1. Planning and Implementing a Whole-school English Language Policy on Facilitating the Smooth Transition from KS1 to KS2 and from KS2 to KS3 Jan 2012

2. Today’s Programme 2:00 – 2:15 pmPlanning and Implementing a Whole-school English Language Policy 2:15 – 2:45 pmStrategies to Facilitate the Smooth Transition from KS1 to KS2 and from KS2 to KS3 2:45 – 3:30 pmUsing the Learning Progression Framework (LPF) to Enhance Students’ Language Skills 3:30 – 3:45 pmBreak 3:45 – 4:45 pmExperience Sharing of School-based Practices on Whole-school English Language Policy & Strategies to Facilitate Smooth Transition between Key Stages of Learning 4:45 – 5:00 pmQ&A 2

3. 3 Whole-school Language Policy Forming a task force to coordinate and lead  Creating a rich language learning environment Creating a rich language learning environment  Widening the space of learning and teaching English Widening the space of learning and teaching English  Enhancing students’ motivation in learning English Enhancing students’ motivation in learning English

4. 4 Creating a Rich Language Learning Environment Encourage students to interact with teachers and one another in English outside 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

5. 5 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) Creating a Rich Language Learning Environment

6. 6 Widening the Space of Learning and Teaching English Arouse students’ curiosity and interest 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 news reports (e.g. archives on the website of HK EdCity) 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)

7. 7 Enhancing Students’ Motivation in Learning English Foster a ‘can-do’ attitude and encourage risk taking Set up Reading Award Schemes Nurture a school reading culture through role- modelling of teachers and the school head Organise fun-filled English activities / competitions

8. 8 Strategies to Facilitate the Smooth Transition between Key Stages of Learning Leading curriculum planning, development and management Facilitating the interface between key stages of learning

9. What do the curriculum leaders do? In groups, discuss the roles and duties of curriculum leaders. Share your school- based experiences with group members.

10. 10 Leading Curriculum Planning, Development and Management Conduct holistic planning of the school-based curriculumholistic planning Develop the school-based curriculum based on students’ needs, interests and abilitiesschool-based curriculum Enhance the professional development of teachersprofessional development of teachers Manage resources Manage resources effectively Promote collaboration among teacherscollaboration Plan for effective curriculum changeseffective curriculum changes

11. 11 Conducting Holistic Planning Needs Analysis Action Planning Evaluation 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 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 Action Planning Needs Analysis

12. 12 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

13. 13 Conducting Holistic Planning Needs Analysis Action Planning Evaluation Match with the objectives set Collect concrete data as evidence Use a good mix of qualitative and quantitative tools Evaluation

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 Promoting learner independence Creating a language-rich environment 14

15. 15 Enhancing the Professional Development of Teachers  Collaborative lesson preparation  Co-teaching  Peer coaching  Peer lesson observation  Teacher reflection  Regular sharing sessions Provide a good model in classroom teaching and leadership Encourage and organise teachers to attend professional development programmes Encourage sharing of knowledge, ideas, experiences and good practices to build up a collaborative learning culture

16. 16  Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers  Make use of non-textbook resource materials to enhance learning  Introduce EDB resource packages to teachers Managing resources 1. Human resources  Appoint level coordinators to help with horizontal coordination  Deploy the NET effectively 2. Learning and teaching resources 3. Management of funds and grants  Sustainable  Capacity building  Holistic and coherent  Focused

17. 17 Promoting Collaboration among Teachers Collaborative lesson preparation (LETs and NETs work together) Collaborate with the teacher-librarian to promote a reading culture Promote collaboration across different KLAs (e.g. cross-curricular tasks / projects)

18. 18 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

19. 19 In groups, share how your school facilitates the interface between different key stages of learning: – Kindergarten to Primary – KS1 to KS2 – KS2 to Secondary What are the school based strategies to facilitate the smooth interface?

