The Latest Development in the Primary English Language Curriculum

and its Implementation Issues

15 October 2007

English Language Education Section

Curriculum Development Institute

Education Bureau

Foundation of Curriculum Leadership and Management Series(2) The Latest Development in the Chinese Language Education

and English Language Education KLA Curricula

Role of PSM(CD)s as Curriculum Leaders

Keeping abreast of the development of the central English Language Curriculum

Supporting the development of a school-based English Language curriculum

Coordinating a cross-curricular approach to curriculum planning

Creating a language-rich environment and friendly atmosphere

Facilitating the smooth interface between key stages

Facilitating the development of a learning culture among teachers

Subject Curriculum Guide

English Language Curriculum Guide (Primary 1 – 6)(2004, CDC)

Implemented at Primary 1 in

September 2005

Diagrammatic Representation of the English Language Curriculum Framework

9 G

ener

ic S

kil

lsV

alues an

d A

ttitud

es

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

– Using a task-based approach in learning, teaching and assessment

– Introducing a variety of text types– Learning and teaching grammar in context– Developing vocabulary building skills– Learning and teaching phonics in context– Strengthening ‘learning to read’– Promoting a ‘reading to learn’ culture – Promoting assessment for learning– Making better use of dictation and assigning

meaningful homework

Features of the English Language Curriculum Guide (Primary 1- 6)

School-based English Language Curriculum Development

Based on

• Central curriculum framework

• School strengths & student learning needs, abilities and orientations

Choose an entry point and involve collaboration among the stakeholders and other agencies in the process of designing, implementing, evaluating and continuously improving the learning, teaching and assessment plans and activities

General English Pr

ogramme

Reading Worksho

ps

Intervention Progr

amme

Enrichment Progra

mmeEnglish Language Curriculum Guide (Primary 1-6)(CDC, 2004), pages 97-101

Components of a School-based English Language Curriculum

General English Programme

• Providing ample opportunities for purposeful, integrative and creative use of language

• Using the task-based approach in learning, teaching and assessment– mastery of subject knowledge and skills– development of generic skills and positive

values and attitudes• Maximizing learners’ exposure to a wide

variety of text types and learning resources• Taking up about 60% of the English lesson

time

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 chi

ldren• Providing opportunities for learners to take an active role in learni

ng

• Taking up about 40% of the English lesson time• Closely linked to the learning and teaching that take place in the Ge

neral English Programme• Using real books of a variety of text types• Adopting effective teaching strategies

Variety of Text Types

• Information texts• Narrative texts• Exchanges• Procedural texts• Explanatory texts• Persuasive texts

English Language Curriculum Guide (P1-6), p.17

Reading Workshop

s

Storytelling

Reading Aloud

Shared Reading

Supported

Reading

Independent

Reading

Teaching Strategies for Reading

Five Teaching Strategies for Reading

Sto

ryte

llin

g

Sh

are

d

Read

ing

Read

ing

A

lou

d

Su

pp

ort

ed

R

ead

ing

Ind

ep

en

den

t Read

ing

KS1KS1

KS2KS2

Cross-curricular Linkage in Curriculum Planning

• Decide on the themes or topics to establish meaningful cross-curricular links

• Draw up an overall plan of Learning Targets and Objectives, relevant learning activities and schedule of work

• Develop and evaluate the learning, teaching and assessment materials and activities

Organising modules of learning to establish meaningful links among concepts and ideas acquired in different KLAs and to help students construct and apply knowledge in the process

English Language Curriculum Guide (Primary 1-6), p.107

Cross-curricular Learning

Creating a Language-rich Environment

• Speak to pupils in English inside and outside the classroom

• Encourage pupils to interact with one another in English inside and outside the classroom

• Set up the English Corner• Display target vocabulary and language structures

on the learning wall• Display English reading materials inside and

outside the classroom

Interface between KS1 and KS2KS1

• Provide children with positive language experiences and create a stimulating environment to enhance their interest in language learning

• Use interesting and meaningful activities to motivate learners

• Put more emphasis on the development of phonics, listening, speaking and reading skills

KS2• Continue to provide active, e

ngaging and meaningful learning activities

• Provide opportunities for learners to develop dictionary and information skills as well as to practise the integrative use of language

• Strengthen grammar learning by providing a wide range of materials and activities for application of language and skills learnt

• Continue to encourage learners to read materials in English

English Language Education KLA Curriculum Guide (Primary 1- Secondary 3))(2002), pp.26-27

Interface between KS1 and KS2

• Aim for a balanced and comprehensive coverage of the learning targets and objectives within and across year levels

• Ensure continuity and vertical coordination across the key stages to provide opportunities for learners to progress from one stage to another

Interface between the Primary and Secondary Levels

Curriculum planning should focus on

both the learning/teaching processes

and outcomes. It should best start at the

primary and junior secondary levels to

ensure a smooth interface with the NSS.

