and be more cooperative in terms of relations with other people. The CEFR standard does not provide to lay down the objectives that educators should target. It also does not provide a specific method of teaching to achieve the desired outcome. Instead, it gives full freedom to the educators to plan and design syllabuses that cater to learners of English in every level. With the CEFR urging educators to come up with lessons that are comprehensive, transparent and coherent, I believe that English learning in Malaysia will lean positively towards the goals of the ten years English language education reform.

Nur Alina Nishaq Binti Azman 3h
The Common European Framework of Reference (CEF or CEFR) was created to be comprehensive, transparent and coherent. It is developed to help language learners to learn what they have to learn in order to use language as a communication tool. It adopts an action-oriented approach which views users and learners of a language primarily as ‘social agents’. The Descriptive Scheme and the Common Reference Levels have been developed as it is one of the aims of the Framework which is to help partners to describe the levels of proficiency required. There are 4 criteria must be followed to create an ideal scale which are: context free, must be based on theories of language competence, objectively determined and the number of levels adopted should be adequate.

Vanitha 3h
From my reading, I learnt that CEFR is used by teachers as guidelines to develop their learning materials according to the students’ proficiency level instead of following it fully. Teachers only use it to help them in learning and teaching since they have to adapt the activities using their own idea and creativeness by using it as a reference. Besides that, CEFR also helps the teachers to monitor the progress of students and find ways of recognising, analysing and overcoming their learning problems, as well as developing their individual learning abilities. It also covers the cultural context which is the plurilingual and pluricultural competence. Overall, it also helps the teachers to improve their proficiency, skills and beliefs as well as the students’ proficiency and skills. By this way, the quality of the current standard of the English language in Malaysia can be improved.

Nadhirah Zain Khairi 3h
After reading it, I found that CEFR is a framework that is being used to assist teachers in teaching the students. Using CEFR as a guideline to teach could help teachers in enhancing the students performance in four learning skills which are listening, speaking, reading and writing. The CEFR itself could help in producing a good quality of english language education in Malaysia. Using CEFR could ensure that the reformation of the language education to be successful.

NUR FAZHIRAH BINTI NORIZAM 3h
It covers the cultural context of the language setting. It should be comprehensive, where it should specify a full range of language knowledge, skills and uses. Besides, it should be transparent in terms that the information must be direct and clearly formulated, readily comprehensible to users. Lastly, CEFR should be coherent where there is no contradiction in the description. Generally, the teachers can be as creative as they want to create/design their own activities/syllabuses using the CEFR as long as it can benefit their students. There is no specific do's and don'ts in learning a language. CEFR is just a tool to help and guidethe teachers.

LIEW JIA YIING 1h
Some educators have misuderstood that CEFR is a procedural steps used in teaching English language. On the contrary, CEFR is just a guideline and suggestion that can be used for the lesson. It is advisable for the teachers to create their own teaching materials based on their creativity yet align with the CEFR framework, in order to produce a better quality and effectively English classroom. From the book, I have also learn that CEFR are useful as it covers the cultural context, namely the plurilingual and pluricultural competence.

IRICSON SAGING JALONG 32m
From my reading, I have taken out the points that The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. The Framework will enhance the transparency of courses, syllabuses and qualifications, thus promoting international co-operation in the field of modern languages. CEFR is said to promote mutual understanding and tolerance, respect for identities and cultural diversity through more effective international communication.

Long Wan Ling 26m
Based on my reading, CEFR is mainly a guideline and framework for the teachers as a reference as it is comprehensive and transparent instead of following it to the core. It is there to help teaching and learning process as it covers different aspect such as cultural context and ideas to teach where teachers could benefit from it to make their lesson successful that caters to their own students' level of proficiency. Despite having 4 different set of skills in the framework yet the main focus of CEFR are targeted towards effectiveness of communication among the learners. All in all, educators could find inspiration and ideas as well as make changes from the framework based on their students' proficiency provided by the CEFR. Therefore, positive outcomes and the goal for CEFR could be targeted by the year of 2025.

Fatin Aspar 19m
Based on my readings, CEFR serves as only a guideline for teachers. Teachers can creatively create their lesson plans with the guideline of CEFR. Teacher can follow the levels of framework to find suitable activities for the level they are aiming. After they have done their teaching, teacher can further improve their teaching if it was not suitable for their students. This means the teacher can amend to the students’ need in the classroom. I think CEFR is very flexible for the teacher to use in teaching.
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Syllabus Form 1

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Syllabus Form 1
CEFR Aligned Curriculum
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Form 2 Syllabus

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Form 2 Syllabus
CEFR Aligned Curriculum
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Sample Scheme of Work for Form 1

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Sample Scheme of Work for Form 1
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Sample Scheme of Work Form 2

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Sample Scheme of Work Form 2
For training purposes only
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Part 1 Slides

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Part 1 Slides
CEFR Aligned Curriculum
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Part 2 Slides

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Part  2 Slides
CEFR Aligned Curriculum
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Secondary Curriculum Framework

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Secondary Curriculum Framework
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Reading strategies

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Reading strategies
Pullouts
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Materials Evaluation, Adaptat

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Materials Evaluation, Adaptat
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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design
Part 1- Workshop
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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design
Part 2 - Workshop
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Cooperative Learning Structures

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Cooperative Learning Structures
21t Century Learning
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Materials, Evaluation and Design

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Materials, Evaluation and Design
Part 3
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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design
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Formative Assessment and Principles

