Questions and comments

What is the biggest change CBC expects from teachers in the classroom, and how does Oxford’s Learner’s Books and Teacher’s Guides support that change?

Oxford’s Learner’s Books and Teacher’s Guides are designed to make that shift easier and practical. One of its key strengths is that every topic or unit is built around structured learner activities such as group work, problem-solving tasks, practical tasks and reflection questions, that prompt participation and critical thinking. Teachers don’t have to redesign lessons from scratch; the book already models what learner-centred teaching looks like.

In addition, each topic has syllabus-aligned learning activities that build specific competences and give learners opportunities to demonstrate expected standards, so teachers can see not just what to teach, but what skills learners are developing. This makes it easier to stay aligned with CBC while still feeling confident and supported in everyday classroom practice.

Many teachers are new to the CBC. What advice would you give them to feel more confident using this new curriculum?

Secondly, trust the structure of the Oxford’s Learner’s Books and Teacher’s Guides. It has been carefully designed to support this approach, so by following the lesson flow and using the activities provided, you are already implementing the CBC in a meaningful way.

Another important point is the shift that is required when implementing the CBC. Teachers are no longer required to cover content, but to facilitate learning in a learner-centred way that places the learner at the centre of the learning journey. It is okay if learners don’t complete every activity or exercise, as long as they are engaging, grasping and building skills and competences, you are on the right track.
Also, remember that learning is a process for teachers too. Reflect on what works in your classroom, adjust where needed, and don’t be afraid to try new approaches. Confidence will grow with experience.

Finally, remind yourself that you are not alone – many teachers are on the same journey, and Oxford’s Learner’s Books and Teacher’s Guides are there to support you every step of the way. Even small changes in your teaching can make a big difference in how learners think, participate, and succeed. The difference now is that teaching and learning are changing from knowing and understanding to knowing, understanding and demonstrating competence in practical ways.

Which feature/s of the textbook supports teachers in guiding learners from understanding new concepts to applying them independently, and how can it be used in the classroom?

The layout Oxford’s Learner’s Books is simple, clear, uncluttered and impactful, spiced with beautiful, contextually anchored artwork and pictures that capture the attention of the learner and inspire the zeal for learning.

The GRR mode is a pedagogy that provides opportunities for clear progression from teacher-led explanation and modelling (I do/Present)), which often includes practical activities that draw on what learners already know to reveal and build the new concept, to supported or shared activities where learners practise together (We do/Practise), and finally to exercises that learners can complete independently (You do/Produce). This step-by-step structure ensures that responsibility for learning shifts from the teacher to the learner in a purposeful and intentional way.

What are some simple ways teachers can use this book to support competency-based learning, not just content coverage?

Instead of expecting ‘right’ answers, encourage discussion and different ideas, as this builds communication and critical thinking skills.

As part of collaborative learning, use pair and group work regularly. Many of the activities in Oxford’s Learner’s Books are ideal for collaboration, and this helps learners develop 21st-century skills that are central to CBC.

Connect lessons to real-life situations. Wherever possible, encourage learners to relate what they are learning to their own experiences and contexts. Oxford’s Learner’s Books include practical examples and contexts that teachers can build on to make learning more meaningful.

The exercises help the learners reflect on what they learnt in group tasks and from their teacher in each topic. The exercises are meant to encourage the learner to take stock of what they have holistically learnt to demonstrate competences and expected standards they have mastered.

Pay attention to the reflection (revision) and assessment opportunities in Oxford’s Learner’s Books. These help learners think about what they have learned and what they can do, not just what they know.

When teachers use Oxford’s Learner’s Books in these ways, it becomes a tool for developing competences, helping learners to apply their knowledge, think independently, and grow in confidence.

It is important to note that a Teacher’s Guide complements the Learner’s Book in such a way that the two speak to each other. Therefore, a teacher should always use the guide, as some concepts are deliberately included with the understanding that learners cannot fully comprehend them unless they are broken down to their level of understanding