S6

S5

S4

Compulsory

Part

(75%)

Elective

Part *

(25%)

Design of the NSS English Language Curriculum

English Language Curriculum and Assessment Guide (Secondary 4-6)(2007), p.10

* With language arts and non-language arts modules

Interface between the Primary and Secondary Levels

• Develop students’ reading skills and cultivate their reading habit

• Encourage extensive reading and viewing• Expose students to a variety of language arts

materials• Provide more practice on giving presentations and

engage students in group interaction

Development of a Learning Culture

• Encourage teachers to attend professional development programmes

• Arrange time for collaborative lesson planning• Encourage teachers to explore different learning a

nd teaching materials and effective teaching strategies

• Encourage peer observation• Provide opportunities for sharing of teaching ideas

and experiences

Promoting Assessment for Learning

• Sharing learning intentions and success criteria with learners

• Providing quality feedback

• Making use of assessment data to enhance learning and teaching

– Internal assessment

– TSA

Assessments in Schools

Oral presentations

Homework etc.

Shared writing and

process writing

Portfolios

Learning tasks and activities

Conferencing

Assessment tasks

Projects

Modes of Assessment

Revised

expectations

Improved

teaching

strategies

Improved

curriculum plans

Reflecting

Analyzing

Interpreting

Assessment Data

Useful

quality

feedback to

pupilsEffective

learningImpetus

for

learning

Assessment for

Learning

Some Suggestions of the Way Forward:

• Use poems, songs and rhymes to help pupils develop sensitivity towards the sounds and rhythm of the English language

• Expose pupils to more authentic listening materials covering a range of text types (e.g. advertisements, announcements, telephone conversations) to prepare pupils for listening to English in real-life situations

• Draw pupils’ attention to the use of spoken English in their daily life (e.g. conversations with the NETs, announcements on the MTR)

• Make use of activities like storytelling, reading aloud and shared reading to develop pupils’ listening skills (let pupils comprehend more meaningful chunks by asking them to listen to or read aloud continuous prose)

• Help pupils develop the habit of listening attentively throughout the whole learning and teaching process

Listening

Some Suggestions of the Way Forward:

• Develop in pupils the good habit of listening to the whole recording once to get the gist or main ideas the first time they listen. In subsequent listening, guide pupils to locate and understand specific details

• Teach the skills explicitly rather than just playing the tape/CD and checking answers

• Increase in complexity the content of the listening materials as pupils progress from KS1 to KS2 (e.g. providing opportunities for pupils to listen to extended texts rather than merely short and discrete items)

• Help pupils anticipate the content of the listening text and tune in

• Help pupils develop their simple note-taking skills

• Review the problems when pupils fail to identify the information required and guide pupils how to get the answers

Listening

Some Suggestions of the Way Forward:

• Expose pupils to a range of text types

• Use multi-media resources to boost pupils’ interest and confidence in reading

• Teach pupils different reading skills explicitly instead of just explaining the meaning of the vocabulary

• Guide pupils to read for meaning (i.e. understand the main ideas/gist of the whole text before learning how to locate specific information)

• Use effective questioning techniques to help pupils develop reading skills as well as critical thinking skills and creativity

• Allow ‘wait time’ for pupils to formulate their responses

Reading

Effective Questioning Techniques

• Ask questions to check knowledge and comprehension• Ask more open-ended questions to stimulate thinking

Application Analysis Synthesis Evaluation

English Language Curriculum Guide (Primary 1-6), pp.150-151

Some Suggestions of the Way Forward:

Learning and teaching• Ask open-ended questions

Encouraging pupils to express their personal experiences, ideas and feelings

Helping pupils develop creativity

• Gradually reduce the support given to pupils

Providing a model Providing guiding questions Providing an outline

Writing

Some Suggestions of the Way Forward:

