Work in groups and examine the lesson outline. Find the weaknesses/gaps.

Phase 2: Redesign & Improve

Improve the lesson by adding AfL strategies such as questioning and feedback.

Phase 3: Ensure Core Quality

Check that the redesigned lesson actually helps pupils learn and participate.

Phase 4: Present & Document

Present the group's redesigned lesson and explain why their AfL strategies are appropriate.

1. 2 Stars: comment on two things you like or think were done well.

2. 1 Wish: give one constructive suggestion on how the group can improve their work.

1. Standards-based, follows Content Standards, Learning Standards and Performance Standards.

2. CEFR-aligned, develops pupils’ English proficiency in listening, speaking, reading and writing.

3. Communicative and learner-centred, pupils use English for meaningful communication and real-life situations.

Characteristics of KP2027:

1. Competency-oriented – Focuses on applying knowledge and skills in real-life situations.

2. Character and values education – Integrates values, ethics, responsibility and good character.

3. Simplified Assessment Framework: Lower primary Classroom Assessment (Pentaksiran Bilik Darjah) moves to a simplified three-tier mastery level—Know, Understand, Do (Tahu, Faham, Buat)—to eliminate exam stress and focus on continuous, guided individual progress.

Similarities:

1. CEFR Alignment: Both curricula utilize the Common European Framework of Reference for Languages CEFR) as the international benchmark for setting language proficiency targets and communicative goals.

2. Classroom-Based Assessment (PBD): Continuous Pentaksiran Bilik Darjah (PBD) serves as the core evaluation mechanism in both frameworks, prioritizing formative, low-stakes assessment over centralized high-stakes examinations.

3. Phonics-Based Literacy: Early literacy instruction in both documents relies on a systematic, phonics-based approach to teach decoding, letter-sound relationships, blending, and segmenting in Stage 1.

1. Parameters and not clear and sometimes subjective

2. Use DSKP

3. Language Art is a lesson in itself

Bridge

1. Both uses CEFR

2. Same 3 themes

3. Still teaches the 4 language skills

KP 2027

1. Uses DK

2. Only has TP1 - TP3

3. Emphasis on character building

4. Language Art is integrated

2: I learnt that simple activities such as Show & Tell, Point & Say, tracing, labelling and copying can provide meaningful opportunities for learners to produce language.

I wish I could develop more creative and engaging activities that gradually move Pre-A1 learners from highly supported tasks towards more independent communication.

I learnt that I should have an observation checklist to better understand their performance and to come up with a follow up plan either for enrichment or remedial.

I wish that I can give fair and correct judgement in my assessment.

2. I learnt that I can translate to BM if needed only.

3. I wish I can be more confident, playful and cheerful with year 1 students (need to be more energetic than them. If not, battery drained later🤣)

Star: Learnt about how we need to assess understanding not production

Wish: Wish to learn or know more interesting activities to help my pupils

• pupils learn best through fun and simple activities such as songs, games, pictures and repetition

• Short and clear instructions are important

Wish

• I wish I could teach my pupils to speak English confidently in simple everyday situations, such as introducing themselves, asking for things and talking about their likes and dislikes.

1. I learnt different approaches

2. I learnt to be more lenient during assessment

I wish to discover more from KP2027 to make my lesson fun yet meaningful

1 wish is to be more resourceful to create interesting lessons and assessments based on the DK2027.

1. It's important for the pupils to have something to aid them in the Listening & Speaking activities.

2. It is also important to engage the students by giving a lot of visual aids.

1 wish

1. I wish that there are more or groups activities to discuss on this skills. But I know, time constraints.

2. I learned how to provide appropriate scaffolding activities according to pupils’ different proficiency levels.

3. I hope to explore more integrated language activities that can develop pupils’ reading and writing skills.