Cambridge Life

Competencies
Framework

Introduction
Introductory Guide for
Teachers & Educational
Managers
 Introduction to
the Cambridge Life
Competencies Framework
There have been many initiatives to address the skills and competencies our students need for the
21st century – each relating to different contexts. At Cambridge, we are responding to educators that
have asked for a way to understand how all these different approaches to life competencies relate to
English language programmes.
How can we prepare our students to succeed in a
world that is changing fast? We see the increasing need The Cambridge Life Competencies Framework sets out to have three dimensions:
to work together with people from around the world, to
think creatively and solve problems, to analyse sources BREADTH DEVELOPMENT DEPTH
more critically, to communicate our views effectively, and
Complete view of How the skills develop Enough detail to guide
to maintain a positive mindset in an increasingly complex transferable skills across stages of the teaching and assessment
world. How can we support the development of these skills? within one system learning journey in practical ways
In Cambridge, we have set out to support teachers in this
challenging area.
We have identified six life competencies, which are linked to three foundation layers of the Framework.

Creative Learning to Collaboration

Thinking Learn

Critical Communication Social

Thinking Responsibilities

These are supported by three foundation

layers that underpin the Framework:
Emotional Development
Digital Literacy
Discipline Knowledge

Damir,
Student, Angola

2 3
 The Learning Journey The Cambridge Life Competencies Framework
COMPETENCIES
The competencies vary depending on the stage of the learning journey – from pre-
Creative Participating in Creating new Using newly
primary through to learners at work.
creative activities content from own created content to
Thinking
ideas or other solve problems and
resources make decisions

Critical Understanding Evaluating ideas, Synthesising ideas

and analysing links arguments and and information
Thinking
between ideas options

Pre-Primary Primary Secondary

Learning to Practical skills for Taking control of Reflecting on and

participating in own learning evaluating own
Learn
learning learning success

Higher Education At Work Communication Using appropriate Managing Participating

language and conversations with appropriate
register for context confidence and
clarity

The exact boundaries between each stage will vary between different countries and different
contexts, as will the expectations of what learners at each stage will be able to do. This
Framework sets out to provide a useful starting point for institutions and educationalists to
use in identifying the most appropriate learning outcomes for their particular context. Collaboration Taking personal Listening Managing the Working towards
responsibility for respectfully sharing of tasks a resolution
own contribution and responding in a project related to a task
to a group task constructively
to others’
contributions

Social Understanding Taking active roles Understanding and Understanding

personal including leadership describing own and and discussing
Responsibilities
responsibilities others’ cultures global issues –
as part of a environmental,
group and in political, financial
society – including and social
citizenship

FOUNDATIONAL LAYERS
Emotional Development

Digital Literacy

Discipline Knowledge

cambridge.org/clcf
4 5
 Can Do Statements
In this section, we have provided some examples of Can Do Statements which are descriptions of what
learners can be expected to do for each competency by the end of that stage of the learning journey.
These Can Do Statements will vary in their suitability for learners in different contexts, and so are
provided as a starting point in the development of a curriculum, programme or assessment system.
The Can Do Statements at each level generally assume that the learners have developed the skills at a
previous stage of learning, although this is not true of the Higher Education and At Work stages, which
are treated as being in parallel. We have a given a few examples below, but you can read a lot more in
our Competency Booklets available at cambridge.org/clcf

STAGE OF LEARNING CAN DO STATEMENTS

CRITICAL THINKING
Understanding and analysing links between ideas
PRE-PRIMARY • Sorts, arranges and describes objects by shape, size, colour, weight, texture and position.
• Explores different materials and media and decides what to use.
• Matches objects, people, letters, pronunciations and words.
• Identifies the difference between puzzles, games, and toys.
PRIMARY • Sorts, classifies and describes objects and activities according to key features
(e.g. types of animal or transport).
• Identifies characters, setting, plot and themes in a story.
• Compares different types of information.
• Explains why things happened (e.g. cause and effect).
SECONDARY • Compares points and arguments from different sources.

What are ‘competencies’?

