HHCKLA Buddhist Wisdom Primary School 香海正覺蓮社佛教正慧小學 Planning the Whole-school Language Policy – Enhancing the Quality of Language Learning and Teaching

G.E. 60% Reading 40% Generic Skills Values & Attitudes Curriculum Guide (2004)(CDC) P.13 2

How to plan and implement school- based English language curriculum? What are our beliefs in English Language Teaching and Learning? 3

Our beliefs: Students can learn English effectively in a pleasant and pressure-free learning atmosphere, through interaction, with maximum exposure and input with abundant opportunities to use the language meaningfully. 4

Our beliefs: Students should be provided with ample opportunities to use the language meaningfully (interaction) (Contextualized contexts) Students should be engaged in the process of meaning-making (not just learn the language) 5

Components of our School-based English Language Curriculum General English Programme Reading Workshop Intervention Programme Extension Programme Self-access Language Learning Activities Additional English Learning Activities 6

Let’s walk through some of the components of our school-based English language curriculum - General English Programme - Reading Workshops 7

Textbook: Unit: Amazing animals and plants Unit 3. In the park Unit 4. Animals we love Textbook: Unit7: Helping the police Unit 8: Accidents around us What are we doing? Select themes from the textbook Match the themes with books or supplementary texts. Helping the police KS1 KS2 - Incorporating tasks into the G.E. programme Supplementary reading texts tasks Reader I’m the King of the Mountain Reader Living Together 8

What are we doing? Theme-based approach Incorporate task materials Create a more authentic context for students 9

Class Level: Primary 5 Theme: Helping the police Incorporating materials to enrich a theme from the textbook ─ An exemplar 10

We believe …….. Real books can provide authentic English / language Contextualized materials can provide realistic and detailed situation Meaningful tasks can provide ss a platform to use the language, amusement, fun, information, expand their life space and enhance learning meaningful use of the language 11

Class Level: Primary 5 Theme: Helping the police The unit design: A discussion: Why do we design this unit in such a way? 12

Textbook Contents Unit ……………………………. Enriching the theme by …….. -Creating a context -Adding in contextualized reading texts -Bringing in an information book -Incorporating a series of tasks Helping the police (reading texts) ( reader) Why….. Create a context for ss to use the language meaningfully & purposely Maximize exposure and input Equip ss with a range of language and generic skills (tasks) Policeman’s File 13

Task 2 Reading a news report to find out more details about the theft case Guessing who the thief was with the provided information Developing problem-solving skills through assembling the facts about the case from different sources and find out the thief Developing language development strategies - Reviewing and revising ideas in the light of new information / evidence - Solving problems with reasons 14

the checklist 15

What’s Policeman File about? Policeman’s File 16

Task Textbook Contents Unit ……………………………. Developing a range of reading skills, generic skills…… and fostering positive values and attitudes….. Helping the police Learning Tasks Policeman’s File Task 17

Reading the letter Developing language development strategies - Identifying values, attitudes and beliefs expressed in texts Task 3 18

Task 4 Taking on the roles of the characters and responding to Policeman O’Donnell Developing collaboration skills Fostering positive values and attitudes 19 Reeve Callum Policeman O’Donnell

Task 5 Reading on to confirm the job duties of a policeman Seeking information with special purposes in mind Acquiring knowledge through extended knowledge the 20

Characteristics of the Unit Design Theme: Helping the police Reader Supplementary reading texts Textbook Unit7: Helping the police Unit 8: Accidents around us Policeman’s File Task 21

Characteristics of the Unit Design Theme: Helping the police Adopting a CRT model by incorporating thematic reading materials & adopting a task-based appraoch (Context Roles Task) Providing scaffolding (Tasks are interlocked with each other) Integrating 4 language skills Developing language development skills and generic skills Fostering positive values and attitudes 22

Not solely relying on the textbook Using other materials to enrich the context Developing tasks to provide opportunities for students to learn and use English in natural and realistic settings Developing language skills and generic skills e.g. reading-to-learn skills Developing positive attitudes towards English learning and taking risks in using English Linguistic Development Personal growth and development Life-long learning Textbook ─ basic framework 23

Progression from KS1 to KS2: Using different teaching strategies : - requiring more student input - Using more complex texts - Developing a greater range of skills -Facilitating the interface between primary and secondary levels - Developing a reading to learn culture 24

Components of our School-based English Language Curriculum General English Programme Reading Workshop Intervention Programme Extension Programme Self-access Language Learning Activities Additional English Learning Activities Setting Up an English Language-rich Environment at School 25

How to lead curriculum and instructional changes? Communicate our beliefs about good English language teaching to the other panel members. Develop a common vision Equip teachers and provide support 26

Vertical and Horizontal Coordination Ensure a balanced and adequate coverage of learning targets and objectives Language and generic skills Ensure coherence in planning among teachers teaching the same year level and across year levels Ensure progression across year levels 27

What do we do? Facilitating Professional Development 1. Collaborative Lesson Planning-planning - devise unit plans - Prepare teaching resources 2. Lesson Study - Co-planning - Co-teaching - Peer coaching - Peer Lesson observation - Conducting reflection / conferencing - Regular-sharing session 28

Facilitating Professional Development Provide a good model in classroom teaching and leadership Encourage sharing of knowledge, ideas, experiences and good practices Provide a platform to try out new teaching methods Be aware of what our colleagues are doing and provide support 29

Planning and Developing the School-based Curriculum General English Programme Reading Workshops Intervention Programme Enrichment Programme Providing a language-rich environment Whole School Approach 30

Leading Curriculum Planning, Development and Management Identify the learning needs of students Develop a common vision among panel members Plan and develop the school-based curriculum Ensure vertical and horizontal coordination Enhance capacity building of teachers Promote collaboration among teachers Review and evaluate the curriculum implementation strategies and evidence of student learning Explore and plan for effective curriculum changes to ensure quality of learning and teaching 31