1. Key Emphases and Strategies in Planning the English Language Education KLA 14 October 2010 English Language Education Section Curriculum Development Institute Education Bureau Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2010/11)

2. Subject Curriculum Guide English Language Curriculum Guide (Primary 1 – 6) (2004, CDC) Implemented at Primary 1 since September 2005

3. Diagrammatic Representation of the English Language Curriculum Framework 9 Generic Skills Values and Attitudes Flexible and Diversified Modes of Curriculum Planning + Effective Learning, Teaching and Assessment Overall Aims and Learning Targets ofs 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

4. The English Language curriculum framework is organised into three Strands: Strands – Organisers of Learning  Interpersonal – To use English to think and communicate  Knowledge – To use English to acquire, develop and apply knowledge  Experience – To use English to respond and give expression to experience

5. Learning Objectives - Focuses  Forms and Functions (text types, vocabulary, grammar items and structures, & communicative functions)  Language Skills (Listening, Speaking, Reading and Writing)  Language Development Strategies (e.g. developing thinking skills, developing self-motivation & positive attitudes, planning, managing & evaluating one’s own learning)  Positive Values and Attitudes (e.g. confidence in using English, sensitivity towards language use in the process of communication, respect for different cultures)

6. 6 Leading Curriculum Planning, Development and Management Develop the school-based curriculum based on students’ needs, interests and abilities Conduct holistic planning of the school-based curriculumholistic planning Enhance the professional development of teachersprofessional development of teachers Manage resources effectivelyresources Promote collaboration among teachers collaboration Plan for effective curriculum changeseffective curriculum changes

7. 7 Conducting Holistic Planning Needs analysis - Refer to different sources of data (e.g. TSA data, internal assessment data, ESR and SSE findings) - Conduct a critical review of the current situation Action planning Evaluation

8. 8 Action Planning Draw upon the needs analysis to identify the development focuses Set clear and specific objectives Decide on appropriate measures Ensure vertical and horizontal coordinationvertical and horizontal coordination Set a clear and practical schedule for implementation

9. 9 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

10. 10 Enhancing Professional Development of Teachers  Collaborative lesson preparation  Co-teaching  Peer coaching  Peer lesson observation  Teacher reflection  Regular sharing sessions Encourage and organise teachers to attend professional development programmes Encourage sharing of knowledge, ideas, experiences and good practices

11. 11 Managing Resources to Enhance Effective Learning and Teaching Facilitating the planning, development and implementation of the school-based English Language curriculum, with learning, teaching and assessment as an integral part Enhancing English teachers’ professional development Creating a rich English language learning environment English Enhancement Grant Scheme for Primary Schools (EDBCM162/2009)

12. 12 Promoting Collaboration among Teachers Collaborative lesson preparation Collaborate with the teacher-librarian to promote a reading culture Promote collaboration across different KLAs (e.g. cross-curricular tasks/projects)

13. 13 Planning for Effective Curriculum Changes Review and evaluate the curriculum implementation strategies based on evidence of student learning Sustain good practices Explore innovative / effective teaching methods

14. 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 Enhancing the implementation of the Reading Workshops Enhancing the implementation of the Reading Workshops Catering for learner diversity Strengthening teachers’ skills and strategies in Strengthening teachers’ skills and strategies in giving quality feedback Promoting learner independence Learning and teaching grammar in context Learning and teaching grammar in context Providing opportunities for language use Creating a language-rich environment Designing a whole-school language policy Designing a whole-school language policy Learning and teaching phonics in context Learning and teaching phonics in context Developing vocabulary building skills Strategies for Implementation

15. Reading Workshops Laying a good foundation for lifelong learning Helping learners develop and practise reading skills through reading ‘real books’reading 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 children 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

16. 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

17. Reading Workshops Storytelling Reading Aloud Shared Reading Supported Reading Independent Reading Teaching Strategies for Reading English Language Curriculum Guide (Primary 1-6), p. A29

18. KS1 2. 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 Progressing in the Development of Reading Skills from KS1 to KS2

19. Resource Package Literacy Instruction For Teachers

20. PDP 2010-2011 Reading across the Curriculum to Enhance the Transition from KS1 to KS2 and from KS2 to KS3 (Re-run) Apr-May 2011

