english language programme plan - 五旬節靳茂生小學 program… · it is mainly designed to...

English Language Programme Plan

(A) Aims

The overall aims of the English Language Education curriculum are:

1. To provide every learner of a second language with further opportunities for extending their knowledge and experience of the

cultures of other people as well as opportunities for personal and intellectual development, further studies, pleasure and work in

the English medium; and

2. To enable every learner to prepare for the changing socio-economic demands resulting from advances in information technology;

these demands include the interpretation, use and production of materials for pleasure, study and work in the English medium.

(B) Subject Objectives

1. To develop good teaching and learning strategies through the collaboration of the NET and English teachers; and to enhance and

develop the school-based curriculum; and conduct professional development programmes for teachers with the help of the NET

and the Advisory Teacher of the NET Section.

2. To cultivate a good learning atmosphere in the classroom by giving encouragement and providing opportunities to use English.

3. To develop pupils’ language ability through communicative approach and task-based teaching.

4. To enhance learning and teaching through effective assessment.

5. To encourage pupils to read extensively and develop a good habit of reading through Space Town Literacy Programme (P1-3),

Keys 2 Literacy Development (P4-6) and the home reading scheme (P1-6).

6. To encourage pupils to write creatively through Space Town Literacy Programme (P1-3), Keys 2 Literacy Development (P4-6)

and the School-based Language Arts Programme (P4-6).

7. To maximize pupils’ opportunities in speaking and listening through task-based activities with e-learning elements.

8. To support students to develop the knowledge and skills in science, technology, engineering and mathematics through reading

STEM-related materials and participating in STEM-related activities.

9. To strengthen students’ ability of appreciation to the language through integrating drama in education.

(C) Situation Analysis

1. Strengths

a. The head of the school always supports the development of the subject. Teachers’ opinions on the subject are also welcomed.

b. The English panel chairpersons are devoted to leading, planning, managing the school-based English curriculum and

enhancing teaching and learning.

c. All English teachers are specialized teachers. They are responsible, enthusiastic, open-minded and co-operative when carrying

out activities. They also take an active role to enhance the effectiveness of learning and teaching through their pedagogical

content knowledge and to develop professional expertise to bring the best effect of learning and teaching based on the specific

needs of the students and the school.

d. EDB has provided a NET as an extra resource for the school to develop good teaching and learning strategies through the

collaboration of the NET and English teachers. The NET has fostered the launching of the school-based curriculum and

conducted professional workshops and training for English teachers. Both teachers and students have benefited.

e. The school has successfully joined Keys 2 Literacy Development. The programme will be implemented in KS2 this year. It

aims at enhancing students’ learning and teachers’ knowledge of literacy skills in reading and writing, using different text

types. A thorough home reading scheme in KS2 has also been developed. Language arts have been integrated in the school-

based curriculum to arouse students’ sense of appreciation to the language.

f. The school has successfully joined the pilot scheme of Space Town Literacy Programme since September 2015. The

programme will be implemented in P.1, P.2 and P.3 this year. It is mainly designed to develop students’ reading and writing

skills in KS1. Phonemic awareness, high frequency words, reading and writing strategies, e-learning, self-directed learning,

as well as the interrelationship between planning and assessment on the process of reading and writing are highlighted.

g. Small class teaching helps teachers take care of individuals more intensively and cater for the learning differences effectively.

h. In English lessons, teachers speak and use English as frequently as possible, not only for instructional purposes, but also for

carrying out daily classroom routines, organizing teaching activities and providing opportunities for exposure to the pupils.

i. Co-planning meetings provide opportunities for teachers to exchange their teaching ideas or experiences.

j. Lesson observation provides opportunities for the sharing of teaching materials, knowledge and experiences.

k. A language-rich English room, English Funland, allows more space for group learning.

l. The school has created an IT-friendly environment. The whole school campus is equipped with WIFI infrastructure. Students

can be engaged in e-learning activities all around the school. Sufficient tablets are provided to support e-learning.

m. The school participated in ‘Quality School Improvement Project: Self-Directed Learning as a Strategy to Cater for Learner

Diversity’ to help review the writing curriculum and incorporate appropriate self-directed learning activities in the learning

process in KS2.

