Teacher’s Guide 1

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TABLE OF CONTENTS
Contents Page number
Welcome! 3

Meet the characters 4

Series components 5

Student’s materials 5
Teacher’s materials 6

Student’s book scope and sequence 8

Time Travellers’ methodologies 10

A natural, communicative approach 10

Gamification 11
A Universal Design for Learning 13
Stories and reading 15
Creating a global citizen 17
Flexible evaluation 20

Unit tours 21

Student’s book 21
Activity book 26

Digital platform tour 28

Student’s resources 28
Teacher’s resources 31

Time Travellers and the LOMLOE 38

The key concepts of the LOMLOE 38

The key competences of the LOMLOE 39
The specific competences for English learning 40

Teaching with Time Travellers 42

Session plans 43
Language skills sections 44
Activity book 46
Read&Play 47
Time travel mission and Solve and save 48
Better world 54
Watch me grow 56
Inclusion 58
Mediation 61
Plurilingualism 64
Evaluation 66
Useful classroom language 67
MILT 68
Curriculum planning 70
Downloadable resources quick reference list 71

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WELCOME! Teacher’s Guide 1

Thank you for choosing Time Travellers!

Time Travellers is a general English course for primary students, which takes an
active, gamified approach to teaching English. It is a comprehensive course that is fully
compliant with the LOMLOE.

In this Teacher’s guide we will provide you with a step-by-step guide of how to get the
most out of the course, how to ensure all of your students’ learning needs are met and
how to make sure that your students - and you - have fun along the way!

Before we get started…

Crack the code to reveal the mystery word and unlock the Teacher’s guide!

= WELL
E L U
N
= ?
D S
W

L H O
Did you crack the code?
Now it’s time to learn more about
Time Travellers!
(Answer is on page 71)

Training, support and feedback

To help you get started, your sales representative will

schedule a training session at your school for all the English
department. Your sales representative will also be available
to help you with any support you require throughout the
academic year.

If you want to give us feedback on the Time Travellers course,

please send an email to [email protected].

You can also report errors directly from the digital platform.

Watch the video tutorial on how to report errors.

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MEET THE CHARACTERS

TIM
This is TIM.
He helps the children
travel in time!

Theo Berry
I am Theo. I am Berry.
I love to run outside. I love to play the piano.
My sister is Berry. My brother is Theo.

Odi Flo
I am Odi. I am Flo.
I like to bake cakes. I like inventing things.

Inca Coop
I am Inca. I am Coop.
HIS
GL
EN

I love sports. I like technology.

Ms Diamond Obsidian
This is Ms Diamond. This is Obsidian.
She is a science He is a history teacher.
teacher. She is missing! He is changing the past!

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SERIES COMPONENTS Teacher’s Guide 1

Student’s materials

Student’s book
Print
Full-colour Student’s book with 6 units, integrating
language practice with a gamified time travel
mission, Social and Emotional Learning (SEL)
sessions and learning situations based around the
UN’s 2030 Sustainable Development Goals (SDGs).

Digital
All activities from the print version in a
gamified, auto-corrected digital format.
Access to an interactive PDF of every unit.

Activity book
Print
Full-colour Activity book with 6 units, including
activities to practise language and skills learned in
the Student’s book.

Digital
All activities from the print version in a
gamified, auto-corrected digital format.
Access to an interactive PDF of every unit.

Digital platform
Individual student access to the gamified Time Travellers digital platform.
Access to the Bookroom, a platform with 800+ follow-along audiobooks and
videos with comprehension quizzes.
Access to the Trainer, a platform with over 30,000 extra skills practice questions.

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Teacher’s materials

Teacher’s kit
Printed classroom materials include:
Student’s book.
Activity book.
15-20 flashcards per unit.
1 poster per unit.

Teacher’s panel
All the digital teacher’s materials can be accessed from the Teacher’s panel:
panel.miltoneducation.com.
Access to the digital Student’s book and Activity book.
Fully interactive PDF of the Student’s and Activity books with click-through to
digital versions of all of the activities.
Classroom tools including a timer, random student picker, group organiser.
Detailed student performance analytics.

Session plans
Unit session plans with detailed teaching notes help you implement the Time
Travellers’ teaching methodology in your classroom. Sessions combine content from
the Student’s book with additional classroom routines, games, learning situations and
review sessions. Available online or as downloadable PDFs.

Phonics unit
A phonics unit with a full set of digital teaching materials that can be taught
alongside the main unit content. Available to download from the Teacher’s panel.

Teacher’s guide
The Teacher’s guide includes an overview of the Time Travellers’ teaching
methodology and how to use all the components to teach English in your classroom.
Available as a downloadable PDF (this document).

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 Teacher’s Guide 1
Answer key
All the answers, audioscripts and videoscripts for the Student’s book and Activity book
are included in the Answer key. Available as a downloadable PDF.

Official curriculum programming

Official Primary curriculum planning documents compiled according to the
LOMLOE. Available in Spanish in a Word document and downloadable PDF.

Exams
Exams are available to track student level and progress. There are:
placement tests for the beginning of the year.
two editable end-of-unit exams per unit.
15 full practice Cambridge exams (3 of each exam: Starters, Movers, Flyers, Key
and Preliminary).
All exams are available as downloadable PDFs and include downloadable audios for
offline access.

Evaluation rubrics
Evaluation rubrics aligned with the Student exit profile requirements in the
LOMLOE.
Self-evaluation rubrics for students.

Inclusive learning resources

An inclusive learning activity bank that includes replacement activities covering
a range of different learning styles so you can diversify and adapt your teaching to
include every student in the classroom.
The inclusion videos provide teachers with support on how to teach children with
special educational needs.

Mediation and plurilingualism

Mediation activity bank to develop effective mediation skills.
Plurilingualism session plans to develop a plurilingual approach to language
learning.

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STUDENT’S BOOK SCOPE AND SEQUENCE

Listening &

Reading &
speaking

writing
Story

Song
Unit Page Vocabulary Grammar

1 What is this?
school supplies What are these?
5
numbers 1-10 This is... These are...
Welcome How many...?
to school

2
body parts What have you got?
21
autumn objects I have got...
The
scarecrow

3 There is... There are...

toys
39 How old are you?
birthdays
I am...
My toys

clothes What are you wearing?

4
colours I’m wearing...
57
months What is she wearing?
The seasons She’s wearing...
snowman

5 Is this your...?
family Yes, it is. No, it isn’t.
73
days of the week What is his / her name?
This is His / her name is...
my family

6 house
Where is...?
91 rooms
It’s (in / on / under / behind)
This is furniture
my house

British culture Video Song

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 Teacher’s Guide 1

Review quiz
TIME TRAVEL BETTER WORLD Watch me grow
Sustainable Social &
MISSION Development
Comic & escape room emotional learning
Goals

A dinosaur disaster Quality education (SDG 4)

How I feel
1902: The discovery of the Equal access to a quality
Tyrannosaurus rex education for everyone

Good health and

The fire fiasco well-being (SDG 3)
Managing my
emotions
1M years ago: The discovery of fire The importance of a
healthy body and mind

A bad day for breakfast

Gender equality (SDG 5)
Examining prejudices
1305: The invention of the
Toys are for everyone, and biases
traditional
regardless of gender
English breakfast

No poverty (SDG 1)
The Stonehenge saga
Feelings, values and
Thinking about poverty thoughts
2300 BC: The history of Stonehenge
and the winter months

Decent work and economic

The needle nightmare
growth (SDG 8)
Being motivated
48,000 BC: The invention of the
Finding a balance between
needle
work and fun

Sustainable cities and

The underground upset communities (SDG 11)
Making choices
1863: The invention of the Tube What makes a place
nice to live in?

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TIME TRAVELLERS’ METHODOLOGIES
Time Travellers combines a variety of methodologies that together create the perfect
general English course for students studying in the world we live in today.

They are:

A natural, communicative method

Gamification
A Universal Design for Learning
Stories and reading
Creating a global citizen
Flexible evaluation

The next few pages provide a more detailed overview of each methodology and the
tools available to help implement each one in your classroom.

A natural, communicative method

Young students learn languages by first

listening and then producing the language
they hear. Time Travellers emulates this
natural method, using extensive listening and
speaking practice to introduce learners from
the very beginning to what can be the most
challenging parts of learning a language.

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Gamification Teacher’s Guide 1

Milton Education puts gamification at the

centre of its methodology. Children learn
better when they feel engaged, and the best
way to get them engaged is to play. When
learning feels like a game, it becomes easy
and rewarding.

Time Travellers offers students and teachers

a wide variety of motivating content,
interactive activities, videos, stories and
online games to use both inside and outside
of the classroom.

The digital platform

Our gamified platform:
turns traditional activities into games with lives and points.
use badges, coins and collaborative and social components to increase student
engagement.

Travellers mission
In the Travellers command centre, students discover their mission. By completing
activities in the Student’s book and Trainer and winning points, students unlock
different stages of the mission. They earn badges for reading books in the Bookroom
and they can buy souvenirs with the coins they win.

Time travel mission

In the Time travel mission control, students are set another mission. They must help
a group of friends - Berry, Theo, Inca, Odi, Coop and Flo - to stop Obsidian. Obsidian is
an evil history teacher who is going back in time and interfering with historical events.
Some of the children’s favourite things are at risk! Via the comics, students travel back
in time and help the friends solve an escape room activity, for which they win a badge.
They also must find secret objects hidden in the comic in order to unlock the final
mission at the end of the book.

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Solve and save activities
The Time travel mission section of each unit includes
escape room style Solve and save activities that pique
students’ curiosity, engage their lateral and critical thinking
skills and get them having fun!

The activity styles include:

basic maths puzzles visual perception puzzles
missing letters logic puzzles
crosswords sequencing puzzles
hidden objects code cracking puzzles
looking for clues language riddles

Classroom games
The classroom games in the Time Travellers
series are also designed to make learning
engaging, as well as getting students
thinking and moving. Total Physical Response
(TPR) games are indicated with the icon .

The games range from adaptations of

traditional favourites to more complex
games requiring students to make decisions
and cooperate with other students as they
play and learn together.

