PHASE E

HIGH SCHOOL Y10

HIGH SCHOOL - B1 CEFR (treshold preliminary): AS
"Note: A good ATP must consist of:
COMMON REFERENCE LEVEL
1. Kompetensi. Apa kompetensi/kemampuan yang dapat didemonstrasikan oleh peserta didik, atau ditunjukkan dalam
Can understand the main points of clear standard input
bentuk produk, yang menunjukkan peserta didik telah berhasil mencapai tujuan pembelajaran?
onfamiliar matters regularlyencountered in work,
○ Gunakan kata kerja operasional yang dapat diamati (observable skills). Contoh: Peserta didik dapat menyajikan
school, leisure,etc. Can deal with most situations likelyto arise
solusi utk menangani perubahan kondisi alam di permukaan bumi akibat faktor manusia
whilst travelling inanarea where the language
2. Pemahaman bermakna. Apa ilmu pengetahuan inti atau konsep utama yang perlu dipahami di akhir satu
is spoken. Can produce simple connected text on topics which
unit pembelajaran Pertanyaan apa yang perlu dapat dijawab siswa setelah mempelajari unit tersebut? ○
are familiar or of personal interest. Can describe
Contoh: perubahan kondisi alam di permukaan bumi akibat faktor manusia.
experiences and events, dreams,hopes & ambitionsand briefly
3. Variasi. Keterampilan berpikir apa saja yg perlu dikuasai siswa untuk dapat mencapai tujuan pembelajaran?
give reasons and explanations for opinions
Gunakan keterampilan berpikir yang bervariasi terutama HOTS. ○ Contoh: Menganalisis hubungan antara kegiatan
and plans.
manusia dengan perubahan alam di permukaan bumi dan menarik kesimpulan penyebab-penyebab utamanya."
https://www.cambridgeenglish.org/Images/126011- using-cefr-
Order of writing: Kata kerja yang menunjukkan keterampilan/ aksi - Konten yang dipelajari - Luaran yang dihasilkan
principles-of-good-practice.pdf
https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045b15e

PHASE E Y10 YEAR 10 (CP Breakdown) Proposed ATP

Listening and Speaking - use English to communicate with teachers, E.1 Mengidentifikasi konteks, gagasan utama, dan informasi
peers and others in a range of settings and for terperinci dari ragam teks deskripsi, recount, dan narative
By the end of Phase E, students use English to a range of purposes. lisan maupun tulisan yang disajikan dalam bentuk multimoda
communicate with teachers, peers and others in a range - use and respond to questions and use dalam lingkup minat remaja.
of settings and for a range of purposes. They use and strategies to initiate and sustain
respond to questions and use strategies to initiate and conversations and discussion. E.2 Menjelaskan karakteristik, rangkaian penyusunan dan
sustain conversations and discussion. They understand - understand and identify the main ideas and pengembangan gagasan secara sederhana dari ragam teks
relevant details of discussions or deskripsi, recount, dan narative lisan dan tulisan dalam
and identify the main ideas and relevant details of
presentations on youth-related topics. bentuk multimoda dalam lingkup minat remaja.
discussions or presentations on youth-related topics.
- use English to express opinions on
They use English to express opinions on youth-related
youth- related issues and to discuss youth- E.3 Menganalisa makna tersurat dari ragam teks deskripsi,
issues and to discuss youth-related interests. They give
related interests. recount, dan narative lisan dan tulisan dalam bentuk
and make comparisons. They use nonverbal elements
- give and make comparisons. multimoda dalam lingkup minat remaja.
such as gestures, speed and pitch to be understood in - use nonverbal elements such as
some contexts. gestures, speed and pitch to be understood E.4 Menguraikan gagasan dan pendapat disertai dengan
in some contexts. alasan sederhana terhadap ragam teks deskripsi, recount, dan
narativeyang disajikan dalam bentuk multimoda dalam lingkup
Reading - read and respond to a variety of texts, such as
minat remaja.
narratives, descriptions, procedures,
By the end of Phase E, students read and respond to a expositions, recount and report.
E.5 Mendemonstrasikan komunikasi yang efektif dalam
variety of texts, such as narratives, descriptions, - read to learn or to find information. penyampaian gagasan dan pendapat secara sederhana di
procedures, expositions, recount and report. They read to - locate and evaluate specific details and main berbagai diskusi, kegiatan kolaborasi, dan presentasi
learn or to find information. They locate and evaluate idea of a variety of texts. These texts may be untuk berbagai tujuan.
specific details and main idea of a variety of texts. These in the form print or digital texts, including
texts may be in the form print or digital texts, including visual, multimodal or interactive texts. E.6 Mengimplementasikan penggunaan kosakata dan tata
- developing understanding of main idea, bahasa sederhana yang tepat dan sesuai saat menulis atau
visual, multimodal or interactive texts. They are
issues or plot development in a variety of texts. berbicara dalam berbagai konteks.
developing understanding of main
- identify the author’s purposes and are
idea, issues or plot development in a variety of texts.
developing simple inferential skills to help
They identify the author’s purposes and are developing E.7 Merancang beragam teks deskripsi, recount, dan
them understand implied information from the
simple inferential skills to help them understand implied narative tulisan melalui proses menulis dengan
texts.
information from the texts. memperhatikan tujuan penulisan dan minat pembaca dalam
lingkup minat remaja.
Writing and Presenting - write a variety of fiction and non-fiction texts,
through guided activities, showing an E.8 Memproduksi beragam teks deskripsi, recount, dan
awareness of purpose and audience. narative tulisan yang sesuai dengan konteks, tujuan penulisan
By the end of phase E, students write a variety of fiction
- plan, write, review and redraft a range of dan minat pembaca dalam lingkup minat remaja.
and non-fiction texts, through guided activities, showing
an awareness of purpose and audience. They plan, write, text types with some evidence of self-
review and redraft a range of text types with some correction strategies, including punctuation
evidence of self-correction strategies, including and capitalization.
- express ideas and use common/daily
punctuation and capitalization. They express ideas and
vocabulary and verbs in their writing.
use common/daily vocabulary and verbs in their writing.
- present information using different modes
They present information using different modes of
of presentation to suit different audiences
presentation to suit different audiences and to achieve
and to achieve different purposes, in print
different and digital forms.
purposes, in print and digital forms.