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Formative Assessment and Principles
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CEFR Aligned & Can Do Statement

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CEFR Aligned & Can Do Statement
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Fletchelle Arleen Apoi 1d
This document seems to be instructions for an activity conducted during a CEFR workshop. It contains how the CEFR describes what language learners have to learn in order to use a language for communication, defines levels of proficiency, knowledge and skills that needs to be developed as well as a common basis for the design of language syllabuses, curriculum guidelines, examinations, textbooks, etc. It also touched on the the key features of the CEFR which included it as a way of describing language performance at 6 levels and explains how Content Standards are the broad area of focus within each skill (L/S/R/W + Literature in Action) whereas learning Standards are the more detailed and observable skills within the area defined by each Content Standard. WALT and WILF is also introduced as good way to make learning objectives and success criteria accessible to pupils.
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Reviewing and developing Formative Assessment

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Reviewing and developing Formative Assessment
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Formative Assessment

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Formative Assessment
Teacher Handbook
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DSKP 2018

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DSKP 2018
Form 2
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DSKP 2018

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DSKP 2018
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Template Pelaporan PBD KSSM

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Template Pelaporan PBD KSSM
Form 1
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Templat Pelaporan PBD KSS

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Templat Pelaporan PBD KSS
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RPH Form 2

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RPH Form 2
Recycling
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The Grammar Activity Book

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The Grammar Activity Book
Bob Obee
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Module PIE

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Module  PIE
VLE Frog
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Grammar and Usage

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Grammar and Usage
bBob Obee
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PULSE

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PULSE
Audio CDs
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English for Young Learners

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English for Young Learners
Additional Materials
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iThink Map

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
iThink Map
Notes on the 8 iThink Ma
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UPSI Lesson Plan Format

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
UPSI Lesson Plan Format
LP revamped
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Sample of Lesson Plan

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Sample of Lesson Plan
AOC  Nur Syawallyn  - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment. 
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Good job and well-planned.
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Sample of Lesson Plan

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Sample of Lesson Plan 
AOC Kong Suk Mei - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Lesson plan is excellent and well executed during macro teaching.
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AOC Hasni

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
AOC Hasni
CEFR-Aligned Syllabus Lesson Plan (Form 1)
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Good try on the new syllabus. Great job.
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Sample of Lesson Plan

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Sample of Lesson Plan
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Anonymous
2mo
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CEFR is a system invented

Fletchelle Arleen Apoi
2h
 CEFR is a system invented as a reference which is always open to amendment and further development. CEFR provides a framework of levels of language proficiency, enabling all language at a given level. Implementation of CEFR in Malaysia has received several positive feedbacks from the teachers and also the students. This shows that the reform programme is really beneficial to improvise our language learning skills. CEFR focusses more on the four language skills which are reading, listening, writing and speaking. Current CEFR system also encourage students to make collaborative learning and e-learning. In order to make this reform programme a success, teachers need to always plan and prepare their classroom activities.
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21st Century Learning
 

Long Wan Ling
42m
 21st Century Learning

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
21st Century Learning
PAKK 21
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Introduction to CEFR

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Introduction to CEFR
Why CEFR?
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Mary Tang 4d
The Common European Framework of Reference (CEFR) is a 10 year time-tabled implementation plan from 2015 to 2025 which focuses on skills-based and outcome-orientated learning. Its aim is to make curriculum, teaching and learning materials and assessments align to international standards and produce quality students by 2025. Levels of proficiency for each level of the school system against CEFR is established and teachers are responsible to help the students to achieve the target proficiency level set for each stage of education.

Ivy Wong 3d
CEFR as known as The Common European Framework of Reference is a 10 year time-tabled implementation plan. The first five years supported by Cambridge English. The aim is to familiarise teachers with the CEFR in order to create awareness. It is an agenda-driven programme that adopt the CEFR levels as the guiding framework for curriculum development, course materials and assessments aligned to international standards. This is to produce quality students by 2025. Besides,adopting the CEFR will convey English language programme to skills-based and outcome-oriented learning.Therefore, educators are required to get hold of the CEFR and apply it to achieve the target proficiency level set for each stage of education.

Izzah athirah 2d
the english language education reform is is a 10 year plan to reform the english subject that is being teach at school. the first five years of this plan is supported by Cambridge English. in order for the reform to achieve its aim in producing a quality EL program of an international standard, the CEFR is adopted as a guiding framework for curriculum development, teaching and learning and assessment at all level of education.

Christine Laeu 1d
The English Language Education Reform aims to localize the CEFR into the Malaysian context in order to raise the students' level of proficiency in English. It is hoped that through this, the ESL education in Malaysia will rise to an international standard, and to be made available to all students. English language programmes will also shift to skills-based and outcome-oriented learning.

Siti Nurafiqah Binti Abdullah 14h
New knowledge that I have learned from the slides is the aims of the reform is : to produce a good English language programme of an international standard, to enable all students to access good English language education and to close achievement gaps, and to produce and implement a time –tabled implementation plan. The implementation will take 10 years to complete. For our EL programme to be equal to international standard, we need to set the standards based on CEFR but still do not deviate from the specific needs of Malaysia. Guiding framework for curriculum development, teaching and learning and assessment at all levels of education will be adopted to the CEFR levels.

Nurul Syuhada 13h
CEFR is a scheduled implementation plan for English Language Education. It is a 10 year time-tabled implementation plan. CEFR curricular, learning materials and its assessments are all aligned to international standards, this will help in producing a quality student according to the national aspirations by 2025. Each stages of education has its own CEFR targets in order to help in raising the students’ level of proficiency.