The games can be found within the Student’s

book and Activity book, and there are more
in the Session plans. Teachers can also award
students with coins and points in the digital
platform for these classroom games, which
they can then use to unlock badges and buy
souvenirs.

Class games
The digital platform includes a Kahoot-style interactive games function which gets
students competing against each other whilst practising their English skills. Using their
mobile devices, a tablet or computer, students enter a code to take part in the whole-
class quiz. At the end of each question, they see how many points they’ve won and
where they are in the whole-class ranking. At the end of the quiz, students see who the
winner was and receive more points.

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A Universal Design Teacher’s Guide 1

for Learning

The contents in Time Travellers has been

designed with flexibility in mind and aims to
cater for, represent and include all children in
the classroom.

You decide how to teach the content:

following the session plans available in the
Teacher’s panel or following the unit sections
in order. The paper version of the Student’s
book and Activity book can be used in the
classroom alongside the digital platform,
with the teacher displaying activities on the
digital whiteboard. Students can use the
digital platform individually to complete
homework tasks, practise skills on the Trainer
or read and/or listen to books.

In the classroom, activities and projects

can be completed in a variety of ways, for
example, written, oral, visual or recorded,
depending on the individual needs of the
students.

The learn together icon highlights

activities which work well as group activities,
but you decide which approach best suits which students, and whether the activities
are to be completed individually, in pairs, in groups or as a class.

All activities are clearly explained and are broken down into easy-to-follow steps,
helping students to become more independent learners.

Inclusive learning activity bank

The inclusive learning activity bank can be found in the Teacher’s panel and includes
a range of different activity types that can be used to diversify the ways a task is
completed. Assign different styles to those students who you know struggle with
particular activity types.

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Inclusion videos
The Inclusion video bank available in the Teacher’s panel includes videos with advice on
how to make your classroom a more inclusive, student-centred environment and also
provides information for teaching students with specific learning requirements. The
videos include:

Universal Design for Learning

How to create an inclusive learning environment
Promoting and celebrating diversity
Multiple intelligences
Creating a student-centred learning environment
Managing a multi-level English class
Mindfulness in the classroom
Teaching digital natives
Safeguarding children online
Teaching children with dyslexia
Teaching children with ADHD
Teaching children with autism
Teaching children with anxiety
Teaching children with sensory & physical needs
Teaching children with Spanish as their second language
Teaching bilingual children (Spanish/English)

Analytics
The extensive analytics function on the Teacher’s panel allows you to track student
progress in detail and see patterns in the types of activities or content they struggle
with.

Give students the level they require

The English classroom often includes students working at different levels of English.
Milton Education gives you the option to have students working at different levels in
the digital platform. For example, you can give children with a higher level of English
access to activities from a higher level Student book or Activity book, or students
who are struggling with the level of the class access to activities from a lower level
Student’s book or Activity book.

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Stories and reading Teacher’s Guide 1

Cultivating a love of reading and learning through stories is a key part of Time
Travellers. We believe students’ learning benefits hugely from reading a little bit every
day, and our materials help to support this practice.

Stories
Every unit in the Time Travellers series has a story related to something relevant to
students’ everyday lives or their interests. The story is available in print and as an
audiobook on the digital platform. Students can read or follow along.

Stories have a wide range of benefits. They:

allow students to see authentic language and grammar structures in a meaningful
context.
provide excellent opportunities to practise reading or listening for gist.
can help to improve students’ pronunciation and intonation skills by reading out
loud.
can help to improve students’ listening and storytelling skills as they listen to
others read.
stimulate students’ imagination.
give students access to information that they may not otherwise read in a
non-fictional context.

Comics
In the Time travel mission section of each unit, students travel back in time to help the
group of friends protect an important historical event. These missions are presented in
the form of comics.

Comics are also an extremely beneficial learning tool. They:

motivate reluctant readers.
offer visual support to aid understanding.
give students access to sophisticated narrative elements (plot, characters, time
periods, settings and event sequencing) without requiring high-level language
decoding skills.
can be used for role-plays, with students playing the parts of the characters.
provide an excellent base for extension activities, such as writing alternative
endings or answering the question What happens next?

15
The Bookroom
The Bookroom offers over 800 graded audiobooks and videos, all with an associated
comprehension quiz. Students will love reading an assortment of classic fairy tales
and fables as well as cultural content, written and recorded by native English speakers.
There are also non-fiction texts, videos, series of books featuring the same characters
and choose your own adventure stories.

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Creating a global citizen Teacher’s Guide 1

Global citizens understand that we are all part of the same international community
and that our actions affect not only the people and places where we live but
communities all around the world. They demonstrate a commitment to social
justice and equality and actively participate in initiatives promoting the Sustainable
Development Goals (SDGs).

The Better world section in each unit of Time Travellers introduces students to a
real-world topic associated with one of the Sustainable Development Goals that has
relevance to their life and interests, and explores some of the most important issues
related to it through images, a video, activities and a project.

In the Watch me grow section, students are invited to get to know themselves
better, reflect on how they interact with others and learn how to form the positive
relationships the world needs to successfully achieve the SDGs.

Sustainable Development Goals

What are the Sustainable

Development Goals?
The Sustainable Development Goals
(SDGs) are 17 interconnected goals,
established by the United Nations (UN) in
2015. Although each goal has a different
focus, the global objective is “...to achieve
a more sustainable future for all people
and the world by 2030.” (UN Mission
statement)

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How does Time Travellers work with the Sustainable
Development Goals?

The Better world section deals directly with one of the 17 Sustainable Development
Goals, linking it to the unit topic. Each Better world section includes:

An opening, image-based activity to detect previous knowledge.

A video introducing a topic related to the unit SDG.
A comprehension activity, testing general understanding.
A speaking activity based on a real-world situation.
A competence-based project, called Take action, encouraging students to directly
address some of the issues related to the unit SDG.

Learning situations

Every section of each unit has been linked to specific learning situations that
encourage students to apply the skills that they have learned to real-life situations.
These situations range from typical everyday situations that students may find
themselves in, to more global situations, linked to the Sustainable Development Goals.
The learning situations can be found in the session plans on the Teacher’s panel and as
a seperate downloadable PDF.

Social and Emotional Learning (SEL)

What is Social and Emotional Learning?

Social and Emotional Learning refers to the process in which we learn to understand
and manage our emotions, work towards our personal goals as well as wider societal
goals, participate in positive relationships, make informed, responsible decisions and
show empathy towards others. As we go on our SEL journey, we can help to tackle
discrimination, and to create environments and communities where everyone feels
safe and supported.

The CASEL framework

CASEL - the Collaborative for Academic Social and Emotional Learning (casel.org) - are
an organisation that are working to make Social and Emotional Learning available
for everyone. They provide research-informed teaching approaches for students of
all ages. The Social and Emotional Learning syllabus in Time Travellers has been
developed around the CASEL framework. Every unit is mapped to 1 or 2 of the CASEL
competences. You can find this mapping in the “Teaching with Time Travellers” section
of this guide.

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How does Time Travellers Teacher’s Guide 1
work with SEL?
The Watch me grow sections at the end of each unit work with one or various of the
CASEL 5 competences.

The CASEL 5 competences

Responsible
Self-awareness Self-management Social awareness Relationship skills
decision-making
Demonstrating
Integrating personal Managing one's Taking others' Communicating
curiosity and open-
and social identities emotions perspectives effectively
mindedness

Identifying personal, Identifying and using Identifying solutions

Recognising Developing positive
cultural and linguistic stress-management for personal and
strengths in others relationships
assets strategies social problems

Learning to make a
Exhibiting self- Demonstrating reasoned judgement
Identifying one’s Demonstrating
discipline and self- empathy and after analyzing
emotions cultural competency
motivation compassion information, data,
facts

Anticipating and
Practicing teamwork
Demonstrating Setting personal and Showing concern for evaluating the
and collaborative
honesty and integrity collective goals the feelings of others consequences of
problem-solving
one's actions

Recognising how
Linking feelings, Using planning and Understanding and Resolving conflicts critical thinking skills
values and thoughts organisational skills expressing gratitude constructively are useful both inside
and outside school

Reflecting on one's
Identifying diverse role to promote
Examining prejudices Showing the courage Resisting negative
social norms, personal, family and
and biases to take initiative social pressure
including unjust ones community well-
being

Understanding
Evaluating personal,
the influences of
Experiencing self- Showing leadership interpersonal,
organisations/
efficacy in groups community and
systems on
institutional impacts
behaviour

Seeking or offering
Having a growth
support and help
mindset
when needed

Developing interests
Standing up for the
and a sense of
rights of others
purpose

The Watch me grow section of Time Travellers uses a wide selection of effective
strategies to encourage students to tap into their emotions, recognise their unique
abilities and develop their creativity. More detailed information on working with SEL in
the classroom is available in “Teaching with Time Travellers” the end of this guide and in
the unit session plans.

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Flexible evaluation

Milton Education supports teachers by providing a wide range of evaluation tools

that can be adapted and used to objectively assess students’ progress in a variety
of contexts. It encourages global and ongoing evaluation and takes into account key
competences and students’ progress in all areas of learning.

Placement tests
There are placement tests that can be used at the start of Primary 2 to determine
students’ current knowledge. They cover the most important content for the
students to have mastered in order to continue with the current year’s content,
giving you valuable information about which areas might need to be developed
further. The placement tests are designed to form part of a holistic student
evaluation process, alongside other evaluation tools. Available on the digital
platform and as downloadable PDFs.

Review sections
Each unit contains a Review section, testing students’ understanding of the
vocabulary and grammar presented. These sections can be done at the end of each
unit or after every few units as part of a general overview of previous content.

Cambridge exams
The Trainer offers a complete set of over 30,000 questions similar to Cambridge
exams Starters, Movers, Flyers, A2 Key and B1 Preliminary. The questions are
organised into the 7 CEFR levels Pre-A1 to B1. Each level covers the 6 main skills
areas of Vocabulary, Grammar, Listening, Reading, Writing and Speaking. Also
available in the Teacher’s panel are 3 complete Cambridge exams for 5 levels:
Starters, Movers, Flyers, A2 Key and B1 Preliminary.

