Teachers must know what their students can and cannot do and which steps each student needs to take to progress. One key question is how teachers use assessments to adjust their teaching, and how we can use large-scale, standardized assessments effectively to inform English teaching.

During four training weeks and monthly online meetings, teachers from these countries have been working cross-sectorally and cooperatively, trying to create innovative ways to address the diversity in language levels in their respective classrooms, with a focus on maximizing learning gains for each student.   

In the project, teachers have the opportunity to rethink and redesign their English classes based on the results of the TOEFL Young Students Series. During the teacher training weeks, teachers collaborate with other teachers teaching the same class in another country in a Professional Learning Group (PLG). In addition, “job shadowing” activities have been organized and teachers have been encouraged to share their experiences, observe each other and learn from each other and provide feedback for improvement. All this is collected and will be documented in the intellectual outputs.   

Inspirational speakers who are experts in their field participate in the training weeks and give presentations and workshops.  

Additionally, teachers from primary schools have been collaborating with teachers from secondary schools to find solutions to address the “gap” in ELT between primary and secondary education. The transition between the two levels is frequently mentioned in policy documents, but there is no real continuity in teaching practice. Teachers have been working on practical guidelines that other schools can use to help this transition. The goal is to redesign education so that the gap between primary and secondary education is reduced and the transition process is smoother.