Nadhirah Zain Khairi 12h
Common European Framework of Reference is being used in the reformation programme of the English languahe education in Malaysia. The aim of reformation is to produce a quality English programme that is aligned with the international standard. In order to make this reformation successful, all the learning materials must be aligned with the CEFR so that it can produce a quality education. Every assessment also need to be aligned with the CEFR.

Nur Alina Nishaq Binti Azman 12h
There are 3 aims of the reform of English Language Education in Malaysia which is from my understanding is to produce a quality English Language program and make it available to all students in Malaysia even they are in different level of proficiency. It is also to produce a roadmap for EL program in Malaysia. The curriculum, materials and assessments are designed to be aligned to international standards which is known as CEFR. There are targets or level of proficiency for each level of the school system and it is expected to have an increase of students proficiency based on their level in the school system. However, the overall aim is to familiarize teachers with the CEFR in order to create awareness.

Pang Ing Ing 11h
CEFR, or Common European Framework of Reference to be exact, is a project introduced by Cambridge English with the aim of standardised the level of English proficiency of all aligned countries. Our Ministry of Education has implemented this project in the year of 2015-2025 in order to narrow down the gap of achievement set by government. This is a process to uplift the standard of English level of Malaysians to the international level. It is carried out in stages to minimise the shock causing by transformation of education and increase the adaptability of English learner to internationalise the English proficiency level.

Jennifer Grace John 10h
The English Language Education Reform in Malaysia is a programme or a plan that is being implemented to make changes in the current English language learning method for further improvement. In order to achieve this new target, we must abide by the international standard which is the CEFR but it must be tailored to the specific needs of Malaysia. It is a ten-year programme from the year 2016-2025. The main purpose of this programme is to produce EL programmes of an international standard, minimise or diminish the achievement gaps between learners and have a strategic plan to achieve the desired outcome.

Ixory Dixzy George 6h
The introduction has more or less given me a rough detailing of what the CEFR encompasses. Before reading the slide, to me CEFR was just a another technical term in the ever changing Malaysian education system. I first came across this term in SMK ST Michael when I was doing my PPG 2 and has been ignorant about the CEFR. I thought of it as only one of the many terms we will come across later in the courses that I will be taking in the future semesters. Now I have realized that CEFR is one of, if not the most important term in my journey towards being an English language teacher in Malaysia. The new information I have absorbed are as follows. CEFR aims to reform the way English is taught and learned in Malaysia. It is much more clear in terms of outcomes as it sets targets via levels of education. This is in contrast to our previous EL teaching system. In the previous system, the targets for each level is not made clear. Hence the English teachers only focus on going for what is achievable with the class. CEFR also focuses on shifting the English Programs to skill-based, outcome-oriented learning.

Yugins Muthusamy 6h
The Ministry Of Education planned a ten years time-tabled English language education reform programme to improvise the previous system. This reform programme is mainly introduced to produce a quality English language programmes of an international standard. CEFR was implemented very systematically by the ministry in order to achieve the international standard english learning. The adoptation of CEFR will also focus on students' skill in language.

Nur Syahirah Binti Fathlollah 5h
The Common European Framework and Reference (CEFR) is a 10 year time-tabled implementation programme which aims to help familiarise teachers with the CEFR in order to create awareness. In order to help the programme accomplish their mission, the curricula, course materials and assessments aligned to the international standards ( The Common European Framework and Reference ) has been designed. This is to help with increasing the quality of students outcomes by 2025 and with that expectation, it requires a shift from English language programmes to skill-based, outcome-oriented learning. Adoption of CEFR Framework sets targets for each stage of education starting from Preschool until Teacher Education.

Vanitha 4h
The Common European Framework of Reference for Languages which is also known as CEFR is a 10-year time-tabled implementation plan from the year 2016 to 2025 and the first five years are supported by Cambridge English. CEFR is introduced as a way of standardizing the level of English language proficiency in different regions and It is very widely used internationally. The main purpose of this programme is to produce EL programmes of an international standard, narrow or close achievement gaps and produce and implement an organized plan. CEFR describes language ability on a six-point scale, from A1 for beginners, up to C1 for those who have mastered a language.

LIEW JIA YIING 2h
Common European Framework of Reference (CEFR) is a new educational policy, which has implemented by the Ministry of Education recently. This reform programme aims to produce a quality EL programme tof an international standard, as well as making available quality of EL education to all students. Besides, this programme is to produce and implement a roadmap, which is a 10 years time-tabled implementation plan that is supported by the Cambridge English for the first five years. CEFR has set the target of each level of proficiency for each stage of education, that is from A1 (preschool level) to C1 (university or teacher education level).

Fatin Aspar 2h
The CEFR program is a 10 year program in order to reform the English Language teaching in schools. The first five years of the program is supported by Cambridge. I was very interested with the aims of the program. The ministry wants our English language to be the same standard as international English. This means that the quality of the language will be increased in order to achieve the international standards.

shamila shahidi 2h
Common European Framework or CEFR is a 10 year time-table implementation plan where the first five years of its implementation is supported by Cambridge English. Since CEFR was just implemented, teachers need to be familiarised with this new framework as they are the pillar in conducting this programme in schools. Furthermore, CEFR is introduced so that our students can meet the international standard. There are six levels of proficiency stated in the CEFR and each levels has its aim and also target group. Hence, the students will have a clear progress of their proficiency level as they move on to the next stage of their education.