Unit exams
These tests can be used as exams or as a diagnostic tool to identify any gaps
in knowledge and understanding. Available as downloadable PDF or editable
document to be personalised for your students.

Evaluation rubrics
The evaluation rubrics allow teachers to continuously assess their students
progress throughout the school year, and help to provide valuable insight into
students’ competence development. They evaluate the key competences specified
in the LOMLOE. Available as a downloadable pdf.

Self-evaluation rubrics
The self-evaluation rubrics are designed to develop students’ self-awareness of their
language skills. They encourage them to reflect not only on their English skills, but on
the skills involved in all the languages they speak, and to recognise their strengths
and the challenges they face to help them improve. They also help you to adapt your
teaching according to individual students’ needs. Available as a downloadable pdf.

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UNIT TOURS Teacher’s Guide 1

Student’s book

Icon key

listening activity learn together activity (pair or group)

watch the video Total Physical Response (TPR) activity

pair speaking activity

The opening page of the unit

includes an illustration featuring
the new vocabulary that will be
presented in the unit. Ask students
“What can you see?” to detect
previous knowledge at the start of
the unit, or to review vocabulary
after you’ve taught the unit.

Students are given a clue as to

where they will be going on their
time travel mission.

21
 Vocabulary

New vocabulary items are introduced Vocabulary is integrated

with illustrations. Flashcards and posters with speaking activities.
are included in the Teacher’s kit.

Songs motivate students and

make learning fun. Videos are
available for every song.

Story Song

Each unit contains a story Every story is available

combining new vocabulary and in the Bookroom as an
new grammar structures. audiobook.

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 Teacher’s Guide 1
Grammar reference boxes present
new structures simply and clearly.

Grammar

New vocabulary is integrated New vocabulary is recycled

with new grammar. throughout the unit.

Independent reading of increasing

difficulty is included in the reading section.

Reading and writing Listening and speaking

Handwriting font is used to help Listening and speaking accounts for

students practise their writing. 80% of the content in each unit.

23
Students travel back in time through a comic to Unit vocabulary is
discover their mission, learning about different periods integrated into the
of history and British culture along the way. activities.

Students solve an escape room Better world videos present

activity to complete the time the unit SDG in a context
travel mission. relevant to students’ lives.

Students find The Take action projects encourage

hidden objects students to make a positive
in the comic. contribution to the world around them.

24
Opening ‘meet and greet‘ The Watch me grow section
routines encourage students uses the same context as the
to take an interest in their previous Better world section,
classmates and how they feel. now with a SEL focus.

Total Physical Response (TPR) Students record

activities pair movement with their SEL journey
language, making learning in their MYSELF
more effective. portfolio.

Review quiz
Self-evaluation encourages
students to take control of their
own learning.

The unit closes with revision

activities to consolidate
language learning.

25
Activity book

Practising new Exercises integrate There are plenty of

vocabulary is enjoyable other primary skills opportunities for creative
with puzzles and fun such as mathematical expression through
exercises. reasoning. drawing and colouring.

Exercises accompany the Story section of

the Student’s Book to do a deep dive into
new vocabulary and grammar.

26
 Teacher’s Guide 1

Additional grammar There is at least one Pair speaking work is

practice helps students additional listening also included.
master new structures. exercise in each unit.

Each unit ends reinforcing Exam practice is an

new words with integral part of the
handwriting practice. Activity Book.

27
DIGITAL PLATFORM TOUR
The digital platform is the centrepiece of the Time Travellers methodology, offering
digital natives a gamified learning experience to keep them engaged, curious and
excited to learn English.

The Teacher’s panel is an agile platform designed to make teaching, planning and
student management easier.

Student’s resources

Every student has access to the digital platform via the following link:
https://travellers.miltoneducation.com

When students log in, they’ll see the dashboard.

Watch the video tutorials on how to use the student’s digital platform.

Digital textbooks
In the Textbook section, students access the digital versions of the Student’s book and
Activity book that have been assigned to them by the teacher. They include all the
activities from the print versions of the books in a gamified environment, as well as
additional extra practice exercises.

They also have access to the interactive PDF. Students can click on the rubrics to link
to a digital version of the activity. Videos and audios can be accessed directly from the
interactive PDF.

28
Time travel mission control Teacher’s Guide 1
The Time travel mission control contains all the
information about the student’s time travel missions.

Students can watch the time travel mission video which

introduces them to the characters and tells them what
their mission will be.

As students complete each Solve and save activity in the

Time travel mission section of the digital Student’s book,
the coloured version of their badge will appear in the
mission control.

Students can also collect their objects in the mission control by finding them in the
comics on the digital platform.

When students have collected all of the badges and objects, the final mission activity
will become active. Once they’ve completed the final mission, an end-of-course video
will be revealed.

Bookroom
The Bookroom is a digital library of audiobooks and videos. Students have access to all
the books in the highest level you have assigned them as well as all the levels below it.

Students can read along whilst they listen to the fully-illustrated audiobook. The
spoken words are synchronised with the words on screen and they can pause at any
time to stop the audio. They also have a dictionary to look up words in the story, which
includes pronunciation of the word as well as the definition.

Watch the video tutorial on how to use the Bookroom.

29
Trainer
The Trainer is a a bank of exercises and game-like activities that students can use to
practise language skills and prepare for exams. They have access to all the activities in
the level you have assigned them as well as all the levels below it.

Watch the video tutorial on how to use the Trainer.

Passport
In Passport, students have access to the Travellers mission video, the badges they’ve
collected and the souvenirs they’ve bought using the virtual coins they earn for reading
books and doing activities on the platform.

As a reward for reading books in the Bookroom and completing activities in the Trainer,
new stages of the mission are unlocked. Once a stage is unlocked, it will appear in
colour, and students can read more information about it and use the coins they’ve
earned to buy souvenirs.

Students also receive badges for reading books in the Bookroom and posting messages
on the Classwall. These badges appear in colour in Passport when they’ve been won
alongside the souvenirs they’ve bought.

Watch the video tutorials on how to use Passport.

Assignments
Students have access to the assignments assigned to them by the teacher, which
can be completed for homework. They’ll see a completion date and can click on the
assignment to complete it. Students can see which assignments have been completed,
which have expired and which ones are not yet completed.

Daily challenge
Students are set a daily challenge to encourage them to incorporate practising English
into their daily routine. Every day a different challenge will appear in the Student’s
panel. All the activities can be completed on the digital platform.

Class game
Class games are Kahoot-style interactive classroom games set up by the teacher.
The teacher provides students with a code which students can input in their Student’s
panel to take part.

Other functions
Students can use the platform to communicate with the teacher, check how many
points and coins they have, see the class ranking and see their avatar. They can also
take part in the Classwall and message one-on-one with the teacher.

30
Teacher’s resources Teacher’s Guide 1

Teachers can access all the student and teacher’s resources from the Teacher’s panel:
panel.miltoneducation.com

The bar along the top of the page helps you navigate through the resources available.

Watch the video tutorials on how to use the Teacher’s panel.

Classroom tools
The Teacher’s panel includes digital tools that help with classroom organisation and
management.

Class coins: Award individual students or groups of students extra coins based
on their classroom performance. This section also includes a history of how many
coins each student has earned.

Student rewards: Display all students’ rewards on the digital whiteboard and give
special rewards different to points and coins.

Manage groups: Organise students into groups and display the groups on the
digital whiteboard.

Timer: Set and display on the digital whiteboard the amount of time students
have to complete activities.

Pick a student: Choose a student at random to complete a task.

Today: Display the time and date on the digital whiteboard.

Digital textbooks: student mode

Teachers can access the digital Student’s book and Activity book in the Student mode
section. You’ll see the content just as the students see it and it can be used to display
the answers on the digital whiteboard.

Interactive PDF
Every unit of the Student’s book and Activity book is also included on the digital
platform as an interactive PDF. It is identical to the print book and has click-through
links to all the digital activities, including the extra digital activities that do not appear
in the print version. Videos can be played by simply clicking on the link.

31
Class games
Set up Kahoot-style whole-class games to get students practising their English skills
competitively.

Choose from the bank of skills-based activities what you want students to practise. For
each one, you can see the answers and details of every question included in the quiz.
Once you’ve set up the quiz, a code is generated for the game. Give this to students to
put into their devices. As students answer you’ll see if it’s correct or incorrect, and you’ll
see when all students have answered the questions. You can reward students with
coins and display results on the whiteboard.

Watch the video tutorial on how to use Class games.

Bookroom
You have access to all the books in the Bookroom. The Teacher’s panel includes an
overview of what each level means. You can see what level a book is, see a description
of each book and whether the audio is British or American English. You can decide
which books students have access to and turn them on and off here.

Trainer
In the Teacher’s panel view of the Trainer you can access all the Trainer exercises and
turn them on and off, depending on what you want individual students to see.

32
 Teacher’s Guide 1
Session plans
The session plans for every unit can be found in the Teacher’s panel and can be viewed
online or downloaded as PDF. Each unit has between 12-14 session plans and they
provide step-by-step instructions for how to run classroom sessions organised around
the Student’s book.

As well as activities from the Student’s book the session plans include welcome
routines, warmups, closing routines and homework activities , learning situations and
extra activities which can be used for fast finishers, or set as homework tasks. There
are more details on how to use the session plans in the “Teaching with Time Travellers”
section of this document.

Phonics
An optional Phonics section is provided on the digital platform. The PDF can be
downloaded from the Teacher’s panel to print out should you wish, or you can
complete all of the activities on the digital platform.

Student exams
All the student exams, including unit exams and Cambridge practice exams can be
downloaded from the Teacher’s panel. They are available in PDF and word so you can
delete sections or add your own content.

Audios
All Student’s book, Activity book and exam audios can be downloaded from the
Teacher’s panel as MP3 files.

Inclusive learning materials

The inclusive learning activity bank and the inclusion videos are accessed through the
Teacher’s panel. You can download the activities in a PDF. Use the activities to replace
activities in the Student’s book if they don’t fit the learning styles of your students.
Watch the videos to learn more about specific special educational needs.

