This course introduces participants to the CEFR scales across the four language skills. The "can do" statements describe user abilities as well as the teaching and learning practices based on the CEFR for primary education.  

Please go to IMPROVE and register for this course.

https://improve.eltc.edu.my

This course introduces participants to the CEFR scales across the four language skills. The "can do" statements describe user abilities as well as the teaching and learning practices based on the CEFR for secondary education.  

Please go to IMPROVE to register for this course.

https://improve.eltc.edu.my

DESCRIPTION OF PROGRAMME

English for Preschool Teachers (EPT) is an initiative by the Ministry of Education Malaysia to improve the proficiency level of preschool teachers in the country. This programme is carried out in three phases. Phase 1 and Phase 3 are conducted face-to-face for one week per phase, whereas Phase 2 consists of fieldwork tasks for a period of four weeks.

The programme comprises of three courses, EPT1012 English Language Proficiency, EPT1022 Instructional Language and EPT1032 English Language Teaching (ELT) Methodology. The face-to-face modules are designed to complement one another to provide the participants with a holistic proficiency study experience. These modules comprise of a variety of exercises, stimuli, quizzes, discussions and resources to help teachers improve their proficiency level. This will give course participants opportunities to explore a repertoire of language-based activities which provide ample practices.

Aim of Programme:
Addressing the language needs of secondary school students who have not mastered the basic literacy skills of the English language, this programme is designed to make language learning fun, meaningful and applicable for daily use. Students are given the opportunity to use language for authentic purposes.

Target Group:
Secondary school students who have not mastered the basic literacy skills of the English language use.

3-Pronged Approach:
1. Intensive and immersive intervention for identified students by ELTC at school

2. Training of English Language teachers on implementation of programme

3. Emulation of intensive and immersivee intervention for identified students by trained teachers at respective schools

Objective:
This course was developed to provide language support and enhance the proficiency and competencies of the teachers of Mathematics and Science in the KSSR and KSSM classrooms for greater efficiency and effectiveness in the impartation of the subject content.

"Language Awareness" (Face-to-Face Module):

• Duration: 4 days
• Content:
  • Breaking Down Barriers
  • Interpersonal Communication
    • Common Courtesies & Responses
    • Informal Conversations
  • Situational Communication (in school)
    • Purposeful Engagement
    • Formal Discourse
  • Dictionary Skills & Pronunciation

Online Module:

• Duration: Approximately 2 months
• Content:
  • Listening & Speaking
  • Reading
  • Writing 
  • Grammar
• Levels:
  • ELP1011 Basic user
  • ELP1021 Independent user
  • ELP1031 Proficient user
• Mode of Access: Mini Web
  • Monitoring and Moderating
  • Grading and Evaluation → eCertificate

COURSE DESCRIPTION

This course aims to provide participants with the basics of the flipped classroom approach. In this course, participants will explore the concept of a flipped classroom and discover how the contemporary pedagogical approach can be applied into a real classroom context.

Link to course

COURSE DESCRIPTION

This course aims to provide participants with the basics of the flipped classroom approach. In this course, participants will explore the concept of a flipped classroom and discover how the contemporary pedagogical approach can be applied into a real classroom context.

Link to course

Introduction:

This course is designed to help receptionists and front desk officers develop a confident, structured and positive approach to telephone conversations.

Objectives:

The Objectives of this course are to enable participants to:

1. greet and introduce themselves in telephone conversations at the workplace.
2. make enquiries and ask for clarification in telephone conversations.
3. take a message in telephone conversations.
4. end telephone conversations.

Mode of delivery:

Online

Link to course

COURSE DESCRIPTION

This course focuses on how educators can use Padlet to foster collaboration in the context of their teaching and learning environment. In this course, participants will learn how to create a Padlet account and how to create a post on Padlet.

Link to course

COURSE DESCRIPTION

This course focuses on how educators can use Padlet to foster collaboration in the context of their teaching and learning environment. In this course, participants will explore different ways of utilising Padlet and then describe a collaborative learning activity that leverages on Padlet based on their own educational context.

Link to course

COURSE DESCRIPTION

This course focuses on how educators can use Padlet to foster collaboration in the context of their teaching and learning environment. In this course, participants will learn how to create a purposeful Padlet page and get participation on the page using a collaborative learning activity.

Link to course

Introduction:
The Program Intervensi Tambah Opsyen (PITO) TESL is listed as Teacher Quality Initiative under the National Key Result Area (NKRA). This course is designed for non-option teachers of English who have taught English at the primary school level. These teachers have the experience in teaching the language but do not have the formal training in the teaching of English language. Exposing the teachers to various aspects in the teaching of English language will eventually increase their motivation and confidence in becoming professional English language teachers.

Aim:
The aim of this course is to provide non-option teachers of English in primary schools in Malaysia the necessary requisite skills, methodologies and competencies to teach English language in the ESL classroom effectively.

Content:
Content will be focused on major aspects in language teaching. This include theories and principles underlying the teaching of English language; methodology and techniques in developing the four language skills; teaching of vocabulary and grammar and teaching of literature. A learner-centered approach will be the key element in the course where participants will be using their experiences in teaching as the basis for understanding concepts as well as designing lessons for their classrooms.

Reward:
Upon successful completion of the course and the assessment, participants will be awarded a PITO certificate in English Language, and will be subsequently tagged as an English language teacher on the HRMIS system.

Objectives:
To enhance the skills and competencies as well as the ability and professionalisme of teachers and lecturers in order to produce pupils who are able to think critically and logically through exploring literature texts.

