Ms Betty Lee & Mr Alain Li SKH St. Mary’s Church College

Ms Serlina Suen, LLSS

8 July 2006

Experience Sharing Experience Sharing

on applying for on applying for

the English Enhancement the English Enhancement

SchemeScheme

Needs Analysis

Communicate with parties involved

Set priorities

Decide what goals to achieve

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

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 …

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

C

C

C

How to go about the job

To know where we are

review what we are now doing

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

Use of resources

Deployment of the NET

Use of $ and time

A stock-taking listX Needs analysis? Effectiveness

Senior secondary

- SBA

- Public exams

Here: Present state of play

S

W

O

T

Strengths

Weaknesses

Opportunities

ThreatsK

I

S

S

Keep

Improve

Stop

Start

Strengths Full support from the school Collaboration with the LLSS Teachers have some experience using language arts students moti

vated 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

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

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

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

Setting the goals

• Improve students’ English standards

• Increase students’ interest in learning English

Far too general!

Drama

Reading programme

School Radio

School TV

English Festival

Students’ publication in English

Language Arts

English Chit ChatCreating 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

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

JourneyJourney

Here

There

Language Arts

Reading

Speaking

Speaking (oral presentation & group discussion)

Language Arts (poem)

Reading (stories)

JourneyJourney

Here

There

Language Arts

Reading

Speaking

Speaking (oral presentation & group discussion)

Language Arts (poem)

Reading (stories)

Language Arts

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

Area of focus

What

When Who How

Story-reading &

story-telling

Year 1 S1 Reading Speaking

Drama Year 2 S1 + S2 More speaking Dramatized reading and Role play

Popular Culture

Year 3 S1 + S2 + S3 Getting to know the different kinds of popular culture: newspaper, magazines, advertisements

Short stories Year 4 S1 + S2 + S3 + S4

Reading Discussion

Drama & Film

Year 5 S1 + S2 + S3 + S4 + S5

Acting out & Script writing

LANGUAGE ARTS

Popular Culture

Year 6 S1 + S2 + S3 + S4 + S5 + S6

Writing reviews, newspaper /magazine columns, advertisements

Ready to submit the implementation plan?

Present state

of play

Think about the following …

Building up acollaborativeand reflective

teachingculture

Developmentof a holisticcurriculum

plan

Professionaldevelopmentof teachers

Effectivedeployment ofEng language

teachers

Creation of anEnglish-rich

languageenvironoment

Story-reading/tellin

g first,

then Drama

Pioneer Ts led by

panel chair + NET

6-year plan

Build in

collabora

tive

lesson planning tim

e

Weekly English assembly

Morning Reading Time

Language Arts Corner

Ready to submit the implementation plan?

Present state

of play

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

Ready to submit the implementation plan?

Present state

of play

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 …

Measures to be funded2006/07 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 local training courses attend immersion courses for XXX

purpose ……

$10,000

$10,000 $80,000

$10,000

$50,000$10,000

$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 $20,000 $20,000

$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$5,000

$8,000

$ 5,000$12,000

5. Building up of resource bank $15,000 $15,000 $15,000 $15,000 $15,000 $15,000

6. … … … … … …

Cashflow Total: $212,000 $370,000 $420,000 $400,000 $278,000 $292,000

BUDGET

The first batch?

Good planning is half success!

$ not granted on a first-come-first-served basis

Not a competition among schools!

Think carefully!

Experiences to shareThe 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!

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!

Experiences to shareNeed time to make decisions on:

What

Things to considerWhat

Language A

rts

Year 2

DramaYear 1

Story

-

telli

ngYear 3Popular

cultureYear 4

Short storiesYear 5

Dram

a

& Film

s

Year 6

Popular

cultu

re

Identify a main focus, then work out other

sub-focuses

Experiences to shareNeed time to make decisions on:

What

Who

Things to considerWho

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 S

2 S3

S4 S

5 S

6

VP

English panel chair

Eng Ts in S1

Role of VP

interference?

supervision?

backing up?

a bridge?

Experiences to shareNeed time to make decisions on:

What

Who

When

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

Experiences to shareNeed time to make decisions on:

What

Who

When

How

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

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

English Enhancement Scheme

Enhancement of English abilities

in students

Empowerment of knowledge and

professionalism in teachers

Success is there waiting for us