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Curriculum Management and Curriculum Management and Leadership Leadership

for New English Panel Chairpersons for New English Panel Chairpersons at Primary Levelat Primary Level

English Language Education SectionEnglish Language Education SectionCurriculum Development InstituteCurriculum Development Institute

Education BureauEducation Bureau

30 November 201130 November 2011

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Diagrammatic Representation of the Diagrammatic Representation of the English Language Curriculum (ELC) FrameworkEnglish Language Curriculum (ELC) Framework

9 G

en

eri

c

Skil

lsV

alu

es a

nd

Attitu

desFlexible and Diversified Modes of

Curriculum Planning+

Effective Learning, Teaching and Assessment

Overall Aims and Learning Targets ofEnglish Language

KnowledgeInterpersonal

ExperienceTargets for:

Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Learning Objectives: Forms and FunctionsSkills and StrategiesAttitudes

Strands

English Language Curriculum

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Key Emphases of the English Key Emphases of the English Language Curriculum Guide (Primary Language Curriculum Guide (Primary

1- 6)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

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Key Emphases of the English Language Curriculum Guide (Primary 1- 6)

• 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

Incorporating the Intervention / Language Programme and Enrichment Programme into the English curriculum Making use of different teaching resources

Making use of the Learning Progression Framework (LPF) and TSA data to inform L&T Strengthening teachers’ skills in giving quality feedback

• Promoting learner independence

Learning and teaching grammar in context through task-based learning Providing opportunities for language use

Learning and teaching phonics in context Developing vocabulary building skills Developing language development strategies

Strategies for Implementation

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Reading WorkshopsReading Workshops

Laying a good foundation for lifelong learningLaying a good foundation for lifelong learning

• Helping learners develop and practise reading skills through reading ‘real books’ and authentic materials

• 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 learners

• Providing opportunities for learners to take an active role in learning

• Using real books of a variety of text types• Adopting effective teaching strategies

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Text TypesText Types

► Different text types Different text types (e.g.(e.g. poems, diaries, poems, diaries, rules, posters, cartoons, news reports)rules, posters, cartoons, news reports) have their own particular textual have their own particular textual structures, style, grammar features and structures, style, grammar features and vocabularyvocabulary

► Teachers are encouraged to expose Teachers are encouraged to expose pupils to both pupils to both narrative and information narrative and information textstexts

► Quality Quality language arts materialslanguage arts materials can can enhance pupils’ motivationenhance pupils’ motivation

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KS1

Construct meaning from texts

KS2

Guess the meaning of unknown words Guess the meaning of unknown words by using pictorial and contextual cluesby using pictorial and contextual clues

Work out the meaning of unknown words Work out the meaning of unknown words by using by using word association, visual clues, word association, visual clues, context & knowledge of the worldcontext & knowledge of the world

Skim a textSkim a text to obtain the main ideas to obtain the main ideas

Understand intention, attitudesUnderstand intention, attitudes and and feelingsfeelings conveyed conveyed in a textin a text

Understand the information provided on Understand the information provided on the book cover, the book cover, indexindex and and glossaryglossary

Recognise the features of Recognise the features of a variety of ta variety of text typesext types

Identify key words for the main ideain a sentence

Make predictions

Understand the information on the book cover and contents page

Recognise the features of some common text types

Progression of Reading Skills Progression of Reading Skills from KS1 to KS2from KS1 to KS2

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Suggested Booklists for Reading across the curriculum

( http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773 )

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Traditional grammar Traditional grammar

teachingteaching Out of contextOut of context Teaching grammar Teaching grammar

items one by oneitems one by one

TBL grammar teaching Has a context Pupils learn certain

grammar items (form) and use them in meaningful contexts and for purposeful communication (function)

Traditional Grammar Teaching Traditional Grammar Teaching VsVs

TBL Grammar TeachingTBL Grammar Teaching

English Language Curriculum Guide (Primary 1-6), pp.22-50

1010

PPresentationresentation- the - the model textmodel text provides input of the target grammar items and structures provides input of the target grammar items and structures

PPracticeractice- - controlled or guidedcontrolled or guided activitiesactivities are provided for pupils to practise the use of are provided for pupils to practise the use of the target grammar items and structures the target grammar items and structures

PProductionroduction- pupils - pupils create their own textcreate their own text within the framework of the model text and within the framework of the model text and consolidate the use of the target grammar items and structures consolidate the use of the target grammar items and structures

Learning and Teaching Grammar Learning and Teaching Grammar in Contextin Context

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Developing Phonics SkillsDeveloping Phonics Skills

