Teaching with purpose: Why the GSE still works in 2025

Leonor Corradi
Reading time: 5 minutes

We live in a world in which change is a constant. While change has always existed, lately it has definitely accelerated. There is an idea in society that we should embrace change and adopt whatever is new, with an underlying assumption – wrong to many – that what is new is always better.one that is often wrong

In the world of ELT, new materials are developed every year. It is unthinkable for most teachers to be using teaching materials that were published 10 years ago. Some would even claim that anything published before 2020 is already out-dated.

How does all this impact on the Global Scale of English (GSE) – published over 10 years ago? When it was launched in 2014, it constituted a significant innovation in ELT. The following quotes were provided by ELT experts at the time of launch.

Teaching with purpose: why the GSE endures
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From the Global Scale of English, Adults, May 2016:

"The Global Scale of English represents the most significant advance in performance-based approaches to language learning, teaching and assessment since the development of the Common European Framework of Reference."

David Nunan, Ph.D, Professor Emeritus of Applied Linguistics, University of Hong Kong

"Students often complain about their lack of perceived progress and will welcome the opportunity to work towards certain, defined objectives."

Barbara Gardner, Learning Technologies Training Coordinator, Study Group

Ms Gardner’s quote alludes to how the GSE can help learners become aware of the real progress they are making. Ten years later, the need to provide students with concrete proof of their progress is as relevant as ever. With the GSE, it is easy to do this and students can also check their own progress to resolve the issue. Teachers can share a list with their learners of the learning objectives they are to cover over a certain period. Every time students do an activity, they can go back to their list and tick the learning objectives they are mastering or are confident with, and make a dot for those in progress. Over time, say a month, they can clearly see what progress there has been.

And this is not only true for Adult learners. The following quotes come from ELT experts in the area of young learners:

"The GSE Learning Objectives for Young Learners are truly groundbreaking. They closely reflect the world of young language learners, allowing them and those who work with them to set aims and track progress in a motivating and instructive way."

Angela Hasselgreen, Professor of Language Diadicts, University of Bergen, Norway.

"app's CEFR-based descriptors of what young learners can do are a unique contribution to assessing young learners. The professional community now has the opportunity to apply them to see how they can help advance in the field."

Professor Marianne Nikolov, Director of the Doctoral School of Linguistics, University of Pécs, Hungary.

"Young Learners descriptors will not only be an indispensable assessment tool for young learners but also a powerful instructional tool for them as well."

Yuko Goto Butler, Associate Professor of Educational Linguistics, University of Pennsylvania, and the Director of Teaching English to Speakers of Other Languages (TESOL) Program.

"The GSE for Young Learners is a major breakthrough in the world of ELT, both for teaching and assessing students, since it clearly shows how Young Learners make progress in their different learning paths."

Leonor Corradi, Lecturer in English Language Education at the IES en Lenguas Vivas Juan Ramon Fernandez and ISP Joaquin V. Gonzalez, Buenos Aires, Argentina.

These four quotes attest to the fact that the GSE is also a valuable resource to help teachers of Young Learners in their teaching practices. This was true when the GSE Learning Objectives for Young Learners were first published and I do not think anybody would deny their absolute relevance today.

In conclusion, why does the GSE still work today? Students and teachers need to know exactly where they are going and how to get there, how achieving different learning objectives helps them advance.

  • The learning objectives for each learner audience (adults, young learners, English for Academic or Professional Purposes) not only show a clear learning pathway but constitute the basis for assessment. Teachers assess exactly what they are teaching.
  • With assessment – and planning – based on learning objectives, teachers can truly evaluate activities in courseware and materials, and decide if they need modifying, so that they are in line with their students’ individual goals.

Teaching with a purpose has always been our goal. It inspired the creation of the GSE ten years ago, and remains as relevant as ever today. Innovation should be embraced – but let’s not throw old resources out just because they were created a few years ago. Useful is useful no matter what the date on the resource.

Read our blog posts 'Tailoring language learning for diverse needs with the GSE' and 'How teachers can use the GSE for professional development'.