• Distinguishes between main and supporting arguments.
• Identifies the basic structure of an argument.
HIGHER EDUCATION • Summarises key points in a text or an argument.
• Identifies unstated assumptions and biases in an argument.
We call these ‘competencies’ rather than ‘skills’, because competencies are more than just skills. • Contrasts different points of view on a specific topic.
The competencies in this Framework are complex and require development in three areas: AT WORK • Identifies patterns in business and operational data.
• Summarises key points from business-related documents and presentations.
• Identifies assumptions underlying a speaker’s or writer’s argument (e.g. in a business
proposal).
Competences are defined
Skill as a combination of C O M M U N I C AT I O N
knowledge, skills and Using appropriate language and register for context
attitudes, where: PRE-PRIMARY • Understands and carries out basic instructions for class/school.
a)  knowledge is composed • Expresses basic likes/dislikes and agreement/disagreement.
• Uses simple, polite forms of greetings, introductions and farewells
of the facts and figures,
Knowledge Attitudes • Adjusts language for playing different roles (e.g. a teacher, an animal or a character
concepts, ideas and from a story).
theories which are already PRIMARY • Talks about their day, their family, their interests, and other topics suitable for primary
established and support school.
the understanding of a • Appropriately asks for permission, apologises, makes requests and agrees or disagrees.
• Uses polite forms of greeting and address and responds to invitations, suggestions,
certain area or subject;
Competency apologies, etc.
b)  skills are defined as the • Changes sound level and pitch when doing drama or acting a role in a play to
communicate different emotions.
ability and capacity to carry
out processes and use SECONDARY • Uses appropriate form of address, greetings and farewells.
• Presents points clearly and persuasively.
the existing knowledge to • Uses language for effect (exaggerations, cleft sentences).
achieve results; • Demonstrates understanding of which topics are appropriate for conversation in different
Knowledge is what you need to know to do something well. Skill is contexts.
c)  attitudes describe the
the degree of mastery or fluency in using the competency; skill is disposition and mind-sets HIGHER EDUCATION • Demonstrates awareness of differences in communication styles between individuals and
what you get from practice. Attitudes refer to the disposition and to act or react to ideas, between cultures.
• Demonstrates awareness of how suitability of conversation topics can vary according to
mind-set you need to develop knowledge and skill in this area. persons or situations. context and culture.
• Expresses a point of view, elicits and responds to others’ points of view politely.
This approach is consistent with the definitions given by the Council of the European
AT WORK • Adapts register to different types of conversation partner (e.g. colleagues, managers and
European Union in their Recommendations on Key Competences Union, 2018, p14. customers).
for Lifelong Learning. • Keeps a discussion moving by periodically summarising and moving to next topic.
• Sums up the outcomes of a discussion and elicits confirmation.

6 7
 Life Competencies in ELT
These life competencies are already embedded into many of your English lessons.
The purpose of the Framework is to help you approach this more systematically and effectively.
Here are some examples of activities you may already be using to develop life competencies.
Unlock Listening & Speaking, Level 3, Student’s Book, page 138
Think Level 2, Student’s Book, page 103