NUR FAZHIRAH BINTI NORIZAM 2h
CEFR is a ten-year implementation plan for English Language education in Malaysia. It's main purpose is to align the curriculum, teaching and learning of English language with international standards. This will help to produce a high quality students that can adapt well to the globalisation needs. However, at the same time, while preparing the students for CEFR, we need to make sure that the teachers/future teachers are well equipped with knowledge and skills about it.

ARNITA RAMACHANDRAN 1h
CEFR or Common European Framework of Reference is a new curriculum used for EL in Malaysia to produce a quality EL programme of an international standard. CEFR has three key aims which focuses on the production of CEFR to improve the quality of EL programme that helps different background of students to learn English better. CEFR is set to suit the specific needs of Malaysia in regards to the students background and achievement levels. Hence, CEFR is used to measure students EL proficiency by using levels according to their respective primary and secondary forms.

Hillary Gereal 1h
The main reason for CEFR as the framework of reference is to align the system with an international standard as it is also an element in the Malaysia Education Blueprint as part of the move to boost the level of education in the country.

Long Wan Ling 1h
Common European Framework of Reference (CEFR) is a ten year reform programme until 2025 to produce a quality English Language programme of an international standard. Therefore, the curriculum, course materials and assessments are aligned to the international standards. This is an agenda-driven programme to with a goal to be able to produce quality students outcomes by the year 2025. Moreover, there are also different levels of proficiency based on the stage of the students' education.

Jane Lee Shi Wei 34m
CEFR stands for Common European Framework of Reference (CEFR) which is a 10 year time-tabled implementation plan from 2015 to 2025 which focuses on skills-based and outcome-orientated learning. The key aims of the reform are to produce a quality English language programme of an international standard, to make available quality English language education to all students and to produce and implement a ‘roadmap’. In conclusion, the overall aim is to familiarize teachers with the CEFR in order to create awareness and to minimise or diminish the achievement gaps between learners and have a strategic plan to achieve the desired outcome.

IRICSON SAGING JALONG 21m
The (CEFR) is the 10 years continuous implementation plan where its aim is to familiarise teachers with the CEFR in order to create awareness among the learners of the four main language skills. The CEFR programme is skills-based and outcome-oriented learning which are expected to have an increases the proficiency level set for each stage of education. The CEFR has established new levels of proficiency for each level of the school.

Nabil Anwar 4m
The Common European Framework of Reference (CEFR) is a ten-year implementation plan from 2015 to 2025 planned by the Minister of Education in order to reform and improve the quality of English language learning system. The major aim with the implementation of CEFR is to produce a quality English Language programme that of an international standard. There are six different levels of CEFR where the target group for each levels is different according to the stage of education. The first level of CEFR is A1, which implemented for preschool, and the sixth level is C1 that implemented for teacher education. It is to be expect that CEFR will produce students with better quality of English Language by 2025.
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CEFR Familiarisation

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
CEFR Familiarisation
Knowing more about CEFR
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Mary Tang 2d
CEFR acts as a central point of reference and is always open to be amended and developed. It is mainly used by teachers to develop syllabuses and learning materials. Under CEFR, a six-level framework ranging from A1 to C2 is implemented in order to define levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. According to the research, students’ weakest skill is speaking. Therefore, the overall aim of CEFR is to enable learners to use language to perform communicative acts. Teachers should encourage collaborative as well as E-learning in order to make it a success.

Izzah athirah 2d
although CEFR acts as a central point of reference, it can always be amended and tailored to suit Malaysian system and culture. CEFR focuses on the view communication as the goal and a descriptive framework of levels of languages. there are six levels of framework in the CEFR which are A1,A2,B1,B2,C1 and C2. collaborative learning and E-learning are some of the pedagogic principle and communicative language learning recommended by the CEFR in order to make the lesson more succesful and interesting.

Christine Laeu 1d
CEFR, originating from Europe, is a versatile framework that can be adapted to be used in different contexts. It presents communication as the goal of language learning, providing a descriptive framework of varying levels of language proficiency. These levels, starting from most basic to most proficient, are A1, A2, B1, B2, C1, and C2. The CEFR also encourages creativity and active participation of the students.

Auni Fatin Liyana Borhan 1d
CEFR stadnd for Common European Framework of Reference. CEFR stand as a central point of reference but it is also flexible to amendment and further development. The goal of language learning according to the CEFR is communication. CEFR provides a descriptive framework of levels of language proficiency so that educator and learner know what it means to master a language at a given level. The framework consists of six level, A1,A2,B1,B2,C1,C2,.

Nurul Syuhada 13h
CEFR stands for Common European Framework of Reference. Even though it is a central point of reference, but it can always be developed and amended. The CEFR has two focuses which presents communication as the goal of language learning and also it is a descriptive framework of levels of language proficiency. There are six levels of framework. The first and second levels are for the basic user, the third and fourth levels are for the independent user and lastly for the fifth and sixth levels are for the proficient user. Each level has its own global scale for criteria features. The scale is helping in distinguishing between levels of user. This will help in varying the activities and lesson in class according to the level of English language user.

