1. Ms Eve Chan Ms Gladys Wong
School-based Curriculum Development (Primary) Section School-based Support Services Office EDB
小學校本課程發展組 
English KLA Briefing Session for Joint School Recruitment Exercise 20 April 2013
Ms Eve Chan
Ms Gladys Wong

2. The SBCDP Team
We render on-site support services to primary schools in:
English Language, Chinese Language, Mathematics, General Studies, and cross-curricular learning areas.
This facilitates the feasibility of curriculum development across different KLAs in a school. We have provided this whole-school approach since September We serve over 200 primary schools in Hong Kong each year.

3. Curriculum development
Pupil Learning
School Development
Teacher Development

4. Our Work School-based Curriculum Development Teachers’ Development
Collaborative Lesson Preparation (CLP)
Whole School Development
Vertical Progression
Class Visits
Horizontal Coherence
Evidence-informed Learning
Reflection
Data collection
Analysis
Diversified learning materials
& teaching pedagogy
School-based Sharing
External Sharing

5. • School-based Curriculum Development P6 P5 P4 P3 P2 P1
Scaffolding the knowledge and skills vertically
Task scaffolding in a module & across the levels •
Design quality tasks P6 P5 P4 P3 P2 P1

6. Horizontal coherence - from module planning …
P.5 Accidents
Longman Elect 5A
Module 3: Accidents (Unit 5, 6 & 7)
Principles of adaptation Four evaluative processes:
CARS
Changing
Adding
Rejection
Selection

7. P.5 Accidents – scaffolding the learning tasks into a module
Skills / knowledge
The flow of scaffolding
CARS
1. News headlines
Reading
Get to know different types of news
Adding
2. News headlines
Reading + Listening
Learn related vocabulary in different news
Adding + Changing
3. News article
+ Grammar item
Reading + Use of past continuous tense
Visit useful vocabulary to describe an accident
Changing + Selection
4.Diary + Grammar item
Get to know a new text type: Diary
Selection + Changing
5. Diary + text type analysis
Reading + features of diary entries
Analyze the features of a diary entry
6. Diary writing
Writing a diary entry
Use vocabulary & sentence structures learnt to write a diary entry in a correct format
Changing

8. Horizontal coherence – … to compiling school-based English task books…

9. Horizontal coherence – … to forming a year plan
Text types + features
4 language skills
Forms & functions
Module themes
Evaluation

10. Vertical progression – A Reading Curriculum
Categories
BC descriptors
Primary 1
Primary 2
Primary 3 CG
-Basic conventions of English
-Construct meaning from texts … SB
-Word know-ledge
- Exam skills
work out the meaning of unknown words
Dictionary skills
Exam skills
Understand different questions
recognize base word within words
suffixes and prefixes on base words
create new words from base word
order of words in an English dictionary
locate words & check meaning
word meanings part of speech
WH Qs
Who What Where How How old / many
Why Which
Y/N Qs
Is/Are there do you …
Revisit all WH & Y/N Qs learnt
Others
May I ? How much

11. Vertical progression – A Writing Curriculum

12. Our Work School-based Curriculum Development Teachers’ Development
Collaborative Lesson Preparation (CLP)
Whole School Development
Vertical Progression
Class Visits
Horizontal Coherence
Evidence-informed Learning
Reflection
Data collection
Analysis
Diversified learning materials
& teaching pedagogy
School-based Sharing
External Sharing

13. Collaboration among teachers
What do we do in CLP?
Design and evaluate curriculum materials with focuses on enhancing teaching and learning with reference to language learning theories, practical experience, student needs and school context
Identify students’ learning problems and work out plans and strategies to resolve them
Tap on teachers’ pedagogical content knowledge, subject matter knowledge, curriculum knowledge, teaching skills and strategies to improve students’ learning as a team
TEAM SPIRIT
Collaboration among teachers

14. Putting Theories into Practice: Listening
Content schemata
Process schemata
Knowledge about newscast process (Process schemata ) and specific themes of the news report (Content schemata) helps comprehend news information
Dunkel (1991)

15. Stages of Radio Program Interviews

16. Using Organizers to Help Students Understand Information Text
More able students
Less able students

17. What do we do for class visits ?
Understand students’ learning problems in real classroom context with teachers
Attempt new and different teaching and learning strategies with teachers to raise the overall English teaching and learning standard
Our class visits are different from lesson observation for appraisal purposes
We are Not inspectors !!!