11NEWS
SPEAKING TASK

M A K I N G TH E OBJECTIVES
FUNCTIONS: reporting what
Give a short presentation about an invention or discovery that has
changed our lives.
someone has said; expressing
feelings: anger
Understanding
GRAMMAR: reported statements; 1 Work alone. Make a list of inventions or discoveries that have changed
verb patterns: object + infinitive
PREPARE Creating new
and describing our lives.
VOCABULARY: fun; more verbs with content from
own and others’
object + infinitive; expressions
2 Choose one of the inventions Why? own ideas
with make
cultures and prepare an ideas map How? Where?
about it. Write questions
READING 4 On April Fool’s Day in many English-speaking on the diagram.
countries, people play jokes on others. Journalists
1 Tick (✓) the qualities you need to be a news are usually serious, but sometimes they play jokes,
Understanding journalist.
too. Do you have a similar day in your country?
When?
and analysing funny intelligent brave What?
confident charming talented 5 2.27 Read and listen to the article. Which photo
links between relates to each story? Write the dates of the stories
positive active cheerful Who?
ideas on the pictures to match them.
warm serious
adventurous 6 Read the article again. Which story are these 3 Work with a partner. Discuss your research questions and help each other
people talking about? answer the questions on the ideas maps.
2 SPEAKING Work in pairs. What other
Managing adjectives can you think of?
1 ‘I saw that. I think they were in the middle of making
a nature programme.’ 4 Work with a partner. Take turns to practise giving your presentation. Listening
conversations PRACTISE
3 SPEAKING Would you like to be a journalist? 2 ‘What a great way to get people interested in your respectfully
Say why or why not. product.’ 5 Give each other feedback using the questions below.
Participating and responding
3 ‘They said the mistake happened because of a bad
I’d like to be a journalist 1 Was the presentation clearly organized and interesting? constructively
Evaluating ideas, translation.’ with appropriate
because I like finding out things. 4 ‘It definitely doesn’t come from a plant. I think it’sUnderstanding 2 Was there a clear description of the invention/discovery? to others’
arguments made with flour and water.’ confidence 3 Were there examples of how the invention/discovery has changed
and options and analysing and clarity contributions
I wouldn’t like to be a journalist 5 ‘I think people believed the story because he was our lives?
because I’m not adventurous. such an intelligent person.’ links between
ideas 6 Work in small groups. Take turns to give your presentations. Discuss which
PRESENT
one of your inventions has had the biggest influence on our lives.

TASK CHECKLIST ✔
In 1957 the BBC news programme Panorama told its viewers
that Swiss farmers were enjoying a really good year for their Did you use phrases with make correctly?
spaghetti crop. They showed a film of the farmers picking the Reflecting on
pasta from their trees. Many people believed the story and and evaluating
some of them even phoned up the BBC to ask how they could Did you use passive and active forms correctly?
grow their own spaghetti tree. The date, of course, was April 1st,
own learning
or April Fool’s Day – the day when people in many countries success Did you outline the topic clearly?
across the world like to play jokes on each other.
April 1st seems to be very popular with journalists. They Did you explain clearly how something is used?
have the extremely important job of reporting the news
to us. For 364 days a year they need to be serious. But
for one day a year they allow themselves to forget this
responsibility for a few minutes and have a bit of fun trying
to fool their readers or viewers.

102 138 SPEAKING LISTENING AND SPEAKING SKILLS 3

8 9
itical Primary
ThinkingELT Social Responsibilities
Critical Thinking Social Responsibilities
Super Minds Level 1, Student’s Book, page 67 Power Up Level 2, Student’s Book, page 13

1
4 1.19 Match the ideas with the photos. Listen and check.

1 Project Do the class survey.

Look after our planet … at home!
a Ask and answer. How many
Tick (3) the hours a 1 d Turn off the tap when you clean your teeth.
week do I do sport
boxes. four hours 2 Have a shower and not a bath. Save water!
you do
sport? a week.
3 Turn off the lights when you go out.

How many hours a 4 Recycle paper, glass and plastic.

1–2 3–4 5–6 7+
week do you … hours hours hours hours 5 Don’t use new plastic bags when you go shopping.
do sport?
watch TV? a b c d e
play with friends?
read books?
play computer games?

b Make a bar chart and show it to your friends.

5 What do you do to look after the planet? Tell a partner.
We recycle paper, glass and plastic. I have showers.

Four people
do sport
three or STAGE 3
four hours
a week. Write ‘Think’ bubbles to help our planet.
Say how you can look after
our planet.
Save
Write ‘Think’ bubbles for AGE
your daily routines chart.
water! ST My

3
I turn off the tap when
diary
I clean my teeth. Activity Book
page 6
Social science 67

Learn about how to look after our planet Show what you know about looking after our planet 13

10 11
Superminds 1, CUP. Student Book p67 Power Up 2 Student Book p13
 Secondary
laboration ELT
and Creative Thinking Emotional Development
Collaboration and Creative Thinking Emotional Development
Prepare Level 2, Student’s Book, page 32 Talent Level 1, Student’s Book, page 71

7
LIFE SKILLS COLLABORATION PRACTICE
4 Read, listen and watch. Which
[2.10]

statement from exercise 3 does the video support?

7 Write the comparative or superlative form
of the adjectives in brackets.

The simple things in life

make teens happiest

REACHING 5 Complete the sentences with the highlighted words GRAMMAR GUIDE People often think that today’s teens are only interested
from the texts. the latest (late) tech devices and
in having 0 ..........................
Comparative and superlative adjectives

AGREEMENT
1 I don’t with the things my friend does in class. 1
.......................... (new) fashions. Not so, according to a
She doesn’t listen to the teacher. comparative superlative new survey. A happy home life and good friends are
2 Do you agree or with the idea of going to the 2
cinema? short adjectives .......................... (important) to British teens than money.
3 I hope you the film. smaller than the smallest Access to the internet makes their lives 3 ..........................
LIFE SKILLS 4 Can you give me some ? I don’t know what to (good) but going out with friends makes them
Reaching agreement bigger than the biggest
do. 4
easier than the easiest .......................... (happy) than using social media. A healthy
For two people to agree, you need to: 5 I’m . I can’t go to the cinema with my friends.
• listen carefully My mum and dad want me to stay at home with my lifestyle and a friendly community also make life
long adjectives 5
• give your opinions calmly and clearly little brother. .......................... (enjoyable). School is 6 .......................... (large)
6 Maybe you don’t agree. In that , you can make more expensive than the most expensive
• try to understand the other person’s part of teenagers’ lives and has a great influence on their
ideas before you decide what to do. your own plans. more satisfied than the most satisfied
happiness. Students generally feel 7 .......................... (secure)
irregular
37 6 Listen to Lola, Oscar and Daisy talking. What are they
planning? better than the best
and get 8 .......................... (high) marks in a class that is well
behaved and where the atmosphere is calm and friendly.
1 Read the sentences. Answer the questions. a They are making plans to go the cinema. worse than the worst
b They are making plans to study for their maths further / farther than the furthest / farthest
Let’s agree to disagree. exam together.
c They are making plans for a surprise party. GRAMMAR REFERENCE p. 118 WB pp. 194–195
We can find a ‘win–win’ solution.

1 What do you think the sentences mean?

37 7 Listen again and choose the correct words to complete
the sentences.
2 Which sentence do you prefer? Why?
5 Complete with the correct comparative
1 First, they need to decide on a for the party. or superlative form of the adjectives in brackets.
3 When do you need to make decisions? For
a present b day
example, think about doing a class project, cheaper
2 They decide to meet on . 0 It is ....................................... (cheap) to live in Prague
going to an event or watching TV.
a Sunday night b Saturday afternoon than to live in London.
8 There is an election for a student representative
2 Do you ever disagree with friends about
these things? How do you reach an
3 Lola thinks it’s a good idea to get a
a basketball shirt b notebook
.
1 Rome is ....................................... (hot) than London at school. Write four sentences using
agreement? 4 Oscar thinks it’s a better idea to get a . in the summer, but Madrid is ....................................... the comparative and superlative of the adjectives
a T-shirt b CD city of them all. to say why you would be the best representative.
What to do at the weekend 5 Michael loves .
What to buy a friend for their birthday 2 Jane is ....................................... (good) at maths
a listening to music b going to the cinema ■ intelligent ■ funny ■ kind
What topic to choose for a school project 6 They decide to . than her friend, Sally, but she is
■ friendly ■ organised ■ popular
a get nothing b get a CD and a book ....................................... (bad) at science.
3 Read the problems on Danny's page quickly
and write the names on the correct replies. 7 Oscar wants to .
3 Franco is ....................................... (hard-working)
■ normal ■ happy ■ confident
Do you have any problems like these in a buy a cake at the shop b make a cake I’ve got lots of friends and I’m the most
8 Lola needs to . student in the class. He always gets top grades.
your life? popular student in my class.
a study b help her mum 4 Karen’s house is ....................................... (far) away
4 Read the texts again. Which person/people
has/have these problems? 8 Are the sentences in the Useful language box used for from the school. She has to travel for two hours 9 SPEAKING Rate each factor on a scale of 1–5
agreeing (A), disagreeing (D) or making suggestions (S)? every day. about how happy it makes you. (5 = very happy;
Which person/people … 5 I had ....................................... (small) Christmas 1 = not very happy). Then compare your results
1 has/have a problem with a friend?
2 has/have a problem with a family member? USEFUL LANGUAGE present of my family, but it was with your partner.
3 has/have a problem at school? I disagree D ....................................... (expensive) – it was real gold. 1 own bedroom 1 2 3 4 5
✓
4 hasn’t/haven't got a lot of time? How about a basketball shirt? 6 Jake has got ....................................... (big) feet than 2 social media 1 2 3 4 5
5 wants/want to go to the cinema? I have a better idea.
6 maybe needs/need to agree to disagree? Mike, but he is ....................................... (short) than him. 3 friends 1 2 3 4 5
I agree.
4 sport 1 2 3 4 5
I think a CD is a better idea than a book. 6 Write one comparative and one superlative
That’s an awesome idea! sentence for the adjectives below. 5 good marks at school 1 2 3 4 5
6 having the latest tech / clothes 1 2 3 4 5
1 happy 3 bad
Own bedroom: Five. This is the most important
2 satisfied 4 kind
thing for me. I love my room because I can …
32 LIFE SKILLS
Unit 7 71

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Prepare 2, CUP. Student Book p32 Talent 1, CUP. Student Book p71
reative Thinking, Communication and
Creative Thinking, Communication
Critical Higher Education/Adult ELT
Thinking
ocial Responsibilities
and Social Responsibilities Critical Thinking
Talent Level 1, Student’s Book, page 89 Unlock Level 1, Student’s Book, page 51

Writing 8
Look at Content
An information Using priorities to evaluate options
When you write a leaflet to help people, you can
leaflet include this information: Groups of people (project teams, managers or groups of students) often need to

SKILLS
1 Look at the photo and • a title decide how to use money or other resources. This involves discussing priorities,
read the leaflet. What • an explanation of the problem
• who the leaflet is for, and a question for them to ranking criteria and evaluating different options. You can give more ‘weight’ (or
is it about?
answer significance) to the criteria which you think are more important. This can be
• several tips (pieces of advice) and reasons why especially useful when it is difficult or not obvious how to make a decision.
HOW TO BE SAFE ONLINE! • bullet points
• a final sentence to make people feel better
It’s easy to bully someone online, and lots of
teenagers suffer from this. So how can you 3 Work with a partner. Read the text about the Mah Scholarship. Imagine
make sure it doesn’t happen to you? Follow you are committee members selecting applicants. Which criteria do you
our essential advice. 4 Read the leaflet again. Does it include all of
the things from the Look at Content box? feel are the most important for receiving the Mah Scholarship? Rank them
• Don’t post contact information (address, email,
mobile number) online.
How many tips are there? from 1 to 5 (1 = most important, 5 = least important). Discuss your reasons.
• Check your privacy settings on social networks.
Make sure you know how to keep your personal ❘
information private.
• Never respond or retaliate. This can make things Get Writing
worse.
• You should block any users who send you nasty
SCHOLARSHIPS The Mah Scholarship
messages. PLAN THE MAH
The Mah Scholarship was started by Hong Kong billionaire Mah-Tak Hung,
• Think carefully about posting photos of yourself SCHOLARSHIP
online. Once your picture is online, anyone can 5 Plan a leaflet to help new students at Information the successful businessperson behind the Mah Foundation. The Mah
download, share or even change it. your school understand the rules. Use Application Scholarship pays the fees and expenses each year for one student, of any
• Don’t ignore cyberbullying or keep it secret. You the list in the Look at Content box and forms nationality, who wants to study in Hong Kong.
should ALWAYS tell someone. make notes. Application
process A committee of current students and academics evaluates the applications,
FAQs interviews candidates and decides who will receive the scholarship.
Just use your common sense and you won’t be a cybervictim! WRITE Requirements:
JOBS
6 Write your leaflet. Use your notes from • Applicants must be accepted to a course of study at a
Look at Language Exercise 5 and the language below to CONTACT US Hong Kong university.
help you. Write about 120 words. • Applicants should show that their work after finishing the
INTRODUCING A TIP
Don’t post personal information. Students who … have to … course will contribute to society.
You should block any users … If you … think carefully before / about … • Applicants must apply in writing to the Mah Foundation.
Make sure you … • If chosen, applicants must participate in an interview by
So how can you … ? phone or video.
2 Find three other ways to introduce a tip in the You should always / never …
Just remember / use … The final selection is made based on a student’s grades and test scores,
text in Exercise 1.
the quality of the written application and the student’s financial need.
3 Complete the sentences with the words in the box.
CHECK
Never should Don’t Make think
7 Can you say YES to these questions? 1 must be studying a course that contributes to society
1 Don’t • Is the information from the Look at 2 must include a good written application
Content box in your leaflet?
1 … pass on cyberbullying videos or messages about 3 must have a good interview
• Have you introduced the advice using a
other people. 4 must have good grades and test scores
variety of different expressions?
2 You … never give anyone your passwords. 5 must be in financial need
3 If someone bullies you, … carefully about changing
your user ID and profile. 4 Compare your answers with another pair. Did you rank the criteria in
4 … sure you report anything abusive you see online. the same way? Why / Why not? Change your ranking if the other pair
5 … agree to keep chats with people you don’t know
‘secret’.
convinces you that their ideas are better.

Unit 8 89

CritiCal thinking 51

14 15

Talent 1, CUP. Student Book p89 Unlock 1, CUP. Student Book p51
laboration Creative Thinking
Collaboration Creative Thinking
Unlock Level 1, Student’s Book, page 53 Empower Level 5, Student’s Book, page 129

Communication Plus
3C Student B 7C Student A
PREPARATION FOR SPEAKING a You’d like to go somewhere fun with Student A after
class. You’re not very keen on shopping unless it
means going to a shop or department store that sells
video games. It might be fun to go to a new juice
GIVING AN OPINION AND MAKING SUGGESTIONS bar that opened last week. You could also go to the
movies. Make careful suggestions and try to agree on
1 Match the sentence halves to make suggestions and give opinions. Which what you can do after class.
sentences make suggestions? Which give opinions?
b Now go back to p.39
1 I think the most a rank the proposed courses of study
important according to their contribution to society?
9C Student A
2 I think b to really focus on the applicants’ potential a Have two conversations. a Imagine what you would do with the room shown in
3 Why don’t we contribution to society. the picture. Think about:
4 What if we say that c looking at the applicants’ family situation? Conversation 1 • how you could use different parts of it (e.g. sleeping,
Tell your partner you have a surprise for them to do with
5 Have you d the least important thing is the students’ working, watching TV)
entertainment. Make them try and guess. Eventually tell • what furniture you might put in it
considered written application. them it’s free tickets for them to go and see Hamlet. If • where you could put different items (e.g. pictures, a TV,
6 I feel it’s important e factor is probably financial need. your partner looks a little disappointed, check that they a computer).
like the theatre – you’re sure they told you they did.
f academic score is the most important b Draw a rough plan of the room to show what you
factor? would do. Think how you could use:
Conversation 2 • expressions for imagining from 4b on p.87
2 2.5 Listen and check your answers. Your partner has got a surprise for you to do with a • vague phrases from 5a and 5d on p.87.
sports game. Try to find out what it is. You like going to
tennis matches and football games, but you’re not very c Show Student B your plan and tell him/her how you
keen on basketball. Try to be polite and grateful. imagine the room. Then listen to Student B and ask
AGREEING AND DISAGREEING RESPECTFULLY questions about his/her room.

