1. Ms Betty Lee & Mr Alain Li SKH St. Mary ’ s Church College Ms Serlina Suen, LLSS 8 July 2006 Experience Sharing on applying for the English Enhancement Scheme

2. Needs Analysis Communicate with parties involved  Set priorities  Decide what goals to achieve

3. Reactions of the school To apply for it or not?  More $ = more work More $ = more resources  What to do  Who to write the proposal  Stringent HR  No more curriculum space and time  Accountability Facilitate the panel development Sharpen the competitive edge of the school How the public view the school if we don ’ t apply

4. What to do … Do something novel? Do something BIG? Can these things help Ss to learn English better? Do Ts know how to do these things? But …

5. Who to write the proposal … The English panel chair? A working group? But … Not who to write the proposal that matters! Communicate Consensus building Conflict resolution CCCCCC

6. How to go about the job  To know where we are  review what we are now doing

7. Review what we are now doing Inside classroom Junior secondary -G.E. lessons + reader lessons -TBL, Language Arts, Project learning Outside classroom - School Radio - ERS - Speech Festival - English Corner - English Club - English Speaking Day - English Week English curriculum U se of resources  Deployment of the NET  Use of $ and time  A stock-taking list X Needs analysis ? Effectiveness Senior secondary -SBA -Public exams

8. Here: Present state of play SWOTSWOT Strengths Weaknesses Opportunities Threats KISSKISS Keep Improve Stop Start

9. Strengths  Full support from the school  Collaboration with the LLSS  Teachers have some experience using language arts  students motivated by it Weaknesses  Teachers in need of professional development in the teaching of language arts  Better integration of English learning and teaching within and beyond the classroom Opportunities  A new school campus Threats  Increasing demand on students in public exams  Competition for students from neighbouring schools Keep  Using Bk A of the English course book Improve  Development of reading skills in students through reading lessons and reading programme  Infusion of language arts into the English curriculum Stop  Mechanical teaching and over-drilling of grammar  Excessive emphasis on project learning in the English KLA Start  Creating more opportunities for students to speak the target language

10. How to go about the job  To know where we are  review what we are now doing  To know where we are going  identify the challenges

11. 2007 15% of the total marks -read/view 3 texts over 2 years: 1 each from 3 of the following: print fiction, print non-fiction, non-print fiction and non-print non-fiction -take part in a discussion or make an individual presentation -conduct 2 assessments: one in S4 and one in S5 Speaking -a 2-min individual oral presentation -A 3-min group interaction Reading -3 parts: a poem, an article, etc. Listening -3 parts: a poem, a radio programme, a speech Writing -a short article for the school magazine 2006 LA electives drama, short stories, poems and songs, popular culture non LA electives sports communication, debating, social issues, workplace communication 2009 Identifying the challenges Packed curriculum Limited time Student diversities

12. How to go about the job  To know where we are  review what we are now doing  To know where we are going  identify the challenges  set the goals

13. Setting the goals Improve students’ English standards Increase students’ interest in learning English Far too general!

14. Drama Reading programme School Radio School TV English Festival Students’ publication in English Language Arts English Chit Chat Creating a language-rich environment Be specific with the goal(s) set How are these measures related? - Connected horizontally to the formal and informal English curriculum - Connected longitudinally to measures in the past and the direction of development in ELT in the coming 6 years

15. School Radio English Festival Language Arts Be specific with the goal(s) set School TV Drama Reading programme English Chit Chat Students’ publication in English Creating a language-rich environment

16. Journey Here There  Language Arts  Reading  Speaking  Speaking (oral presentation & group discussion)  Language Arts (poem)  Reading (stories)

17. Journey Here There  Language Arts  Reading  Speaking  Speaking (oral presentation & group discussion)  Language Arts (poem)  Reading (stories) Language Arts

18. Infusion of language arts into the English curriculum at junior secondary in preparation for language arts electives at NSS  KISS: an area to improve on  SWOT: an area for teacher development  TSA, SBA, NSS: poems, stories A 6-year scheme  Start at S1 and focus on one level per year  Stretch over 6 years from S1 to S6

20. Ready to submit the implementation plan? Present state of play 

21. Think about the following … Story-reading/telling first, then Drama Pioneer Ts led by panel chair + NET 6-year plan Build in collaborative lesson planning time Weekly English assembly Morning Reading Time Language Arts Corner