Siti Nurafiqah Binti Abdullah 13h
New knowledge that I have learned from the slides is CEFR is trusted in a lot of countries including Canada, USA, Japan and Singapore. CEFR is formed from the need to create a complete basis of understandings as to what being able to use a language at different levels means, regardless of language or location of instruction. It allows countries to compare learning outcomes with other countries. CEFR is a tool to help people in language education. The objective of the CEFR is to describe in a comprehensive way what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively. Another objective of CEFR is to define levels of proficiency which allow learners’ progress to be measured at each stage of learning. There are 6 levels in CEFR. A1 and A2 is basic user, B1 and B2 is independent user and C1 and C2 is proficient user.

Pang Ing Ing 11h
After understanding the CEFR, I think this project is beneficial to all English learner as well as reaches. Before the CEFR was introduced, there is not much approaches to uplift the English proficiency that aligned with competent countries. It is time for a change rather than keep the learners in the comfort zone as the one of the main problem of English learners nowadays is they don't use English outside the school. Most of the time we used the term English learner instead of English user, as they might be a proficient learner but not a proficient user. Hence, CEFR grades students into six levels, which is from basic user to independent user and finally proficient user. This helps them as a guideline to make self-improvement in the English proficiency.

Jennifer Grace John 9h
Although the CEFR initially originated from Europe, it is now used worldwide and has been translated into 40 languages. It acts as a central point of reference but is open to amendments and developments. This reference is used as an interactive interactional system where the knowledge, understanding and practice is shared by all. CEFR focuses on communication as the goal of language learning and has a descriptive framework of levels of language proficiency. This is important in Malaysia because it is found that speaking is the weakest skill among Malaysian students and by implementing CEFR which emphasizes on communication, we can further improve. There is a total of 6 levels (A1, A2, B1, B2, C1, C2) but it can be categorised into 3 broad categories with A1 and A2 describing a basic user, B1 and B2 as independent users and C1 and C2 as proficient users.

Nur Alina Nishaq Binti Azman 7h
CEFR are widely used in many countries in their educational system. It is very well known and useful as it has been translated into 40 languages. The aims of the CEFR are to describe what language learners have to do or learn in order to use the language for a communication purpose and explain what skills and knowledge they have to have to communicate effectively. It is also needed to provide a common basis for the elaborations of syllabus, curriculum guidelines, examinations and textbooks. It is also needed to define the learners level of proficiency so that they know on what stage they are on. The CEFR are important as it is the central point of reference but still open for amendment or improvements. There are two focuses in CEFR which is communication as the goal of language learning and it also provides a descriptive framework of levels of language. The CEFR has made the six levels of language ability for learners which started with A1 as the lowest level and C2 as the highest level. All four skills of English language can be measured using the scales provided.

Nadhirah Zain Khairi 6h
CEFR is useful to be used for teaching and learning in Malaysia which it helps in improving the English language education in our country. CEFR focuses on communication as the goal of language learning and it enables all languages and contexts of learning of what it means to master a language. This could help in enhancing the students with all the skills sucah as speaking, writing, listening and also reading. The scaling system is used which it comprises with 3 levels which are basic user (A1, A2), independent user (B1, B2) and proficient user (C1, C2).

Ixory Dixzy George 5h
From my reading, I have learnt that this reformation of English teaching system encompasses helping English learners unlock the ability to communicate effectively in the English language and help them understand the skills that they need to develop. The CEFR is also able to assist in evaluating language learning, designing of courses and classes, design teacher training programs, developing syllabuses, informing test development, develop learning materials, describing language policies and enabling self-assessment.I also learnt that the CEFR focuses on promoting communication as the goal of language learning and providing a descriptive framework of the levels of language proficiency, enabling all languages and contexts of learning of what it means to master a language at a given level. The CEFR, according to the research done is a good improvement to the teaching of English in Malaysia.

Yugins Muthusamy 5h
CEFR is a system invented as a reference which is always open to amendment and further development. CEFR provides a framework of levels of language proficiency, enabling all language at a given level. Implementation of CEFR in Malaysia has received several positive feedbacks from the teachers and also the students. This shows that the reform programme is really beneficial to improvise our language learning skills. CEFR focusses more on the four language skills which are reading, listening, writing and speaking. Current CEFR system also encourage students to make collaborative learning and e-learning. In order to make this reform programme a success, teachers need to always plan and prepare their classroom activities.

Vanitha 3h
From my point of view, CEFR acts as a central point of reference where it can always be amended and developed to suit the Malaysian system and syllabus since the content of the CEFR is more towards the foreign culture. CEFR is used as a reference by the teachers to develop their learning materials to be taught in the classroom. CEFR is an international standard for describing language ability on a six-point scale, from A1 and A2 for beginners, B1 and B2 for independent users and up to C1 and C2 for proficient users or those who have mastered the language. This makes it easy for teachers and learners to see the level of different qualifications. CEFR presents the view of communication as the goal of language learning since it is found that speaking is the weakest skill among students in Malaysia. Thus, by implementing CEFR which focuses on communication, it is believed that this can be improved.

NUR FAZHIRAH BINTI NORIZAM 2h
CEFR involves a number of countries in South East Asia, South America, the Middle East and Africa. It covers the development in language learning :from grammar translation to functional, notional and communicative approaches. It is a unique framework as it provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations and textbooks. It also describes what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so they can be able to act effectively. Bound by 6 levels ; A1 and A2 for basic user, B1 and B2 for independent user, while C1 and C2 for proficient user, it focuses on the communication competency and a descriptive framework of varying levels of language proficiency.

LIEW JIA YIING 2h
Through research, it has mentioned that most students like their English classes and most of the teachers like to teach English, thus, th policy of implementing CEFR is on the right track. CEFR has implemented a six-level framework from A1 to C2, that is used to define level of proficiency of the learner on a life-long basis.

Fletchelle Arleen Apoi 1h
Generally I have learnt that Common European Framework of Reference is a point of reference which currently being used in many different countries. It is communication-focused which I also feel would definitely benefit our students. It is also emphasizes on the four main skills and helps educators plan and assess through 6 levels with the aid of useful production scales and descriptors across these different levels. Other than that, it is definitely much more suited to the 21st century learning approach where in which CEFR empahsizes E-learning and collaborative learning. I would agree that indeed CEFR is an important tool for policy makers as well as educators. It promotes life-long learning and reflective thinking. It comes with its own strengths and limitations and with that comes the responsibility to engage with it actively in order for be to be used effectively.

Fatin Aspar 1h
CEFR can stand as a central point of reference for teachers. It is interesting that the levels of framework are arranged in an inverted triangle. I interpreted the meaning of the inverted triangle as the students’ proficiency will increase as they get higher. For every different skill, not every levels are there. For example in creative writing, the students need to be at least at level B2 in order to write a story. This is to make sure that they have good vocabulary and sentence structure in order to write the story. In speaking also, they need to be at least at level A2 with having the knowledge of making simple phrases and sentences.

shamila shahidi 40m
I can see that CEFR is widely used in many countries and it is good that CEFR acts as a main reference and is open for amendments. Thus, Malaysian teachers can actually modify it to align with the students’ need and culture. Besides, CEFR focusses on communication as the goal of language by having action-oriented learning. Thus, this will widen students’ experience in using the language especially for daily use. Furthermore, there are clear descriptions about the students’ proficiency level for this framework. Teachers need to ensure that by the end of that education level, the students have already achieved their targeted proficiency level.

ARNITA RAMACHANDRAN 18m
According to what I have read, CEFR aims as a comprehensive description which is used as a common basis to define levels of students proficiency on a life-long basis. It is used as a reference in most countries and is not rigid as it allows amendments and development. It involves international system of co-operating institutions and is shared by all. CEFR includes evaluating language learning needs, designing needs, teacher training programmes, developing syllabuses, informing test development,guiding assessment, criteria development, developing materials, describing language policies and informing continuous or self-assessment. Besides that, every language skills also has different levels that caters to students ability to use the language. This shows that CEFR has a descriptive framework of levels of language.

Ivy Wong 16m
From my understanding, the Common European Framework of Reference (CEFR) is beneficial for all educators to have a grasp of it. It is because it act as a central point of reference and practice shared by all. Besides, the CEFR emphasises on two main aspects, which are the communication as the goal, and provides a descriptive frame wok of levels of language. The CEFR has six reference levels which are the basic user (A1, A2), independent user (B1, B2), and the proficient user (C1, C2). Each level has its own global scale and activity. In addition, Malaysia need to have a handhold of the CEFR, the Cambridge Baseline 2013. This is to provide a comprehensive learning, teaching and assessment, a mixed-method and produce international standards. The teachers as well as the students need to have that specific language levels with four skills. Fortunately, we are moving in the right direction as 85% of the students like English classes and they have the proficiency in English language. Same goes to the teachers, 95% of them like teaching English and they have a good knowledge of teaching. Therefore, students need to be taught properly on the four essential skills. These four skills include speaking, listening, writing, reading and writing. It is very useful and vital for students to apply it in their daily activities. For instance, to interact well with one other, able to write letters and text messages, able to read for information and listen attentively to others. Hence, using a framework of CEFR reference, many goals can be achieve. Educators can adjust their teaching style to have a better and clear objective. By the end of the day, not only objectives can be reach and it provide feedback or encourage self-assessment.

IRICSON SAGING JALONG 5m
From my understanding, the CEFR programme is a international system with international cooperation between the country that implemented the CEFR. The CEFR is the central point of reference that opens to amendment and further development. It is to establish a same knowledge and understanding that are shared to all country that involved. As for our country Malaysia, the CEFR programme is doing a good progress by looking at the positive response from the teachers and students who learn English in the school showing that the policy is moving on the right direction.
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CEFR has impacted in the education system for many country including the first language countries where they are utilizing their own language frameworks along with CEFR and there is also space for amendments based on each students’ needs in their respective country. This shows that, CEFR plays a big role as a solid guideline to describe in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively as an English learner. Moreover, it is also to measure the levels of proficiency of the learners’ progress in learning English. The CEFR focuses more on action-oriented learning for the students and has set communication as the goal of language learning where it has been proven that Malaysian students’ weakest skill is speaking and improvement could be seen by implementing CEFR in a long run.


CEFR Book

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
CEFR Book
In-depth explanation on CEFR
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Mary Tang 2d
Instead of providing guidelines to the teachers and defining learners’ levels of proficiency, CEFR also covers the cultural context in which language is set. Plurilingualism differs from a multilingualism. A multilingual is an individual who has a knowledge of more than two languages. Whereas, a plurilingual expands his or her experience of language in cultural context, from the language of the home to that of society at large and then to the languages of other peoples. However, not all plurilingual is competent in every language they know. Generally, they attain greater proficiency in one language than in others. Because of this imbalance, one of the features of a plurilingual and pluricultural competence is that in applying this competence, the individual in question draws upon both his or her general and language skills and knowledge in different ways. Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction. There are three main principles in discussion about curricula in relation to the Framework which include first, the discussion on curricula should be in line with the overall objective of promoting plurilingualism and linguistic diversity, second, diversification particularly in schools has to avoid unnecessary repetition and to promote the economies of scale and the transfer of skills which linguistic diversity facilitates and third, considerations and measures relating to curricula should not just be limited to a curriculum for each language taken in isolation, nor even an integrated curriculum for several languages.