2. Challenges

a. Some students come from low-income families and they lack family support. They need to be equipped with some self-

learning skills, such as note-taking, so that they know how to learn.

b. The number of students from Mainland China gradually increases and their abilities are relatively lower than local students.

They need more support in learning the language.

c. The teaching of values and attitudes in the English Curriculum needs to be further strengthened.

d. Some students are still passive when they learn. They need to further develop their autonomy on learning and e-learning

skills so that they can become independent and life-long learners.

e. Students’ choice of themes or topics of reading materials is rather limited. They need to be further exposed to read across

the curriculum.

f. Students’ ability of appreciation to the language needs to be strengthened.

g. The school-based speaking curriculum is not systematically developed. Thus, the curriculum needs to be refined so that

students’ speaking skills can be further enhanced.

h. The school is not provided with core readers which are the key resource to Keys 2 Literacy Development. The sustainability

of the programme would be seriously affected if they run out of stock.

(D) Comments on the Programme Plan 17-18

Main Concern 1: Promote STEM education to strengthen students’ ability to integrate and apply knowledge and skills, and to nurture

students’ creativity, collaboration and problem solving skills, so as to solve daily life problems.

Objectives Strategies Achievements Reflections Follow-ups

Support students to

develop the knowledge

and skills in science,

technology, engineering

and mathematics.

• To incorporate STEM

in the curriculum.

Increase students’

opportunities to read

STEM-related materials

from a variety of

sources such as books,

magazines and

websites.

• 100% of the teachers

agreed that students’

knowledge and skills in

science, technology,

engineering and

mathematics could be

developed through

reading STEM-related

materials.

• 99% of the students

agreed that their

knowledge and skills in

science, technology,

engineering and

mathematics could be

developed through

• P4-P.5 students learnt

the strategies to read

non-fiction books in the

first unit of Keys 2

Literacy Development.

• The newly-designed

reading logs for both

fiction and non-fiction

were graded into three

levels which could cater

for students’ needs and

learning styles.

• Students reflected that

the graded reading logs

were more interesting

and they were allowed

• The strategies would be

continued in the coming

school year.

• The reading logs would

be reviewed and revised

to equip students with

appropriate reading

skills.



materials..

• Graded reading logs to

cater for learners’

diversities were

designed for both

fiction and non-fiction

books.

• P.4-P.6 students read

STEM-related materials

from a variety of

sources such as books,

magazines and websites

during the Christmas,

Chinese New Year and

Easter holidays.

• All P.4-P.6 students

were able to finish the

reading logs after

to choose from the

graded reading logs.

This raised their interest

and autonomy.



materials from books,

magazines or websites.

• P.4-P.6 teachers

reflected that students

put evident effort into

the reading logs. Some

good works were

found.

• The objective has been

achieved.

Main Concern 2: Promote life education to enrich student’s life through cultivating positive values and attitudes.


Promote and implement

life education.

• To integrate life

education in the

curriculum.

Integrate the positive

values and attitudes in

daily teaching through

reviewing and revising

the curriculum.


agreed that positive

values and attitudes

could be integrated in

daily teaching through


the curriculum.

• Positive values and

attitudes such as

respecting for life and

the environment, and

showing love and care

to others, were

integrated in daily

teaching through


the curriculum.

• Questions that help

• Positive values and

attitudes such as self-

discipline, self-respect,

care and respect for the

people around the

world, and with a

respect for food were

shown in the scheme of

work so that teachers

could instill the positive


students accordingly.

• Different strategies

such as group

discussions, case

studies and role-plays,

were employed in the

lessons to help develop

• The strategy would be


school year.

• The teaching of values

and attitudes in the

English Curriculum

would be further

strengthened.


students apply the


different scenarios were

included in the lesson

plans for teachers’

reference.


achieved.

students’ positive

values and attitudes.

Students found the

learning activities

interesting and

inspiring.

• The questions stated in

the lesson plans

provided support for

teachers to pose

questions that would

facilitate students’

development of the

values and attitudes.

Main Concern 3: Enhance learning and teaching.


Enhance students’

learning and teachers’

knowledge of literacy

skills in reading and

writing.