Learning and teaching

• Expose pupils to a variety of text types

• Discuss the topic for the writing task, clarify the purpose and audience, discuss the format, conventions and language features whenever appropriate

• Use shared writing and process writing to help learners progress from the stage of guided writing to independent writing

• Provide opportunities for the application of the language items and structures learnt

• Encourage pupils to use a variety of language structures and vocabulary

• Guide pupils how to organise ideas (e.g. understand the use of a mind map and appropriate cohesive devices rather than just answering guiding questions)

Writing

Some Suggestions of the Way Forward:

Learning and teaching

• Help pupils develop the habit of reviewing their own work to avoid careless spelling and grammatical mistakes

• Give quality feedback to pupils on how they can improve their writing (acknowledging pupils’ efforts and give encouraging remarks)

• Foster a good learning culture in class by demonstrating examples of good pupil writing and highlighting pupils’ strengths

Writing

Some Suggestions of the Way Forward:

• Provide more practice on reading aloud (application of phonics skills)

• Provide more practice on giving presentations or rehearsed speech (e.g. show-and-tell)

• Provide more practice on spontaneous interaction

• Encourage pupils to talk with the NETs or English teachers in English both inside and outside the classroom

• Encourage and guide pupils to give appropriate elaboration

• Develop pupils’ confidence in speaking English (emphasis on fluency before accuracy)

• Teach the communication strategies explicitly

Speaking

Use holistic marking

Identify the focus of the task

Decide on the marking criteria which can cover the different aspects (e.g. content, language and organisation for writing)

Acknowledge what pupils can do

Avoid counting every single grammatical/spelling/pronunciation mistake

Practise consensus marking to gain a common understanding of pupils’ performance and facilitate the provision of feedback

Marking – Writing / Speaking

Some Suggestions of the Way Forward:

Professional Development Courses 2007-08

• Induction for English Panels at Primary Level (3-hr seminar, Nov 07)

• Literacy Instruction for Teachers (3-hr seminar, Jan 08)

• Enhancing English Vocabulary Learning and Teaching at Primary Level (6-hr workshops, Mar – Apr 08)

• Developing Learners' Writing Skills through Process Writing at Primary Level (15-hr workshops, Mar – Jul 08)

• Professional Development Course on Assessment for Learning in English Language at Primary Level (5 weeks, Jan & Apr 08, run by HKIEd)

• Professional Development Course on Catering for Learning Difficulties in English Language Learning (8 weeks, Jan & Apr 08 , run by HKIEd)

Professional Development Courses 2007-08

• Learning and Teaching in Primary English Education Series: (3- hr workshops organised by NET Section)

Shared Reading (Nov 07) Introduction to Poetry Writing (Nov 07) Speaking and Listening – Classroom Activities (Dec 07) Learning and Teaching Strategies for Effective Link between KS1

and KS2 (Jan 08) Application of Assessment for Learning (Mar 08) Using Text Types in Writing (Apr 08) Setting up a School-based Reading Programme (Apr 08) Developing a School-based Phonics Programme (May 08) Using Process Drama in the English Classroom (May 08) Catering for Learner Diversity (June 08)

Resource Packages

Let’s Experience and Appreciate Poetry (LEAP) KS1 & KS2

Let’s Experience and Appreciate Drama (LEAD)

Songs, Rhymes and Tales for KS1 & KS2

Phonics Multimedia Resource Pack

Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE)

Phonics in Action

Promoting Quality Interaction in the Primary English Classroom

Promoting Assessment for Learning in English Language Education at Primary Level

Adopting Task-based Approach in the Primary Classroom

Good Practice in Speech Activities

Writing Packages (P1-3 & P4-6)

Learning English is Fun - English Language Camp Activities for Primary 4 Students

Using IT to Learn, Learning to Use IT

Resource Packages

LiteracyInstructionForTeachers

The Splendour of Writing Poems: Inspiring Students’ Imaginations

Resource Packages

Promoting Critical Thinking, Creativity and Cultural Awareness through Language Arts in Primary Schools

Enhancing English Language Curriculum Planning, Learning and Teaching through Cross-curricular Modules at Primary Level

ETV Programmes

• Presentation Skills

• Quality Feedback

• Storytelling

Web resources

Web resources

More InformationMore Information• General – circulars, training calendar, links, etc.

http://www.edb.gov.hk

• 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