Mediation and plurilingualism

A mediation activity bank with activities to practise the key skills needed for
effective mediation can be downloaded as a PDF from the Teacher’s panel.
A set of session plans that support the plurilingual approach to langauge learning.

33
Classroom curriculum programming
The curriculum programming document (programación didáctica de aula) for each
unit is provided in Spanish in PDF format. Written in accordance with the Real Decreto
157/2022, 1st March 2022, it provides details of the teaching requirements for Primary
education.

A recommendation of when The Time Travellers

The title of the unit this unit could be taught methodology is a
in the school year. The full combination of classroom
breakdown is included at the activities and digital
end of this guide. activities.

The session plans include A summary of the learning

extra activities and situations that appear in the
activities adapted to a unit. There is one for every
wide range of learning section. The full activity can be
styles. found on the Teacher’s panel
as a downloadable PDF.

34
 Teacher’s Guide 1
The teaching areas In what section of the unit
included in each unit. the content appears.

A detailed list of all the content covered in the unit, including a list of
the vocabulary, the grammar and functional language, the Sustainable
Development Goal and the Social and Emotional Learning descriptor.

The key competences that The evaluation criteria of The basic content or
are covered in the section the specific competence skill that students
and the language skill. covered in each section. will cover in the unit.

Every section of the unit is included in

this table, for every unit of the book.

35
Answer key
The answer key includes answers to every print and digital question in Time Travellers
and is available in PDF.
All the audio scripts,
video scripts and song
The Student’s book lyrics are included.
page number.

The Student’s book

section.

The Student’s book

icons are included
so you can see at a
glance if an activity
has an audio or video
associated with it.

Extra activities only

available on the digital
platform appear in
green.

36
 Teacher’s Guide 1
Other resources and functions
My content: In the content section you can create your own activities. You can
upload content that you have created into simple templates for students to
complete them in the same format they see the other Time Travellers exercises
in, and you can also access resources that have been created by other teachers at
your school.

Assignments: Set any of the digital activities as homework tasks and set a
deadline for them. You also have an overview of how many students have
completed the assignment and how they did.

Analytics: The analytics section offers an advanced and detailed analysis of

how students are performing in different areas of the platform. It’s divided into
the different areas of the platform and analytics are provided in various different
graphs and tables.

Watch a video tutorial for on how to use Analytics.

Settings: Customise the digital platform for your students, choosing which font
to see exercises in, whether you want to use the Classwall and Ranking functions,
how you want your students to see the dictionary and more.

Students: Manage your students’ access by configuring the levels of Trainer and
Bookroom, use the one-on-one messaging system and more.

Help: The help section includes video tutorials on how to use all the different parts
of the digital platform and the Time Travellers course.

37
TIME TRAVELLERS AND THE LOMLOE
To support you with the implementation of the LOMLOE we’ve put together a
breakdown of the key requirements of the new education law and an overview of how
Time Travellers addresses these areas.

The key concepts of the LOMLOE

The LOMLOE key concept How it’s covered in Time Travellers

1 Educational equality The Time Travellers methodology puts students in the
driving seat, offering clear, easy-to-follow instructions,
All children have the right to an education, to real-world topics that students from all backgrounds
be free from discrimination and to actively can relate to and a flexible approach to classroom
particpate in the decisions that affect them. activities, making sure that students of all learning
styles feel comfortable and confident as they learn.

2 Gender equality These issues are specifically addressed in the Better

world and Watch me grow sections of the units, where
All children should be treated equally, regardless students will be asked to look critically at personal and
of their gender and affective preferences. societal prejudices and to examine and rethink ideas
and behaviour that may contribute to inequality.

3 An inclusive and personalised education Promoting diversity

The characters in the Time Travellers series reflect
Every student should feel represented and Milton Education’s commitment to an inclusive
included in the classroom. All learning styles education and the importance of representing diversity
should be catered for and a flexible approach to in its content. Special care has also been taken in the
teaching should provide alternative pedagogical selection of images, to make sure that people of all
methods to ensure every child can access the backgrounds and abilities are represented.
materials. In the Watch me grow sections, teachers will find
additional texts and exercises specifically highlighting
how diversity enriches us and the society we live in.

Flexible and inclusive pedagogy

Time Travellers uses a skill-based, self-driven, reflexive
educational methodology to keep students motivated.

Our inclusive learning activity bank provides teachers

with suggestions as to how to adapt activities to
different learning styles and abilities, and our Inclusion
videos provides training on a wide range of special
educational needs.

Learning situations contextualise learning in real-world

situations.

Class games, escape room activities and gamification

all ensure that learning is fun and effective for
everyone.

38
 Teacher’s Guide 1

4 Digitalisation Digital natives will feel at home when they learn with Time
Promote a safe, healthy, sustainable, Travellers. Milton Education’s digital offer includes a gamified
critical and responsible use of digital digital learning platform and a digital bookroom with
technologies in education, at work and for graded audiobooks and videos.
societal participation. This includes digital
literacy, communication and collaboration, A Trainer is also available to help students practise their
creating digital content and an awareness language skills and prepare for Cambridge exams.
of issues surrounding digital citizenship,
including an awareness of privacy, Record yourself speaking activities help students to
intellectual property rights, computational increase their confidence and abilities when speaking.
and critical thinking.

5 Sustainable development and global A global citizen has an awareness of the wider world and
citizenship how they form part of it. They actively participate in their
community and collaborate with others to make the world
An alignment with the UN’s 2030 agenda a better place to live for everyone. The Watch me grow
of 17 sustainable development goals. section deals directly with the CASEL framework of Social
and Emotional Learning (SEL) and guides students through
a series of exercises designed to make them reflect on
themselves as individuals and their role in wider society.
Throughout each course, students will create a MYSELF
portfolio charting their thoughts, ideas, and dreams for the
future.

To further support a global citizenship education, the Better

world sections of Time Travellers offer comprehensive, cross-
curricular coverage of all 17 of the Sustainable Development
Goals, including being a responsible consumer and working
towards a sustainable future for everyone.

The images used in the activities and videos visually

represent global diversity in all of its forms.

The key competences of the LOMLOE

The LOMLOE stipulates 8 key competences that students should develop across the
Primary curriculum subjects. They are:

Linguistic Learning to learn

Plurilingual Citizenship
STEM Entrepreneurship
Digital Cultural and artistic

Some of these are fundamental to learning English and therefore are part of the
foundations of the Time Travellers series. You can read more about this in the next
section, “Specific competences”. However, we believe that all 8 competences have a
place in the English classroom so you’ll therefore find all of them reflected in both our
methodology and content.

39
The specific competences for
English learning

The LOMLOE stipulates 6 specific competences that students should develop when
learning English at Primary.

General
How it’s covered in Time
explanation of the Evaluation criteria for cycle 1
Travellers
specific competence
1 Linguistic 1.1 Recognise and interpret common Time Travellers contains a wide
comprehension words and expressions in multimodal, variety of texts, stories, listening
Understand general brief and simple oral and written activities, songs and videos to
meaning and specific texts about common and familiar help students improve their
details from simple texts everyday topics, relevant to students’ comprehension as they learn new
(both oral and written), lives and interests, expressed in an words and structures.
enabling participation in understandable, clear, simple and
everyday communication. direct way with standard language. As well as those provided in
the Student’s book, students
1.2 Choose and apply, in a structured have access to the Bookroom of
and guided way, key linguistic and audiobooks.
contextual strategies to understand
general meaning as well as specific The real-world topics and contexts
details in everyday communicative are all relevant to students’
situations that are relevant to students’ everyday lives.
lives and interests.
The inclusive learning activity
bank provides alternative
comprehension activities types
to provide students with multiple
learning options.

2 Linguistic production 2.1 Orally express simple, short phrases Students practise writing new
Produce simple, structured giving basic information about everyday words and short texts and practise
texts to express immediate topics, relevant to students’ lives using all new language orally.
needs and to participate in verbal and non-verbal resources in a
everyday communication. structured and guided way. Drawing The inclusive learning activity
on structures that have been learnt bank provides alternative
previously and paying attention to production activity types to provide
rhythm, emphasis and intonation. students with multiple learning
options.
2.2 Write words, expressions and
phrases, in frameworks for a specific
purpose, using analogue and digital
tools, and words and basic structures
about everyday topics relevant to
students’ lives.

2.3 Choose and apply, in a structured

and guided way, basic strategies to
produce short and simple messages that
are appropriate to the communicative
context, using physical and digital
resources as support when necessary.

40
 Teacher’s Guide 1
3 Interactions 3.1 Participate, in a structured and The Time Travellers methodology
Interact with others using guided way, in simple, interactive, encourages students to start
everyday expressions, previously prepared situations related speaking from the very beginning.
using cooperative to everyday topics, using a range of Scaffolding is provided as they
strategies, digital and support materials and putting into take their first steps and begin to
non-digital resources to practice strategies like repetition, express themselves in English.
express immediate needs pauses and non-verbal language whilst
in respectful, courteous showing empathy. The Watch me grow section
exchanges. 3.2 Choose and use, in a structured starts with an interaction routine,
and guided way, and in familiar encouraging students to show an
environments, greetings, introductions, interest in their classmates and
short, simple messages and basic how they are feeling.
questions to aid communication.

4 Mediation Interpret and explain, in a structured This Teacher’s guide includes

Mediate in predictable and guided way, basic concepts, an overview of how to teach
situations, using strategies communications or simple, short mediation in the classroom.
and knowledge to texts in a range of situations,
process and transmit showing empathy for and interest There are extra activities in the
basic information, with in all the speakers and for any mediation activity bank.
the aim of facilitating misunderstandings they have, using a
communication. range of strategies to support them. In Watch me grow, students learn
about how to relate empathically
with others and understand that
other people’s experiences are
different to their own.

5 Plurilingualism 5.1. Compare and contrast similarities This Teacher’s guide includes
Recognise and use and differences between different an overview of the plurilingual
linguistic skills and languages, reflecting, in a structured methodology and how you can
resources in different and guided way, on the ways that they implement it in the classroom.
languages, reflecting function.
on how they work and 5.2 Identify and apply, in a structured Self-evaluation rubrics are included
identifying personal and guided way, knowledge and to help students become self-aware
strategies and knowledge strategies to improve ability to of the common strengths and
to improve your response communicate and learn English with weaknesses across the languages
to specific communication support from others, analogue and they speak.
needs in familiar situations. digital tools.
5.3. Identify and explain, in a structured There are session plans for
and guided way, progress and developing a plurilingual approach.
difficulties with learning English.