• To implement Keys 2


Introduce and reinforce

effective learning and

teaching strategies in

reading and writing by

implementing Keys 2

Literacy Development

in P.4 and P.5.

• 100% of the P.4 and P.5

teachers agreed that

Keys 2 Literacy

Development could

enhance students’

learning and teachers’

teaching.



Keys 2 Literacy

Development could

enhance their

knowledge of teaching

literacy skills to

students.


students agreed that

their literacy skills

• All teachers were aware

of the advantages and

effectiveness of using

different literacy skills,

as well as e-learning

apps, as the teachers

attended the relevant

professional

development

workshops and shared

teaching experiences

during co-planning

meetings.

• Teachers were willing

to use different teaching

skills in the Keys2

lessons because they

acquired skills gained

• Teachers would keep on

introducing effective

learning and teaching

strategies in reading

and writing lessons.

• Teachers would keep on

integrating more

e-learning elements in

the Keys2 lessons.

• The programme would

be further implemented

in P.6 in the coming

school year.


in reading and writing

could be enhanced by

Keys 2 Literacy

Development.

• P.4-5 students read a

variety of reading text

types, such as narrative,

information text,

persuasive text and

myth.

• Different reading

strategies were

explicitly introduced to

students.

• Some e-learning apps

such as Quizlet, Kahoot

and PowerLesson were

used.

from the professional

development sessions.

• Students’ learning skills

were facilitated as the

programme provided

effective learning

strategies, such as

shared reading and

process writing, to help

students improve their

literacy skills.



achieved.

Main Concern 4: Promote drama in education


Strengthen students’

ability of appreciation to

the language.

• To help students

appreciate the language.

Integrate drama

elements in P.4 Keys 2


• 100% of the P.4


students’ ability of

appreciation to the

language could be

strengthened through

integrating drama

elements in Keys 2


• 96% of the P.4 students

agreed that their ability

of appreciation to the

language could be


integrating drama

elements in Keys 2


• All the students

• The demonstration

conducted by Mr.

Leung (QSHK) was

lively and it could

arouse students’

learning interest.

• Students were able to

understand the

characters’ feelings and

behaviour through a

range of drama

activities.

• This strategy will be


school year.

• Mr. Leung (QSHK)

would continue to

provide support for the

P.4 English teachers.

Drama elements would

be integrated in other

units.


participated in the

drama activities. They

could use the language

and creativity to

express the feelings of

different characters in

the story (No Queen

Today!).


achieved.

(E) Programme Plan 18-19

Main Concern 1: Promote STEM education to strengthen students’ ability to integrate and apply knowledge and skills, and to nurture

students’ creativity, collaboration and problem solving skills, so as to solve daily life problems.

Objectives Strategies Time

Scale Success Criteria

Evaluation

Method Person-in-charge Resources

Support

students to

develop the

knowledge

and skills in

science,

technology,

engineering

and

mathematics.

• To incorporate

STEM in the

curriculum.

Increase students’

opportunities to read

STEM-related

materials from a

variety of sources

such as books,

magazines and

websites.

Equip students with

appropriate reading

strategies to read

Whole

year


agree that students’

knowledge and skills

in science,

technology,

engineering and

mathematics can be

developed through

reading STEM-

related materials.


agree that the

revised reading logs

can help students

• Teachers’ survey

• Students’ survey

• Reviewing

students’ reading

logs

• Staff meetings

All English

teachers and the

librarian teacher

• Teachers’

questionnaires

• Students’

questionnaires

• Students’

reading logs

• Minutes

• Books,

magazines and

websites



Evaluation


STEM-related

materials by

reviewing and

revising reading

logs.

apply the

appropriate

strategies to read

STEM-related

materials.


agree that their

knowledge and skills

in science,

technology,

engineering and

mathematics can be

developed through

reading STEM-

related materials.


agree that the

revised reading logs



Evaluation


can help them apply

the appropriate

strategies to read

STEM-related

materials.

• To provide

opportunities for

students to acquire

and apply STEM

knowledge.

Organize after-exam

language activities

with STEM

elements.

June

2019


will acquire the

knowledge in

conducting activities

with STEM

elements.


will apply the

knowledge when

organizing activities

with STEM

elements.




