Cambridge Life Competencies Framework
Developing Life Competencies Through Uncover
The Cambridge Framework Introduction to the Cambridge Life Competencies Framework There have been many initiatives to address the skills and competencies our students need for the 21st century – each relating to different contexts. At Cambridge, we are responding to educators who have asked for a way to understand how all these different approaches to life competencies relate to English language programmes.
How can we prepare our students to succeed in a world that is changing fast? We see the increasing need to work together with people from around the world, to think creatively and solve problems, to analyse sources more critically, to communicate our views effectively, to maintain a positive mindset in an increasingly complex world. How can we support the development of these skills? At Cambridge, we have set out to support teachers in this challenging area.
The Cambridge Framework sets out to have three dimensions:
BREADTH Complete view of transferable skills within one system
DEVELOPMENT How the skills develop across stages of the learning journey
DEPTH Enough detail to guide teaching and assessment in practical ways
We have grouped the different competencies into six main areas. Creative Thinking
Learning to Learn
Critical Thinking
Collaboration
Social Responsibilities
Communication
These are supported by three foundation layers that underpin the Framework: Emotional Development Digital Literacy Discipline Knowledge
Damir Student, Angola 2
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The Learning Journey
Cambridge Life Competencies Framework CORE AREAS
We have also started work on examining the different stages of the learning journey, and how these competencies vary across each stage.
Pre-Primary
Higher Education
Primary
Creative Thinking
Participating in creative activities
Creating new content from own ideas or other resources
Using newly created content to solve problems and make decisions
Critical Thinking
Understanding and analysing links between ideas
Evaluating ideas, arguments and options
Synthesising ideas and information
Learning to Learn
Practical skills for participating in learning
Taking control of own learning
Reflecting on and evaluating own learning success
Communication
Using appropriate language and register for context
Managing conversations
Participating with appropriate confidence and clarity
Collaboration
Taking personal responsibility for own contribution to a group task
Listening respectfully and responding constructively to others’ contributions
Managing the sharing of tasks in a project
Working towards a resolution related to a task
Social Responsibilities
Understanding personal responsibilities as part of a group and in society – including citizenship
Taking active roles including leadership
Understanding and describing own and others’ cultures
Understanding and discussing global issues – environmental, political, financial and social
Secondary
At Work
The exact boundaries between each stage will vary between different countries and different contexts, as will the expectations of what learners at each stage will be able to do. This Framework sets out to provide a useful starting point for institutions and educationalists to use in identifying the most appropriate learning outcomes for their particular context.
FOUNDATIONAL LAYERS Emotional Development Digital Literacy Discipline Knowledge
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cambridge.org/clcf
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Can Do Statements In this section, we have provided some examples of Can Do Statements which are descriptions of what learners can be expected to do for each competency by the end of that stage of the learning journey. These Can Do Statements will vary in their suitability for learners in different contexts, and so are provided as a starting point in the development of a curriculum, programme or assessment system. The Can Do Statements at each level generally assume that the learners have developed the skills at a previous stage of learning, although this is not true of the Higher Education and At Work stages, which are treated as being in parallel. We have a given a few examples below, but you can read a lot more in our Competency Booklets available at cambridge.org/clc STAGE OF LEARNING
CAN DO STATEMENTS
CRITICAL THINKING Understanding and analysing links between ideas PRE-PRIMARY
PRIMARY
What Are ‘Competencies’?
• Sorts and classifies objects and activities according to key features (e.g. types of animal, or transport). • Identifies characters, setting, plot and themes in a story. • Compares different types of information. • Explains why things happened (e.g. cause and effect).
SECONDARY
We call these ‘competencies’ rather than ‘skills’, because competencies are more than just skills. The competencies in this Framework are complex and require development in three areas:
• Compares points and arguments from different sources. • Distinguishes between main and supporting arguments. • Identifies the basic structure of an argument.
HIGHER EDUCATION
• Summarises key points in a text or an argument. • Identifies unstated assumptions and biases in an argument. • Contrasts different points of view on a specific topic.
AT WORK
• Identifies patterns in business and operational data. • Summarises key points from a business-related report. • Identifies assumptions in a proposal.
Competences are defined as a combination of knowledge, skills and attitudes, where:
Skill
Knowledge
Attitudes
Competency
Knowledge is what you need to know to do something well. Skill is the degree of mastery or fluency in using the competency; skill is what you get from practice. Attitudes refer to the disposition and mind-set you need to develop knowledge and skill in this area. This approach is consistent with the definitions given by the European Union in their Recommendations on Key Competencies for Lifelong Learning. 6
a) knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and support the understanding of a certain area or subject;
• • • •
Sorts and arranges things by shapes, size, colour, weight, texture and positions. Explores different materials and media and decides what to use. Matches objects, people, letters, pronunciations and words. Identifies the difference between puzzles, games, and toys.
C O M M U N I C AT I O N Using appropriate language and register for context PRE-PRIMARY
PRIMARY
• Talks about topics suitable to primary school. • Knows how to ask for permission, apologise, make requests and agree/disagree. • Uses polite forms of greeting and address and responds to invitations, suggestions, apologies, etc. • Changes sound level and pitch when doing drama or acting a role in a play.
SECONDARY
c) attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations.
HIGHER EDUCATION
• Is aware of differences in communication styles, between individuals and between cultures. • Is aware of how suitability of topics can vary according to context and culture. • Expresses a point of view, elicits and responds to others’ points of view politely.
Council of the European Union, 2018, p14.
AT WORK
• Can adapt register to different types of interlocutor (i.e. colleagues, managers and customers). • Keeps a discussion moving by periodically summarising and moving to next topic. • Sums up the outcomes of a discussion and elicits confirmation.
b) skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results;
• • • •
• • • •
Understands and carries out basic instructions for class/school. Expresses basic likes/dislikes and (dis)agreement. Uses simple, polite forms of greetings, introductions and farewells. Adjusts language for playing roles.
Uses appropriate form of address, greetings and farewells. Knows how to present points clearly and persuasively. Uses language for effect (exaggerations, cleft sentences). Knows what language is more appropriate for friends and unfamiliar persons.
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Introduction to A whole new world! Developed in partnership with Discovery Education™, Uncover features captivating video and stimulating global topics. From Antarctica to the Amazon jungle, students uncover the cultures and the people of the world around them. False beginner to intermediate Four levels 80-90 hours per level, extendable to 150
140 high-interest videos throughout every unit spark curiosity and reinforce language learning.
A careful progression of personalised language building activities leads to greater speaking and writing fluency.
Graded activities for mixedability classes, progress monitoring tools and flexible teaching support.
Components For students
Developed in partnership with Discovery Education™, Uncover features captivating video and stimulating global topics.
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For teachers
Student’s Book
Teacher’s Book
Workbook
Presentation Plus
Online Workbook and Practice
Class Audio CDs
Combo versions available
Video DVD
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Life Competencies in Uncover These life competencies are already embedded into many of your English lessons. The purpose of the Framework is to help you approach this more systematically and effectively. Here are some examples of how the activities in Uncover help develop life competencies in today’s learners.
Synthesising ideas and information Uncover Level 4, unit 2, page 18
Lending an
Uncover Level 1, unit 1, page 9 REAL TALK
2.2 HOW HAVE YOU HELPED A FRIEND?
Computer Club Rules
Conversation: Finding solutions 2.07
1 2 3 4 5 6 7 8
Understanding and analysing links between ideas
Be on time! Club meetings are at 4:00 on Mondays.
the death of a pet
difficult situations
the loss of a parent’s job
Please be quiet in the lab. Use headphones.
not getting a coaching job
getting people out of trouble
speaking in public
studying for an exam
Don’t eat or drink in the computer lab.
buying a new pet
getting people into trouble
watching too much TV
finishing homework
Be careful with the laptops. They are new.
Please take turns. Don’t sit on the desks!
2. YOUR TURN How have you helped a friend through a difficult situation? Tell your partner.
Don’t use phones in the lab.
Creating new content – from own ideas or other resources
Turn off the computers at the end of the day.
6. Look at the title and pictures on the poster. What do you think some of the rules are? Read the poster to check.
Focus on CONTENT
PLAN
7. Read each rule below. Write the number of the rule in the poster that means the same thing.
Make a chart with ideas for classroom rules. Then number your ideas in the order of importance.
1. Don’t be late. 2. Don’t talk loudly in the lab.
Do
3. Sit on the chairs.
2.08
Evaluating ideas, arguments and options
Don’t
4. Turn your phones off. 5. Don’t leave the computers on.
Focus on LANGUAGE
Exclamation points Use an exclamation point to show something is: - very important: Listen carefully! - dangerous: Don’t sit on the table! (It might break.) Don’t use too many exclamation points.
It’s very important.
2. Help me with my homework, please 3. Don’t run in the hallway
Is there anything I can do?
I hope things get better.
What’s the matter?
What’s wrong with
Erica: Mari: Erica:
Hey, Mari. 1 Well, not really. 2
Mari:
It’s my sister.
