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Advanced Course on Curriculum Management and Leadership Strategies to Enhance Students English Proficiency under th

2. Objectives. To provide suggestions on how to lead and manage the English Panel effectively to cope with the challenges of the fine-tuned MOI arrangements for secondary schoolsTo discuss the English Panel's role in implementing a whole-school language policyTo share good practices and strategies in enhancing students' English proficiency under the fine-tuned MOI arrangements.

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Advanced Course on Curriculum Management and Leadership Strategies to Enhance Students English Proficiency under th

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    1. 1 Advanced Course on Curriculum Management and Leadership Strategies to Enhance Students’ English Proficiency under the Fine-tuned MOI Policy English Language Education Section Curriculum Development Institute Education Bureau 1 December 2009

    2. 2 Objectives To provide suggestions on how to lead and manage the English Panel effectively to cope with the challenges of the fine-tuned MOI arrangements for secondary schools To discuss the English Panel’s role in implementing a whole-school language policy To share good practices and strategies in enhancing students’ English proficiency under the fine-tuned MOI arrangements

    3. 3 Today’s Programme (A.M.)

    4. 4 Today’s Programme (P.M.)

    5. 5

    6. 6 Roles of English Language Curriculum Leaders

    7. 7 Tasks for English Language Curriculum Leaders

    8. 8 Activity 1 Refer to Handout 1. Study the list of duties and put a tick against those you are undertaking.

    9. 9

    10. 10 Activity 2 A) Refer to Handout 2. From the duties you have ticked, choose three which are most important. Then, choose three which take up most of your working time. Write the numbers in the following tables.

    11. 11 Curriculum Management and Leadership

    12. 12 Food for Thought Read the following quotations about “management” and “leadership”. Think about what “management” and “leadership” mean to you.

    13. 13 Tasks for English Language Curriculum Leaders under the Fine-tuned MOI Arrangements

    14. 14

    15. 15 Activity 3

    16. 16 Background

    17. 17 No pure bifurcation of secondary schools into CMI and EMI MOI arrangements in the form of by class, by group, by subject, by session

    18. 18 (2) CMI for all subjects + = 25% lesson time of English ELA (3) CMI + EMI for a maximum of 2 subjects (= 25% lesson time) (4) CMI for some subjects + EMI for other KLAs/Subjects

    19. 19

    20. 20

    21. 21

    22. 22 On MOI http://www.edb.gov.hk/index.aspx?nodeID=1900&langno=1 On Fine-tuned MOI Arrangements http://www.edb.gov.hk/UtilityManager/circular/upload/EDBC/EDBC09006E.pdf

    23. 23

    24. 24 Activity 4 Refer to Handout 4, which is the Annex of the EDB Circular No.6/2009. A) Fill in the School-based Medium of Instruction (MOI) Plan for S1 students admitted in the 2010/11 school year according to the MOI fine-tuning arrangements and your school’s own circumstances. B) Share your school’s language policy with your group members and explain the rationale behind.

    25. 25 Whole-school Language Policy A whole-school language policy is a dynamic action statement consisting of principles, aims and strategies. It is a shared document for all stakeholders and expresses a common vision of the role and status of all languages relevant to life within a school.

    26. 26 Whole-school Language Policy A whole-school language policy should involve the deliberation of the following: Students’ abilities, interests, needs, learning progress School-based circumstances including teachers’ capability and readiness and school support measures Students’ gradual, systematic and progressive exposure to English at junior secondary levels from primary schools Students’ need in bridging over to senior secondary education

    27. 27

    28. 28 Setting Realistic Goals to Improve Students’ English Proficiency Schools should set realistic goals based on their students’ needs and interests. Cummins and Man (2007) refer ‘language proficiency’ to three dimensions: Conversational fluency Discrete language skills Academic language proficiency

    29. 29 Three Dimensions of Language Proficiency Conversational fluency The ability to carry on a conversation in familiar situations Involving the use of high frequency words and simple grammatical constructions

    30. 30 Activity 5 Refer to Handout 5. Discuss with your group members the implications of the three dimensions of language proficiency on the work of the English Panel in implementing the school-based MOI Plan.

    31. 31 Experience Sharing – Fukien Secondary School (Kwun Tong)

    32. 32

    33. 33 Refer to Handout 6. Consider the following: - the whole-school language policy of your school, e.g. EMI for all subjects, EMI for two subjects, ELA - the goals that the English Panel aims to achieve on students’ language proficiency and discuss the tasks for English Language Curriculum Leaders in response to the Fine-tuned MOI Arrangements for Secondary Schools.

    34. 34 Tasks for English Language Curriculum Leaders under the Fine-tuned MOI Arrangements

    35. 35 Tasks for English Language Curriculum Leaders under the Fine-tuned MOI Arrangements

    36. 36 Tasks for English Language Curriculum Leaders under the Fine-tuned MOI Arrangements

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