1 Curriculum Management and Leadership for New English Panel Chairpersons at Primary Level English Language Education Section Curriculum Development Institute Education Bureau 30 November 2011

2 Diagrammatic Representation of the English Language Curriculum (ELC) Framework 9 Generic Skills Values and Attitudes Flexible and Diversified Modes of Curriculum Planning + Effective Learning, Teaching and Assessment Overall Aims and Learning Targets of English Language KnowledgeInterpersonalExperience Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Learning ObjectivesLearning Objectives:Forms and Functions Skills and Strategies Attitudes Strands English Language Curriculum

3 Key Emphases of the English Language Curriculum Guide (Primary 1- 6) Strengthening ‘learning to read’ Catering for learner diversity Promoting assessment for learning Using a task-based approach in learning, teaching and assessment Promoting a ‘reading to learn’ culture Promoting learner independence Creating a language-rich environment

4 Key Emphases of the English Language Curriculum Guide (Primary 1- 6) Catering for learner diversity Promoting assessment for learning Using a task-based approach in learning, teaching and assessment Promoting a ‘reading to learn’ culture  Enhancing the implementation of the Reading Workshops Enhancing the implementation of the Reading Workshops  Incorporating the Intervention / Language Programme and Incorporating the Intervention / Language Programme and Enrichment Programme into the English curriculum  Making use of different teaching resources Making use of different teaching resources  Making use of the Learning Progression Framework (LPF) and TSA data Making use of the Learning Progression Framework (LPF) and TSA data to inform L&T  Strengthening teachers’ skills in giving quality feedback Strengthening teachers’ skills in giving quality feedback Promoting learner independence  Learning and teaching grammar in context through task-based learning Learning and teaching grammar in context through task-based learning  Providing opportunities for language use Providing opportunities for language use  Learning and teaching phonics in context Learning and teaching phonics in context  Developing vocabulary building skills Developing vocabulary building skills  Developing language development strategies Developing language development strategies Strategies for Implementation

5 Reading Workshops Laying a good foundation for lifelong learning Helping learners develop and practise reading skills through reading ‘real books’ and authentic materialsreading skills Reading as a springboard for the development of higher order thinking skills, creativity and other language skills Developing in learners positive attitudes towards learning English Providing coherent and connected learning experiences for the learners Providing opportunities for learners to take an active role in learning Using real books of a variety of text typesa variety of text types Adopting effective teaching strategiesteaching strategies

6 Text Types ► Different text types (e.g. poems, diaries, rules, posters, cartoons, news reports) have their own particular textual structures, style, grammar features and vocabulary ► Teachers are encouraged to expose pupils to both narrative and information texts ► Quality language arts materials can enhance pupils’ motivation

7 KS1 Construct meaning from texts KS2 Guess the meaning of unknown words by using pictorial and contextual clues Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world Skim a text to obtain the main ideas Understand intention, attitudes and feelings conveyed in a text Understand the information provided on the book cover, index and glossary Recognise the features of a variety of text types Identify key words for the main idea in a sentence Make predictions Understand the information on the book cover and contents page Recognise the features of some common text types Progression of Reading Skills from KS1 to KS2

8 Suggested Booklists for Reading across the curriculum ( )

9 Traditional grammar teaching  Out of context  Teaching grammar items one by one TBL grammar teaching  Has a context  Pupils learn certain grammar items (form) and use them in meaningful contexts and for purposeful communication (function) Traditional Grammar Teaching Vs TBL Grammar Teaching English Language Curriculum Guide (Primary 1-6), pp.22-50

10 Presentation - the model text provides input of the target grammar items and structures Practice - controlled or guided activities are provided for pupils to practise the use of the target grammar items and structures Production - pupils create their own text within the framework of the model text and consolidate the use of the target grammar items and structures Learning and Teaching Grammar in Context

11 Developing Phonics Skills Help learners: ► develop an awareness of the letter-sound relationships through explicit teaching ► build up strategies for decoding (in reading) and encoding (in spelling) words at an early stage of learning ► gain confidence and competence in reading aloud and develop an interest in reading books in English ► develop strategies in discriminating sounds, in listening and speaking in English, and use accurate spelling in writing English Language Curriculum Guide (Primary 1-6), pp

12 Learning and Teaching Phonics in Context ► Incorporate phonics teaching into the school English programme instead of adopting and implementing a separate phonics programme ► Teach and practise phonics in the GE Programme as well as Reading Workshops through short, interesting and purposeful activities and games (e.g. funny rhymes, phonics tic-tac-toe) English Language Curriculum Guide (Primary 1-6), pp

13 Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE) Phonics in Action Resource Packages ( )

14 Developing Vocabulary Building Skills ► Encourage pupils to read extensively to acquire vocabulary in natural contexts ► Teach different ways in which pupils can attack and organise words - guessing and inferring meaning - guessing and inferring meaning - organising words in vocabulary books - organising words in vocabulary books - word formation and word association - word formation and word association - using dictionaries - using dictionaries ► Use tasks to provide authentic contexts for vocabulary use English Language Curriculum Guide (Primary 1-6), pp

15 Resource Package ( ) Enhancing English Vocabulary Learning and Teaching at Primary Level

16 Developing Language Development Strategies ► Develop thinking skills ► Develop reference skills ► Develop library skills ► Develop information skills ► Plan, manage and evaluate one’s own learning ► Develop self-motivation and positive attitudes ► Work with others

17 Catering for learner diversity ► Incorporate the Intervention Programme and Enrichment Programme into the school-based English Language curriculum ► Use different strategies (e.g. differentiation, flexible grouping, project learning, open-ended learning tasks and activities) to cater for the diverse needs, abilities and interests of learners ► Provide opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)

Promoting Assessment for Learning Observe (watch and listen) Question (seek, probe, prompt) Gather assessment information Analyse assessment information Review school curriculum plan Feedback

Assessments in Schools Oral presentations Homework etc. Shared writing and process writing Portfolios Learning tasks and activities Conferencing Assessment tasks Projects Please refer to pp of the CG Modes of Assessment

20 Effective Use of TSA Findings: Developing Reading Skills Weaknesses Weaknesses ► Dictionary skills Dictionary skills Dictionary skills ► Inference skills Inference skills Inference skills ► Unfamiliar words Unfamiliar words Unfamiliar words ► Connection between ideas Connection between ideas Connection between ideas Some recommendations Develop vocabulary building skills Develop vocabulary building skills Select a wider range of text types Select a wider range of text types Teach structure and language patterns across text types explicitly Teach structure and language patterns across text types explicitly Develop reading skills and strategies progressively across key stages Develop reading skills and strategies progressively across key stages Encourage critical thinking in reading workshops Encourage critical thinking in reading workshops

21 Learning Progression Framework (LPF) represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum; is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment; helps teachers better understand and articulate learners’ performance; and helps teachers plan strategically how to enhance English Language learning and teaching. ……… Level 8 Learning Outcomes

22 Using the LPF to Enhance Learning and Teaching To provide reference for understanding pupils’ learning progress To plan and review To help pupils progress along the learning continuum  To provide a checklist of dos and don’ts in each and every lesson  To record only  To set benchmarks

23 Level Skills Outcome Statements Speaking Writing Reading Listening Learning Outcomes Pointers Learners at this level can, for example, Structure of LPF – Reading and Listening Underlying principles Content Language Strategies

24 Resource Packages ( ) Promoting Quality Interaction in the Primary English Classroom Promoting Assessment for Learning in English Language Education at Primary Level ETV Programme on “Providing Quality Feedback”

25 English Language Curriculum Guide (Primary 1-6) (2004), p.120 THE ROLES OF AN ENGLISH PANEL CHAIRPERSON Create a language-rich environment Lead curriculum & instructional changes Facilitate professional development Manage resources Commend success and provide appropriate feedback to colleagues Keep abreast of latest developments and changes Collect and analyse evidence of learning