22. Ready to submit the implementation plan? Present state of play 

23. Measurable & commonly recognized Targets  A 2% increase in passing rate in HKCEE  Better performance in speaking and reading in TSA Output Targets School-based Targets  Improvement in oral English: clarity, volume, eye contact, content, etc.  Ss speaking to teachers in English outside classroom  Ss’ participation in school and inter- school English activities

24. Ready to submit the implementation plan? Present state of play 

25. Professional upgrading of Ts Employing temporary staff Hiring of service from professional groups Upgrading of equipment Setting up a resource bank Purchasing more books for students Subsidizing student activities and performances Budget …

26. Measures to be funded 2006/07 s.y. (8 months as from Jan 07) 2007/08 s.y. (12 months) 2008/09 s.y. (12 months) 2009/10 s.y. 2010/11 s.y.2011/12 s.y. 1. Professional upgrading of Ts  attend local training courses  attend immersion courses for XXX purpose  …… $10,000 $80,000 $10,000 $50,000 $10,000 2. Temporary staff  part-time teaching assistant(s)  research officer(s) $70,000 $50,000 $115,000 $75,000 $135,000 $75,000 $135,000 $75,000 $135,000 $75,000 $135,000 $75,000 3.Hiring of service from professional groups  Drama training course for Ts & students  Drama programmes/activities  …… $10,000$20,000 $20,000 4. Upgrading of equipment  5 desktop computers  2 DV cameras  3 DVD players  LCD projector  Prizes and props for activities  …… $40,000 $ 5,000 $12,000 $15,000 $ 3,000 $ 5,000 $ 3,000 $40,000 $ 5,000 $8,000 $ 5,000 $12,000 5. Building up of resource bank$15,000 6. … …………… Cashflow Total: $212,000 $370,000 $420,000$400,000$278,000$292,000 BUDGET

27. The first batch?  Good planning is half success!  $ not granted on a first-come-first-served basis  Not a competition among schools!  Think carefully!

28. Experiences to share The planning process rather than the plan itself School- based Capacity building Whole- school approach Sustaina -bility       Review and reflect the school situation and the English curriculum Come up with what to do Prepare and equip Ts Create curriculum space for Ts Write up an action plan and design assess n tool Inform teachers of other departments and solicit their support This thinking process should be a thoughtful process!

29. Michael Fullan In face of changes, all staff need to understand:  what changes are being implemented  why the changes are being implemented  when they are to be implemented  how they will impact on the school and on them personally  what they will need to do differently – curriculum, pedagogy, assessment, knowledge update, learner diversity, motivating interests how what when why what A higher chance of success!

30. Experiences to share Need time to make decisions on:  What

31. Things to consider What Language Arts Year 2 Drama Year 1 Story-telling Year 3 Popular culture Year 4 Short stories Year 5 Drama & Films Year 6 Popular culture Identify a main focus, then work out other sub-focuses

32. Experiences to share Need time to make decisions on:  What  Who

33. Things to consider Who Stage 1 Stage 3 Stage 4 Stage 2  VP  English panel chair  VP  English panel chair  Eng Ts in S1  Ts in the Eng panel  VP  English panel chair  Eng Ts in S1  Ts in the Eng panel  All Ts in the school S1  S2  S3  S4  S5  S6  VP  English panel chair  Eng Ts in S1 Role of VP  interference?  supervision?  backing up?  a bridge?

34. Experiences to share Need time to make decisions on:  What  Who  When

35. Things to consider When Planning  Allow sufficient time for planning Implementation  September 2006 is a good time to start  06 to 07: S1  07 to 08: S2  08 to 09: S3  By 2009: S4 (NSS)  A span of 6 years  spread out what you want to do evenly Evaluation  on-going and feedback goes back to the planning and implementation The earliest time to get $ is Jan 07

36. Experiences to share Need time to make decisions on:  What  Who  When  How

37. Things to consider How  Scale  Resource management and deployment  human  time  finance small     BIG  Teacher readiness  Resource building  Celebration of success from time to time

38. Conclusions  No rush! Plan earlier!  Don’t spend money for the sake of spending it!  A thinking process for all!  A good exercise on holistic planning  Build on teachers’ strengths & experience  Develop teachers’ capacity, i.e. T empowerment  Consider students’ needs, interests and abilities  Plan something that matches T’s strengths and Ss’ needs

39. English Enhancement Scheme E nhancement of English abilities in students E mpowerment of knowledge and professionalism in teachers S uccess is there waiting for us