Learn more about the GSE

Don't miss our other blogs.

  • Precision teaching with AI: Aligning GSE objectives with generative AI for targeted materials

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    Reading time: 4 minutes

    English teachers today face increasing demands: create engaging content, differentiate instruction and address diverse learner needs – all within a limited time. The rise of Generative AI, like ChatGPT, offers a promising solution. But without proper guidance, AI-generated content can lack educational value. This blog post introduces a practical, research-informed approach to using AI tools aligned with the Global Scale of English (GSE). You will learn how this framework helps educators design accurate, personalized and level-appropriate English teaching materials quickly and confidently.

    Why GSE and AI are a game-changing combination for ELT

    The Global Scale of English (GSE) is a CEFR-aligned framework developed by app, offering detailed "can-do" learning objectives. It includes nearly 4,000 descriptors across speaking, listening, reading and writing skills, offering more precision than traditional level labels like A2 or B1. At the same time, Generative AI tools such as ChatGPT can generate entire lessons, tasks and assessments in seconds. The challenge lies in ensuring this content is aligned with clear pedagogical outcomes.

    Pairing AI’s creative speed with the GSE’s structured outcomes offers a scalable way to meet learner needs without compromising instructional quality.

    Unlocking measurable, differentiated and efficient teaching with GSE and AI

    The GSE makes objectives measurable

    Unlike generic teaching goals, GSE objectives are specific and measurable. For example, a B1-level learner objective might state:

    “Can identify a simple chronological sequence in a recorded narrative or dialogue.” (GSE 43)
    This clarity helps teachers define outcomes and ensure each AI-generated task targets an actual language skill, not just generic content.

    Generative AI enhances productivity

    Teachers using Generative AI can create draft lesson materials in minutes. By inputing a structured prompt such as:

    “Create a B1 reading activity that helps learners summarize the main points of a short article.”
    ChatGPT can instantly generate content that meets the learning goal. When guided by the GSE, AI becomes a collaborative assistant as well as a time-saver.

    The GSE + AI combination supports differentiation

    Because the GSE includes descriptors across a wide proficiency range (from pre-A1 to C2), teachers can tailor AI-generated content to meet the exact needs of their students. Mixed-level classrooms or tutoring contexts benefit especially from this, as teachers can create multiple versions of a task with consistent scaffolding.

    Practical tips

    • Use the GSE Teacher Toolkit to select objectives based on skill, level or function.
    • When prompting ChatGPT, include the GSE descriptor in your input for more precise results.
    • Always review and adapt the AI output to match your learners’ context, culture and curriculum.
    • Create a prompt library mapped to GSE codes to save time in future planning.

    A step-by-step example of the GSE and AI in action

    Here is a typical application of the workflow:

    1. A teacher selects a GSE objective, such as:
      “Can write a basic formal email/letter requesting information.” (GSE 46).
    2. Within seconds, a sample formal email, accompanied by a short reading comprehension task and a vocabulary activity, is generated.
    3. The reading task serves as a model to help learners analyze the structure, tone, and key language features of a well-written email before attempting their own.
    4. The teacher then reviews and refines the output for clarity, appropriateness, and context relevance.

    This process supports targeted teaching while significantly reducing preparation time.

    Overcoming challenges: Ensuring quality and relevance

    Challenge: AI outputs may lack cultural context, level appropriateness or instructional clarity.
    Solution: Always pair AI with professional judgment. Use the GSE to check that skills match the intended outcome, and adjust the complexity of the language as needed.

    Challenge: Teachers may be unfamiliar with how to write effective AI prompts.
    Solution: Start simple with templates like:

    “Create a [skill] activity at [level] that supports this GSE objective: [insert objective].”

    Challenge: Risk of over-relying on AI for instruction.
    Solution: Use AI as a starting point, not the final product. Combine AI-generated content with classroom interaction, feedback and your own creativity.