• Reviewing

students’ works

• Lesson

observation

• Staff meetings

All English

teachers

• Teachers’

questionnaires

• Students’

questionnaires

• Students’

worksheets and

task materials

• Lesson

observation

reports

• Minutes

• Books



Evaluation


participate in the

organized language

activities with

STEM elements.


read at least one

non-fiction text.


enjoy participating

in the organized

activities with

STEM elements.

Main Concern 2: Promote life education to enrich student’s life through cultivating positive values and attitudes.



Evaluation


Promote

and

implement

life

education.

• To integrate life

education in the

curriculum.

Design appropriate

learning activities

for students to

further develop

positive values and

attitudes, focusing

on ‘appreciation,

respect for life and

acceptance’.

Whole

year


agree that the

learning activities

designed can further

develop students’

positive values and

attitudes, focusing on

‘appreciation, respect

for life and

acceptance’.


agree that the

learning

activities designed

can further develop

their positive values

and attitudes,



• Reviewing

scheme of work

• Reviewing co-

planning reports

• Staff meetings

All English

teachers

• Teachers’

questionnaires

• Students’

questionnaires

• Scheme of work

• Co-planning

reports

• Minutes



Evaluation


focusing on

‘appreciation, respect

for life and

acceptance’.

Main Concern 3: Enhance learning and teaching.



Evaluation


Enhance

teachers’

knowledge

and

students’

learning of

literacy

skills in

reading and

writing.

• To implement Keys

2 Literacy

Development.

Introduce and

reinforce effective

pedagogical

knowledge in

reading and writing

by implementing

Keys 2 Literacy

Development in Key

Stage 2.

Introduce and

reinforce effective

learning strategies in

reading and writing

Whole

year

• 70% of the P.4-P.6

teachers agree that

they obtain new

pedagogical

experience in reading

and writing.

• 70% of the P.4-P.6

teachers agree that

students show

improvement in

reading and writing.

• 70% of the P.4-P.6

students agree that

their confidence in

reading and writing

are enhanced.



• Lesson

observation

• Reviewing

students’ works

• Co-planning

meetings

• Staff meetings

P.4-P.6 English

teachers

• Teachers’

questionnaires

• Students’

questionnaires

• Lesson

observation

reports

• Students’ works

• Co-planning

reports

• Minutes



Evaluation


by implementing

Keys 2 Literacy

Development in Key

Stage 2.



Evaluation


Enhance

students’

speaking

skills.

• To review and revise

the current speaking

curriculum.

Develop and

conduct speaking

activities with e-

learning elements to

raise students’

participation to

speak and express

their views in

English in Key

Stage 2.

Second

term

• 70% of the P.4-P.6

teachers agree that

students’ speaking

skills can be

enhanced by

conducting speaking

activities with e-

learning elements.

• 70% of the P.4-P.6

students agree that

their speaking skills

can be enhanced by

participating speaking

activities with

e-learning elements.



• Lesson

observation

• Co-planning

meetings

• Staff meetings

P.4-P.6 English

Teachers

• Teachers’

questionnaires

• Students’

questionnaires

• Lesson

observation

reports

• Co-planning

reports

• Minutes

Main Concern 4: Promote drama in education.



Evaluation

Method

Person-in-

charge Resources

Strengthen

students’

ability of

appreciation

to the

language.

• To help students

appreciate the

language.

Review and refine

the drama lessons in

P.4 Keys 2 Literacy

Development.

Whole

year

• 70% of the P.4

teachers agree that

students’ ability of

appreciation to the

language are


integrating drama

elements in Keys 2

Literacy

Development.

• 70% of the P.4

students agree that

their ability of

appreciation to the

language are




• Lesson

observation

• Staff meetings

P.4 English

teachers

• Teachers’

questionnaires

• Students’

questionnaires

• Lesson

observation

reports

• Minutes



Evaluation


integrating drama

elements in Keys 2

Literacy

Development.

(F) Team Members

So Shui Chun Lam Tsz Mei Leung Yee Ka Lau Ying Kwan

english language programme plan - 五旬節靳茂生小學 program… · it is mainly designed to...

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