ե֥ǤϡޤǤ2ĤΥ֥Horizontal SyllabusȤȡͯȤ˻٤k7Ĥ؏20258¤Фäӥʩ`ݤޤȤᡢhorizontal syllabus?My Disney Stars and Heroes`ѧgԪˏäޤBook2Unit 6My DayǤ΅gԪճλӤȕrg˽ƤꡢژIrg11ޤǤ˥åӋӛͨǡ11ĿϏȅgԪƥȤ˳ƤޤХڤn}פˤĤƤϡ²Υ`դƤԔ¤hޤ
At the beginning of every school year, we welcome new learners into our classrooms with the same core question: Where are our students now, and how far can we take them?
For English teachers, this reveals a huge challenge. In a single class, we might have one student at an A2 level, while others are solidly B1 or just entering A2+. Navigating such a wide range of abilities can feel overwhelming.
Weve all seen it: students can spend months (or even years) studying English and still feel like they havent moved up a level. Teachers work incredibly hard, and students put in the effort, but progress feels intangible. Why is that? And more importantly, how can schools make it easier to see and support that progress?
In recent years, I have found a powerful ally in answering that question: the Global Scale of English (GSE). Backed by ɫèAV and aligned with the CEFR, the GSE offers more than just levels, it provides a clear, data-informed path to language growth. Most importantly, it gives teachers and school leaders the ability to set meaningful goals and measure real progress.
But, how is this useful at the beginning of the school year?
To get a clear picture from the start, assessment is essential; theres no doubt about it. However, it can't just be a punctuation mark at the end of a term or a requirement from administration. Used strategically, this first assessment can be the compass that guides instruction and curriculum decisions, empowering both teachers and students from day one. This is why choosing the correct assessment tools becomes fundamental.
Unlike the broad bands of the CEFR, the GSE provides a granular scale from 10 to 90, breaking down each skill into precise learning objectives. This allows educators to monitor progress at a much closer level, often identifying improvements that would otherwise go unnoticed.
When learners see that their score has moved from 36 to 42, even if their overall CEFR level hasnt changed, they gain confidence. They recognize that learning is a continuous process rather than a series of steps. Teachers, in turn, are able to validate growth, provide clear evidence of learning and tailor instruction to the learners current needs, not just their general level.
For example, two students might both be classified as "A2", but the GSE gives us a much clearer picture: a student with a GSE score of 35 is likely mastering simple sentences, while another student scoring 40 might already be comfortable writing simple stories and is ready to tackle B1-level tasks.
This isn't just data: it's a roadmap. It tells us exactly what to teach next, allowing us to differentiate with confidence instead of relying solely on gut feeling.
ɫèAV offers a comprehensive range of GSE-aligned assessment tools that support different stages of the learning journey. Each tool plays a distinct role in placement, diagnosis, benchmarking or certification.
Whether youre picking up Spanish for travel, Mandarin for business or French just for fun, youre not only expanding your communication skills, youre also giving your brain a powerful workout. But what actually happens inside your brain when you learn a language??
Your brain is made up of many parts and two areas are significant for language:
When you start learning a new language, these areas get busy. They work together to help you listen, speak, read and write in your new language (Friederici, 2011).
