Key Emphases and Strategies in Planning the English Language Education KLA
14 October 2010
English Language Education Section
Curriculum Development Institute
Education Bureau
Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2010/11)
Subject Curriculum Guide
English Language Curriculum Guide (Primary 1 – 6)(2004, CDC)
Implemented at Primary 1
since September 2005
Diagrammatic Representation of the English Language Curriculum Framework
9 G
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ttitud
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Flexible and Diversified Modes ofCurriculum 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
6
Leading Curriculum Planning, Development and Management
Leading Curriculum Planning, Development and Management
Develop the school-based curriculum based on students’ needs, interests and abilities
Conduct holistic planning of the school-based curriculum Enhance the professional development of teachers Manage resources effectively Promote collaboration among teachers Plan for effective curriculum changes
7
Conducting Holistic Planning
• Needs analysis
- 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
• Action planning
• Evaluation
8
Action Planning
• Draw upon the needs analysis to identify the development focuses
• Set clear and specific objectives• Decide on appropriate measures • Ensure vertical and horizontal coordination• Set a clear and practical schedule for
implementation
10
Enhancing Professional Development of Teachers Enhancing Professional Development of Teachers
Collaborative lesson preparation Co-teaching Peer coaching Peer lesson observation Teacher reflection Regular sharing sessions
Encourage and organise teachers to attend professional development programmes
Encourage sharing of knowledge, ideas, experiences and good practices
11
Managing Resources to Enhance Effective Learning and Teaching
Facilitating the planning, development and implementation of the school-based English Language curriculum, with learning, teaching and assessment as an integral part
Enhancing English teachers’ professional development
Creating a rich English language learning environment
English Enhancement Grant Scheme for Primary Schools (EDBCM162/2009)
12
Promoting Collaboration among Teachers Promoting Collaboration among Teachers
Collaborative lesson preparation Collaborate with the teacher-librarian to pro
mote a reading culture Promote collaboration across different KLAs
(e.g. cross-curricular tasks/projects)
13
Planning for Effective Curriculum Changes 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
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• Enhancing the implementation of the Reading Workshops
• Catering for learner diversity
• Strengthening teachers’ skills and strategies in giving quality feedback
• Promoting learner independence
• Learning and teaching grammar in context• Providing opportunities for language use
• Creating a language-rich environment• Designing a whole-school language policy
• Learning and teaching phonics in context• Developing vocabulary building skills
Strategies for Implementation
Reading Workshops
Laying a good foundation for lifelong learning
• Helping learners develop and practise reading skills through reading ‘real books’
• 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 children
• Providing opportunities for learners to take an active role in learning
• Using real books of a variety of text types• Adopting effective teaching strategies
Text Types
• Different text types (e.g. poems, diaries, rules, posters, cartoons, news reports) have their own particular textual structures, style, grammar features and vocabulary
Reading Workshop
s
Storytelling
Reading Aloud
Shared Reading
Supported
Reading
Independent
Reading
Teaching Strategies for Reading
English Language Curriculum Guide (Primary 1-6), p. A29
KS1
2. Construct meaning from textsKS2
Guess the meaning of unknown words by using pictorial and contextual clues
Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world
Skim a text to obtain the main ideas
Understand intention, attitudes and feelings conveyed in a text
Understand the information provided on the book cover, index and glossary
Recognise the features of a variety of text 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
Progressing in the Development of Reading Skills from KS1 to KS2
Resource Package
LiteracyInstructionForTeachers
PDP 2010-2011
Reading across the Curriculum to Enhance the Transition from KS1 to KS2 and from KS2 to KS3 (Re-run)
Apr-May 2011
PDP 2010-2011
Learning English through Language Arts
at Primary Level (Re-run)
Jan 2011
Suggested booklists for reading across the curriculum
http://www.edb.gov.hk/index.aspx?nodeID=2773&langno=1
Traditional grammar teaching Out of context Teaching grammar items
one by one
TBL grammar teaching
Has a context Students learn
certain grammar items and use them in meaningful contexts and for purposeful communication
Traditional Grammar Teaching VsTBL Grammar Teaching
Learning and Teaching Grammar in Context
• Using grammar focus activities and exercises in task-based learning
• Facilitating grammar learning and teaching through exposure to a variety of text types
• Introducing grammar rules and terms in an explicit way at appropriate stage of learning when necessary
• Giving equal emphasis to the development of fluency and accuracy
English Language Curriculum Guide (Primary 1-6), pp.160-164
Developing Phonics SkillsHelping learners:
• develop an awareness of the letter-sound relationships through explicit teaching
• build up strategies for decoding (in reading) and encoding (in spelling) words at an early stage of learning
• gain confidence and competence in reading aloud and develop an interest in reading books in English
• develop strategies in discriminating sounds, in listening and speaking in English, and use accurate spelling in writing
English Language Curriculum Guide (Primary 1-6), pp.171-174
Learning and Teaching Phonics in Context
• Incorporate phonics teaching into the school English programme instead of adopting and implementing a separate phonics programme
• Teach and practise phonics in the GE Programme as well as Reading Workshops through short, interesting and purposeful activities and games (e.g. funny rhymes, phonics tic-tac-toe)
English Language Curriculum Guide (Primary 1-6), pp.171-174
Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE)
Phonics in Action
Resource Packages
Developing Vocabulary Building Skills• Encouraging learners to read extensively to acquire
vocabulary in natural contexts, especially the high frequency words
• Modelling and teaching the different ways in which learners can attack and organise words
- guessing and inferring meaning - organising words in vocabulary books - word formation and word association - using and making dictionaries• Using tasks to provide authentic contexts for
vocabulary use
English Language Curriculum Guide (Primary 1-6), pp.164-171
Paradigmatic Approach
?
