English Enhancement Grant Scheme for Primary Schools

School Name: YAN CHAI HOSIPTAL CHIU TSANG HO WAN PRIMARY SCHOOL P. 1

Appendix III

Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS)

School-based Implementation Plan

School Name: YAN CHAI HOSIPTAL CHIU TSANG HOK WAN PRIMARY SCHOOL (English)

Application No.: C 069 (for official use)

(A) General information:

1. No. of English teachers in the regular staff establishment (excluding the Native-speaking English Teacher): 10 teachers

2. No. of approved classes in the 2018/19 school year:

P.1 P.2 P.3 P.4 P.5 P.6 Total

No. of approved classes 3 3 3 3 1 1 14

3. No. of operating classes in the 2018/19 school year: (if different from the number of approved classes)

P.1 P.2 P.3 P.4 P.5 P.6 Total

No. of operating classes -- -- -- -- -- -- --

4. Programmes/projects implemented or support service(s) in relation to English Language curriculum received in the past five years:

Name of programme/project/

support service Grade level

Focus(es) of programme/project/

support service External support (if any)

PLP-R/W P.1-P.3 Reading and writing NET Section, EDB

Development of the school-based

curriculum P.3 and P.5 Co-curricular activities Language Learning Support Section, EDB


(B) SWOT Analysis related to the learning and teaching of English:

Strengths Opportunities

1. Students have positive learning attitudes – they enjoy going to school and

participating in activities.

2. Parents are supportive.

3. Teachers are energetic and receptive to new ideas.

4. Small class teaching helps cater students’ diversities.

1. The two NETs help create a language-rich environment and

promote the communicative use of language in campus.

2. The availability of additional manpower

Weaknesses Threats

1. More able students do not have confidence in English.

2. Students lack parents’ support.

3. Students’ learning diversity is wide.

1. Percentages of attaining basic competency are low.

2. Most of the P.5-P.6 students are weak in English.

(C) Measure(s) taken through the grant under the English Enhancement Grant Scheme for Primary Schools, if any:

Area(s) of Development Usage(s) of the grant Grade Level

Development of a school-based literacy Hiring of a supply teacher

Purchasing of printed books and phonics materials P.4-P.6


(D) Focus(es) of the school’s proposed English Language curriculum initiative(s) to be funded under PEEGS:

Proposed target area(s) of development (Please the appropriate box(es) below)

Proposed usage(s) of the Grant (Please the appropriate box(es) below)

Time scale (Please the

appropriate

box(es) below)

Grade level (Please the

appropriate

box(es) below)

Enrich the English language environment in school through

- conducting more English language activities*; and/or

- developing more quality English language learning

resources for students*

(*Please delete as appropriate)

Promote reading across the curriculum in respect of the

updated English Language Curriculum (Primary) under

“Ongoing Renewal of the School Curriculum – Focusing,

Deepening and Sustaining”


Enhance e-learning in respect of the updated English

Language Curriculum (Primary) under “Ongoing Renewal of

the School Curriculum – Focusing, Deepening and

Sustaining”

Cater for learner diversity with equal emphasis on more able

and less able students in respect of the updated English

Language Curriculum (Primary) under “Ongoing Renewal of

the School Curriculum – Focusing, Deepening and

Sustaining”

Strengthen assessment literacy in respect of the updated

English Language Curriculum (Primary) under “Ongoing

Renewal of the School Curriculum – Focusing, Deepening

and Sustaining”

Purchase learning and teaching resources

Employ full-time* or part-time* teacher


Employ a full-time teaching assistant


Procure service for conducting English language

activities

2019/20 school

year

2020/21 school

year

P.1

P.2

P.3

P.4

P.5

P.6


(E) How to implement the proposed English Language curriculum initiative(s) funded by PEEGS:

Proposed school-based English Language curriculum initiative(s)

Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

To hire a full-time teaching assistant to help the core team develop a school-based reading programme to promote reading across the curriculum (RaC) in respect

of the updated English Language Curriculum (Primary) under “Ongoing Renewal of the School Curriculum – Focusing, Deepening and Sustaining” at P.4 and

P.5

Objectives

With adoption of a new textbook series, our school-based

curriculum will undergo a major revamp and a P.4-P.5

Reading across the Curriculum (LaC) programme will be

developed to:

facilitate the transition between Key Stage 1 (KS1)

and Key Stage 2 (KS2) through developing students’

read-to-learn skills;

broaden their knowledge base through exposing them

to texts on a broad range of cross-curricular themes;

provide them with the chance to integrate

newly-acquired knowledge and connect learning

experiences across different KLAs;

improve their understanding of cross-curricular

literacy instructions; and

strengthen the inter-departmental collaborative

culture.

The teaching assistant proposed to be hired

An associate degree holder with sound English skills will

be hired during the project period. He / She will assist

the core team in:

setting up the P.4-P.5 weekly co-planning/review

meetings;

selecting related titles;

P.4-P.5 P.4

Contact book

suppliers

Aug 2019

Procurement

exercises

Sep 2019

Module 1

Planning

Sept 2019

Implementation

Oct 2019

Evaluation

Nov 2019

Module 2

Planning

Oct 2019

Implementation

Nov 2019

Evaluation

Dec 2019

Module 3

Planning

Jan 2020

2 RaC packs

including module

plans, lesson plans

and learning and

teaching materials

covering around 80

lessons will be

developed.

