Briefing Session for Joint School Recruitment Exercise English Language Education KLA 12 April 2014 School-based Curriculum Development Section (Primary) 小學校本課程發展組 School-based Curriculum Development Section (Primary) 小學校本課程發展組

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Support services by School-based Curriculum Development Section (Primary)

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School-based Curriculum Development (Primary) Section We render on-site support services to primary schools in English Language, Chinese Language, Mathematics, General Studies and cross-curricular activities. This facilitates the feasibility of curriculum development across different KLAs in a school. We have provided this whole-school approach since September We serve over 200 primary schools in Hong Kong each year.

Jeanda Gladys Ken Jenny Eve Judy Our English Team

Our Work Teachers’ Development School-based Curriculum Development Horizontal Coherence Evidence-informed Learning Whole School Development Data collection Analysis Reflection School-based SharingExternal Sharing Class Visits Collaborative Lesson Preparation (CLP) Vertical Progression Diversified learning materials & teaching pedagogy

P1 P2 P3 P4 P5 P6 Task scaffolding in a module & across the levels Design quality tasks Holistic approach to school-based curriculum development (horizontal & vertical planning) Scaffolding the knowledge and skills vertically

forminga year plan Horizontal coherence – … to forming a year plan Evaluation Text types + features 4 language skills Forms & functions Module themes

Horizontal coherence – … to compiling school-based English task books…

Writing task – My Dream Job Task description Pupils write about their dream job (Module: Changes/Unit: What do you want to be?). They expressed what they liked about their dream job, why they liked it and how they would prepare themselves for it. Pre-task / language input Learn the names of different jobs (using suffices/compounding, if appropriate) in the module ‘Changes’. Learn the different adjectives used to describe the needs of the job e.g. helpful, patient, meaningful … Task description Pupils write about their dream job (Module: Changes/Unit: What do you want to be?). They expressed what they liked about their dream job, why they liked it and how they would prepare themselves for it. Pre-task / language input Learn the names of different jobs (using suffices/compounding, if appropriate) in the module ‘Changes’. Learn the different adjectives used to describe the needs of the job e.g. helpful, patient, meaningful …

An example of the teaching plan in P6

Using suffixes to the base words and form new words of different jobs _oractor / actressdoctoranimatorinventorsurveyorsailor_erteacherpainterdancerdesignerprogrammersinger_istartistpianoistscientistpyschiartistdentist_manpostmanpolicemanpolicewomansalesmanfireman Organising vocabulary

Using suffixes to the base words and form adjectives to describe personality _ivepositiveactiveattentivecoopertivecreativeaggressiveinventiveattractiveimaginative_fulhelpfulcheerfulwonderfulcarefuljoyfulplayful_icartisticoptimisticpathetic_less, _ish, _ouscarelessfoolishchildishselfishhumorouscourageous

Vertical Curriculum Planning Holistic curriculum planning across the for different levels Transition between different Key Stages Require the collegiality among staff to work out ‘where your students are’ and ‘what they need to go next’

Vertical Curriculum Planning in terms of Development of reading strategies Development of writing skills Development of vocabulary Development of grammar

School Development Curriculum Development Teacher Development

Our Work Teachers’ Development School-based Curriculum Development Horizontal Coherence Evidence-informed Learning Whole School Development Data collection Analysis Reflection School-based SharingExternal Sharing Class Visits Collaborative Lesson Preparation (CLP) Vertical Progression Diversified learning materials & teaching pedagogy

What do we do in CLP? Plan, design and evaluate school-based curriculum with reference to language learning theories, practical experience, student needs and school context Identify students’ learning problems and work out plans and strategies to resolve them Tap on teachers’ pedagogical content knowledge, subject matter knowledge, curriculum knowledge, teaching skills and strategies to improve students’ learning as a team TEAM SPIRIT Collaboration among teachers

School-based Materials Production School-based Listening Materials School-based English Learning Materials

Evaluate and Discuss Students’ Performance and Problems My students still have problems using punctuations. I’m glad that my students were able to use past tense to write a story. I guess we need to teach our kids some strategies to write a creative ending.

Put Theories into Practice (Listening) Content schemata Process schemata Knowledge about newscast process (Process schemata ) and specific themes of the news report (Content schemata) helps comprehend news information Dunkel (1991) 28

School goal this year: to cater for learner diversity We can improve the process of learning. More hands-on activities can help less-able students Let’s try homogeneous grouping and heterogeneous grouping I think graded ws should be used Align School Plans/KLA Plans and implementation strategies

Use students’ different senses -combine reading with speaking -integrate writing with speaking -provide more hands-on experiences Vary the process of learning

Use of different grouping strategies 31 Homogeneous grouping allows more space for teachers to cater for the needs of less- able students lets less-able students feel at ease about their ability and their problems enables more-able students to excel further as a result of peer influence requires more preparation Heterogeneous grouping Less able students to see how the more able students work towards goals allows students of different abilities to help each other which mirrors real world communication More-able students have chances to sharpen their leadership, offer help to other students and consolidate their learning

What do we do during class visits ? Understand students’ learning problems in real classroom context with teachers Attempt innovative teaching and learning strategies with teachers to raise the overall English teaching and learning standard Our class visits are different from lesson observation for appraisal purposes We are Not inspectors !!!