20. 20 Facilitating the Interface between Key Stages of Learning Our StudentsOur Teachers Primary 1 – Primary 3 enjoy participating in meaningful English learning activities will be motivated to speak, read and listen to English develop phonics skills and vocabulary-building skills avoid excessive use of dictation and mechanical language practice motivate learning and encourage creativity through activities such as puppet shows, games and show- and-tell develop learners ’ language skills through activities such as shared reading of big books and story- telling make flexible use of textbooks and other resource materials Learning to Learn: Life-long Learning and Whole-person Development, CDC (2001), p.37

21. 21 Facilitating the Interface between Key Stages of Learning Our StudentsOur Teachers Primary 4 – Primary 6 have more opportunities for reading, writing, speaking and listening to English develop dictionary and information skills communicate effectively by using suitable grammar structures use tasks and projects to facilitate the integrative use of language and develop dictionary and information skills make greater use of open-ended questions to stimulate thinking facilitate grammar learning through a wide range of materials and activities Learning to Learn: Life-long Learning and Whole-person Development, CDC (2001), p.37

22. 22 Facilitating the Interface between Key Stages of Learning Our StudentsOur Teachers Secondary 1 – Secondary 3 develop creativity, critical thinking and cultural awareness broaden their dictionary skills such as using phonetic symbols to pronounce unfamiliar words develop the positive language learning attitudes of co- operativeness, perseverance and not being afraid of making mistakes engage in self-access learning communicate effectively by using suitable grammar structures make greater use of imaginative/ literary texts to develop learners ’ creativity, critical thinking and cultural awareness use language tasks and projects to further enhance learners ’ dictionary skills and encourage collaboration and risk taking in language learning foster learner independence by creating opportunities for learners to make choices and decisions in their learning make flexible use of class time to facilitate self-access learning facilitate grammar learning through a wide range of materials and activities Learning to Learn: Life-long Learning and Whole-person Development, CDC (2001), p.38

23. 23 Development of Enabling Skills Teach phonics and provide practice for application of phonics skills Encourage learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words Guide students to organise the vocabulary effectively Draw students’ attention to word formation and word association Develop students’ basic dictionary and information skills Develop students’ knowledge of word formation and word association Provide more opportunities for vocabulary use and encourage lexical substitution and lexical expansion Build up students’ subject-specific vocabulary and encourage self learning Broaden students’ dictionary and information skills Provide more opportunities for self- access learning Foster learner independence by allowing students to make choices in their own learning KS1 KS2 KS2 KS3

24. 24 Using the Using the Learning Progression Framework (LPF) to Enhance Students’ Language Skills

25. ……… 1 2 3 4 5 6 7 Level 8 Learning Outcomes is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment. The Learning Progression Framework (LPF) represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum; and The LPF: 25

26. 26 Curriculum Framework (What students are expected to learn) Values and attitudes Skills Knowledge Learning Progression Framework (What students can do as a result of learning and teaching) Basic Competency Relationship between the Curriculum Framework, LPF and BC

27. 27 Relationships between Curriculum Framework and Learning Progression Framework (LPF) Curriculum Framework (What students are expected to learn) Goals (What students can do as a result) Learning Progression Framework Attainment Process

28. What are the purposes of developing LPF? For identifying students’ strengths and areas for improvement For enhancing learning and teaching –providing quality feedback to students –reviewing expectations of student learning –revising learning content –improving teaching strategies For reflecting on whether opportunities have been provided for students to demonstrate their performance Not for summative assessment Not for benchmarking students 28

29. Speaking Writing ReadingListening Content, Organisation and Communication Strategies Language Pronunciation, Stress, Rhythm and Intonation Content Organisation Language and Style Underlying Principles The outcome statements show the progression in terms of : Depth of processing information, ideas and feelings Text complexity Range and application of strategies Underlying Principles Productive skills Receptive skills

30. 30 Underlying Principles language development strategies, generic skills, and positive values and attitudes (all 4 skills) the provision of support and the need to encourage learner independence (all 4 skills) meaningfulness and appropriateness of the texts to the context, purpose and audience (Speaking and Writing) interplay between tasks and texts (Reading and Listening) To elucidate some of the learning objectives which do not readily lend themselves to the description in terms of 8 levels of attainment but are essential to English language learning, e.g.

31. 31 Conclusion: Using the LPF to Enhance Learning and Teaching  To provide a checklist of dos and don’ts in each and every lesson  To record only  To set benchmarks To provide reference for understanding students’ learning progress To plan and review To help students progress along the learning continuum To facilitate teachers in giving quality feedback

32. Enquiries English Language Education Section, CDI Room 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810) Ms Brenda Fung Tel: 2892 5888 email: brendafung@edb.gov.hkbrendafung@edb.gov.hk