    Teaching tools that make this easier

    • : for exploring and selecting level-appropriate learning objectives
    • : for generating customizable teaching content
    • GSE Smart Lesson Generator: an AI-powered lesson creation tool developed by app that uses the GSE framework to automatically generate high-quality activities and lesson plans
    • Google Docs or Word: for editing and organizing your materials before class

    Confidently transforming English teaching

    Combining Generative AI with the Global Scale of English allows teachers to design materials that are both fast and focused. The GSE provides the structure; AI provides the speed. Together, they offer a sustainable solution for personalized English instruction that respects both learner needs and instructional quality.

  • Teacher and young students engaging in a classroom activity, surrounded by colorful art supplies and educational materials.

    Back-to-school challenges that teachers face – and how to solve them

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    Reading time: 4 minutes

    A new school year brings excitement and opportunity. It also presents challenges for teachers, regardless of their level of experience. Here are common problems that teachers face and simple tips to help you start the year with confidence.

    1. How do I establish effective classroom management and routines?

    The challenge:
    A new year means a new group of students, each with unique personalities and expectations. Setting clear routines and managing classroom behavior can be daunting, especially when students test boundaries or struggle to adjust.

    The solution:
    Set the tone early by communicating clear expectations for behavior, participation and respect. Use visual aids and consistent language to reinforce routines. Involve students in rule-setting to foster ownership and accountability. Consistency and patience are key; routines may take time to solidify, but your commitment will pay off.

    2. How can I build strong relationships with my students?

    The challenge:
    Connecting with a diverse group of learners – some of whom might be eager, while others might be more reserved – can be challenging. Building trust and rapport is essential for engagement and academic success, but it doesn’t happen overnight.

    The solution:
    Dedicate time to getting to know your students as individuals. Use icebreakers, interest surveys and daily check-ins to show you care about their lives beyond academics. Incorporate culturally-responsive teaching practices to respect students’ backgrounds and experiences. Even small gestures, such as greeting students by name and celebrating their achievements, can make a big difference.

  • A parent with her child working together in a living room

    How to support your children going back to school

    By
    Reading time: 4 minutes

    The back-to-school transition is a pivotal time for families. As always, encouragement and positivity are important to support your child – and clear, enforceable routines and expectations are the secret to helping your child settle back into school. Set your child up for success with these practical, easy-to-follow steps, tailored for each age group.

    For primary and elementary school children (Ages 5–11)

    1. Set a consistent sleep and waking schedule and stick to it

    • Action:At least one week before school starts, set a firm wake-up and bedtime, including a shut-off time for screens – ideally an hour before bedtime.Find soothing activities to help your child relax before bed: for example, if their bedtime is 8:00 pm, you could start the wind-down routine at 7:00 pm by reading a favourite story together and listening to peaceful music. Some children wake naturally, others struggle to get up and may need an alarm clock to help them.
    • Enforcement:Remember to stick to the bedtime routine: no exceptions on school nights.

    2. Practice the morning routine

    • Action: Do a rehearsal of the school morning: getting dressed, eating breakfast, brushing teeth, and being ready to leave the house on time. If your child is attending a new school, it may reassure them to rehearse the journey in advance.
    • Enforcement: Use a visual checklist on the fridge to help your child track which tasks need to be done. Some families prefer no screens at all in the morning, but if you have morning screentime then ensure there's no TV or devices until all tasks are complete.

    3. Organize school supplies together

    • Action: Label all supplies in advance. Take the time every evening to pack their schoolbag together each evening.
    • Enforcement:Let your child be responsible for checking off a packing list before bed. If they forget something, if appropriate and within reason, you could let them experience the natural consequence.

    4. Establish a homework zone

    • Action: Set up a specific, distraction-free spot for homework.
    • Enforcement:Ensure that homework happens before playtime or screen time. Use a timer if needed to keep them focused: most children find it easier to concentrate for a finite period rather than an infinite one (for example, "work until the timer goes off in 15 minutes" is easier for a child to respond to than "work until you've completely finished your homework").