21. PDP 2010-2011 Learning English through Language Arts at Primary Level (Re-run) Jan 2011

22. Suggested booklists for reading across the curriculum http://www.edb.gov.hk/index.aspx?nodeID=2773&langno=1

23. Traditional grammar teaching Out of context Teaching grammar items one by one TBL grammar teaching Has a context Students learn certain grammar items and use them in meaningful contexts and for purposeful communication Traditional Grammar Teaching Vs TBL Grammar Teaching

24. Learning and Teaching Grammar in Context Using grammar focus activities and exercises in task-based learning Facilitating grammar learning and teaching through exposure to a variety of text types Introducing grammar rules and terms in an explicit way at appropriate stage of learning when necessary Giving equal emphasis to the development of fluency and accuracy English Language Curriculum Guide (Primary 1-6), pp.160-164

25. Developing Phonics Skills Helping 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.171-174

26. 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.171-174

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

28. Developing Vocabulary Building Skills Encouraging learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words Modelling and teaching the different ways in which learners can attack and organise words - guessing and inferring meaning - organising words in vocabulary booksorganising words - word formation and word associationword formation and word association - using and making dictionaries Using tasks to provide authentic contexts for vocabulary use vocabulary use English Language Curriculum Guide (Primary 1-6), pp.164-171

29. Paradigmatic Approach ? deskchaircupboard Sports Furniture Word Hierarchy / Superordinates

30. PEOPLEACTIONSOBJECTSPLACE Chefcookmealsrestaurant Teacher Singer Pilot Syntagmatic Approach Topic: Jobs

31. Vocabulary Building Skills Word Formation Affixation e.g. unhappy, careless Compounding e.g. foot+ball=football Conversion e.g. cook (v) a meal, a cook (n) Derivation e.g. excite (v), exciting (adj), excited (adj), excitement (n) English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171

32. Vocabulary Building Skills Word Association Synonyms e.g. happy = glad Antonyms e.g. bright dark Homonyms e.g. catch a bus, catch a cold Collocations e.g. make a wish, watch TV Lexical sets e.g. furniture – table, chair, desk, cupboard English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171

33. Resource Package Enhancing Vocabulary Learning and Teaching at Primary Level

34. PDP 2010-2011 Enhancing English Vocabulary Learning and Teaching at Primary Level (Re-run) Feb-Mar 2011

35. Catering for learner diversity Using 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 Providing opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)

36. Promoting Assessment for Learning An integral part of learning-teaching-assessment cycle Sharing learning intentions and success criteria with learners Using different modes of assessmentdifferent modes of assessment Making use of assessment data (e.g. TSA data, internal assessment data) to help review - expectation of pupils’ learning - content of learning - strategies to enhance learning Providing quality feedback to enhance learningProviding quality feedback English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201

37. Assessments in Schools Oral presentations Homework etc. Shared writing and process writing Portfolios Learning tasks and activities Conferencing Assessment tasks Projects Modes of Assessment

38. Quality Feedback Positive Diagnostic Constructive Focused Timely Encourage self-correction and independence Promoting Assessment for Learning in English Language at Primary Level, pp.84-86

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

40. Devising a Whole-school Language Policy Create a rich language learning environment Widen the space of learning and teaching English Enhance students’ motivation in learning English

41. Creating a Rich Language Learning Environment Encourage the use of English in all English lessons Encourage students to interact with teachers and one another in English outside the classroom Display target language items and vocabulary as well as students’ work on the learning wall in the classroom Display print materials in English (e.g. posters, signs, notices) all around the school 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

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

43. Widening the Space of Learning and Teaching English Arouse students’ curiosity and interests in observing language use in the school campus and the real world (e.g. signs, announcements, advertisements) Give assignments which require students to make use of the materials displayed in the school and outside school Encourage students to watch TV programmes or listen to radio programmes in English (e.g. Sunday Smile on RTHK3) Encourage students to take part in English activities organised by other institutions (e.g. SCOLAR – Drama in Education, HK Speech Festival)

44. Enhancing Motivation in Learning English Foster a ‘can-do’ attitude and encourage risk taking Incorporate interesting language arts activities (e.g. storytelling, Readers’ Theatre, songs, rhymes, drama) Set up Reading Award Schemes Nurture a school reading culture through role-modelling of teachers and the school head

45. More Information General – circulars, training calendar, links, etc. http://www.edb.gov.hk http://www.edb.gov.hk Professional development programmes for primary schools http://www.edb.gov.hk/FileManager/EN/Content_2396/pdp_p ri_e.doc Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc. http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402 http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402 English Language Education Section, CDI Room 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810) Ms Emilie Tong(Tel: 2892 6571)

46. Thank you