Christine Laeu 1d
The CEFR is not a step-by-step guide to the ultimate way of teaching. Instead, it is a framework that encourages teachers to decide their own way of teaching, as long as the students are able to learn effectively. After all, the main focus of education is on the students, and a teacher should know their students' needs well enough to tailor their classes accordingly. The CEFR places high importance on communication and considers it the goal of language learning, along with the ability to produce language as deemed fit. The CEFR can also be used in assessments by providing some help with carrying out effective and meaningful assessments.

Izzah athirah 1d
one of the action for the reformation of the english language education is by adopting CEFR. this framework is very helpful in guiding teachers and learners in achieving the aim of the reformation. this framework does not force the educators to stick with a particular method of teaching. it actually gives them the power to make decision regarding their method of teaching but it is best to consider the recommendations given by the committee of ministers. CEFR also helps teachers on how to assess the students and guide them on how to adapt with the new system.

Siti Nurafiqah Binti Abdullah 13h
From my reading, I understand that Common European Framework must be comprehensive, transparent and coherent. Comprehensive means that the Common European Framework should specify as full a range of language knowledge, skills and use as possible. Transparent means that information must be clearly formulated and direct, available and readily comprehensible to users. Coherent means that there is no contradiction in the description. There should be a harmonious relation among their components: the identification of needs; the determination of objectives; the definition of content; the selection or creation of material; the establishment of teaching/learning programmes; the teaching and learning methods employed; evaluation, testing and assessment.

Nurul Syuhada 13h
The CEFR is mostly used by the teachers to develop their syllabuses and learning 🤬. It is a framework that enables the teachers to be creative and decide their own way of teaching. This is because, teachers know their students’ so they know how to carry out every lesson and cater to the needs of their students. Generally, they are free to develop their syllabuses using the CEFR as long as their students can learn, even though, the framework has already given the suggestions and recommendations on how to carry out the teaching lesson with also some effective assessments.

Jennifer Grace John 8h
From reading, I learnt that the function of the CEFR is NOT to tell practitioners what to do or how to do it but instead just act as a guideline and suggest methods that can be used to help in learning and teaching. It also supports learners to build up attitude, knowledge and skills to become more independent in thought and action. CEFR is very suitable to be adapted in Malaysia because besides the usual components such as linguistic, sociolinguistic and pragmatic, it also covers the cultural context which is the plurilingual and pluricultural competence. Overall, it would be an excellent guide to help teachers contribute in improving the current standard of the English language in Malaysia as it is very detailed and has almost all necessary components needed. However, certain amendments according to the students’ needs should be done by the practitioners to further elevate the quality.

Ixory Dixzy George 4h
From my reading, I know that the CEFR is produced by the Council of Europe and they support the teaching and learning process that will help build up the attitudes, knowledge and skills of the learners. The focus in communication in CEFR standards allows just this. When people are able to comprehend each other and be able to deliver and process complex information in English they will be able to be more independent in terms of learning and be more cooperative in terms of relations with other people. The CEFR standard does not provide to lay down the objectives that educators should target. It also does not provide a specific method of teaching to achieve the desired outcome. Instead, it gives full freedom to the educators to plan and design syllabuses that cater to learners of English in every level. With the CEFR urging educators to come up with lessons that are comprehensive, transparent and coherent, I believe that English learning in Malaysia will lean positively towards the goals of the ten years English language education reform.

Nur Alina Nishaq Binti Azman 2h
The Common European Framework of Reference (CEF or CEFR) was created to be comprehensive, transparent and coherent. It is developed to help language learners to learn what they have to learn in order to use language as a communication tool. It adopts an action-oriented approach which views users and learners of a language primarily as ‘social agents’. The Descriptive Scheme and the Common Reference Levels have been developed as it is one of the aims of the Framework which is to help partners to describe the levels of proficiency required. There are 4 criteria must be followed to create an ideal scale which are: context free, must be based on theories of language competence, objectively determined and the number of levels adopted should be adequate.

Vanitha 2h
From my reading, I learnt that CEFR is used by teachers as guidelines to develop their learning materials according to the students’ proficiency level instead of following it fully. Teachers only use it to help them in learning and teaching since they have to adapt the activities using their own idea and creativeness by using it as a reference. Besides that, CEFR also helps the teachers to monitor the progress of students and find ways of recognising, analysing and overcoming their learning problems, as well as developing their individual learning abilities. It also covers the cultural context which is the plurilingual and pluricultural competence. Overall, it also helps the teachers to improve their proficiency, skills and beliefs as well as the students’ proficiency and skills. By this way, the quality of the current standard of the English language in Malaysia can be improved.

Nadhirah Zain Khairi 2h
After reading it, I found that CEFR is a framework that is being used to assist teachers in teaching the students. Using CEFR as a guideline to teach could help teachers in enhancing the students performance in four learning skills which are listening, speaking, reading and writing. The CEFR itself could help in producing a good quality of english language education in Malaysia. Using CEFR could ensure that the reformation of the language education to be successful.

