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How to plan and implement school- based English language curriculum? What are our beliefs in English Language Teaching and Learning? 3
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HHCKLA Buddhist Wisdom Primary HHCKLA Buddhist Wisdom Primary SchoolSchool香海正覺蓮社佛教正慧小學香海正覺蓮社佛教正慧小學
Planning the Whole-school Language Planning the Whole-school Language Policy –Policy –
Enhancing the Quality of Enhancing the Quality of Language Learning and TeachingLanguage Learning and Teaching
16-11-2011
1
G.E. 60%G.E. 60%
Reading 40%Reading 40%
Generic SkillsGeneric Skills
Values & Values & AttitudesAttitudes
Curriculum Guide (2004)(CDC) Curriculum Guide (2004)(CDC) P.13P.13 2
How to plan and implement school-based English language
curriculum?• What are our beliefs in English
Language Teaching and Learning?
3
Our beliefs:Students can learn English effectively• in a pleasant and pressure-free learning
atmosphere,• through interaction,• with maximum exposure and input• with abundant opportunities to use the
language meaningfully.
4
Our beliefs:• Students should be provided with ample
opportunities to use the language meaningfully (interaction)
(Contextualized contexts)• Students should be engaged in the
process of meaning-making (not just learn the language)
5
Components of our School-based English Language
Curriculum
General English Programme Reading WorkshopIntervention ProgrammeExtension ProgrammeSelf-access Language Learning ActivitiesAdditional English Learning Activities
6
Let’s walk through some of the components of our school-based
English language curriculum
- General English Programme- Reading Workshops
7
Textbook:Unit: Amazing animals and plants
Unit 3. In the park
Unit 4. Animals we love
Textbook:
Unit7: Helping the police
Unit 8: Accidents around us
What are we doing?
• Select themes from the textbook
• Match the themes with books or supplementary texts.
Helping the police
KS1
KS2
- Incorporating tasks into the
G.E. programme
Supplementary reading texts
tasks8
What are we doing? Theme-based approach
Incorporate task materials
Create a more authentic context for students9
Class Level: Primary 5Theme: Helping the police
Incorporating materials to enrich a theme from the textbook
─ An exemplar
10
We believe ……..
• Real books can provide authentic English / language
• Contextualized materials can provide realistic and detailed situation
• Meaningful tasks can provide ss a platform to use the language, amusement, fun, information, expand their life space and enhance learning
meaningful use of the language 11
Class Level: Primary 5Theme: Helping the police
The unit design:
A discussion:Why do we design this unit in such a way?
12
TextbookContents
Unit …………………………….
Unit …………………………….
Unit …………………………….
Unit …………………………….
Unit …………………………….
Enriching the theme by …….. - Creating a
context- Adding in
contextualized reading texts
- Bringing in an information book
- Incorporating a series of tasks
Helping the police
(reading texts)
( reader)
Why…..•Create a context for ss to use the language meaningfully & purposely•Maximize exposure and input•Equip ss with a range of language and generic skills
(tasks)
Policeman’s File
13
Task 2Reading a news report to find out more details about the theft caseGuessing who the thief was with the provided information
• Developing problem-solving skills through assembling the facts about the case from different sources and find out the thief
• Developing language development strategies - Reviewing and revising ideas in the light of new information / evidence - Solving problems with reasons
14
the
checklist
15
What’s Policeman File about?
16
Task
TextbookContents
Unit …………………………….
Unit …………………………….
Unit …………………………….
Unit …………………………….
Unit …………………………….
Developing a range of reading skills, generic skills…… and fostering positive values and attitudes…..
Helping the police Learning Tasks
Policeman’s File Task
Task
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Reading the letter
• Developing language development strategies
- Identifying values, attitudes and beliefs expressed in texts
Task 3
18
Task 4
Taking on the roles of the characters and responding to Policeman O’Donnell
Developing collaboration skills
Fostering positive values and attitudes
19
Reeve
Callum
PolicemanO’Donnell
Task 5
Reading on to confirm the job duties of a policeman
• Seeking information with special purposes in mind
• Acquiring knowledge through extended knowledge
the
20
Characteristics of the Unit Design
Theme: Helping the police
Reader
Supplementary reading texts
Textbook
Unit7: Helping the police
Unit 8: Accidents around us
Policeman’s File
21
Characteristics of the Unit DesignTheme: Helping the police
• Adopting a CRT model by incorporating thematic reading materials & adopting a task-based appraoch
(Context Roles Task)• Providing scaffolding (Tasks are interlocked with
each other)• Integrating 4 language skills• Developing language development skills and
generic skills• Fostering positive values and attitudes
22
Not solely relying on the textbook
• Using other materials to enrich the context• Developing tasks to provide opportunities for students to learn
and use English in natural and realistic settings• Developing language skills and generic skills e.g. reading-to-learn skills• Developing positive attitudes towards English learning and
taking risks in using English
Linguistic Development Personal growth and development
Life-long learning
Textbook ─ basic framework
23
Progression from KS1 to KS2: Using different teaching strategies : - requiring more student input - Using more complex texts- Developing a greater range of skills-Facilitating the interface between primary and secondary levels - Developing a reading to learn culture
24
Components of our School-based English Language
Curriculum General English Programme Reading Workshop Intervention Programme Extension Programme Self-access Language Learning
Activities Additional English Learning
ActivitiesSetting Up an English Language-
rich Environment at School
25
How to lead curriculum and
instructional changes?• Communicate our beliefs about
good English language teaching to the other panel members.
• Develop a common vision• Equip teachers and provide
support26
Vertical and Horizontal Coordination
• Ensure a balanced and adequate coverage of learning targets and objectives
• Language and generic skills• Ensure coherence in planning among
teachers teaching the same year level and across year levels
• Ensure progression across year levels
27
What do we do? Facilitating Professional Development1. Collaborative Lesson Planning-planning - devise unit plans - Prepare teaching resources2. Lesson Study - Co-planning - Co-teaching - Peer coaching - Peer Lesson observation - Conducting reflection / conferencing - Regular-sharing session 28
Facilitating Professional Development
• Provide a good model in classroom teaching and leadership
• Encourage sharing of knowledge, ideas, experiences and good practices
• Provide a platform to try out new teaching methods
• Be aware of what our colleagues are doing and provide support
29
Planning and Developing the School-based Curriculum• General English Programme• Reading Workshops• Intervention Programme• Enrichment Programme• Providing a language-rich environment
Whole School Approach30
Leading Curriculum Planning, Development and Management
• Identify the learning needs of students • Develop a common vision among panel members
• Plan and develop the school-based curriculum• Ensure vertical and horizontal coordination• Enhance capacity building of teachers• Promote collaboration among teachers• Review and evaluate the curriculum implementation strategies and evidence of student learning
• Explore and plan for effective curriculum changes to ensure quality of learning and teaching
31