This project may be of interest to anyone involved in curriculum development. The downloadable leaflet gives a sample extract of a British Council project to create a core curriculum based, in part, on the CEFR.

The British Council and EAQUALS have joined together to create a core curriculum inventory for the English language based around key language points for each level, including grammar, vocabulary, discourse markers and functions. The complete version of the inventory is now available on this site.



I wonder if I've gotten the difference between "competences" and "can-dos"? Are "Competences" GENERAL AIMS in a contextualized situation, while "Ca.does" are ALWAYS REFERRED TO CEFR LEVELS (A1, A2, B1, B2, etc.) and to the 5 skills (listening, reading, spolek interaction, spoken production and writing)?
For example, on page 15 (Business meeting):
- competence to develop: SS will be able to take part in a business meeting, intervening appropriately and following up what people say:
- Can.does:
1) SS can follow a discussion on matters related to business (listening skill)
2) SS can contribute and sustain their opinion (Spoken interaction skill)
3) SS can give clear, detailed descriptions and presentations using linking words (Spoken production)

Am I wrong?
I would be very grateful if you could clarify..thank you very much!!

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