6 Interculturalism 6.1 Show interest for intercultural Throughout the Time Travellers
Appreciate and respect communication, identifying and series, students will be introduced
linguistic, cultural analysing, in a structured and guided to characters and topics from all
and artistic diversity, way, the most common discrimination, around the world. In the Time
identifying and valuing prejudice and stereotypes in everyday travel mission, students travel
similarities and differences situations. with the time travellers to visit
between languages 6.2 Recognise and appreciate linguistic key moments in history and learn
and cultures, to better and cultural diversity related to English, about how these events influenced
understand and manage showing interest in basic cultural and the world we live in today. The
intercultural situations. linguistic elements. Better world section directly
addresses social and cultural
issues, inviting students to reflect
on the importance of diversity.

41
TEACHING WITH TIME TRAVELLERS
In this section we provide guidance for how you can
teach English using Time Travellers. Time Travellers is a
flexible course, designed to be adapted to your teaching
needs and preferences.

The content can be adapted to however many hours

of English you are teaching per week. At the end of
this section you’ll find “Curriculum planning” with a
recommendation of how to split the units over the
school year, depending on how many hours of English
per week you teach.

The course can be taught using digital only, print only

or digital and print together. The digital platform
can be used by students in the classroom and at
home for homework or revision. You can teach using
the interactive PDF on the digital whiteboard whilst
students follow along in their Student’s book or Activity
book.

The units are split into Language skills,

Time travel mission and Solve and save, Better world
and Watch me grow sections. You can teach the
content following the order as it comes in the Student’s
book, or combine the sections so students practise
multiple skills in one lesson. The session plans provide a
recommendation for how you can do this.

Listening activity: the activity has an associated audio.

Video icon: the activity has an associated video.

Speaking icon: a pair speaking activity. Example audios are available

on the digital platform for those speaking activities that have example
exchanges.

Learn together icon: a group activity in which students need to work

together in pairs or small groups.

Total physical response icon: an activity that gets students up on their

feet and moving.

42
Session plans Teacher’s Guide 1

The unit session plans provide teachers with classroom sessions based around the
content in the Student’s book, both in print and on the digital platform, adding opening
and closing routines, classroom games and extra practice activities.

The session plans are organised round content from the Student’s book, but do not
necessarily follow the order of the sections in the unit. They have been written by
experienced teachers to create engaging classroom sessions which offer students
plenty of opportunities to practise vocabulary, grammar and language skills in a
variety of ways.

The sessions have been planned in accordance with typical school calendars (excluding
exam periods) and are based on 45-minute lessons. They incorporate:

A welcome routine
A warm-up activity
Activities from the Student’s book
A learning situation
A closing routine
An extra activity (that can be used for fast finishers or as homework).

Throughout the session plans are a variety of games to engage students as they’re
learning.

The session plans include teacher’s notes with advice on how to run each part of the
session.

43
Language skills sections

Every unit in the Student’s book follows the same structure. You can teach the sections
in order, or follow the session plans to mix practice of different skills in each classroom
session.

Vocabulary
The cover page of the unit includes an illustration related to the topic of the unit, in
which all the new vocabulary items that students will learn in the unit appear. Use
this to elicit vocabulary items and find out students’ previous knowledge. It also
works as a useful springboard into the main topic of the unit.
Vocabulary is then introduced using illustrations.
Vocabulary flashcards and posters can be found in the Teacher’s kit.
There are digital flashcards on the digital platform.

Story
The story is linked in some way to the unit topic, and includes new vocabulary and
grammar structures.
You can play the audio whilst students follow along in their Student’s book, or you
can play the audiobook on the digital platform where students will be able to see
the synced text as it is being read aloud.
There is an extra comprehension activity on the digital platform.

Song
There is a song in each unit that ties together vocabulary and grammar.
There is a video for each song on the digital platform with follow-along text at the
bottom of the screen. The lyrics for the song are available in the Answer key PDF.
A comprehension activity for each song is included in the Student’s book.
You can repeat the song throughout the unit as needed.

Grammar
New grammar structures are introduced, generally via audio, and then practised.
Extra practice activities can be found on the digital platform.

44
 Teacher’s Guide 1
Listening and speaking
The first Listening and speaking section comes just after Grammar and provides
simple practice of new vocabulary and grammar, such as listening for single words
and repeating a simple dialogue with a partner.
The second Listening and speaking section comes after the Reading and writing
section, and provides extension of unit vocabulary and more complex practice. The
aim of the second section is for students to produce more original language and
say what they want to say.
Students can record their answers to speaking activities on the digital platform.
You can listen to their answers on the Teacher’s panel.

Reading and writing

The Reading activities start with single words and build across the course to short
texts with comprehension questions.
The Writing activities provide handwriting practice.

Review
In the Review section, students complete a self-evaluation for the unit vocabulary
and activities to recall the unit content.

Phonics
An optional Phonics section is provided on the digital platform. The PDF can be
downloaded from the Teacher’s panel to print out should you wish, or you can
complete all of the activities on the digital platform.
We recommend teaching one Phonics session per month throughout the school
year.
Each session focuses on one Phonics concept. The last session of the year reviews
all of the sounds the students have worked on.
Each session begins by introducing the concept or sound using audio, followed by
activities to practise, which also include audio.
Students can record themselves on the digital platform to hear their pronunciation.
You can listen to their answers on the Teacher’s panel.

45
Activity book

The Activity book provides language skills practice tied to the Student’s book content. It
can be used in class or for practice at home.

The activities follow the order of the Student’s book, with vocabulary practice, an
activity related to the story and grammar practice.
The activities can be used flexibly either as preparation for Student’s book
activities or as reinforcement after concepts have been taught in class.
The activities are meant to be fun and motivating, including a variety of puzzles,
connect the dots, hidden picture and similar activities.
There is at least one new listening activity in each Activity book unit, generally
geared towards official exam preparation.
The Activity book contains plenty of opportunities to draw, colour and practice
handwriting.

46
Read&Play Teacher’s Guide 1

There are further titles available in the Bookroom which complement the unit topic.
Here is a list of recommended titles per unit.

Primary Year 1 extra reading Primary Year 2 extra reading

Unit
recommendations recommendations
Whose Pen is That? (Level 4) At the Restaurant (Level 4)
1 Monster School (Level 5) What are they Drinking? (Level 4)
One Goose, Two Geese (Level 5) Family Dinner (Level 4)

Our Bodies (Level 4)

2 Farm Animals (in Student’s book)
Robby’s Legs (Level 5)

Breakfast Around the World (Level 4) The Strong Ant (Level 4)

3 The Monster Restaurant (Level 5) What is my Cat Doing? (Level 4)
Meet My Friends (Level 5) The Zebra and the Baboon (Level 5)

The Snow Day (Level 4)

Dressing Up Day (Level 4)
4 The Yellow Spaceship (In Student’s book)
The Hike (Level 5)
Wintertime (Level 5)

My Pets (Level 4)
Meet the Monsters (Level 5) I Do, I Make (Level 7)
5
Spot Goes South (Level 5) My Week (Level 8)
My Baby Brother (Level 5)

Hide and Seek (Level 4)

Where is the Cat? (Level 4)
6 June Learns to Fly a Kite (Level 6)
Nora’s New House (Level 5)
The Cat’s New Toy (Level 5)

The session plans also contain

recommended exercises from the Trainer
for extra practice. For this cycle, we
recommend using levels 0 to 2 in the
Trainer, adapting your assignments to
each student’s needs. In the Trainer,
you will find plenty of extra practice for
vocabulary, grammar, listening, reading,
writing and speaking.

47
Time travel mission and Solve and save

The Time travel mission and Solve and save sections of the unit are designed to be
taught together in one session. In these sections students will:

learn about a historical period or element of British culture.

listen and follow an exciting comic featuring the Time Travellers characters.
solve an escape room-style Solve and save activity.

At the beginning of the year, watch the Time Travel mission video as a whole class
and look at the Meet the characters page in the Student’s book. Make sure students
understand their time travel mission!

The story
A group of six friends live in a town in the UK and go to school there. They are all
members of a science club run by their teacher, Ms Diamond. Their names are Theo,
Berry, Odi, Inca, Coop and Flo.

When the children arrive at school at the start of a new school year, Ms Diamond has
mysteriously disappeared.

TIM, which stands for Time Inversion Machine, finds

the students and gives them a message. TIM is a time
machine that Ms Diamond created to travel back in
time and learn about the past. TIM tells the friends that
Obsidian, the evil history teacher, stole Ms Diamond’s
plans and created his own Time machine. He decided it
wasn’t enough to just see the past - he wants to change
it too!

TIM got worried about Ms Diamond. Where is she?

Obsidian is now travelling in time, interfering with
important historical events. If he’s successful, the present
will be changed forever and some of the children’s
favourite things will disappear! But there is hope. With
TIM’s help, the friends must travel through time and stop
Obsidian.

In every comic, Obsidian changes something in the past

which affects the present. Students must solve an escape
room-style Solve and save activity to stop Obsidian.

They also must find one secret object in every unit to

complete the Final mission.

48
 Teacher’s Guide 1
The characters
The group of 6 friends in Time Travellers appear in all 6 courses of the series and they
are the same age that students are at the time of studying a particular course. The
student’s names were given to them by Ms Diamond when they joined the science
club. Their names all come from chemical elements on the periodic table.

Berry (Berrylide)

Berry is the non-identical twin sister of Theo. She is very creative and likes drawing
and designing things. She plays the piano and loves music. Berry is British. She and her
family are from the south of England.

Theo (Lithium)

Theo is the non-identical twin sister of Berry. He is very active and loves to play all
types of sports. He can be quite competitive! Theo has a prosthetic left leg because he
was born without the bottom part of his leg. Theo is British. He and his family are from
the south of England.

