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Cambridge Global English Coursebook 10 with Digital Access (2 Years)

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1.1 Theme 1: Multimodal Instructional Design - Evidence 1: Cambridge Global English – Multimodal Unit

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1.1 Theme 1: Multimodal Instructional Design - Evidence 1: Cambridge Global English – Multimodal Unit

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This coursebook extract exemplifies multimodal scaffolding through its integration of textual, visual, and auditory input. By embedding environmental content within infographics, video prompts, and structured listening tasks, the material allows learners to interact with language in multiple modes. This supports deeper conceptual understanding and aligns with Mayer’s cognitive theory of multimedia learning, facilitating both input processing and output production in a remote setting.

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Cambridge University Press. (2023). Cambridge Global English 10.

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1.3 Theme 1: Multimodal Instructional Design - Evidence 3:  Oxford Online Practice Platform

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1.3 Theme 1: Multimodal Instructional Design - Evidence 3:  Oxford Online Practice Platform

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As an authentic online learning platform, this tool offers differentiated multimodal input and real-time performance tracking. Its listening and grammar tasks allow learners to work at their own pace, while teachers can assign specific modules to consolidate classroom learning. This digital extension of print materials represents a practical application of blended multimodal learning and supports inclusive classroom practice.

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Oxford University Press. (2023). Online Practice.

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1.2 Theme 1: Multimodal Instructional Design - Evidence 2: Macmillan “Get Involved!” Digital Course

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1.2 Theme 1: Multimodal Instructional Design - Evidence 2: Macmillan “Get Involved!” Digital Course

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This digital course resource provides a strong example of multimodal engagement designed for teenagers. Through visual vocabulary tools, video-based discussions, and digital writing prompts, it cultivates learner autonomy and caters to varied learning preferences. The inclusion of interactive elements promotes active learning, making it highly adaptable to flipped and synchronous online formats.

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Macmillan Education (2023). Get Involved!.

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Get Involved! - Macmillan English - course

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Get Involved! equips teenage students with the sense of excitement and appetite to explore the world ahead of them. It develops their linguistic skills and Super Skills, encouraging them to get involved in driving their future. The course also enables teachers to create an inclusive classroom where everyone reaches their potential and has an opportunity to shine.

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2.1 Theme 2: Building Online Learning Communities - Evidence 1:  Cambridge Teaching Resources

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2.1 Theme 2: Building Online Learning Communities - Evidence 1:  Cambridge Teaching Resources

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These online resources are designed to facilitate the early stages of community-building in virtual classrooms. Icebreakers, collaborative prompts, and goal-sharing tasks serve to lower the affective filter and establish learner rapport. Used effectively, such activities operationalize the social presence element of the Community of Inquiry framework.

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Cambridge English. (2023). Teaching Resources.

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Resources for English teachers | Cambridge English

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Find a wide range of free Cambridge English resources to develop your teaching, including lesson plans, sample papers, handbooks and teacher guides.

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2.2 Theme 2: Building Online Learning Communities - Evidence 2: Macmillan Group Task Templates

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2.2 Theme 2: Building Online Learning Communities - Evidence 2: Macmillan Group Task Templates

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The structured templates for breakout group activities promote equitable participation and accountability. By assigning roles (e.g., timekeeper, facilitator), they scaffold productive group dynamics and help replicate the interpersonal affordances of face-to-face interaction. These practices align with Salmon’s e-moderating stages and Garrison’s model of social and cognitive presence in online learning.

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Macmillan Learning Instructor Resources | Macmillan Learning UK

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You can request access to our instructor’s manuals, iClicker questions, Lecture and Image Slides, and more.

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3.1 Theme 3: Inclusive & Differentiated Instruction - Evidence 1: Oxford Learner’s Graded Readers (A1–C1)

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3.1 Theme 3: Inclusive & Differentiated Instruction - Evidence 1: Oxford Learner’s Graded Readers (A1–C1)

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These leveled texts offer linguistic accessibility while maintaining thematic richness, making them ideal for differentiated reading instruction. The accompanying audio and visual supports allow learners with varying proficiency levels to engage meaningfully with the content, thereby embodying principles of Universal Design for Learning (UDL).

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Oxford University Press. (2023). Oxford Learner’s Bookshelf.

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3.2 Theme 3: Inclusive & Differentiated Instruction - Evidence 2: Differentiated Instruction Lesson Plan Example

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3.2 Theme 3: Inclusive & Differentiated Instruction - Evidence 2: Differentiated Instruction Lesson Plan Example

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This lesson plan exemplifies differentiated instruction by strategically adjusting content, process, and product to accommodate the diverse learning needs of students across different readiness levels. By employing tiered tasks, flexible grouping, and scaffolded activities, the lesson ensures that each student, regardless of ability, is provided with appropriate challenges and support to meet the learning objectives, fostering an inclusive learning environment where all students can actively engage and progress.

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Tennessee Department of Education. (2017). Differentiation Strategies and Examples: Grades 3–5. Retrieved from

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3.3 Theme 3: Inclusive & Differentiated Instruction - Evidence 3 :Picture Book Lesson Plan – The Very Hungry Caterpillar

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3.3 Theme 3: Inclusive & Differentiated Instruction - Evidence 3 :Picture Book Lesson Plan – The Very Hungry Caterpillar

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This picture-book based lesson integrates storytelling with tactile and visual tasks to support language learning and conceptual understanding across ability levels. The lesson’s structure allows for natural differentiation through visual sequencing, drawing, and discussion. Its design reflects inclusive pedagogy and supports social-emotional as well as linguistic development.

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Calla, T. (2019). Exploring Life Cycles with The Very Hungry Caterpillar. Marie Selby Botanical Gardens.