PROFESSIONAL UPSKILLING OF ENGLISH LANGUAGE TEACHERS

(PRO-ELT) ENHANCE

SYNOPSIS

The Professional Upskilling of English Language Teachers (Pro-ELT) Enhance is an extension of the existing Professional Upskilling of English Language Teachers (Pro-ELT) programme which commenced in 2013. Pro-ELT Enhance aims to upskill teachers who have not achieved the stipulated minimum Common European Framework of Reference (CEFR) Level C1 via a more guided and sustainable learning pathway. A teacher’s learning pathway for proficiency up-skilling is determined by the CEFR level they have achieved between A1 to B2. The teacher is assigned to one of the three packages offered as a starting point which aim to guide them to achieve CEFR C1. The three packages are the Threshold package, Vantage package and Advanced package (as shown below) with an enrichment package offered to all teachers to complete.

The Pro-ELT modules designed for each package comprises of synchronous and asynchronous sessions. The synchronous sessions are conducted under the guidance of a mentor to complete tasks designed specifically for these sessions as well as a venue for online face to face discussions and feedback on tasks which teachers complete in the asynchronous sessions. Teachers are given opportunities to explore a repertoire of activities, comprising of online exercises, stimulus, quizzes, discussions and resources, which provide ample language skill-based practices to develop their proficiency and to prepare them for various CEFR-aligned proficiency tests. A self-assessment tool is also provided to encourage the practice of self-evaluation of learning progress as recommended by the CEFR framework.  Teachers are also given the opportunity to further enhance their language proficiency through exposure to and guidance from language experts from various institutions within and outside of the Ministry of Education. The three packages are designed to provide teachers a holistic proficiency study experience guiding them to move from one level to the next with the end goal of sitting for a CEFR-aligned proficiency test and attaining the CEFR C1 .

OBJECTIVE

The objective of this programme is to:

1. Improve the proficiency level of English Language teachers in the country to a CEFR C1 level.

LEARNING OUTCOME

Participants will be able to:

1. Achieve a CEFR Level C1 proficiency level. 

TARGET GROUP

English option teachers in the primary and secondary schools who have not achieved CEFR C1 level.

Year: Number of teachers

2021:  4,000 teachers

2022:  5,000 teachers

2023:  6,000 teachers

2024:  7,000 teachers

2025:  8,000 teachers

DURATION

2021 - 2025

MODE OF DELIVERY

Online (synchronous and asynchronous)

Course Synopsis

This programme was designed to introduce and upskill Panel Heads in remedial instructional approaches so that they can support the implementation of the Remedial Instruction Programme for Year 4 English teachers. The programme covers how Panel Heads can support teachers to identify the root cause of remedial students’ proficiency challenges, how they can support teachers to implement RI strategies (including effective classroom management, differentiated instruction, and assessment for learning), and how they can support teachers to implement activities from the RI toolkit to support remedial students.  In addition, Panel Heads will explore a developmental lesson observation tool as well as planning how to coach year 4 teachers in support of the HIP Remedial Instruction Programme.

Course Learning Outcome (CLO):

By the end of the course, Panel Heads will be able to:

• plan to support Year 4 English teachers in their application of the RI programme
• Experience the application of root cause analysis tools, the remedial instruction toolkit, and the developmental lesson observation tool so they can provide meaningful support to English teachers and the RI programme as a whole
• Explore how teachers will create RI lesson plans using all programme concepts to enable them to give developmental feedback and coaching in support of the RI programme as a whole
• develop a teacher support plan to assist their teachers with the integration of Remedial Instruction

Course Synopsis

This programme was designed to upskill SISC+ in supporting Panel Heads and Teachers during the implementation of the Remedial Instruction Programme for Year 4 English teachers. The programme covers how SISC+ can generally support schools, and specifically support Panel Heads and teachers as they implement the Remedial Instruction programme.

The programme focuses on how SISC+ can support Panel Heads and teachers to use RI strategies (including effective classroom management, differentiated instruction, and assessment for learning), and how they can support Panel Heads and teachers to implement activities from the RI toolkit to support remedial students.  In addition, SISC+ will explore a developmental lesson observation tool and a RI School Support Checklist as well as planning how to coach Panel Heads and year 4 teachers in support of the HIP Remedial Instruction Programme.

Course Learning Outcome (CLO):

By the end of the course, SISC+ will be able to:

• develop an Action Plan to support English Panel Heads and Year 4 English teachers in their implementation of the RI programme(via meet ups to review Panel Heads Action Plan, coach/mentor Panel Heads in implementation of RI Programme, etc)
• Experience the application of root cause analysis tools, the remedial instruction toolkit, and the developmental lesson observation tool so they can provide meaningful support to English Panel Heads and Year 4 teachers on the implementation of the RI programme as a whole (SISC+ checklist when going to the schools – RCA, LO Tool, Toolkit, etc)
• Explore how Panel Heads will support the programme and how teachers will use programme tools so they are able to give developmental feedback and coaching in support of the RI programme as a whole
• develop a school support plan for the implementation of the Remedial Instruction programme, which includes viewing Panel Heads’ Action Plans, providing appropriate coaching and advice for Panel Heads and teachers, and supporting schools to create a positive environment for the implementation of the RI programme in schools.

Course Synopsis

Upskilling teachers in remedial instructional approach in order for them to plan for and deliver integrated lessons using RI strategies and the RI toolkit to support Year 4 remedial students in their English lessons. Through the training, teachers will be able to track their student progress through various data points.

Course Learning Outcome (CLO) 

By the end of the course, teachers will be able to:

• plan for and deliver effective RI lessons for their Year 4 English students
• make data informed decisions in their RI lesson planning
• demonstrate a RI lesson