Help learners:Help learners:► develop an awareness of the letter-sound develop an awareness of the letter-sound

relationships through explicit teaching relationships through explicit teaching ► build up strategies for decoding (in reading) build up strategies for decoding (in reading)

and encoding (in spelling) words at an early and encoding (in spelling) words at an early stage of learningstage of learning

► gain confidence and competence in reading gain confidence and competence in reading aloud and develop an interest in reading books aloud and develop an interest in reading books in Englishin English

► develop strategies in discriminating sounds, in develop strategies in discriminating sounds, in listening and speaking in English, and use listening and speaking in English, and use accurate spelling in writingaccurate spelling in writingEnglish Language Curriculum Guide (Primary 1-6), pp.171-174

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Learning and Teaching Phonics in Learning and Teaching Phonics in ContextContext

► Incorporate phonics teachingIncorporate phonics teaching into the school into the school English programme instead of adopting and English programme instead of adopting and implementing a separate phonics programmeimplementing a separate phonics programme

► Teach and practise phonics in the Teach and practise phonics in the GE GE ProgrammeProgramme as well as as well as Reading WorkshopsReading Workshops through through short, interesting and purposeful short, interesting and purposeful activities and gamesactivities and games (e.g. funny rhymes, (e.g. funny rhymes, phonics tic-tac-toe)phonics tic-tac-toe)

English Language Curriculum Guide (Primary 1-6), pp.171-174

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Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE)

Phonics in Action

Resource PackagesResource Packages( ( http://resources.edb.gov.hk/phonics/http://resources.edb.gov.hk/phonics/ ) )

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Developing Vocabulary Building Developing Vocabulary Building SkillsSkills

► Encourage pupils to read extensively to acquire Encourage pupils to read extensively to acquire vocabulary in natural contextsvocabulary in natural contexts

► Teach different ways in which pupils can attack and Teach different ways in which pupils can attack and organise wordsorganise words

- guessing and inferring meaning- guessing and inferring meaning - organising words in vocabulary books - organising words in vocabulary books - word formation and word association- word formation and word association - using dictionaries- using dictionaries

► Use tasks to provide authentic contexts for vocabulary Use tasks to provide authentic contexts for vocabulary useuse

English Language Curriculum Guide (Primary 1-6), pp.164-171

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Resource PackageResource Package( ( http://cd1.edb.hkedcity.net/cd/eng/vocab09/index.htmhttp://cd1.edb.hkedcity.net/cd/eng/vocab09/index.htm ) )

Enhancing English Vocabulary Learning and Teaching at Primary Level

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Developing Language Developing Language Development StrategiesDevelopment Strategies

► Develop thinking skillsDevelop thinking skills

► Develop reference skillsDevelop reference skills

► Develop library skillsDevelop library skills

► Develop information skillsDevelop information skills

► Plan, manage and evaluate one’s own learningPlan, manage and evaluate one’s own learning

► Develop self-motivation and positive attitudesDevelop self-motivation and positive attitudes

► Work with othersWork with others

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Catering for learner diversityCatering for learner diversity► Incorporate the Intervention Programme and Incorporate the Intervention Programme and

Enrichment Programme into the school-based Enrichment Programme into the school-based English Language curriculumEnglish Language curriculum

► Use different strategies (e.g. Use different strategies (e.g. differentiation, flexible differentiation, flexible grouping, project learning, open-ended learning tasks grouping, project learning, open-ended learning tasks and activitiesand activities) to cater for the diverse needs, abilities ) to cater for the diverse needs, abilities and interests of learnersand interests of learners

► Provide opportunities for learners to use a Provide opportunities for learners to use a combination of their combination of their intelligencesintelligences (e.g. verbal and (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, linguistic, visual and spatial, bodily and kinesthetic, interpersonal)interpersonal)

Promoting Assessment for LearningPromoting Assessment for Learning

Observe

(watch and listen)

Question

(seek, probe, prompt)Gather assessment

information

Analyse assessment information

Review school curriculum plan

Feedback

Assessments in Schools

Oral presentations

Homework etc.

Shared writing and

process writing

Portfolios

Learning tasks and activities

Conferencing

Assessment tasks

Projects

Please refer to pp.194-199 of the CG

Modes of AssessmentModes of Assessment

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Effective Use of TSA Findings: Effective Use of TSA Findings: Developing Reading SkillsDeveloping Reading Skills

WeaknessesWeaknesses► Dictionary skills Dictionary skills ► Inference skills Inference skills ► Unfamiliar words Unfamiliar words ► Connection between ideasConnection between ideas

Some recommendationsSome recommendations Develop vocabulary building skillsDevelop vocabulary building skills Select a wider range of text types Select a wider range of text types Teach structure and language patterns across text types explicitlyTeach structure and language patterns across text types explicitly Develop reading skills and strategies progressively across key stages Develop reading skills and strategies progressively across key stages Encourage critical thinking in reading workshopsEncourage critical thinking in reading workshops

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Learning Progression Learning Progression Framework (LPF)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;

• is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment;

• helps teachers better understand and articulate learners’ performance; and

• helps teachers plan strategically how to enhance English Language learning and teaching.