Try out Innovative Strategies in Classrooms Group Discussion and Writing Feedback in Writing Lessons Show-and-tell Speaking Activity Student Presentations

PSMCD Panel Head Teachers Promote School Level Improvement : peer lesson observation / lesson study School Head

What is evidence-informed practice ? Why do we have to nurture this in schools? Research (Black and William 1998) has shown that assessment for learning is one of the most powerful ways of improving learning and raising school standards. Confidentiality of student and school data is strictly observed.

External Assessment Data: TSA Analysis (School A) A large number of students are not willing to write. School Support Strategies -Basic sentence patterns -More focus on vocabulary learning -Enhance students’ motivation to write

External Assessment Data: TSA Analysis (School B) Students are willing to write but need further skills to unleash their potential. School Support Strategies -More complex structures -More ideas on creativity

Internal Assessment Data School Support Strategies -Improve the Assessment Evaluation Tool -Concrete ideas on helping students to develop different strategies for writing

Internal Assessment Data

Students’ Work Analysis Similar Content Similar sentence patterns Number of words is not up to standard Lack creativity

A Spider in An Apple Pie One day, Mary and Susan went to the Yummy Restaurant because they were hungry. They ate tomato salad and an apple pie. Mary asked, “Did you finish the tomato salad?” “Yes, I finished it. It’s tasty,” Susan replied. They really enjoyed the food. Then Mary saw a spider in her apple pie. She was surprised. She shouted, “Look! There is a spider in my apple pie.” “Yes, I see it! It’s too disgusting!” Susan answered. Then They called the waiter. Soon the waiter came. Mary said, “Why my pie so dirty?” “Sorry! I will give another one to you. Next time, the pie will not so dirty,” the waiter said. She waited a moment and the waiter gave her a new apple pie. In the end, the manager came here and said sorry to Susan and Mary. He gave her a bottle of apple juice to drink. After she finish apple pie and drinks she paid the bill and then they left the restaurant. Students Final Work

Tracking Students’ Development Over Years

? What do we do to disseminate good practices ? External Sharing: ‘Learning in Action’ Seminar Internal Sharing among school colleagues

Annual Learning in Action Seminar

Developing a integrating both school-based English writing curriculum: grammar and skills in the writing process From understanding to renovating – optimizing the KS1 English reading and writing programme Weaving thoughts into action: creating space through a curriculum initiative How Directed Reading Thinking Activity (DRTA) promotes understanding of reading texts in GE lessons? Catering for the needs of low achievers in the writing classroom The magic of words: a learning programme to enhance pupils’ vocabulary building strategies Developing primary students’ listening skills Talking to learn Optimizing the Process Writing Approach to develop KS2 children into independent writers From segregated to integrated language skills: weaving speaking and writing to improve productive output Developing skills and strategies for long term and immediate impact on writing: raising the writing standards of KS1 students Towards a more genre-specific and interactive reading lesson Enhancing a smooth interface between Key Stage 2 and Key Stage 3 in the English Language Education Reading: From words to text Learning by doing: Getting some hands-on experience on realizing the principles of task- based learning in designing a learning module in English A workshop on the ‘what’ and the ‘how’ to observe an English lesson to bring about student learning Incorporating social and global issues into the primary school English Language writing curriculum for better transition to secondary Themes shared in the seminars

Entry points in curriculum development Enhancing existing capacity in developing modules of learning for reading, writing, speaking and listening skills Integrating curriculum initiatives: reading to learn creative writing language arts project learning cooperative learning structures School-based English curriculum (GE, intervention and enrichment programs, and reading workshops) Assessment for learning – TSA, internal assessment Addressing feedback from ESR report and focused inspection

Our expectations 1.Teachers’ readiness and commitment 2.Developing teacher capacity as curriculum leaders 3.Corresponding changes in organisational practices 4.Involvement of Panel Chairs and A/PSM(CD)s 5.Support from school administration (e.g. arrange 1.5 hours CLP meeting time, meeting before/after summer holidays for preparation and evaluation …) 6.Time frame (usually 3 years) for continuity and sustainability throughout KS1 and KS2

Your expectations Quality school-based curriculum Teacher development and readiness Student learning and ….

Further enquiries School-based Curriculum Development (Primary) Section 小學校本課程發展組 小學校本課程發展組 Ms Eve CHAN Tel: Ms Jenny CHUNG Tel: