Using TSA and internal assessment data for holistic planning SKH St. John’s Primary School

Background

Where shall we start?

School Report Item Analysis Report TSA data analysis Writing

Analysis of internal assessment data Daily observation Pre- and post project questionnaires Students’ work Tests and exam papers

Problems in learning lack of content and ideas weak in planning and organization poor at grammar and spelling lack of motivation lack of confidence

Problems in teaching Curriculum plan lacks continuity Insufficient professional knowledge in language teaching Lack of collaborative and sharing culture Lack of assessmen t literacy

Targets set Teacher development  nurture a collaborative sharing culture  plan curriculum holistically  align teaching, learning and assessment  improve teaching pedagogy Teacher development  nurture a collaborative sharing culture  plan curriculum holistically  align teaching, learning and assessment  improve teaching pedagogy

Student development  improve students’ learning motivation  improve students’ language standard (especially in writing) Student development  improve students’ learning motivation  improve students’ language standard (especially in writing) Targets set

strategies used

Flexible deployment of resources Human resources  specialised teaching  formation of working committees  selection of curriculum leaders (panel heads and level co-ordinators)  involvement of NET Management level

Flexible deployment of resources Use of funding  employ extra teachers and teaching assistants to share workload  build an English room to create an English-rich environment Management level

Creation of time and space Management level  reduce curriculum leaders’ teaching load  arrange co-planning and peer lesson observation for all levels  start advanced planning on curriculum and improving students’ writing skills before June  ask librarian to find resources on related themes and modules

Flexibility in lesson organization  arrange double lessons for all levels Additional support from outsiders  LLSS officer co-plans with teachers and conducts workshops  publishers organise workshops and seminars for teachers and parents Management level

Teaching and learning level Process writing co-planning project in P3 and P5

Going on a trip (P3) Places we visit (P5) a variety of text types:a variety of text types story, informative text, , article, itinerary, letter Use of graphic organizersUse of graphic organizers, Shared reading, process writing, shared writing, group writing, questioning and feedback techniques Self-assessment An itinerary of a Sunday trip (P3) Replying a letter to a friend (P5) stimulate ideas plan and organize ideas elaborate information and ideas Theme Input Strategies Output enhance communication among classmates revise and edit one’s work

Different themes and text types Teaching and learning level A process writing resource package (P1-6)

brainstorming and vocabulary building brainstorming and vocabulary building

organisation and sequencing of ideas

Making holistic planning of the curriculum Teaching and learning level

Vertical planning scaffold them from P1 to P6 study the components of the curriculum framework screen their level of difficulty

Horizontal planning My good friends set learning targets and match with learning outcomes ensure a balanced coverage of language focus, text types, skills and strategies, values and attitudes, etc. design assessment activities to track students’ progress design learning activities to help students apply the language

 develop a process writing video package for all levels  share all the materials produced during co-planning Teaching and learning level Develop a resource bank for the English panel

Teaching and learning level Promoting an assessment for learning culture  making sense of different types of data  integrating formative assessment into curriculum planning  use of diverse assessment activities (e.g. self and peer-assessment)  better use of questioning techniques

Impact on teaching and learning

Implication on teaching Teacher development  increase awareness of the shift from content teaching to skills and strategies development in students  use data analysis to reflect and improve teaching and learning  improve existing assessment practices  focus more on curriculum design to cater students’ needs Teacher development  increase awareness of the shift from content teaching to skills and strategies development in students  use data analysis to reflect and improve teaching and learning  improve existing assessment practices  focus more on curriculum design to cater students’ needs

Implication on planning Student development  increase motivation and confidence in writing English  develop writing skills  develop responsibility and ownership for their own learning Student development  increase motivation and confidence in writing English  develop writing skills  develop responsibility and ownership for their own learning

Way forward Vocabulary building project Vocabulary building project Buddy reading programme Buddy reading programme Big book writing project

Increased learning motivation Developed writing skills Creation of time and space Effective deployment of resources Developed essential knowledge and skills Change of mindsets TSA and internal assessment data analysis

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Managing curriculum change through holistic planning

Using TSA and internal assessment data to inform teaching and learning

English room

Insert pictures different text types

when who how what to bring what can see what can do feeling What is the name of this place? How will you get there? ______ What will you do? What will you see? What is the special feature of this place ? Where is it? graphic organizers

Shared writing Group writing Individual writing

self-reviewing

Motivation in writing Do you enjoy… writing in English the process of writing the itinerary revising your work

Confidence in writing I know how to … organize ideas express myself edit and revise my work

Big book writing project