Inca (Zinc)

Inca loves going on adventures and doing sports. She is very good at running and
wants to run in the Paralympics when she’s older. Inca is blind and carries a cane with
her. Inca is British Chinese. Her parents moved from Hong Kong to the UK in the 1990s
before she was born.

Odi (Iodine)

Odi loves cooking and especially likes baking cakes for his friends. He is quite a shy boy
but he is very kind and his friends are very important to him. Odi is British Indian. His
paternal grandparents were born in India and migrated to the UK in the 1950s. He lives
with his British Indian parents.

Flo (Flourine)

Flo likes to know how everything works! She likes inventing things and learning
about the world. One day she wants to be Prime Minister. Flo is British Jamaican. Her
maternal grandparents migrated from Jamaica in the 1970s. Her mum was born in the
UK, where she met her dad who is white British. Flo lives with her mum.

Coop (Copper)

Coop loves everything to do with computers. He likes programming and learning about new
technology. Coop is Welsh. He came to live in England with his mum when he was a child.

49
TIM

TIM (which stands for Time Inversion Machine) helps the children to time travel. He also
gives them information about the historical periods they travel to through an ear piece.
TIM also wants to defeat Obsidian! He is the children’s friend.

Ms Diamond

Ms Diamond is the children’s science teacher. She set up the science club they are in.
She loves science and inventing things. Five years ago she invented TIM and discovered
she could time travel. She loves to learn about the past but thinks it’s very important
not to change anything when you time travel.

Obsidian

Obsidian was a history teacher at the children’s school. He used to help out at science
club. He wants to be famous and powerful and control all the events of the world.
Obsidian wants to change things in the past to destroy things that the children love in
the present!

Teaching the Time travel mission

The session plans on the Teacher’s panel include specific teacher’s notes for each
session, but below is some general guidance for teaching the Time travel session.

Pre-listening activity

The first activity is a pre-listening activity. Students’ previous knowledge of a topic

related to the comic is detected. The answer to the question can also be found
somewhere in the comic.

Comic

Next, students listen to and follow the comic. You can play the audio whilst
students follow along in their Student’s book, or you can play the audiobook on
the digital platform where students will be able to see the synced text as it is being
read aloud.
In level 1, no text appears on the page.
In the audio file, the change of frame is marked by a drum beat.

50
 Teacher’s Guide 1

The <zap> sound effect marks when the children time travel. The frame where they
arrive in the past is also marked with the time travel outline.

65 million years ago

Every time students travel When the characters in the comic time travel
to a new time period the they wear their time travel boiler suits. One of
year is shown in the top left the characters acts as the narrator, telling us
corner of the frame. about the historical period. TIM is giving them this
information through an earpiece which students
will be able to spot in the comic.

Frames with a red border show

information on TIM’s screen.

At the end of the comic

students are set a challenge.
They have to do something to
stop Obsidian from changing
the past, which will affect the
present time.

Listening comprehension

The activity after the comic tests students’ understanding of the story.

Reinforcement of new vocabulary

The final activity on the Time travel mission page combines an element of the
comic with new vocabulary they learnt earlier in the unit. They will have to speak
aloud, usually with a partner.

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Teaching Solve and save
Solve and save

This section starts with an escape room-style activity which is directly linked to
the mission students were set at the end of the comic. You could replay frame 8 of
the comic whilst they look at the activity to remind them of the mission.
There are different ways to approach escape room-style activities, and you can
offer varying levels of support at different times depending on how students
progress. The session plan provides tips for solving the activity and the answer is in
the answer key PDF.
It is recommended that you get students to complete the Solve and save activity
on the digital platform. The gamified format of the platform will make it more
exciting for the students. Students can type in their answer; if they get it wrong,
they are told to try again! The platform will never give them the correct answer for
the Solve and save activity. If they get it right they’ll see a congratulatory message
and their badge. This badge will also now appear in colour in their Time travel
mission control.

Find the object

After the Solve and save activity, students are shown an image of an object that
they need to find in the comic in the Time travel mission pages. The object will
be something that has nothing to do with the content of the comic and will look
very out of place. Students will have to look carefully to find it because it has been
carefully hidden so Obsidian can’t find it!
If students have difficulty finding the object you could start limiting the number of
frames they have to look in by telling them where it isn’t.
Although students might find it easier to look at the pages in their Student’s book
to find the object, they should also complete the exercise on the digital platform.
This will unlock the object in their Time travel mission control.

Colour the badge

Students celebrate stopping Obsidian by colouring in their badge!

52
 Teacher’s Guide 1
Final mission
The Final mission can be found at the end of the Student’s book and students should
complete it at the end of the school year. On the digital platform, the Final mission will
only appear once students have unlocked all of the badges and all the objects. It will
then appear as a link at the bottom of the Time travel mission control.

To solve the Final mission, students need to use the digital version of the activity to find
the pictorial alphabet. Each object they found corresponds to a word which forms a
message from Ms Diamond. If they correctly decipher the message and input it to the
digital platform, they’ll unlock the final mission video. They’ve completed the mission!

Primary 1 Final Mission

Students use the hidden objects to work out the secret message. It is:
Hello children. I’m trapped in time.

The secret message unlocks a recorded message from Ms Diamond. She congratulates
them for stopping Obsidian and finding the hidden objects.

She also tells them she is stuck in the past! She told Obsidian that changing the past
was dangerous but he disagreed and they argued. So, Obsidian kidnapped
Ms Diamond and has left her somewhere in the past.

The children have stopped Obsidian for now, but he’ll be back!

Primary 2 Final Mission

Students use the hidden objects to work out the
secret message. It is:
The past is safe for now.

The secret message unlocks a recorded message from

Ms Diamond. She congratulates them for stopping
Obsidian and finding the hidden objects.

She tells them that Obsidian is very angry because

they interfered with his plans! The Duchess of Bedford
was also very angry that Obsidian tried to ruin her
afternoon tea so she locked him in the basement of
her house! With real cockroaches!

The past is safe for now, but for how long?

53
Better world

The Better world section is designed to be taught in one session. We recommend

following the activities in the order that they are presented in the Student’s book. In
this section, students will:

learn about one of the UN’s Sustainable Development Goals (SDG) in a context
relevant to their lives.
watch a Better world video.
complete a Take action task or project in a small group to actively participate
towards achieving the SDG.

The Better world section deals directly with one of the UN’s 17 Sustainable Goals, for
example Gender equality, Sustainable cities and communities and Life below water.
Every Better world section includes a Better world video in which an element of the
SDG is explored and explained. This element will be something that students are
familiar with and can relate to.

The idea of this section is to get students looking at the world around them in a
more conscious way, making them aware of how their actions impact not only their
immediate surroundings but also the wider global community. The section always
ends with a Take action activity in which they take a step to actively participate
towards achieving the SDG in focus. The activities are local, achievable tasks or
projects, relevant to students’ lives, usually completed in groups, and that often involve
the wider school community of students’ families or carers and friends.

Teaching Better world

The session plans on the Teacher’s panel include specific teacher’s notes for each
session, but below is some general guidance for teaching the Better world session.

The icon of the SDG being covered in the unit appears at the top of the page. More
information about the SDGs and the UN’s 2030 agenda, as well as further teaching
resources can be found at https://sdgs.un.org/goals.

Interpret an image

Students are asked to look at an image and answer a question about it. This helps
them to develop image interpretation skills. The image is usually taken from the
Better world video and it is always something related to the topic of the video that
follows.

54
 Teacher’s Guide 1

Better world video

Students watch a video related to one of the Sustainable Development Goals.

The Better World videos are between 1-2 and a half minutes long and they explain
an area of the SDG in a context that students can relate to.
The videos can be accessed through the interactive PDF or directly in the digital
platform. The audioscript is available in the Answer key.

Comprehension activity

Students check that they have understood the main theme(s) from the video.

Speaking activity

Students work collaboratively in an oral activity related to a theme from the

section.

Take action

Students complete a task or project encouraging active participation towards

achieving the Sustainable Development Goal presented in the section. These
activities are intended to be collaborative and, as a general rule, are designed to be
completed in groups or as a whole class.

55
Watch me grow

The Watch me grow section of the unit is designed to be taught together in one
session. We recommend that it be taught after the Better world session as the topic is
linked, but it also works as a standalone session. In this section students will:

develop a social and emotional skill aligned with one of the CASEL descriptors.
complete a task for their MYSELF portfolio.

The Watch me grow section proposes a series of thoughtful, exploratory activities

designed to accompany students on their Social and Emotional Learning (SEL) journey.
The topic of the section follows on from the Better world section; students will develop
the SEL skill in the context of the SDG topic previously covered. In Watch me grow,
students will learn to understand and manage their emotions, work towards their
personal goals as well as wider societal goals, participate in positive relationships,
make informed, responsible decisions and show empathy towards others. The title
‘Watch me grow’ reflects the personal development nature of these sessions, with the
skills building on one another throughout the year.

Personal reflection activities help students to better understand and manage their
emotions and students explore feelings through fun, collaborative games. Developing
empathy is also one of the key objectives of this section which is a key skill for effective
mediation.

Each session finishes with a task that students complete in their MYSELF portfolio
which students will be able to look back on later in the year to reflect on their progress.

Every Watch me grow section is linked to a descriptor from the CASEL framework.
The CASEL descriptor appears in child-friendly language at the top of the page in the
Student’s book. The full list for Primary 1 is available below.

Unit SEL focus CASEL descriptor

1 How I feel Self-awareness: Identifying one’s emotions

2 Managing my emotions Self-management: Managing one’s emotions

3 Examining prejudices and biases Self-awareness: Examining prejudices and biases

4 Feelings, values and thoughts Self-awareness: Linking feelings, values and thoughts

5 Being motivated Self-awareness: Experiencing self-efficacy

Responsible decision making: Reflecting on one’s role

6 Making choices to promote personal, family and community
well-being

56
Teaching Watch me grow Teacher’s Guide 1

The session plans on the Teacher’s panel include specific teacher’s notes for each
session, but below is some general guidance for teaching the Watch me grow session.