26 Planning and Managing the English Language Curriculum Conduct holistic planning of the school-based curriculumholistic planning Develop the school-based curriculum based on pupils’ needs, interests and abilities Enhance the professional development of teachersprofessional development of teachers Promote collaboration among teacherscollaboration Create a language-rich environmentlanguage-rich environment Manage resources effectively Manage resources

27 Conducting Holistic Planning Needs Analysis Action Planning Evaluation Conduct a critical review of the current situation by referring to different sources of data (e.g. TSA data, internal assessment data, ESR and SSE findings) ► Identify an entry point/ focus of development based on needs analysis ► Set clear and specific objectives and success criteria ► Ensure vertical and horizontal coordination vertical and horizontal coordinationvertical and horizontal coordination ► Set a clear and practical schedule for implementation

28 Ensuring Vertical and Horizontal Coordination ► a balanced and adequate coverage of learning targets and objectives ► coherence in planning among teachers teaching the same year level and across year levels ► progression across year levels in learning, teaching and assessment ► transition between key stages

29 Conducting Holistic Planning Needs Analysis Action Planning Evaluation ► Check whether the objectives have been achieved by collecting concrete data as evidence ► Use a good mix of qualitative and quantitative tools ► Take appropriate follow-up actions

30 Facilitating Professional Development  Collaborative lesson preparation  Co-teaching  Peer coaching  Peer lesson observation  Teacher reflection  Regular sharing sessions ►Provide a good model in classroom teaching and leadership ►Encourage and organise teachers to attend professional development programmes ►Encourage sharing of knowledge, ideas, experiences and good practices to build up a collaborative learning culture

31 ► Collaborate with the NET to develop learning and teaching resources ► Collaborate with the teacher-librarian to promote a reading culture ► Promote collaboration across different KLAs (e.g. cross-curricular tasks/projects) Promoting Collaboration among Teachers

32 ► Explain the direction and rationale of the school English Language curriculum to other panel members and school personnel ► Give suggestions on whole-school planning to facilitate English Language curriculum development and professional development Serving as the Bridge between the English Panel and Other School Personnel Bridge

33 Creating a Language-rich Environment ► Encourage pupils to interact with teachers and one another in English outside the classroom ► Display print materials in English (e.g. posters, signs, notices) all around the school (not merely display and should be linked up with class activities / homework) ► Set up a well-stocked library with reading materials of a wide range of subject content and text types ► Provide easy access to reading materials in different parts of the school

34 Creating a Language-rich Environment ► Establish a lively and encouraging school and classroom atmosphere through daily routines or practices (e.g. morning reading time, storytelling during assembly, show-and-tell activities, Campus TV) ► Organise English learning activities (e.g. English Days, English Camps, drama performances)

35 Widening the Space of Learning and Teaching English ► Arouse pupils’ curiosity and interest in observing language use around them (e.g. signs, announcements, advertisements) ► Give assignments which require pupils to make use of the materials displayed in the school and outside school ► Encourage pupils to take part in English activities organised by other institutions (e.g. HK Speech Festival) ► Encourage pupils to watch news reports (e.g. archives on the website of HK EdCity) or listen to radio programmes in English (e.g. Sunday Smile on RTHK3) Sunday Smile on RTHK3Sunday Smile on RTHK3

36 More Information Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc. ( ) RTHK radio programme – Sunday Smile ( )

37 Managing resources Managing resources ► Human resources  Appoint level coordinators to help with horizontal coordination  Deploy the NET effectively ► Usage of funds and grants  Sustainable  Capacity building  Holistic and coherent  Focused

38 Subject and Curriculum Grants for Primary Schools ( )

39 Effective use of learning & teaching resources ► Adapt tasks and activities to cater for pupils’ needs ► Make use of non-textbook resource materials to enhance learning, e.g. authentic materials and resources available on the web, newspaper for pupils resources available on the webresources available on the web ► Produce strategic plans for the procurement and development of resource materials ► Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers ► Introduce EDB resource packages to teachers ► Establish an inventory system that ensures easy expansion and the writing-off of resource materials ► Devise a review mechanism for evaluating existing resources to further promote learning, teaching and curriculum development

40 Depository of Curriculum-based Learning and Teaching Resources – English Language at Primary Level ( )