b Now go back to p.111

d Now go back to p.87
In a discussion where speakers have different opinions, it is important to use
formal language to disagree respectfully with what someone has said. You can 10A Student A 9A Student A
do this in several ways. a Read the story. a Describe your inventions to Student B, but don’t tell
him/her what it is. Ask him/her to guess what the
• Using modal verbs before making a point: Separated twin boys with almost identical lives invention is. Use these expressions to help you.
Yes, I can see that. It may not be the ideal course for you. Stories of identical twins are often incredible, but This thing’s made of …
SKILLS

perhaps none more so than those of identical twin You can hold it in your hand.
• Apologizing before disagreeing with someone’s point: You can put it …
boys born in Ohio. They were separated at birth
Sorry, but I have to disagree. I think being a doctor is a very and grew up in different families. Unknown to
You can put something in it.
You can perhaps find one in …
practical job! each other, both families named them James. It might be useful after/when …
Both boys grew up not even knowing each other,
• Saying you recognize someone’s point and then adding a but … clause: but they both became police officers and both Anti-snoring pillow
Yes, but it seems like a great way to really help people when married a woman named Linda. They both had This pillow uses a sensor to detect snoring and then
they need it. sons who one named James Alan and the other responds by vibrating. Tests show that this is efficient
named James Allan. They both got divorced and in reducing snoring. In addition, the pillow has an
then married again to women named Betty. They internal recording device which will allow you to record
both owned dogs which they named Toy. They your snoring and monitor the effectiveness of the pillow.
met for the first time after 45 years.

b Now go back to p.118 Ear dryer

You can use this to dry the inside of your ear
after you’ve had a shower, bath or swim.
You place the device in your ear and it blows
hot air. The makers suggest you use it after
you have dried your ears with a towel.

b Now go back to p.106

PREPARATION FOR SPEAKING 53

129

16 17

Unlock 1, CUP. Student Book p53 Empower 5, CUP. Student Book p129
 Going forward Further Reading
ASCD [Online]. Whole school, whole Early Education. (2012). Development OECD. (2016). Global competency for
Applications of the Framework community, whole child. Available matters in the Early Years Foundation an inclusive world. Available at: https://
at: http://www.ascd.org/programs/ Stage (EYFS). Available at: http:// www.oecd.org/education/Global-
learning-and-health/wscc-model.aspx www.foundationyears.org.uk/ competency-for-an-inclusive-world.pdf
How can the Framework be used to improve English language programmes?
files/2012/03/Development-Matters-
Belfield, C., Brooks Bowden, A., Partnership for 21st Century Skills
FINAL-PRINT-AMENDED.pdf
Klapp, A., Levin, R.S., & Zander, S. (P21) [Online]. Framework for
CURRICULUM DEVELOPMENT (2015). The economic value of social Levy, F., & Murnane, R. J. (2004). The 21st century learning. Available
and emotional learning. Journal of new division of labor: How computers are at: http://21stcenturyskillsbook.
Benefit-Cost Analysis, 6(3), 508-544. creating the next job market. Princeton, com/resources/
Use Can Do Statements of component competencies NJ: Princeton University Press.
Bridgeland, J., Bruce, M., & Hariharan, Suto, I. (2013). 21st century skills:
at each learning stage to develop Curriculum Learning A. (2013). The missing piece: A MacIntyre, P.D. & Mercer, S. (2014). Ancient, ubiquitous, enigmatic?
Outcomes national teacher survey on how Introducing positive psychology to Research Matters: A Cambridge
social and emotional learning can SLA. Studies in Second Language Assessment Publication, 15, 2-8.
empower children and transform Learning and Teaching, 4(2), 153-172.
L E A R N I N G M AT E R I A L S Trilling, B. & Fadel, C. (2009). 21st
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Develop appropriate tasks and record-keeping to council-recommendation-on-key-
monitor success in developing Life Competencies competences-for-lifelong-learning_en

Validation
Cambridge is working on the
validation of the Framework, setting Müjgan,
up a number of research projects Academic
to examine the appropriacy of the Coordinator,
proposed component competencies Turkey
and their Can Do Statements. If you
would like to get involved with these
validation projects, contact
[email protected]

Claire,
Principal Research Manager,
Cambridge University Press
18
You can find information about the other
competencies in the Cambridge Life
Competencies Framework at
cambridge.org/clcf

✓ Collaboration
✓ Communication
✓ Creative Thinking
✓ Critical Thinking
✓ Emotional Development
✓ Learning to Learn
✓ Social Responsibilities

© Cambridge University Press 2019