Cambridge Life Competencies in Uncover

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.

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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:

3

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:

5

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