Context
In 2019, Cambodia approved a new national English curriculum for Grades 10–12 as part of ongoing efforts to strengthen English language education and prepare students for greater participation in regional and global economies. With the introduction of the new curriculum, there was an urgent need to develop a new suite of textbooks that aligned with the updated learning objectives and reflected contemporary communicative approaches to language teaching.
The project was developed through a collaboration between Kizuna, The Nippon Foundation and TELT, all of whom shared a commitment to strengthening educational capacity in Cambodia and ensuring that curriculum reform initiatives were sustainable in the long term. A central goal of the initiative was to build local expertise in materials development so that Cambodian educators would be able to contribute directly to the design and development of future teaching resources.
The project therefore combined textbook development with professional capacity building, supporting a local team of educators to design new English language materials that were aligned with the national curriculum and responsive to the realities of Cambodian classrooms.
Implementation
Following the approval of the new curriculum, a national selection process was conducted to identify educators with the potential to contribute to the textbook writing project. From this process, a team of four writers was selected to develop the Grade 10–12 English textbooks. The group combined experienced teachers with emerging materials writers, including Cambodian educators who brought valuable classroom insight and contextual understanding to the project.
TELT provided specialist guidance and training to support the development of the materials. International consultant Adrian Tennant worked closely with the writing team, providing an initial writer’s briefing, training sessions and ongoing mentoring. The team also collaborated with illustrators, designers and members of the national English Committee to ensure that the textbooks reflected curriculum requirements and were suitable for use in Cambodian secondary schools.
The textbooks were structured around a practical classroom model designed to match the realities of school timetables and teaching conditions. Each book is organised into five learning blocks of five weeks, with two lessons per week designed to fit within the standard timetable of four 50-minute class periods. Lessons include a balanced sequence of input, practice and production activities, enabling students to actively use the language they learn.
The design of the materials was informed by insights from earlier field research, which highlighted several challenges in Cambodian classrooms. These included the density of existing materials, limited lesson time, and varying levels of teacher training, particularly in more remote areas. As a result, the new textbooks were designed with clearer lesson structures, scaffolded activities and practical support for teachers.
Teacher support was a central element of the project. The accompanying Teacher’s Books include detailed lesson guidance, answer keys, extension activities for stronger students and suggestions for adapting lessons across multiple class sessions. The materials also provide methodological guidance to support teachers who may have limited formal training in English language teaching.
Training was delivered to educators and advisors to support the introduction of the new materials. A three-day training programme held at the National Institute of Education in August 2020 introduced the Grade 10 textbook and provided teachers and advisors with opportunities to explore the structure, pedagogy and practical classroom use of the materials.
Impact
The project has contributed to strengthening both curriculum implementation and local capacity for educational materials development in Cambodia.
By training a local team of writers and working collaboratively with national education stakeholders, the project helped build sustainable expertise in textbook design and development. This approach ensures that future curriculum initiatives can draw on a growing base of Cambodian professionals with experience in materials writing.
The new textbooks provide teachers with clearer lesson structures, more balanced activity types and stronger opportunities for students to use English in meaningful communication. The materials place greater emphasis on productive language skills, helping students move beyond passive learning towards active use of English.
The project also strengthened collaboration between international education specialists and national education institutions, demonstrating how capacity-building approaches can support curriculum reform while ensuring local ownership of educational resources.
Looking ahead, the successful completion of the Grade 10–12 textbooks creates a strong foundation for future improvements in English language education. Continued teacher training, effective distribution of the materials and ongoing monitoring will be important in ensuring that the new textbooks translate into improved learning outcomes in Cambodian classrooms.
Key Findings at a Glance
Curriculum reform requires aligned teaching materials
The introduction of Cambodia’s new Grade 10–12 English curriculum created an urgent need for textbooks that reflect communicative language teaching principles and support practical classroom implementation.
Local capacity building strengthens sustainability
Training and mentoring a Cambodian team of materials writers helped ensure that expertise in textbook development remains within the national education system.
Teacher support is essential for effective implementation
Teacher’s Books provide structured lesson plans, answer keys, extension activities and methodological guidance, helping teachers deliver lessons even where English teaching experience is limited.
Materials must reflect classroom realities
The design of the textbooks takes into account practical constraints such as limited lesson time, large classes and varying levels of teacher preparation, particularly in rural areas.
Productive language use is central to learning
The new textbooks emphasise speaking and writing activities that enable students to actively use English rather than simply study grammar and vocabulary.
Training supports successful rollout of new resources
Training workshops at the National Institute of Education introduced teachers and advisors to the structure and pedagogical principles of the new materials.
3 Big Insights
1. Sustainable reform depends on local expertise
Developing local capacity in textbook writing ensures that future curriculum changes can be supported by national teams with contextual knowledge and practical experience.
2. Materials design must match teaching realities
Effective textbooks are structured around realistic lesson timings, clear activity sequences and scaffolded learning that supports both teachers and students.
3. Teacher guidance is critical for successful adoption
Well-designed Teacher’s Books and training programmes help teachers implement new materials confidently and ensure that curriculum reforms translate into improved classroom practice.