18. What is evidence-informed culture
What is evidence-informed culture ? Why do we have to nurture this in schools?
Research (Black and William 1998) has shown that assessment for learning is one of the most powerful ways of improving learning and raising school standards.
Recent research from psychology of learning and studies of learning motivation has further added support to this claim.
External Assessment Data (TSA)
Internal Assessment Data (Formative Assessment, Tests, Examinations)
Student Work
(Writing, reading, homework, speaking data)
Evidence collected during class visits
Confidentiality of student and school data is strictly observed.

19. Assessment for Learning
Discussion on students’ performance in assessments, class work, homework etc.
Reflections on student learning
Improvement on curriculum design, implementation, and evaluation

20. Entry points in curriculum development
Enhancing existing capacity in developing modules of learning for reading, writing, speaking and listening skills
Integrating curriculum initiatives:
reading to learn
creative writing
language arts
project learning
cooperative learning structures
School-based English curriculum (GE, intervention and enrichment programs, and reading workshops)
Assessment for learning – TSA, internal assessment
Addressing feedback from ESR report and focused inspection

21. among school colleagues
Dissemination of good practices for consolidating and synthesizing knowledge
External Sharing:
‘Learning in Action’
Seminar
Internal Sharing
among school colleagues

22. Themes shared in the seminars
2009
2010
2011
2012
How to use classroom questioning and feedback effectively in English KLA
Are There Better Ways to Teach the Past Tense ?
Supporting Student Writing—teachers’ effort, patience and co-operation
One step further – integrating reading strategies into the curriculum
Catering for inter-class diversity
Teaching reading and writing using cooperative learning structures in English KLA
Working together – necessary conditions for productive group work
Who can write – teaching and learning the complexities of process writing
Taught, not caught – the teaching of reading strategies
Building blocks for language learning – Unfolding the process of vocabulary teaching
Making peer discussion work for primary school students
From Old MaDonald to an animal farm in the classroom – promoting learning through peer collaboration and Teacher-pupil interaction
Nurturing Our Students to be Competent Presenters From Quantity to Quality: Kei Tsz’s road in helping students to improve their English writing
Working together: experience sharing on incorporating group discussions into the General English Programme
Walk our Talks: Using classroom assessment to inform learning and teaching
Developing a integrating both school-based English writing curriculum: grammar and skills in the writing process
From understanding to renovating – optimizing the KS1 English reading and writing programme
Weaving thoughts into action: creating space through a curriculum initiative
How Directed Reading Thinking Activity (DRTA) promotes understanding of reading texts in GE lessons?
Catering for the needs of low achievers in the writing classroom
The magic of words: a learning programme to enhance pupils’ vocabulary building strategies

23. Our expectations Regular quality meeting time (bi-weekly)
Teachers’ readiness and commitment
Involvement of panel chairs and A/PSMCDs
Developing teacher capacity as curriculum leaders
Support from school administration (arrange 1.5 hrs CLP time, meeting before summer holiday… etc)
Corresponding changes in organizational practices
Time frame (around 3 years) for continuity and sustainability throughout KS1 and KS2
timetabling

24. Your expectations Question Time Quality school-based curriculum
Teacher development and readiness
Student learning
and ….
Question Time

25. School-based Curriculum Development (Primary) Section, SBSS, EDB

26. Online Application Online application commences on 15th April, 2013
Online application deadline
2nd May, 2013
Result announcement
(online notification & by post）
June, 2013

27. Online Application System for School-based Support Services
How to apply
Online Application System for School-based Support Services
online application <
manual for the online application <

28. School-based Curriculum Development (Primary) Section
Further enquiries
School-based Curriculum Development (Primary) Section
小學校本課程發展組 
Ms Eve CHAN Tel:
Ms Gladys WONG Tel: