1 Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment of English Language at Primary Level 8 & 10 December 2011

2 Objectives To introduce the LPF for English Language and its role in the learning-teaching-assessment cycle To explore the use of the LPF as a reference tool to identify students’ strengths and weaknesses and plan holistically for effective learning, teaching and assessment To provide practical suggestions on using the LPF to enhance assessment for learning

3 What is a Learning Progression Framework (LPF)? The 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

4 The Growth of Learners across Key Stages ……… Learning Outcomes

5 Speaking Writing Reading Listening Level Skills Outcome Statements Pointers Learning Outcomes Learners at this level can, for example, Content, organisation and communication strategies Language Pronunciation, stress, rhythm and intonation Underlying principles Structure of LPF - Speaking

CONTENT, ORGANISATION & COMMUNICATION STRATEGIES The outcome statements show the progression in terms of : Complexity of information and ideas Familiarity of topics Organisation of information and ideas Range of communication strategies The LPF – Speaking

7 LANGUAGE The outcome statements show the progression in terms of : Language forms and functions used at different levels of speaking PRONUNCIATION, STRESS, RHYTHM & INTONATION The outcome statements show the progression in terms of : Accuracy in pronunciation Appropriate use of stress, rhythm & intonation

8 Underlying Principles language development strategies, generic skills, and positive values and attitudes (all 4 skills) the provision of support and the need to encourage learner independence (all 4 skills) meaningfulness and appropriateness of the texts to the context, purpose and audience (Speaking and Writing) interplay between tasks and texts (Listening and Reading) To elucidate some of the learning objectives which do not readily lend themselves to the description in terms of 8 levels of attainment but are essential to English language learning, e.g.

9 Speaking Writing Reading Listening Level Skills Outcome Statements Pointers Learning Outcomes Learners at this level can, for example, Content Organisation Language and style Underlying principles Structure of LPF - Writing

10 The LPF – Writing CONTENT The outcome statements show the progression in terms of : Complexity of information and ideas Length of texts Familiarity of topics ORGANISATION The outcome statements show the progression in terms of : Linkage between ideas within and across paragraphs Overall organisation of ideas LANGUAGE The outcome statements show the progression in terms of : Language forms and functions used at different levels of writing

11 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

12 The LPF - Reading and Listening The outcome statements show the progression in terms of : Depth of processing information, ideas and feelings (understanding, inferring and interpreting) Text complexity information load (length, density) vocabulary organisation explicitness abstraction Range and application of strategies

13 LPF – Exemplars for illustrating outcome statements Speaking exemplars  students’ authentic work  annotations  transcript and audio/video clips Writing exemplars  students’ authentic work  annotations Listening exemplars  questions  annotations  tapescript and audio clips Reading exemplars  questions  annotations

14 Curriculum Framework (What students are expected to learn) Values and attitudes Skills Knowledge Learning Progression Framework (What students can do as a result of learning and teaching) Basic Competency Relationship between the Curriculum Framework, LPF and BC

15 Curriculum Framework, Learning, Teaching and Assessment, and Learning Progression Framework (LPF) Curriculum Framework (What students are expected to learn) Goals (What students can do as a result) Learning Progression Framework Attainment Process

16 TSA (HKEAA) Assessments for Basic Competency Assessment for Learning Curriculum and Assessment Curriculum Framework and Learning Progression Framework Curriculum Framework and Learning Progression Framework Basic Competency Assessment in Schools Assessments for Basic Competency TSA (HKEAA)

17 School Assessment Practices Assessment for Learning (informs learning and teaching)

What are the purposes of developing LPF?  For identifying students’ strengths and areas for improvement  For enhancing learning and teaching providing quality feedback to students reviewing expectations of student learning revising learning content improving teaching strategies  For reflecting on whether opportunities have been provided for students to demonstrate their performance  Not for summative assessment  Not for benchmarking students

19 The LPF - Reading The outcome statements show the progression in terms of : Depth of processing information, ideas and feelings understanding  inferring  interpreting Text complexity  information load (length, density)  vocabulary  organisation  explicitness  abstraction Range and application of strategies

20 LPF for Reading Depth of processing Text complexity Range and application of reading strategies Abstractness Organisation Density of information

21 Relationship between Learning Outcomes and Pointers Outcome Statements Pointers Pointers tell what students are able to do at each level.

22 From Reading to Listening The practical suggestions provided so far for the use of the LPF in the learning and teaching of reading are also applicable to the learning and teaching of listening. Note the similar organisation of the LPF for both receptive skills. LPF for Reading & Listening  Depth of processing  Text complexity  Range & application of strategies

Task demand should increase with text complexity. To cater for learner diversity, simple tasks can be included for complex texts to cultivate learners’ confidence, and difficult tasks for simple texts to stretch their abilities. To promote learner independence, the amount of support provided could be gradually reduced. To this end, various effective teaching strategies for reading could be integrated into the reading programme. Interplay between Tasks and Texts Task Demand Text Complexity

24 The LPF – Writing CONTENT The outcome statements show the progression in terms of : Complexity of information, ideas and opinions Length of texts Familiarity of topics

25 The LPF – Writing ORGANISATION The outcome statements show the progression in terms of : Linkage between ideas within and across paragraphs Overall organisation of ideas

26 The LPF – Writing LANGUAGE The outcome statements show the progression in terms of : The language forms and functions used at different levels of writing  appropriacy  accuracy

27 From Writing to Speaking The practical suggestions provided so far for the use of the LPF in the learning and teaching of writing are also applicable to the learning and teaching of speaking. Note the similar organisation of the LPF for both productive skills. LPF for Writing & Speaking – Content & organisation  Complexity of information, ideas and opinions  Linkage between ideas and overall organisation  Length of texts  Familiarity of topics LPF for Writing & Speaking – Language  Appropriacy and accuracy of language forms and functions LPF for Speaking – pronunciation, stress, rhythm & intonation  Appropriacy and accuracy

Speaking Writing ReadingListening Content, Organisation and Communication Strategies Language Pronunciation, Stress, Rhythm and Intonation Content Organisation Language and Style Underlying Principles The outcome statements show the progression in terms of : Depth of processing information, ideas and feelings Text complexity Range and application of strategies Underlying Principles Productive skills Receptive skills

29 Using the LPF to Enhance Learning, Teaching and Assessment to set more specific learning objectives to identify/adapt/design appropriate tasks and activities for effective learning, teaching and assessment to identify individual students’ strengths and weaknesses in a specific language skill to give constructive feedback to students to design appropriate tasks and activities to cater for student diversity to develop a better understanding of the curriculum requirements to reflect on current teaching practices and make necessary modifications

30 LPF Recap of Today’s Message Help students progress to the next level of learning Plan strategically for effective learning, teaching & assessment Identify students’ strengths & weaknesses