Key Emphases and Strategies in Planning the English Language Education KLA 14 October 2010 English Language Education Section Curriculum Development Institute

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

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

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

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


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)


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


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


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


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

Documents

Key Emphases and Strategies in Planning the English Language Education KLA 14 October 2010 English Language Education Section Curriculum Development Institute