football tennis basketball
?
desk chair cupboard
Sports
Furniture
Word Hierarchy / Superordinates
PEOPLE ACTIONS OBJECTS PLACE
Chef cook meals restaurant
Teacher
Singer
Pilot
Syntagmatic Approach
Topic: Jobs
Vocabulary Building Skills
Word Formation
• Affixation e.g. unhappy, careless• Compounding e.g. foot+ball=football• Conversion e.g. cook (v) a meal, a cook (n)• Derivation e.g. excite (v) , exciting (adj),
excited (adj), excitement (n)
English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171
Vocabulary Building Skills
Word Association• Synonyms e.g. happy = glad• Antonyms e.g. bright dark• Homonyms e.g. catch a bus, catch a cold• Collocations e.g. make a wish, watch TV• Lexical sets e.g. furniture – table, chair,
desk, cupboard
English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171
Resource Package
Enhancing Vocabulary Learning and Teaching at Primary Level
PDP 2010-2011
Enhancing English Vocabulary Learning and Teaching at Primary Level (Re-run)
Feb-Mar 2011
Catering for learner diversity
• Using different strategies (e.g. differentiation, flexible grouping, project learning, open-ended learning tasks and activities) to cater for the diverse needs, abilities and interests of learners
• Providing opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)
Promoting Assessment for Learning
• An integral part of learning-teaching-assessment cycle• Sharing learning intentions and success criteria with
learners• Using different modes of assessment • Making use of assessment data (e.g. TSA data, internal
assessment data) to help review - expectation of pupils’ learning - content of learning - strategies to enhance learning• Providing quality feedback to enhance learning
English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201
Assessments in Schools
Oral presentations
Homework etc.
Shared writing and
process writing
Portfolios
Learning tasks and activities
Conferencing
Assessment tasks
Projects
Modes of AssessmentModes of Assessment
Quality FeedbackQuality Feedback
• Positive• Diagnostic• Constructive• Focused • Timely• Encourage self-correction and independence
Promoting Assessment for Learning in English Language at Primary Level, pp.84-86Promoting Assessment for Learning in English Language at Primary Level, pp.84-86
Promoting Quality Interaction in the Primary English Classroom
Promoting Assessment for Learning in English Language Education at Primary Level
Resource Packages
ETV Programme on “Providing Quality Feedback”
Devising a Whole-school Language Policy
• Create a rich language learning environment
• Widen the space of learning and teaching English
• Enhance students’ motivation in learning English
Creating a Rich Language Learning Environment
• Encourage the use of English in all English lessons
• Encourage students to interact with teachers and one another in English outside the classroom
• Display target language items and vocabulary as well as students’ work on the learning wall in 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
Creating a Rich Language Learning Environment
• 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)
Widening the Space of Learning and Teaching English
• Arouse students’ curiosity and interests 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 TV programmes 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)
Enhancing Motivation in Learning English
• Foster a ‘can-do’ attitude and encourage risk taking
• Incorporate interesting language arts activities (e.g. storytelling, Readers’ Theatre, songs, rhymes, drama)
• Set up Reading Award Schemes
• Nurture a school reading culture through role-modelling of teachers and the school head
More InformationMore Information
• General – circulars, training calendar, links, etc. http://www.edb.gov.hk
• Professional development programmes for primary schoolshttp://www.edb.gov.hk/FileManager/EN/Content_2396/pdp_pri_e.doc
• 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
• English Language Education Section, CDIRoom 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810)Ms Emilie Tong (Tel: 2892 6571)
Thank you