1. Using TSA and internal assessment to inform Teaching and Learning Language Learning Support Section

2. Analysis of TSA data and internal assessment data of ABC Primary School

3. Focuses:  TSA data review  Interpretation alongside internal assessment data  Reflection on teaching and improving students ’ learning

4. grammatical mistakes incapable of producing familiar words spelling mistakes

5. lack of imaginative ideas lack of organization and sequence

6. Formative Assessment Summative Assessment Analysis of internal assessment data

7. exam paper

8. Analysis of school data lesson observation students ’ work exam paper

9. Problems identified on the exam paper limited text types greater focus on testing language forms than language use limited vocabulary and language structures limited vocabulary and language structures lack of free writing practice lack of generic skills lack of authentic contexts lack of problem-solving skills mismatch between targets and learning outcomes

10. Students ’ past experience in writing Guided Writing  Students just follow given guidelines or prompt words. Parallel Writing  Students lack creativity and critical thinking skills.  Inadequacy  problems in generating content for writing  a lack of planning, organizing and sequencing ideas  inadequate skills for revising written work

11. Summary of findings failing to produce familiar words weak in providing details about description of characters and things lacking imaginative ideas such as creating a new ending or giving wishes failing to sequence ideas failing to complete short, simple poems not understanding how to rhyme words, e.g. hat & cat Ideas

12. targets increase students ’ interest in writing and develop their writing skills integrate assessment into holistic curriculum planning

13. conduct a workshop on developing students' writing skills implement a project on shared writing and process writing in P3 develop a process writing package for all levels conduct a workshop on developing students' writing skills implement a project on shared writing and process writing in P3 develop a process writing package for all levels Actions taken Writing

14. integrate assessment into holistic curriculum planning review and modify the school ’ s exam paper integrate assessment into holistic curriculum planning review and modify the school ’ s exam paper Actions taken Assessment

15. Implementing a project on process writing

16. Going on a trip

17. Level: P3 learners Objectives:  to develop students ’ motivation in writing  to develop and enrich students ’ ideas and thoughts in ESL writing  to plan and organize ideas to form coherent text Going on a trip

18. Curriculum planning

19. Pre-writing Shared reading  motivate the learners with a story of John ’ s trip  relate learning to students ’ life experience  develop students ’ reading & writing skills in expressing feeling and providing responses

20. Other writing practices --Free writing Pre-writing  motivate students to write creatively  help them to organize ideas  develop their problem-solving and critical thinking skills Create a new ending of the story

21. Pre-writing Using graphic organizers and pictorial cues Using graphic organizers and pictorial cues Experience sharing from teachers and students on planning trips questioning

22. when who how what to bring what can see where what can do feeling Planning of a trip

23. Pre-writing Shared writing Group writing Individual writing

24. Pre-writing Shared writing  teacher works with whole class to brainstorm and generate ideas on planning of a class trip  teacher helps learners to compose texts collaboratively  develop and build the culture of sharing & collaboration

25. Pre-writing Group writing  students work in group to plan an outing together  each member contributes one focus such as ‘ where to go ’, ‘ what to bring ’  members select and connect ideas to form a piece of writing together

26. Drafting - c reating a provisional text

27. Process Writing--Revising Repeated revision and editing  rethink, revise and edit the content  concentrate on how to convey the content effectively  combine and rearrange ideas in order  add or delete details to substitute words or phrases with more appropriate ones

28. Sequencing ideas

29. Impact on learning  actively involve students in the construction, modification and evaluation of important writing strategies  develop their critical thinking skills and creativity through shared writing, group writing and individual writing  enhance interest in writing  develop confidence in writing  develop responsibility and ownership for their own learning

30. Impact on teaching  using shared writing and process writing to enhance writing  better use of questioning techniques and providing constructive feedback  increasing awareness of the shift from content teaching to skills and strategies development of students  building of a collaborative planning culture within the Eng panel

31. How to download the workshop materials?

32. STEP 1: Go to the EMB Website (http://www.emb.gov.hk) STEP 2: Click “Kindergarten, Primary and Secondary Education”, then “Curriculum Development”http://www.emb.gov.hk

33. STEP 3: Click “Assessment for Learning”

34. STEP 4: Click “Resources from Professional Development Programmes” for all the workshop materials Another Resource Bank: WLTS Resources from Professional Development Programmes

35. Web-based Learning & Teaching Support: a resource bank where BC KS1-KS2 tasks are available

36. THANK YOU!