Guide for Continuous Teacher Training: final years of Secondary Education

The Guide for Continuous Teacher Training supports the planning and execution of specific continuous education actions for English language teachers, based on the BNCC and the CEFR. The Guide is divided into two parts: in the first one, we discuss the quality premisses for training initiatives and present references and explanatory texts about the linguistic and pedagogical dimensions of skills needed by English teachers; the second part is practical and includes steps and tasks to support [...]

Proficiency Guide: final years of Secondary Education

The Proficiency Guide defines what is meant by linguistic-discursive proficiency, showing how the idea of proficiency deviates from a single, fixed conception of language use and learning. It presents linguistic-discursive expectations for students and teachers of the English language, bringing a greater understanding of the proficiency levels within reach at the end of elementary school and being able to inform and guide the planning of teacher training initiatives. (in Portuguese)

Curriculum Framework: final years of Secondary Education

The Curriculum Framework is guided by competencies. The document defines the vision of young people soon-to-be graduates and suggests a curriculum organization for the final years of elementary school, which contemplates the BNCC and the CEFR, adding the cognitive dimension to the socio-emotional skills as constituents of the teaching and learning process. The document explains important concepts in the context of basic education and English language teachings, such as integral education, [...]

Scope & Sequence: final years of Secondary Education

The Scope & Sequence describes and organizes the learning objectives, skills and knowledge to be addressed in the final years of Elementary School (Key stage 3 and first half of Key Stage 4), as indicated by the Common National Curricular Base (BNCC), demonstrating equivalences with the Common European Framework of Reference (CEFR) descriptors. It also presents a suggestion for a logical sequence and progression development within the same year. (in Portuguese)

Assessment Guide: final years of Secondary Education

Guide for monitoring the development of English language students in the final years of Secondary School. The Assessment Guide supports teachers in the design of assessment instruments consistent with the learning objectives provided in the Scope and Sequence and in the Curriculum Framework.

BNCC Version 3: Six aspects for revision

This publication, produced in accordance with an invitation by the National Education Council (CNE) and aimed at shedding light at future policy making initiatives and the practice of educators in the field of English Language Teaching (ELT), has been prepared by the British Council and offers a critical analysis of Version 3 of the Common […]

Public policies for English teaching: an overview of Brazilian public network experience

Public policies for English teaching: an overview of Brazilian public network experience is the result of a diagnosis carried out by Move Social exclusively for the British Council. The publication is the first comprehensive study of how Brazilian states are creating baselines for compulsory English teaching and learning, investigating aspects such as level of structure and […]

How important is large-scale assessment for English teaching?

Brazil still has no assessment of this kind for English language teaching. Understand and get to know the important issues involved.

Immigrant children in public school: Perceptions of teachers

This article presents a qualitative study on the perceptions of teachers about immigrant or refugee children in public schools. It is based on the critical perspective of intercultural education and in the historical-cultural concept. Interviews were conducted between 2018 and 2019 with ten teachers of the first five years in a municipal elementary school in […]