NUR FAZHIRAH BINTI NORIZAM 2h
It covers the cultural context of the language setting. It should be comprehensive, where it should specify a full range of language knowledge, skills and uses. Besides, it should be transparent in terms that the information must be direct and clearly formulated, readily comprehensible to users. Lastly, CEFR should be coherent where there is no contradiction in the description. Generally, the teachers can be as creative as they want to create/design their own activities/syllabuses using the CEFR as long as it can benefit their students. There is no specific do's and don'ts in learning a language. CEFR is just a tool to help and guidethe teachers.

LIEW JIA YIING 4m
Some educators have misuderstood that CEFR is a procedural steps used in teaching English language. On the contrary, CEFR is just a guideline and suggestion that can be used for the lesson. It is advisable for the teachers to create their own teaching materials based on their creativity yet align with the CEFR framework, in order to produce a better quality and effectively English classroom. From the book, I have also learn that CEFR are useful as it covers the cultural context, namely the plurilingual and pluricultural competence.
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Syllabus Form 1

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Syllabus Form 1
CEFR Aligned Curriculum
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Form 2 Syllabus

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Form 2 Syllabus
CEFR Aligned Curriculum
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Sample Scheme of Work for Form 1

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Sample Scheme of Work for Form 1
For training purposes only
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Sample Scheme of Work Form 2

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Sample Scheme of Work Form 2
For training purposes only
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Part 1 Slides

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Part 1 Slides
CEFR Aligned Curriculum
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Part 2 Slides

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Part  2 Slides
CEFR Aligned Curriculum
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Secondary Curriculum Framework

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Secondary Curriculum Framework
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Reading strategies

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Reading strategies
Pullouts
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Materials Evaluation, Adaptat

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4mo
Materials Evaluation, Adaptat
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Materials Evaluation, Adaptation and Design

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4mo
Materials Evaluation, Adaptation and Design
Part 1- Workshop
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Materials Evaluation, Adaptation and Design

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Materials Evaluation, Adaptation and Design
Part 2 - Workshop
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Cooperative Learning Structures

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Cooperative Learning Structures
21t Century Learning
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Materials, Evaluation and Design

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Materials, Evaluation and Design
Part 3
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Materials Evaluation, Adaptation and Design

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Materials Evaluation, Adaptation and Design
Part 
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Formative Assessment and Principles

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Formative Assessment and Principles
Part 1
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CEFR Aligned & Can Do Statement

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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CEFR Aligned & Can Do Statement
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Fletchelle Arleen Apoi 1d
This document seems to be instructions for an activity conducted during a CEFR workshop. It contains how the CEFR describes what language learners have to learn in order to use a language for communication, defines levels of proficiency, knowledge and skills that needs to be developed as well as a common basis for the design of language syllabuses, curriculum guidelines, examinations, textbooks, etc. It also touched on the the key features of the CEFR which included it as a way of describing language performance at 6 levels and explains how Content Standards are the broad area of focus within each skill (L/S/R/W + Literature in Action) whereas learning Standards are the more detailed and observable skills within the area defined by each Content Standard. WALT and WILF is also introduced as good way to make learning objectives and success criteria accessible to pupils.
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Reviewing and developing Formative Assessment

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Reviewing and developing Formative Assessment
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Formative Assessment

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Formative Assessment
Teacher Handbook
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DSKP 2018

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4mo
DSKP 2018
Form 2
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DSKP 2018

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DSKP 2018
Form 1
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Template Pelaporan PBD KSSM

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Template Pelaporan PBD KSSM
Form 1
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Templat Pelaporan PBD KSS

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Templat Pelaporan PBD KSS
Form 2
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RPH Form 2

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RPH Form 2
Recycling
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The Grammar Activity Book

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The Grammar Activity Book
Bob Obee
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Module PIE

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Module  PIE
VLE Frog
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Grammar and Usage

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Grammar and Usage
bBob Obee
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PULSE

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PULSE
Audio CDs
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English for Young Learners

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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English for Young Learners
Additional Materials
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iThink Map

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iThink Map
Notes on the 8 iThink Ma
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UPSI Lesson Plan Format

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UPSI Lesson Plan Format
LP revamped
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Sample of Lesson Plan

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
4mo
Sample of Lesson Plan
AOC  Nur Syawallyn  - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment. 
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Good job and well-planned.
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Sample of Lesson Plan

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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Sample of Lesson Plan 
AOC Kong Suk Mei - Form 4 lesson plan with differentiated learning, 21st century skills, iThink Map and formative assessment
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Lesson plan is excellent and well executed during macro teaching.
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AOC Hasni

Assoc. Prof. Dr. Raja Nor Safinas Raja Harun
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AOC Hasni
CEFR-Aligned Syllabus Lesson Plan (Form 1)
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Assoc. Prof. Dr. Raja Nor Safinas Raja Harun 4mo
Good try on the new syllabus. Great job.
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Sample of Lesson Plan

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Sample of Lesson Plan
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CEFR is a system invented

Fletchelle Arleen Apoi
2h
 CEFR is a system invented as a reference which is always open to amendment and further development. CEFR provides a framework of levels of language proficiency, enabling all language at a given level. Implementation of CEFR in Malaysia has received several positive feedbacks from the teachers and also the students. This shows that the reform programme is really beneficial to improvise our language learning skills. CEFR focusses more on the four language skills which are reading, listening, writing and speaking. Current CEFR system also encourage students to make collaborative learning and e-learning. In order to make this reform programme a success, teachers need to always plan and prepare their classroom activities.
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Why CEFR?

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CEFR Aligned Curriculum