70% of target level

students will

demonstrate a better

interest in reading as

observed by

teachers.

70% of target level

students agree that

they have developed

better confidence in

reading in English

and understanding of

subject-specific

concepts after the

programme.

50% of target level

students will make

The new RaC

programme will

be implemented

as part of the core

English

curriculum after

the project year.

Professional

sharing sessions

will be conducted

for dissemination

of good teaching

ideas and

practices.

Lessons will be

recorded for

professional

sharing.

Teachers will

co-plan and review

lessons. All the

collected

feedback and data

will be documented

and recorded as the

agenda for

improvement for the

coming years.

Formative and

summative

assessment results

will be analysed.

3 copies of students’

works (high ability,

average ability and

low ability) will be

filed in order to

evaluate and refine

the booklets for

catering learning

diversity.

Student and teacher

survey will be



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

providing support to the less able groups in 2 guided

reading lessons per class per week (Students will be

divided into 3 groups according to their reading

levels);

preparing RaC materials;

conducting the procurement exercises;

managing newly-acquired and -developed teaching

resources;

implementing cross-curricular activities;

conducting questionnaire survey on students and

teachers; and

analysing assessment data for evaluation of the new

RaC curriculum.

The Core Team

The core team consists of the English panel chairpersons,

P.4-P.5 English teachers, 2 NETs and the teaching

assistant proposed to be hired. Members will be

responsible for:

designing the programme structure (themes, reading

strategies and text-types);

sourcing appropriate thematic readers (both fiction

and non-fiction) for each RaC module;

hosting bi-weekly co-planning meeting;

producing teaching and learning materials;

designing meaningful and purposeful cross-curricular

tasks;

mentoring the teaching assistant proposed to be hired;

Implementation

Feb-Mar 2020

Evaluation

Mar 2020

Module 4

Planning

Mar 2020

Implementation

Apr-May 2020

Evaluation

June 2020

Interim review

July 2020

P.5

Contact book

suppliers

May 2020

Procurement

exercises

Jun 2020

Module 1

Planning

Sept 2020

Implementation

Oct 2020

Evaluation

Nov 2020

improvements in

formative and

summative reading

assessments.

Over 80% of target

level students agree

that they have

acquired a better

understanding of

cross-curricular

literacy instructions.

conducted.



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

co-delivering the reading programme (a weekly

double period for each target level class);

conducting lesson demonstrations for each module;

organising peer observation sessions at least once per

term;

arranging post-observation discussion;

conducting teacher survey at the end of each term to

evaluate the effectiveness of the programme;

sharing learning outcomes in panel meetings at least

once per term; and

completing reports and required documents.

Contribution of other KLAs

General Studies teachers will be involved in the initial

planning stage, giving suggestions on themes and

providing content support.

Implementation

4 RaC modules covering a total of 40 lessons will be

developed per level per year to develop students’

read-to-learn strategies and connect their learning

experiences across different KLAs.

Themes and text types proposed to be covered for the two

target levels are as follows:

Levels Modules Text-types

P.4 Now and then

Magazine articles

Personal recount

Brochures

Travel journals

Module 2

Planning

Oct 2020

Implementation

Nov 2020

Evaluation

Dec 2020

Module 3

Planning

Jan 2021

Implementation

Feb-Mar 2021

Evaluation

Mar 2021

Module 4

Planning

Mar 2021

Implementation

Apr-May 2021

Evaluation

June 2021

Final Review

July 2021



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

Stories

Entertainment and

leisure

Online advertisements

Restaurant guides

Menus

Stories

Healthy eating

Leaflets

Expositions

Magazine articles

Posters

Opinion essays

Stories

Making

improvements

Posters

Survey forms

Personal descriptions

Poems

Articles

Stories

P.5

Be considerate

Webpages

Expositions

Advertisements

Diary entries

Stories

Different people

and things

Captions

Pamphlets

Text messages

Personal recounts

Articles

Stories

Travelling around

Expositions

Magazine articles

Descriptions

Poems

Opinion essays



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

Stories

News and event

Newspaper articles

Expositions

Articles

Stories

Texts to be adopted

The core team will choose two titles (print-fiction and

non-fiction) under the same module for exploring

multiple genres and adding depths to students’

understanding of the topic. Books proposed to be

purchased have to meet the following requirements:

- Aligned with the core English curriculum

- Contain stimulating cross-curricular contents for

extended cross-curricular activities

- Cover a variety of text types and structure (e.g.

description, sequence, problem solution,

compare and contrast, cause and effect)

- Cover different levels of difficulty

Multi-modal texts such as online videos and songs

will be used to supplement conventional teaching.

Target reading skills

Reasoning and background knowledge

Understanding different text structures (description,

narration, sequence, cause and effect,

problem-solution, compare and contrast)

Skimming and scanning

Guessing word meanings using contextual & pictorial

clues

Distinguishing between facts and opinions

Drawing conclusion

Understanding writers’ attitudes and purposes



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

Language focus

The following language items will be taught explicitly:

Thematic lexical sets

Grammar items

Sentence patterns

Text structures

Features of target text types

Learning and teaching activities

Stage Examples of activities

Before reading

Oral discussion

Eliciting or introducing vocabulary

related to the theme

Showing videos related to the theme

Doing a picture walk

Making predictions

Setting a purpose of reading

While reading

Modelling of target reading strategies

Asking students about the story

Confirming predictions by relating the

story to the students’ similar

experiences

Asking children to retell it in their

own words

Allowing time for independent

reading

After reading

Outings

Mind maps

Home research

Presentations

Creative artwork



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

The following measures will be taken to cater for learner

diversity:

- Use of multimodal texts

- Adopting graded titles for guided reading sessions

- Support of the teaching assistant to less able groups

- Choice boards (Students choose their own learning

tasks.)

Diversified assessment modes will be applied such as peer

and self-assessments, parent evaluation and portfolio.

Sample module

Theme Travelling around – Public transport

Anchor texts

Look Inside Things That Go

(Look Inside Board Books) by

Rob Lloyd Jones

https://www.amazon.com/Look-Inside

-Things-Board-Books/dp/1409550257


https://www.youtube.com/watch?v=u5

XSKWfNgtc

Hundred Decker Bus by Mike

Smith

https://www.amazon.co.uk/Hundred-D

ecker-Bus-Mike-Smith/dp/023075458

9

Subject-specific

concepts

To understand the development of

the public transport system

around the world

To promote green lifestyle

choices

Thematic

vocabulary

Transportation

Outings/Travelling around

Comparative adjectives

https://www.amazon.com/Look-Inside-Things-Board-Books/dp/1409550257

https://www.amazon.com/Look-Inside-Things-Board-Books/dp/1409550257

https://www.youtube.com/watch?v=u5XSKWfNgtc

https://www.youtube.com/watch?v=u5XSKWfNgtc

https://www.amazon.co.uk/Hundred-Decker-Bus-Mike-Smith/dp/0230754589





Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

Text structure

Compare and contrast

Cause and effect

Problem and solution

Text types

Magazine articles

Poems

Stories

Fact books

Grammar items

Connectives (cause and effect,

contrast)

Asking and answering questions

Target skills

To recognize the format and

features of fact books and stories

To make predictions about the

book and self-correct

To skim for main ideas

To locate specific information

To guess the meaning of unknown

words using contextual and

pictorial

To use graphic organsers

Learning and

teaching

activities

Students view a video about the

development of the Mass Transit

Railway in Hong Kong.

Hong Kong Station

https://vimeo.com/58356957

They then share about the changes

they have identified in the video

(e.g. use of Octopus card, no

smoking rule and installation of

platform screen doors).

Shared reading activities:


(Look Inside Board Books) by

https://vimeo.com/58356957



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

Rob Lloyd Jones

Teacher introduce:

- target reading strategies;

- features of a fact book

(pictures, headings, captions,

table of content);

- contents

different modes of

transport

types of passengers

they serve

functions

types of vehicles/crafts

distances they travel

traffic and transport

facilities

seating capacity

Reading aloud

Follow-up activities

- A transportation trivia quiz

- Small group research and

presentation about unusual

transportation around the

world

Beer bike in

Amsterdam

https://www.youtube.com/w

atch?v=MkulQvz-efw

Suspension railway


atch?v=KVpnPgV0dXk

Coco taxi


https://www.youtube.com/watch?v=MkulQvz-efw

https://www.youtube.com/watch?v=MkulQvz-efw

https://www.youtube.com/watch?v=KVpnPgV0dXk

https://www.youtube.com/watch?v=KVpnPgV0dXk

https://www.youtube.com/watch?v=qxkmns8tYbU



Grade

level

Time scale

(month/year)

Expected outcomes/

Deliverables/

Success criteria

(preferably

measurable)

Sustainability

Methods of

progress-monitoring

and evaluation

atch?v=qxkmns8tYbU

Class survey about urban

transport challenges students

experience in Hong Kong

- Environmental impact

- Congestion

- Long commuting

- Accidents and safety

Group discussion: How can we

solve/ease those problems?

Shared reading:

Hundred Decker Bus by Mike

Smith

Teacher introduces:

- target reading strategies; and

- features of a picture story

book

Follow-up activities

- Students view a short video

about car pollution.

CAR POLLUTION

https://www.youtube.com/watch?

v=FLFA38trGO0&list=RDFLFA

38trGO0&start_radio=1&t=2

- Students write an opinion

essay about transport for the

school newspaper (the

textbook writing task).

- Students design a video

which can help solve the

problem.

https://www.youtube.com/watch?v=qxkmns8tYbU

https://www.youtube.com/watch?v=FLFA38trGO0&list=RDFLFA38trGO0&start_radio=1&t=2



Documents

English Enhancement Grant Scheme for Primary Schools