    5. Practice independence

    • Action: Teach your child tasks that are appropriate for their age and ability: for example, this could include tieing their shoelaces, zipping up their coat and opening their lunchbox.
    • Enforcement:Don't rush to help if they struggle at first. Remind them of the steps, help them if they need, support them all the way. Praise their effort, even if they can't yet do the task perfectly.

    For middle school children (Ages 11–14)

    1. Use a family calendar

    • Action: Post a large calendar in a common area. Mark it with assignment due dates, tests and extracurricular activities.
    • Enforcement: Review the calendar together every Sunday. Give your child the resopnsibility of updating it with new info from school.

    2. Set device rules

    • Action:Devices should not be in the bedroom overnight: set up device charging points somewhere outside bedrooms, for example in the kitchen, to prevent temptation. Set a “no screens” rule during homework and set a time to switch screens off every evening, preferably an hour before bedtime.
    • Enforcement:If need be, use parental controls or apps to limit screen time. Devices could also be handed in at a set time each night.

    3. Encourage self-advocacy

    • Action: If your child has a problem at school, support them in resolving it. Don't rush to solve the problem for them, ask them how they could approach the issue and guide them towards a good solution. If need be, coach them on how to email a teacher or ask for help in person.
    • Enforcement: Don’t step in immediately – give them the space and support to devise a possible solution. Support and coach as needed to build their confidence in handling the situation themselves.

    4. Make packing lunch their job

    • Action: Teach your child to pack their own lunch the night before.
    • Enforcement: If they forget to prepare or bring it, choose the response that's safe and appropriate for your chld's age and abilities. It might be that you need to remind them, or it might be that they need to experience natural consequences and buy their own lunch.

    5. Set clear after-school expectations

    • Action: Decide together what happens after school: for example, they might want to have a snack before they start their homework, and they might want to do their chores after dinner.
    • Enforcement:Together, set the rules that are right for your child. For example, no video games or social media until homework and chores are done.

    For high-school students (ages 14–18)

    1. Require a weekly planning session

    • Action: Sit down every Sunday to review the week ahead. Consider deadlines, activities and work shifts and plan accordingly.
    • Enforcement: If your teen misses a deadline, if appropriate, let them handle the consequences with teachers or coaches.

    2. Enforce a “No-phone zone” during study time

    • Action:Ensure that phones are placed in another room during homework.
    • Enforcement: Use apps that block distracting sites or physically remove the phone.

    3. Set a reasonable curfew, even for seniors

    • Action: Agree on a curfew for school nights and weekends.
    • Enforcement:If the curfew is broken, discuss consequences and follow through. For example, if your teen is one hour late home, the next time they must come home an hour early.

    4. Expect participation in household responsibilities

    • Action:Discuss how to split household chores. Some teenagers prefer to take responsibility for a particular chore, such as doing the dishes. Other families may need to split regular chores such as laundry,cleaning and emptying the bin.
    • Enforcement: No privileges such as car keys and allowance until chores are done.

    5. Monitor academic progress, but don’t micromanage

    • Action: Check grades and other school feedback together regularly. Ask about upcoming tests and projects.
    • Enforcement: If their grades slip, find out if there's an underlying reason and offer support. Your child may require a study plan or a limit on their extracurricular activities until improvement is shown.

    Universal tips for all ages

    • Consistent mealtimes: Eat a meal together regularly, if your schedules allow. Some families meet for breakfast, others for dinner. Make sure your child is not skipping meals, especially on school days.
    • Limit extracurricular overload: One or two activities per term is plenty. Be sure to protect their downtime.
    • Model organization: Use lists, calendars and reminder apps and show your chldren how they help you stay organized.
    • Open communication: Have a daily check-in if possible. Ask about the best and most challenging parts of their day.

    Returning to school doesn't have to be stressful for children: it's a great opportunity for them to learn new skills and develop their confidence. Finding rules and routines that work for your child, and enforcing them consistently, will encourage your child's sense of responsibility and boost their skills – benefiting them both inside and outside the classroom.