Meet and greet routine

This opening activity is designed to help students learn simple structures to ask
people about how they are feeling. The structure changes slightly every term. The
speech bubbles provide scaffolding to support students as they take their first
steps to develop their speaking skills. Students take turns asking and answering
with a partner. They can either point at an emoticon to express how they feel to
complete the sentences or can use an adjective they know.

Reflect on feelings

The next activity is designed to help students reflect on their feelings about
different issues. It is either an individual activity or a collaborative game.

Total physical response activity

This activity is a total physical response activity that will require students to move.
Students will be up on their feet playing a whole-class game or taking part in a
song or dance.
The activity gets students moving after the previous reflective task to help them
process any difficult feelings that might have arisen and to move their attention to
something more physical and fun.

Self-awareness and collaboration activities

Afterwards, the next two activities encourage self-awareness and the

development of positive relationships with others.

The MYSELF portfolio task

The MYSELF portfolio is a visual record of

the thoughts, feelings and ideas of students
throughout the year. This portfolio is intended to
be a record of individual work. It can be created
on paper in a notebook or created digitally using
MYSELF
an app, or using Word or Google docs.
Decide if you’d like students to create their MYSELF portfolio online or on paper -
or get students to choose. Have them create their portfolio by designing a cover
page.
Remind students at the end of each Watch me grow session to do the task in their
MYSELF portfolio, instead of in their Student’s book or notebook.
At 2-3 points throughout the year, ask students to look back through their MYSELF
portfolio to reflect on what they’ve done and what they’ve learned.

57
Inclusion

What is inclusion?
Inclusion in an education setting means making learning accessible to all students,
regardless of their learning styles, abilities or background. It means taking into
consideration the profile and needs of each student in your class and making sure that
your teaching enables participation, adapting activities or methods when learning is
blocked for anyone.

To create an inclusive environment a number of areas need to be considered:

Learning styles: We all learn in different ways. For example, some students will
take in information better by reading it silently by themselves, others will benefit
from visual aids.
Level: Although your English classroom might have an average level, there is
always going to be a range within this, from those who come from a bilingual
home and speak English fluently, to those who struggle with simple English.
Perspective: Students’ perspectives will differ depending on a number of things
including their cultural background, religion, gender identity or socio-economic
background.
Special educational needs: Some students will have a specific condition that
affects their learning in some way, for example dyslexia, autism, ADHD or a visual,
sensory or physical need.

Inclusion recognises and celebrates diversity. As well as making learning accessible to

everyone, having an inclusive and diverse classroom environment exposes students to
a more realistic version of the world and teaches them to be open and accepting of all
individuals.

How to be inclusive
The best place to start with inclusion is to evaluate the needs of the students in your
classroom. You may not know your students at the start of a new year but try to find
out as much as you can about them before they start. You should be able to collect
information about any special educational needs they have from their previous
teachers or school.

In the first few weeks with a new class, be flexible in your teaching. Try out a variety of
teaching methods and activities and see how different students react to them. As you
try out different methods, collect information about students’ learning styles, level,
perspective and how any special educational needs affect their day-to-day learning.
Get to know your students as people to find out what motivates them and what
obstacles they may face. You’ll slowly start to build up a picture of each child and how
they learn best. You can then feed this into your lesson planning throughout the year.

58
 Teacher’s Guide 1
Learning styles

You can find many learning style questionnaires online which you can give directly
to the students to fill out if it is suitable for your class. These questionnaires also
help students identify their own learning style.
Present and practise vocabulary and grammar in a range of ways to suit the needs
of different learners. Observe how students respond to each method and feed that
information back into your lesson planning and classroom management.

Level

Use the placement tests at the beginning of each course to get a general picture of
each student’s level. (Primary 2 upwards)
Put students in mixed-level groups for groupwork so they can help each other
access tasks and learn from each other.
Take advantage of the digital platform to assign different activities to different
students. In addition to assigning different material from the Student’s book and
Activity book, you can calibrate Bookroom and Trainer levels individually for each
student. You can also give students digital access to other years of the course if
they need to revise or are ready for more advanced material.

Perspective

Use photos and content that expose students to people with a diverse range of
body types, age, gender identity and cultural and religious backgrounds. Use
stories and texts which give students a real picture of the international world that
we live in today.
Ask students about the festivals they celebrate at home and celebrate them in
your classroom.

Special educational needs

Adapt your classroom to the needs of your students. For example if any of your
students are wheelchair users, make sure there is enough space for them to move
around.
Consider students with particular
needs in your seating plans, for
example putting students with hearing
impairments near the front of the class.
Review the resources you create to
make sure they are accessible to all your
learners, for example not overcrowding
the page with extra information helps
dyslexic learners.

59
Being inclusive with Time Travellers
Time Travellers provides a range of resources to help you to make your teaching more
inclusive

A Universal Design for Learning is one of Time Travellers’ methodologies. Care has
been taken to represent a diverse mix of cultures, religions, backgrounds and physical
abilities both in the visual elements of the textbooks and in the content.

In the Better world section students inclusion and diversity will be covered more
directly.

Inclusive learning activity bank

The inclusive learning activity bank
provides you with activities that you can use
with the whole-class or groups of students
to replace activity types used in the unit
or session plan which block learning for
particular students.

You can find these activities on the digital

platform, available to download in a PDF.
Each one includes step-by-step instructions
of how to run the activity. You’ll find
alternative ways to introduce and practise
vocabulary and grammar structures, to
access the stories and comics and to practise
language skills.

Inclusion videos
The inclusion videos can be found in the
Teacher’s panel in the Resources section.
Each video is 15-20 minutes long. There are
some videos on general areas like How to
create an inclusive learning environment or
How to promote diversity, as well as videos
on specific special needs like dyslexia, ADHD
or anxiety. The videos include explanations
as well as practical tips and activities to use
in the classroom. We encourage watching
them at the start of the school year or
dipping into them when you need support in
a certain area.

60
 Teacher’s Guide 1
Mediation

What is mediation?
Mediation is the act of facilitating the understanding
of an individual or group of people. This can be in
a conversation, helping two people to understand
each other, or it can be helping someone understand
a text, or a concept. The mediator creates a bridge
of understanding; they help to convey meaning,
something which would not take place without them.

Mediation can happen within the same language,

or from one language to another. Mediation helps
communication between people from different
cultures, from different regions or working in
different fields. In these cases understanding may
be hindered because of the interlocutors’ different
points of view, life experiences or knowledge
of a particular profession. Mediation therefore
not only requires lexical understanding, but also
empathy and emotional intelligence to understand
different peoples’ points of view and interpret and
communicate how they feel.

A successful mediator puts their personal views,

feelings or needs to one side, and focuses on
communicating those of the people involved in
the conversation or of the author of the text. The
mediator needs the language and social and
emotional skills to create the conditions required
for successful communication. They need to
collaborate to convey meaning, encourage others to
communicate or understand meaning and to pass
information in an appropriate form.

A breakdown of mediation activities

The CEFR definition of mediation breaks mediation down into three areas:

Mediating a text: passing on to another person the content of a text that they
cannot access because of linguistic, cultural, semantic or technical barriers.
Mediating concepts: facilitating access to knowledge and concepts for others,
especially if they are unable to access this directly on their own.
Mediating communication: to facilitate understanding between communicators
who have individual, sociocultural, sociolinguistic or intellectual differences in a
standpoint.

61
The CEFR further breaks down these three areas into competences.

Mediating a text

Relaying specific information - in speech and in writing

Explaining data (e.g. in graphs, diagrams, charts etc.) - in speech and in writing
Processing text - in speech and in writing
Translating a written text - in speech and in writing
Note-taking (lectures, seminars, meetings, etc.)
Expressing a personal response to creative texts (including literature)
Analysis and criticism of creative texts (including literature)

Mediating concepts

Collaborating in a group
• Facilitating collaborative interaction with peers
• Collaborating to construct meaning
Leading group work
• Managing interaction
• Encouraging conceptual talk

Mediating communication

Facilitating pluricultural space

Acting as intermediary in informal situations (with friends and peers)
Facilitating communication in delicate situations and disagreements

This breakdown has been taken from The CEFR: Learning, Teaching, Assessment:
Companion Volume with New Descriptors published in 2018. In this guide you can find
more information about each area of mediation. The LOMLOE mediation requirements
are based on the CEFR guidelines.

https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

62
 Teacher’s Guide 1

Teaching Mediation with Time Travellers

You can teach students mediation skills using Time Travellers through skills activities in
the main units or using the mediation activity bank.

Mediation in the main units

Many of the skills required for successful mediation are skills that students will already
be honing to improve their general reading, writing, listening and speaking skills. There
are therefore activities within these sections of the unit which will help students to
develop these key mediation skills. The sections where they appear are highlighted in
the curriculum planning documents, available to download from the Teacher’s panel.

Collaborative learning skills which are fundamental to being a good mediator are
developed throughout the unit in the activities marked with the learn together icon.

The key Social and Emotional learning skills required to meditate successfully are
covered in the Watch me grow section. For example, they develop empathy skills and
learn how to relate with other students in a group.

Key socio-cultural skills required are covered in the Better world section.

Mediation activity bank

The mediation activity bank which can be downloaded as a PDF from the digital
platform provides scenarios in which students can put their mediation skills into
practice. They are broken down by cycle, and cover the three main areas of mediation:
mediating a text, mediating a concept and mediating communication. These activities
can be slotted into language skills sessions or at the end of the Watch me grow session.

Tips for running mediation activities in the primary classroom

Make you use scenarios that are relevant to students’ lives. Picking scenarios that
are likely to happen to students gets them engaged and will encourage them to
draw on their own experiences.
Use visuals where you can. When you’re explaining a scenario, show pictures of the
key elements to aid understanding and to bring the scenario to life.
Use authentic realia and recordings where possible. For example, if you’re asking
students to listen to an advert on a radio station, find a real advert to use.
Get students to mediate using a variety of multimedia. For example, instead of just
speaking or writing, get them to record a voice message or write a text message to
make the scenario more true to real life.

63
Plurilingualism

What is plurilingualism?
Plurilingualism refers to the developing linguistic repertoire of an individual. Being
plurilingual doesn’t just refer to the fact that an individual speaks more than one
language (this is bilingual or multilingual), but that they can call upon elements of
their linguistic repertoire in a flexible way in different situations. According to the CEFR
competence breakdown, plurilingual learners can:

switch from one language or dialect to another.

express oneself in one language and understand a person speaking another.
call upon the knowledge of a number of languages to make sense of a text.
recognise words from a common international store.
mediate between individuals with no common language, even with a slight
knowledge oneself.
bring the whole of one’s linguistic equipment into play, experimenting with
alternative forms of expression.
exploit paralinguistics (mime, gesture, facial expression etc.).

The plurilingual competence is useful to learners because

languages are interrelated. If, for example, an English
learner is aware of the similarities and differences
between their native language and English it will help
them to learn English. What’s more, if a learner is aware
of their own strengths and weaknesses when it comes
to language learning - for example, they remember
and reproduce new vocabulary quickly but they
struggle with reading long texts - they can apply
this knowledge to the learning of a new language
and develop strategies to help themselves.

Plurilingualism also groups language and culture

together and recognises that they are not two
separate things, but rather are closely linked
together. A wide knowledge, understanding
and empathy of other cultures is vital to
plurilingualism. This encourages an attitude
of openness and curiosity in learners.

64
 Teacher’s Guide 1

What does plurilingualism look like in the

English classroom?
By simply learning another language, the plurilingualism competence is being
developed. Making students aware of the key elements of the plurilingual approach
will help them to employ these skills in their English learning. Some examples are,
proactively using knowledge of their native language or the languages they speak to
read a text in English, looking for cognates and internationalisms, or being aware of
false friends to correctly navigate and interpret new vocabulary.

Helping students to understand their strengths and weaknesses in the linguistic and
communicative terrain with self-evaluation exercises and progress logs is a key part of
plurilingualism. It is also important to give students strategies to help them improve in
these areas and digital tools they can use to support their learning.

Teaching plurilingualism with Time Travellers

The plurilingualism methodology in Time Travellers includes lesson plans and
self-evaluation rubrics and progress log.

Plurilingualism session plans

In the Resources section of the Teacher’s panel are session plans that develop key
plurilingual skills, including developing an awareness of the similarities and differences
between languages and the importance of understanding cultures when it comes to
learning a new language. These short sessions can be run once or twice a term and link
well with the Better world session.

Self-evaluation rubrics and progress log

This resource is similar to the approach recommended by the Council of Europe -
the creation of a European Language Portfolio (ELP). Using self-evaluation rubrics,
available to download from the Teacher’s panel, students reflect on their language
learning in order to develop a self-awareness of their strengths and weaknesses.

You can read more information about plurilingualism in The CEFR: Learning, Teaching,
Assessment: Companion Volume with New Descriptors published in 2018:

https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

65
Evaluation

Flexible evaluation
Milton Education supports teachers by providing a wide range of evaluation tools
that can be adapted and used to objectively assess students’ progress in a variety
of contexts. It encourages global and ongoing evaluation and takes into account key
competences and students’ progress in all areas of learning.

Placement tests
There are placement tests that can be used at the start of Primary 2 to determine
students’ current knowledge. They cover the most important content for the
students to have mastered in order to continue with the current year’s content,
giving you valuable information about which areas might need to be developed
further. The placement tests are designed to form part of a holistic student
evaluation process, alongside other evaluation tools. Available on the digital
platform and as downloadable PDFs.

Review sections
Each unit contains a Review section, testing students’ understanding of the
vocabulary and grammar presented. These sections can be done at the end of each
unit or after every few units as part of a general overview of previous content.

Cambridge exams
The Trainer offers a complete set of over 30,000 questions similar to Cambridge
exams Starters, Movers, Flyers, A2 Key and B1 Preliminary. The questions are
organised into the 7 CEFR levels Pre-A1 to B1. Each level covers the 6 main skills
areas of Vocabulary, Grammar, Listening, Reading, Writing and Speaking. Also
available in the Teacher’s panel are 3 complete Cambridge exams for 5 levels:
Starters, Movers, Flyers, A2 Key and B1 Preliminary.

Unit exams
These tests can be used as exams or as a diagnostic tool to identify any gaps
in knowledge and understanding. Available as downloadable PDF or editable
document to be personalised for your students.

Evaluation rubrics
The evaluation rubrics allow teachers to continuously assess their students
progress throughout the school year, and help to provide valuable insight into
students’ competence development. They evaluate the key competences specified
in the LOMLOE. Available as a downloadable PDF.

Self-evaluation rubrics

The self-evaluation rubrics are designed to develop students’ self-awareness of their

language skills. They encourage them to reflect not only on their English skills, but on
the skills involved in all the languages they speak, and to recognise their strengths
and the challenges they face to help them improve. They also help you to adapt your
teaching according to individual students’ needs. Available as a downloadable pdf.

66
Useful classroom language Teacher’s Guide 1

Greetings Instructions

Good morning/afternoon, everyone. Stop talking and be quiet.

Hello, everyone. / Hello, (Sara). Come in.

Introductions Stand up.

I’m (Sara). / My name is (Sara). Sit down.

I’m your teacher, Miss/Ms/Mrs/Mr(Roberts). Come to the front of the class.

Asking how someone is Put your hand up.

How are you? / How are things? Show me your (answer).

How are you getting on?

Turn to page (fifteen).

Getting started
Look at exercise (ten).
It’s time to start. / Let’s begin.

Listen to (the recording).

Finishing the lesson
Watch the (video).
Close your books.
Pay attention.
Put your (books) away.
Repeat after me.
It’s time to finish.

Look at me.
Checking understanding
Remember to bring (coloured pens) to
Are there any questions? the next class.

Do exercise (two).
Does everyone understand (what they
have to do)?
Work in (pairs / groups).
Saying goodbye
Remember to do your homework!
See you (next week / on Monday)!

Have a nice (day / afternoon / weekend)!

67
MILT

Milton Education’s Masters in Innovative Language

Teaching (MILT) is a self-study, digital learning course
designed to help you become a better English teacher.
It provides professional development training in English
teaching methodologies, theories and tools.

MILT is composed of 130 videos, each lasting 15-20 minutes. The course is split into
8 modules.

1 Teaching methods
Pedagogical theories and learning methodologies and how to apply them in your
classroom. Videos include:
• Flipped classroom
• Multiple intelligences
• Universal Design for Learning

2 Classroom management
Useful ways for managing students, resources and your classroom environment.
Videos include:
• Managing challenging behaviour
• Creating a student-centred learning environment
• Teaching digital natives

3 Teaching English
How to improve your English teaching, focusing on innovative ways of teaching the
language and how to teach the more challenging areas of English. Videos include:
• Multiple literacies
• Using stories to teach English
• Effective correction and feedback sessions

4 Classroom tools
How to use a range of digital tools that are useful for teaching English.
Videos include:
• How to use Kahoot
• How to use Google classroom
• How to use Class Dojo

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 Teacher’s Guide 1

5 Social and Emotional Learning

How to support students with their emotional well-being, following a Social and
Emotional Learning curriculum. Videos include:
• Social awareness
• Growth mindset
• Safeguarding children online

6 Creating an inclusive classroom

How to manage mixed-ability classrooms and support students with special
educational needs. Videos include:
• Promoting and celebrating diversity
• Teaching children with anxiety
• How to create an inclusive learning environment

7 Teacher organisation and well-being

Skills to support your own well-being as well as tools for organising yourself, time and
work. Videos include:
• Managing workload
• Having difficult conversations
• Managing parents

8 Management and leadership

Areas that will help you develop a whole-school view and take on more senior roles.
Videos include:
• How to lead
• Managing conflicts in your team
• How to coordinate the English department

At the end of the course you will receive a certificate showing the completion of the
MILT course.

All videos have been written and are presented by experienced English teachers and
the advice is practical and easy to implement in the classroom.

For more information go to www.miltonteachers.com.

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Curriculum planning

Time Travellers is designed to be taught in one school year. The official curriculum
planning documents include a teaching plan which suggests teaching a unit every
5 weeks. Below is the whole year plan, including exam periods and holidays. You can
follow this plan or adapt it to suit your needs.

September October
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4

unit 1 unit 1 unit 1 unit 1 unit 1 unit 2 unit 2

November December
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4

unit 2 unit 2 unit 2 EXAMS unit 3 unit 3 unit 3 HOLIDAY

January February
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4

HOLIDAY unit 3 unit 3 unit 4 unit 4 unit 4 unit 4 unit 4

March April
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4

EXAMS unit 5 unit 5 unit 5 HOLIDAY HOLIDAY unit 5 unit 5

May June
week 1 week 2 week 3 week 4 week 1 week 2 week 3 week 4

unit 6 unit 6 unit 6 unit 6 unit 6 EXAMS

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 Teacher’s Guide 1
Hours of English teaching
The Time Travellers content can be adapted to suit your teaching needs. You can use
the session plans to adapt the amount of content to the amount of hours of English
you teach each week. There are 12-14 session plans in every unit.

5 hours of English per week

If you teach 5 hours of English per week, teach all 12-14 session plans for each unit.

4 hours of English per week

If you teach 4 hours of English per week, teach 10 session plans for each week.

3 hours of English per week

If you teach 3 hours of English per week, teach 8 session plans for each week.

In the session plans section of the Teacher’s panel you can filter the session plans by
how many hours of English you are teaching. A recommendation of which sessions to
teach and which to skip, depending on whether you teach 5, 4 or 3 hours of English per
week, is provided.

Downloadable resources quick reference list

Below is a list of all the downloadable teacher’s resources you’ll find on the
Teacher’s panel.

• Answer key including audio scripts

• Audio files by unit
• Teacher’s guide (this document)
• Official document planning (programaciones)
• Learning situations
• Session plans
• Phonics unit
• Andalusian culture unit
• Unit exams (including audio, editable)
• Placement tests (including audio, editable)
• Cambridge practice exams
• Evaluation rubrics
• Self-evaluation rubrics
• Inclusive learning activity bank
• Mediation activity bank
• Plurilingualism session plans

Answer to Escape room activity on page 3: DONE

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