……… ………1

……… ………2

……… ………3

……… ………4

……… ………5

……… ………6

……… ………7

……… ………

Level

8

Learning Outcomes

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Using the LPF to Using the LPF to Enhance Learning and Enhance Learning and

TeachingTeaching

To provide reference for understanding pupils’ learning progress

To plan and review

To help pupils progress along the learning continuum

To provide a checklist of dos and don’ts in each and every lesson

To record only

To set benchmarks

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Level Skills

Outcome Statements

Speaking

Writing

Reading

Listening

Learning Outcomes

Pointers

Learners at this level can, for example,

Structure of LPF – Reading and Listening

Underlying principles

Content

Language

Strategies

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Resource PackagesResource Packages( (

http://cd1.edb.hkedcity.net/cd/eng/pafl_core/index.hthttp://cd1.edb.hkedcity.net/cd/eng/pafl_core/index.htmm

) )

Promoting Quality Interaction in the Primary English Classroom

Promoting Assessment for Learning in English Language Education at Primary Level

ETV Programme on “Providing Quality Feedback”

25English Language Curriculum Guide (Primary 1-6) (2004), p.120English Language Curriculum Guide (Primary 1-6) (2004), p.120

THE ROLES OF AN ENGLISH

PANEL CHAIRPERSON

Create a language-rich environment

Lead curriculum & instructional

changes

Facilitate professional development

Manage resources

Commend success and

provide appropriate feedback to colleagues

Keep abreast of latest

developments and changes

Collect and analyse

evidence of learning

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Planning and Managing the English Language

Curriculum

Planning and Managing the English Language

Curriculum

Conduct holistic planning of the school-based curriculum

Develop the school-based curriculum based on pupils’ needs, interests and abilities

Enhance the professional development of teachers Promote collaboration among teachers Create a language-rich environment Manage resources effectively

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Conducting Holistic PlanningConducting Holistic Planning

Needs Analysis

Action Planning

Evaluation

Conduct a critical review of the Conduct a critical review of the current situation by referring to current situation by referring to different sources of data (e.g. different sources of data (e.g. TSA data, internal assessment TSA data, internal assessment data, ESR and SSE findings)data, ESR and SSE findings)

► Identify an entry point/ focus of Identify an entry point/ focus of development based on needs development based on needs analysisanalysis

► Set clear and specific Set clear and specific objectives and success criteriaobjectives and success criteria

► Ensure Ensure vertical and horizontal coordinvertical and horizontal coordinationation

► Set a clear and practical Set a clear and practical schedule for implementationschedule for implementation

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Ensuring Vertical and Horizontal Ensuring Vertical and Horizontal CoordinationCoordination

► aa balanced and adequate coverage balanced and adequate coverage of learning of learning targets and objectives targets and objectives

► coherencecoherence in planning among teachers teaching in planning among teachers teaching the same year level and across year levelsthe same year level and across year levels

► progressionprogression across year levels in learning, across year levels in learning, teaching and assessmentteaching and assessment

► transitiontransition between key stages between key stages

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Conducting Holistic Conducting Holistic PlanningPlanning

Needs Analysis

Action Planning

Evaluation

► Check whether the Check whether the objectives have been objectives have been achieved by collecting achieved by collecting concrete data as evidenceconcrete data as evidence

► Use a good mix of qualitative Use a good mix of qualitative and quantitative toolsand quantitative tools

► Take appropriate follow-up Take appropriate follow-up actionsactions

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Facilitating Professional DevelopmentFacilitating Professional Development

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

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► Collaborate with the Collaborate with the NETNET to develop learning and teaching to develop learning and teaching resourcesresources

► Collaborate with the Collaborate with the teacher-librarianteacher-librarian to promote a reading to promote a reading cultureculture

► Promote collaboration across Promote collaboration across different KLAsdifferent KLAs (e.g. cross- (e.g. cross-curricular tasks/projects)curricular tasks/projects)

Promoting Collaboration among Teachers

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► Explain the direction and rationale of the Explain the direction and rationale of the school English Language curriculum to other school English Language curriculum to other panel members and school personnelpanel members and school personnel

► Give suggestions on whole-school planning to Give suggestions on whole-school planning to facilitate English Language curriculum facilitate English Language curriculum development and professional developmentdevelopment and professional development

Serving as theServing as the Bridge Bridge between between the the

English Panel and English Panel and Other School PersonnelOther School Personnel

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Creating a Language-rich Creating a Language-rich EnvironmentEnvironment

► Encourage pupils to Encourage pupils to interact with teachers and one interact with teachers and one another in Englishanother in English outside the classroom outside the classroom

► Display Display print materials in Englishprint materials in English (e.g. posters, signs, (e.g. posters, signs, notices) all around the school notices) all around the school (not merely display and (not merely display and should be linked up with class activities / homework)should be linked up with class activities / homework)

► Set up a Set up a well-stocked librarywell-stocked library with reading materials of with reading materials of a wide range of subject content and text typesa wide range of subject content and text types

► Provide Provide easy access to reading materialseasy access to reading materials in different in different parts of the schoolparts of the school

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Creating a Language-rich Creating a Language-rich EnvironmentEnvironment

► Establish a Establish a lively and encouraging school and lively and encouraging school and classroom atmosphereclassroom atmosphere through through daily routines or daily routines or practicespractices (e.g. morning reading time, storytelling (e.g. morning reading time, storytelling during assembly, show-and-tell activities, during assembly, show-and-tell activities, Campus TV)Campus TV)

► Organise Organise English learning activitiesEnglish learning activities (e.g. English (e.g. English Days, English Camps, drama performances)Days, English Camps, drama performances)

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Widening the Space of Learning and Teaching Widening the Space of Learning and Teaching EnglishEnglish

► Arouse pupils’ curiosity and interest in Arouse pupils’ curiosity and interest in observing observing language use around them language use around them (e.g. signs, (e.g. signs, announcements, advertisements) announcements, advertisements)

► Give Give assignmentsassignments which require pupils to make use of which require pupils to make use of the materials displayed in the school and outside the materials displayed in the school and outside school school

► Encourage pupils to Encourage pupils to take part in English activitiestake part in English activities organised by other institutions (e.g. HK Speech organised by other institutions (e.g. HK Speech Festival)Festival)

► Encourage pupils to watch news reports (e.g. archives Encourage pupils to watch news reports (e.g. archives on the website of HK EdCity) or listen to on the website of HK EdCity) or listen to radio radio programmes in English programmes in English (e.g. (e.g. Sunday Smile on RTHK3Sunday Smile on RTHK3))

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More More InformationInformation

• 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 )

• RTHK radio programme – Sunday Smile ( http://app1.rthk.org.hk/special/sundaysmile/ )

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Managing resourcesManaging resources Managing resourcesManaging resources

► Human resourcesHuman resources

Appoint level coordinators to help with horizontal coordination

Deploy the NET effectively

► Usage of funds and grantsUsage of funds and grants

SustainableSustainable

Capacity buildingCapacity building

Holistic and coherentHolistic and coherent

Focused Focused

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Subject and Curriculum Grants for Subject and Curriculum Grants for Primary SchoolsPrimary Schools

( ( http://www.edb.gov.hk/FileManager/EN/Content_3083/SCG2011-12E.pdfhttp://www.edb.gov.hk/FileManager/EN/Content_3083/SCG2011-12E.pdf ) )

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Effective use of Effective use of learning & teaching resourceslearning & teaching resources

► Adapt Adapt tasks and activitiestasks and activities to cater for pupils’ needs to cater for pupils’ needs

► Make use of Make use of non-textbook resource materialsnon-textbook resource materials to enhance learning, e.g. to enhance learning, e.g.

authentic materials and resources available on the web, newspaper for authentic materials and resources available on the web, newspaper for

pupilspupils

► Produce Produce strategic plansstrategic plans for the procurement and development of resource for the procurement and development of resource

materialsmaterials

► Build up Build up a resource banka resource bank with teaching plans, learning tasks and resource with teaching plans, learning tasks and resource

materials developed by teachers materials developed by teachers

► Introduce Introduce EDB resource packagesEDB resource packages to teachers to teachers

► Establish Establish an inventory systeman inventory system that ensures easy expansion and the writing- that ensures easy expansion and the writing-

off of resource materialsoff of resource materials

► Devise Devise a review mechanisma review mechanism for evaluating existing resources to further for evaluating existing resources to further

promote learning, teaching and curriculum developmentpromote learning, teaching and curriculum development

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Depository of Curriculum-based Learning and Teaching Resources – English Language at Primary Level ( http://www.hkedcity.net/edb/teachingresources/main.php?site_key=eng&rd_language=eng )