Erica:
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Mari:
Oh, no, it’s nothing like that. She’s just really mad at me!
Erica:
Why’s that?
Mari:
I borrowed her favorite sweater, and I ruined it.
Erica:
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your sister? Is she sick?
Mari:
Thanks. I feel awful about it. And now she won’t even talk to me.
Erica:
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Now write your rules. Use the best ideas in your chart. Write at least eight rules.
Erica: Mari:
Maybe you could go shopping with me. I’d like to buy her a new sweater.
CHECK
Erica:
That’s a great idea. That should make her happy, right?
Mari:
I think so. But maybe I’ll buy her two sweaters. Then she has to forgive me!
• Do you include things to do and things not to do? • Do you use exclamation points correctly?
Managing conversations
You might fall.
Reflecting on and evaluating own learning success
Unit 1 | 9
18 | Unit 2
Understanding personal responsibilities as part of a group and in society – including citizenship
Are you all right?
Yeah. Me, too.
4. The English class is at 10:00
10
I’m sorry to hear that.
6
Check your writing. Can you answer “yes” to these questions?
9. Add missing periods or exclamation points to the sentences.
✓Are you all right?
Mari:
WRITE
8. Find the rules in the poster with exclamation points. Which one shows something is very important? Which one shows something is dangerous?
3. Listen to Mari tell Erica about a problem. Complete the conversation. USEFUL LANGUAGE: Showing 3. IN_SA Aut tionem vendit concern modi voloren dignihi ligentur
Using appropriate language/ register for context and Identifying and understanding emotions
Writing: Classroom rules
A list of rules can include examples of things to do and things not to do.
Workbook, pp. 6–7
1. REAL TALK Watch or listen to the teenagers talk about how they’ve helped people. Check (✓) the things they have helped with. not making a sports team
Reading to write: A poster with classroom rules
1. Don’t talk in the library
EAR
Evaluating ideas, arguments and options
4. Practice the conversation with a partner. 5. YOUR TURN Work with a partner. Take turns talking about a problem and showing concern. Use the problems below or your own ideas.
Problem A
Problem B
You want to go to a concert with your friends, but your parents won't let you go.
Your brother or sister wants you to come to his/her soccer game, but you can’t make it.
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COMPETENCY
COMPETENCY
Level
Unit
Page
Exercise
Acts parts in role plays or dramas
3
2
17
9 & 10
Participates in activities that include creative thinking
1
7
65
4
Writes or tells an original story, given prompts or without prompts
4
8
81
Writing: your story about a secret
Responds imaginatively to contemporary or historical events and ideas Creates personal adaptations … to reflect personal interests …
1
2
20
Create a time capsule
Communicates personal response to creative work from art, music or literature
2
2
19
Writing: your movie review
Employs new ideas or content in solving a task or activity
3
7
67
Makes an assignment original by changing the task or adding new angles
1
6
61
Compares points and arguments from different sources
3
9
90
2&5
Identifies the basic structure of an argument
1
6
56
2
What’s for lunch? : Text & photo matching
Distinguishes between fact and opinion Identifies evidence and its reliability
4
1
4
1 to 4
Article & discussion about checking facts
Gives reasons for an argument’s plausibility
2
5
44
4
Solve a mystery
Assesses strengths and weaknesses of possible solutions
4
10
100
5
Discuss & make decisions
Synthesising ideas and information
Selects key points from diverse sources to create a new account and/or argument
2
5
44
4
Solve a mystery
Practical skills for participating in learning
Understands essential phonological terms and concepts (e.g. vowel length, word stress) Understands some key phonemic symbols (e.g. /ә/, /j/)
‘Say it right’ boxes (e.g. Level 1, Unit 4, p35)
Reviews vocabulary regularly and systematically
Progress checks at the end of each unit (e.g. Level 2, Unit 1, p11) Unit review games ‘Uncover your knowledge’ (e.g. Level 2, p14-105)
Creative Thinking
Participating in creative activities
Creating new content – from own ideas or other resources
Communication
Learning to Learn
Critical Thinking
Using new content to solve problems and make decisions
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ACTIVITY EXAMPLE
CAN DO STATEMENTS
Understanding and analysing links between ideas
Evaluating ideas, arguments and options
Taking control of your own learning
Seeks the assistance of an interlocutor to overcome linguistic difficulties
1
1
8
8
Reading situations & giving advice Create an animal
Plan a building Writing: a special meal
3
Comparing different acounts of a story
Useful language: learning a new language
Progress checks at the end of each unit (e.g. Level 2, Unit 1, p11) Unit review games ‘Uncover your knowledge’ (e.g. Level 2, p14-105)
Reflecting on and evaluating own learning success
Recognises areas of strength or weakness in learning the subject (e.g. for different skills in English)
Using appropriate language/register for context
Uses appropriate forms of address, greetings, and farewells Invites contributions for interlocutors in a conversation
1
2
18
1 to 5
Managing conversations
Can use simple techniques to start, maintain and close conversations of various lengths Uses appropriate strategies to develop a conversation (e.g. showing interest, giving non-minimal responses, asking follow-up questions)
2
1
8
3
Speaks effectively with unfamiliar persons
1
2
18
1 to 5
Can develop a clear description or narrative with a logical sequence of points
4
8
81
Uses a number of cohesive devices to link utterances/sentences into clear, coherent discourse
4
9
88
Participating with appropriate confidence and clarity
Description
Nice to meet you! Useful language: keeping a conversation going Nice to meet you! Writing: your story about a secret
4
Vocabulary: linking phrases
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COMPETENCY
CORE AREA
Collaboration
Taking personal responsibility for own contributions to a group task
Listening respectfully and responding constructively to others’ contributions
Managing the sharing of tasks in a project
Emotional Development
Working towards a resolution for a task
Identifying and understanding emotions
Managing own emotions
Empathy and relationship skills
Social Responsibilities
Understanding personal responsibilities as part of a group and in society – including citizenship
Level
Unit
Page
Exercise
Explains reasons for their suggestions and contributions
2
6
62
4
Takes responsibility for completing tasks as part of a larger project
2
3
23
4&5
Is ready to justify, adapt, and abandon a proposal or point of view in response to others’ queries and contributions
4
9
89
9
Evaluates contributions from other students with appropriate sensitivity
1
5
43
4&5
Participates with others to plan, organise and carry out events
1
10
97
7
Speaking: what’s your next adventure? (plan a vacation)
Works with others to plan and execute class projects
3
10
99
8
Plan a party
Ensures that work is fairly divided among members in group activities Ensures that all members have a role in group activities
2
1
7
9
Speaking: whose is it?
Offers to help others finish a task
4
7
70
5
Helping each other plan a party or event
Is aware when others have divergent views and ideas for solving a problem or task
3
5
47
9
Speaking: surprising situations
2
10
98
4
Vocabulary: adjectives of feeling
3
10
98
4
Vocabulary: emotions related to accomplishments
Managing emotions by re-evaluating and changing the situation Discussing own emotions mainly with friends and choosing the best coping strategy
3
6
60
3 to 5
Showing understanding of other people’s perspectives and feelings
2
9
90
3
Useful language: reacting to good and bad news
Stating opposing opinions in a respectful way
2
8
80
3
Useful language: agreeing & disagreeing
Understands various aspects of society (e.g., volunteering, charity work … )
3
7
70 & 71
Makes informed choices (e.g. in relation to diet, exercise, sexual health, environmentally-friendly products)
2
8
78
1 to 3, 5.2
4
7
67
8&9
1
3
30
4
Cultural festivals
2
1
10
4
Sport & wedding traditions
4
7
72
1 to 4
2
8
78
1 to 3, 5.2
Listening: an eco project; discussion: recycling
3
7
64 & 66
1 to 4
Smart planet: discussion; reading: war against waste
3
7
67
8
Describing a wider range of different emotions
Description Collaborative discussion & justification Speaking & whole class ranking Discussion Discussion & reporting
Asking for and giving advice
Listening, speaking & reading: volunteer work Listening: an eco project; discussion: recycling
In group work, makes consultative decisions Taking active roles including leadership
Sets strategies and plans
Plan a party
Shows confidence in speaking in public (e.g. to present a project)
Understanding and describing own and others’ cultures
Understanding and discussing global issues – environmental, political, financial and social
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ACTIVITY EXAMPLE
CAN DO STATEMENTS
Makes informed comparisons between their own society and other societies
Is aware of different global issues (e.g. poverty, migration, global warming, human rights violations, pandemic diseases) Understands how personal habits and behaviour have the capacity to affect others and the environment
Reading: Korea: coming of age
Plan a building
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You can find information about the other competencies in the Cambridge Life Competencies Framework at cambridge.org/clcf
✓ Collaboration ✓ Communication ✓ Creative Thinking ✓ Critical Thinking ✓ Emotional Development ✓ Learning to Learn ✓ Social Responsibilities
cambridge.org/uncover