Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2012/13)

Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2012/13) Key Emphases and Strategies in Planning the English Language Education KLA 11 October 2012 English Language Education Section Curriculum Development Institute Education Bureau 1

Curriculum Documents for the Implementation of the English Language Curriculum English Language Curriculum Guide (Primary 1 – 6)(CDC, 2004) English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002) 2

Components of a School-based English Language Curriculum in Primary Schools Generic Skills? • About 40% of the lesson time • Closely linked to the learning and teaching in the GE Programme • About 60% of the lesson time Values and Attitudes? 3

Key Emphases of the English Language Curriculum Adopting a task-based approach Learning and teaching grammar in context Strengthening a ‘reading to learn’ culture Promoting assessment for learning Developing vocabulary-building strategies 4

Task-based Approach Purpose Five Features of a Task Framework of Knowledge and Skills Process: a mode of thinking and doing Context Product 5

Teaching Grammar in Context • Using a task-based approach • Students learn grammar items and structures for use in meaningful contexts and for purposeful communication 6

Resource Package Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom 7

PDP 2012-2013 Developing Creativity in Pupils in the Upper Primary English Classroom (New) 26, 27 Oct 2012 8

Teaching Strategies for Reading Teacher Support Storytelling Independent Reading Reading Aloud Reading Workshops Supported Reading Shared Reading English Language Curriculum Guide (Primary 1-6), p. A29

Progressive Development of Reading Skills from KS1 to KS2 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 feelingsconveyed in a text Understand the information provided on the book cover, index and glossary Recognise the features of a variety of text types KS1 KS2 Construct meaning from texts Guess the meaning of unknown words by using pictorial and contextual clues Identify key words for the main idea in a sentence Understand the information on the book cover and contents page Recognise the features of some common text types

Available Reading Programmes Primary Literacy Programmes developed by the NET Section, CDI, EDB and other organisations • Primary Literacy Programme – Reading [PLP-R (KS1)] • Primary Literacy Programme – Reading and Writing [PLP-R/W (KS1)] • Key Stage 2 Integration Programme (KIP) • The Integrated English Language Programme [IELP (KS1)] • The Learning to Learn English Language Programme [LLELP (KS2)] • Read, write, Inc. 12

Resource Package Literacy Instruction For Teachers 13

PDP 2012-2013 Developing Primary Pupils' English Reading Strategies to Enhance their Learning Capacity to Facilitate the Transition from KS2 to KS3 (New) Apr-May 2013 14

Creating a Conducive Language Learning Environment 15

Widening the Space of Learning and Teaching English • Arouse students’ curiosity and interests inobserving 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 watchTV programmesor listen to radio programmes in English (e.g. Sunday Smile on RTHK3) • Encourage students totake part in English activitiesorganised by other institutions (e.g. HK Speech Festival) • Set up Reading Award Schemes • Nurture a school reading culture through role-modelling of teachers and the school head 16

RTHK radio programme – Sunday Smilehttp://app1.rthk.org.hk/special/sundaysmile/ 17

Learning Tasks and Activities Assessment for / of Learning ? Examinations Modes of Assessment in Schools Assessment Tasks Shared Writing and Process Writing Conferencing Projects Oral Presentations Homework Dictation 19

Purposes of Doing Dictation Using Dictation to Promote Assessment for Learning • Practising listening and spelling skills • Practising phonics skills • Practising writing skills • Promoting autonomy in language learning • Promoting assessment for learning 20

Using Dictation to Promote Assessment for Learning There is a big ship in the sea…… ……He studied until twelve o’clock last night. There is a big sheep in the sea…… ......He study until twelve o’cock last night. 21

Making use of context Mistake made: There is a big sheep in the sea. Using Dictation to Promote Assessment for Learning It is about something you can see in the sea. What should it be? I got it. It should be “ship”. 22

Making use of grammar knowledge Mistakes made: He study until twelve o’cock last night. Using Dictation to Promote Assessment for Learning This sentence is about things that happened “last night”. What tense should you use? 23

Applying phonics skills in spelling Mistakes made: Using Dictation to Promote Assessment for Learning He study until twelve o’cock last night. How do you spell the word “class”?... Now, listen to this word again, “o’clock”. Do “class” and “clock” begin with the same sound? Now try to apply your phonics skills and spell “o’clock”. 24

Learning Progression framework (LPF) • The reference points of students’ understanding, which allow students compare their own learning over time with descriptions and examples of expected learning. Learning Outcomes Level Skills Speaking Outcome Statements Pointers Writing Content Learners at this level can, for example, Organisation Reading Language and style Listening Underlying principles 25

PDP 2012-2013 Using the Learning Progression Framework to Enhance Learning, Teaching and Assessment for English Language at Primary Level (Re-run) Mar 2013 26

Developing Vocabulary Building Skills • Promoting learner independence through the development of lifelong language learning skills and strategies such as vocabulary building skills, phonics skills and information skills • Providing opportunities for the mastery of the enabling skills through purposeful tasks and in meaningful contexts • Encouraging learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words 28

Resource Package Enhancing Vocabulary Learning and Teaching at Primary Level 29

Resources and Support Where could I find e-learning resources to motivate students to use English inside and outside classrooms? Where could I find suitable resources to enhance English Language learning and teaching? Where could I get more teaching ideas in developing students’ language skills? 30

E-Learning English ResourcesEDB One-stop Portal http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html 31

E-Learning English ResourcesPrimary English E-learning Resources (PEER) http://peer.edb.hkedcity.net/ 32

Resources and Support http://www.edb.gov.hk/index.aspx?nodeID=2365&langno=1

http://www.edb.gov.hk/index.aspx?nodeID=2402&langno=1 34

Training Calendar • http://tcs.edb.gov.hk 35

Central Resources Centre Address:Podium Floor, West Block,EDB Kowloon Tong Education Services Centre,19 Suffolk Road, Kowloon Tong Telephone no.: 3698 4437 http://crc.edb.gov.hk/crchome/en/default.htm 36

More 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, CDI • Room 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, • Wan Chai, HK (Fax: 2834 7810) • Ms Wendy TSANG (Tel: 2892 6570) • Ms Iris CHAN (Tel: 2892 6414) 37

Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2012/13)