1. British Council-EAQUALS CEFR Core Inventory (English)
Brian North (EAQUALS) Susan Sheehan (British Council)

2. CEFR Core Inventory Aims Development Sources
Documentation of best practice
Use
Outcomes
Products

3. Aims
To make the CEFR tangible and provide support and guidance for teachers and syllabus designers
To make the teaching/planning process more transparent
To provide support for self-directed study

4. Aims Document the core of English taught at CEFR levels A1 to C1
Functions and notions
Discourse markers
Grammar
Lexis

5. Aims Not intended to guide course developers or examination bodies
Waystage (A2)
Threshold Level (B1)
Vantage Level (B2)
English Profile project

6. Development Iterative and collaborative process
EAQUALS Curriculum & Assessment SIP
Mila Angelova, Rachel Bowden, Peter Brown, Lucy Chambers, Alistair Fortune, Tim Goodier, Clare Grundy, Roxane Harrison, Andrew Hart, Neil Hatfield, Sam Hawes, Nicky Johnson, Nareene Kaloyan, Hanan Khalifa, Maja Kukoya, Martin Lowder, Brian North, Niamh O’Leary, Barry O’Sullivan, Angeles Ortega, Susan Sheehan, Jana Pirkova, Caroline Preston, Richard Simpson, Howard Smith, Liz Tuck, Marieta Tusheva.

7. Development Stage 1 Data Collection and Analysis
Stage 2 Creation of Inventory
Stage 3 Writing the exponents
Stage 4 Identifying text types
Stage 5 Writing CEFR-based scenarios

8. Sources Analysis of language implied by CEFR descriptors
Analysis of content common in EAQUALS CEFR-based language school syllabi
Analysis of content of popular coursebooks
Teacher surveys (BC / EAQUALS)

9. Documentation of best practice
Not what to teach but what is being taught
Not prescriptive
Don’t teach everything in the inventory
Don’t only teach what is in the inventory

10. Use
Core inventory has been created with teachers and learners in mind.
Each language point appears at the level(s) at which it is considered of most relevance to the learner in the class room.
Decisions on recycling left to teachers/syllabus writers
Does not replace needs analysis or listening to students

11. a practical reference of “minimum core content” not a specification
meeting needs of a specific group of learners

12. CEFR Core Inventory Aims Development Sources
Documentation of best practice
Use
Outcomes
Products

13. Outcome Relation of publishers levels to CEFR
Map of language problems across levels
Map of text types across levels
Core language points
Exponents
Prototype Scenarios

14. Outcome Relation of publishers levels to CEFR
Map of language problems across levels
Map of text types across levels
Core language points
Exponents
Prototype Scenarios

15. Outcome: Coursebooks

16. Outcome Relation of publishers levels to CEFR
Map of language problems across levels
Map of text types across levels
Core language points
Exponents
Prototype Scenarios

17. Outcome: Map -language

18. Outcome Relation of publishers levels to CEFR
Map of language problems across levels
Map of text types across levels
Core language points
Exponents
Prototype Scenarios

19. Outcome: Map -text

20. Outcome Relation of publishers levels to CEFR
Map of language problems across levels
Map of text types across levels
Core language points
Exponents
Prototype Scenarios

22. Outcome Relation of publishers levels to CEFR
Map of language problems across levels
Map of text types across levels
Core language points
Exponents
Prototype Scenarios

25. Outcome Relation of publishers levels to CEFR
Map of language problems across levels
Map of text types across levels
Core language points
Exponents
Prototype Scenarios

28. CEFR Core Inventory Aims Development Sources
Documentation of best practice
Use
Outcomes
Products

29. Summary of Products Essential Guide (April) Today‘s Publication
Core of key language points for each level
Today‘s Publication
CEFR salient features
Key language points (Core / longer)
Illustrative exponents
Text types
Scenarios
Poster for each level (January)

30. Contact: Go to: bnorth@eaquals.org Susan.Sheehan@britishcouncil.org