CEFR Alignment Policy

This policy applies to:
General English courses, Intensive English 1-to-1 tuition, IELTS Exam Preparation, Cambridge FCE & CAE Exam Preparation

It is the stated policy of Avanti Language Institute to ensure that:
— There is a review of the Curriculum at least once per annum to ensure alignment to the CEFR.
— All our named programmes have clearly defined CEFR levels
— Learning outcomes are linked directly to CEFR ‘Can Do’ descriptors
— Teaching materials are chosen to support the successful achievement of CEFR outcomes.
— All assessments (Placement, Progress and Exit) are aligned to CEFR Teaching materials are chosen to support achievement of CEFR outcomes

The CEFR divides learners into 3 broad divisions and each of these divisions can be further sub-divided into 2 levels; for each level it describes what a learner should be able to do in the skills of Reading, Writing, Speaking and Listening at the relevant or requisite level.

The CEFR levels then are:
1. BASIC USER − including A1 and A2 levels
2. INDEPENDENT USER − including B1 and B2 levels
3. PROFICIENT USER − including C1 and C2 levels

On arrival at our school on the first day, Learners are given Grammar and Speaking Tests, both consistent with CEFR Requirements.

After a few days at most we check with the student concerned and the relevant teacher to make sure the Learner has been, to our satisfaction, been put into the correct level class.

As our Placement Tests have proved reliable over time, it is rare that we need to overturn our initial assessment of the Learner’s level. However, on the rare occasions where we have any doubts, we check again with a short speaking test and possibly get the Learner to do a Linguapop placement test which ultimately gives confirmation of a CEFR-aligned score.

All general English syllabuses include CEFR-connected or referenced learning outcomes expressed in the form of ‘can do’ descriptors. Teachers use and reference the ‘descriptors’ when planning lessons and monitoring Learner progress.

* ‘Descriptors’ may be defined as official, detailed ‘can do’ statements that define a language Learners proficiency in Listening Speaking, Reading and Writing.

Teachers plan their lessons with specific and particular reference to learning outcomes and CEFR level objectives.

The school operates and will continue to operate 3 stages of assessment:

1. Initial Assessment – determines the appropriate CEFR entry level for the Learner.
2. Progress Assessment – measures the achievement of the Learner throughout their English language programme using CEFR descriptors.
3. End course assessment – determines whether the Learner has achieved the intended or expected CEFR level.

Senior Academic Staff including the Academic Manager and the Head Teacher/Quality Assurance Officer review assessment materials to ensure continued alignment with CEFR level expectations.

Progression between English language levels is determined on the basis of demonstrated achievement of CEFR-aligned learning outcomes.

Senior Academic Staff including the Academic Manager and the Head Teacher/QAO (Quality Assurance Officer) review assessment materials to ensure continued alignment with CEFR level expectations.