Context
As part of its commitment to enhancing the quality of English language teaching in Tunisia, the British Council supported the development and rollout of lower secondary toolkits aligned to the national curriculum and international best practice.
Following piloting of the Year 7 Toolkit developed by TELT, Year 8 and Year 9 toolkits were collaboratively developed by inspectors and teachers.
To ensure coherence, pedagogical rigour, inclusivity, and alignment with priorities such as digital integration, life skills, and intercultural learning, the British Council commissioned TELT to conduct a comprehensive review and deliver targeted capacity-building for inspectors.
The assignment combined two interconnected strands:
- A detailed evaluation of the Year 8 and Year 9 toolkits.
- The design and delivery of inspector training workshops focused on action research and AI integration in the classroom.
The overall goal was not only to refine materials, but to strengthen inspector capacity to lead sustainable innovation within the Tunisian ELT system.
Implementation
Toolkit Review
TELT conducted a structured, module-by-module evaluation of the Year 8 and Year 9 toolkits, assessing content, structure, pedagogy, inclusivity, curriculum alignment, and consistency with the Year 7 model.
The review identified significant strengths:
- Clear logical structure (research → planning → presentation)
- Strong curriculum alignment and balanced language/skills coverage
- Explicit learning outcomes and syllabus mapping
- Integration of life skills and inclusive elements
- Flexible high-tech and low-tech delivery options
At the same time, the review provided actionable recommendations to enhance quality and coherence:
- Improving layout readability and adopting a clearer house style
- Standardising headings, terminology, and differentiation strategies
- Adjusting timings to make projects more realistic
- Strengthening scaffolding and communicative purpose in activities
- Grading vocabulary and grammar more carefully to match A2 (Grade 8) and B1 (Grade 9) levels
The review also addressed intercultural sensitivity and inclusivity, noting areas where materials risked anglocentric bias and recommending more culturally responsive alternatives.
Inspector Capacity Building
In parallel, TELT designed and delivered two tailored workshops for English inspectors:
- Workshop 1: Supporting teachers in conducting action research on AI integration in the classroom.
- Workshop 2: A follow-up session developed collaboratively with Inspectors.
The training emphasised practical classroom inquiry, ethical AI integration, structured reflection, and mentoring strategies. Inspectors were supported to guide teachers in designing small-scale, evidence-informed action research projects aligned to toolkit implementation.
Ongoing mentoring and knowledge-sharing sessions strengthened reflective practice and supported inspectors in embedding improvements within their regional contexts.
Impact
The Tunisia Toolkit Review Project delivered impact at two levels: improving the quality of materials and system capacity.
1. Improved Coherence and Quality of Learning Materials
The structured review process strengthened the pedagogical consistency, inclusivity, and usability of the Year 8 and Year 9 toolkits. Clear recommendations around layout, language grading, scaffolding, differentiation, and teacher support enhanced accessibility and classroom feasibility. Importantly, the review ensured vertical alignment across Years 7–9, strengthening progression and curriculum coherence.
2. Stronger Inspector Leadership and Innovation
Through targeted training and mentoring, inspectors deepened their capacity to:
- Lead action research initiatives
- Support teachers in integrating AI responsibly
- Facilitate reflective practice
- Guide curriculum innovation at scale
Rather than positioning inspectors solely as evaluators, the project strengthened their role as pedagogical leaders and mentors.
3. A Sustainable Model for Toolkit Development
The combination of structured review, stakeholder consultation, training workshops, and mentoring created a replicable model for future toolkit refinement and inspector development.
By aligning material design, digital innovation, life skills integration, and capacity building, the project moves beyond static resource development towards a dynamic system of continuous improvement.
The Tunisia Toolkit Review Project demonstrates TELT’s ability to operate at the intersection of curriculum development, teacher education, and digital innovation. By strengthening both materials and human capacity, we help education systems translate policy ambition into classroom practice — sustainably and at scale.
Key Findings at a Glance
Strong Curriculum Alignment
The Year 8 and Year 9 toolkits demonstrate clear alignment with national curriculum objectives and balanced coverage of grammar, lexis, skills, and life skills.
Clear Structure and Learning Outcomes
Projects follow a logical research → planning → presentation sequence, with clearly stated learning outcomes and syllabus mapping.
Inclusive and Flexible Design
Toolkits include life skills integration, gender-sensitive elements, SEN guidance, and both high-tech and low-tech implementation options.
Language Grading Needs Refinement
Some vocabulary and grammar exceed the target A2 (Grade 8) and B1 (Grade 9) levels and require clearer grading and scaffolding.
Greater Standardisation Recommended
Headings, differentiation strategies (“support/extra challenge”), layout, and procedural detail would benefit from consistent house style guidelines.
Capacity Building for Innovation
Inspectors received training on supporting teacher-led action research and AI integration, strengthening system-level innovation capacity.
3 Big Insights
1. Materials Require Structural Coherence
Strong ideas and engaging projects are already in place. However, consistency in layout, language grading, differentiation, and teacher support is essential to maximise classroom usability.
Design clarity is as important as pedagogical ambition.
2. Inspector Capacity Is a System Lever
Training inspectors to support teacher action research and AI integration strengthens innovation from within the system, rather than relying on external intervention.
Sustainable reform depends on empowering mid-level pedagogical leadership.
3. Innovation Must Be Inclusive and Context-Sensitive
The toolkits demonstrate strong integration of life skills and inclusion, but continued refinement around cultural responsiveness, communicative purpose, and scaffolding will strengthen equity and engagement.
Innovation succeeds when it is adaptable, accessible, and locally grounded.