Strategies for English Learning Through Language Arts and Reading

1. Strategies for English Learning Through Language Arts and Reading SEED Briefing 18th April 2009 RNCT, NET Section CDI, EDB Peter to welcome audience and introduce team and role of the team (RNCT), school support, PD and materials development and then introduces STELLAR. Pilot, beneficial for schools and students, good model of NET deployment, integration with GE programme, LA component taken care of. Peter to welcome audience and introduce team and role of the team (RNCT), school support, PD and materials development and then introduces STELLAR. Pilot, beneficial for schools and students, good model of NET deployment, integration with GE programme, LA component taken care of.

2. Benefits for Students English learning through Language Arts Preparation for NSS Elective Modules Integrated skill development Provides cross curricular language elements Peter to speakPeter to speak

3. Benefits for Teachers and Schools Professional development programme for teachers Materials catering for learner diversity School support with professional development Confidence to develop enjoyable Language Arts lessons Peter to speakPeter to speak

4. Links to the Curriculum Ties in to overall aims of the English language curriculum, in particular: To create a language rich environment by: ‘Making greater use of literary or imaginative texts to promote critical thinking and encourage free expression and creativity’. English Language Education Key Learning Area Curriculum Guide (Primary 1- Secondary 3), 2002, pp5-6. Peter to speak (bring copy of the ELCG for reference)Peter to speak (bring copy of the ELCG for reference)

5. 3 Year Project StephenStephen

6. Structure 4 Thematic Modules per year 1 optional Phonological Awareness module 2 lessons per cycle / 8 cycles per term Total of 32 lessons per year Stephen Folders to be handed out to audienceStephen Folders to be handed out to audience

7. S.1 Modules Stephen Designed to align with themes most commonly found in textbook(s) (cross-curricular links – if time) Optional 5th module – phonics (to strengthen student learning)Stephen Designed to align with themes most commonly found in textbook(s) (cross-curricular links – if time) Optional 5th module – phonics (to strengthen student learning)

8. Meet the Bloggs Jo Here are the characters. Intergenerational. Each is unique and interesting, eg Grandfather is vulcanologist. Family live in HK, most of the action occurs in HK, bound to local context Modules follow the adventures of the Blogg family, eg, in unit 2, they travel to ChinaJo Here are the characters. Intergenerational. Each is unique and interesting, eg Grandfather is vulcanologist. Family live in HK, most of the action occurs in HK, bound to local context Modules follow the adventures of the Blogg family, eg, in unit 2, they travel to China

9. What does Stellar look like? Folder of photocopiable sheets Jo. Show big folder. Notes for teachers, printed copies of ppts, read-only copies on CD. EVERYTHING is supplied to teachers to alleviate workload pressure as far as possible. Core handouts supplied, with options for learner diversityJo. Show big folder. Notes for teachers, printed copies of ppts, read-only copies on CD. EVERYTHING is supplied to teachers to alleviate workload pressure as far as possible. Core handouts supplied, with options for learner diversity

10. What does Stellar look like? Photocopiable sheets Jo Example of a photocopiable worksheet (all LA related). Some pages are worksheets and there are also generic worksheets which can be used with different text types. Refer to handout – listening activity Jo Example of a photocopiable worksheet (all LA related). Some pages are worksheets and there are also generic worksheets which can be used with different text types. Refer to handout – listening activity

11. What does Stellar look like? Module Plan Jo Example in audience folders Tasks, grammar items, vocab items within the module (well-structured) Another h’out, teachers are told which items are core and which are optional Jo Example in audience folders Tasks, grammar items, vocab items within the module (well-structured) Another h’out, teachers are told which items are core and which are optional

12. What does Stellar look like? Lesson Plans Jo Refer audience to their folders Clearly set-out objectives, tasks. Icons for supplied resources eg ppt (core and optional – both types of lessons have the lesson plans with resources)Jo Refer audience to their folders Clearly set-out objectives, tasks. Icons for supplied resources eg ppt (core and optional – both types of lessons have the lesson plans with resources)

13. What does Stellar look like? CD with power point presentations with links and audio Jo Part of resource package, hyperlinked (image and word), audio links, phonic moments (e.g rock, hyperlinked to slide with words with similar sounds)Jo Part of resource package, hyperlinked (image and word), audio links, phonic moments (e.g rock, hyperlinked to slide with words with similar sounds)

14. What does Stellar look like? Student portfolio Jo Accumulates over length of STELLAR programme Evidence of learning and progression in LA and English. Coursework or classwork component of assessment. Can be taken into senior secondary English To be kept from year to year, we will supply an example to schools (hold up example for audience) To contain other worksheetsJo Accumulates over length of STELLAR programme Evidence of learning and progression in LA and English. Coursework or classwork component of assessment. Can be taken into senior secondary English To be kept from year to year, we will supply an example to schools (hold up example for audience) To contain other worksheets

15. What does Stellar look like? Journal template for student and teacher reflection Jo. Examples in audience folders. Students reflect on learnng To aid teacher reflection and development (periodically, not after every lesson, after each module, tool for learning) To assist NET Section to refine materials developmentJo. Examples in audience folders. Students reflect on learnng To aid teacher reflection and development (periodically, not after every lesson, after each module, tool for learning) To assist NET Section to refine materials development

16. Who will be involved in Stellar? Coordinator assigned within the school NET (expected to play key role) English Panel Chair English Panel Members Regional NET Coordinators from NET Section, CDI, EDB Stephen NET will shoulder most of teaching, this will change over time. NET is ONE of the teachers, this is a collaborative effort. Co-teaching is possible. EPC to supervise, EPMs to teach and implement School Co-ordinator need not be EPC RNCs from the NET Section will advise and offer school support as necessary – 9 co-ordinators for thisStephen NET will shoulder most of teaching, this will change over time. NET is ONE of the teachers, this is a collaborative effort. Co-teaching is possible. EPC to supervise, EPMs to teach and implement School Co-ordinator need not be EPC RNCs from the NET Section will advise and offer school support as necessary – 9 co-ordinators for this

17. Professional Development Programme 6 Professional Development sessions per year S101-S103 - Tsuen Wan Office S104- S106 – Regional Cluster Meetings Held in school hours Stephen S101-103 will involve all the teachers from all the STELLAR pilot schools S104-S106 will be on a regional basis, will be held during school hours,Stephen S101-103 will involve all the teachers from all the STELLAR pilot schools S104-S106 will be on a regional basis, will be held during school hours,

18. Stellar P.D. Programme Stephen Induction (whole day) S102 and S103 3 hours each (may be am and pm to accommodate teachers) These will be on EDB TCS, sign up through TCS, so added to teachers PD profile RCMs will be smaller, on a regional basis, dates TBC as soon as possible.Stephen Induction (whole day) S102 and S103 3 hours each (may be am and pm to accommodate teachers) These will be on EDB TCS, sign up through TCS, so added to teachers PD profile RCMs will be smaller, on a regional basis, dates TBC as soon as possible.

19. School Support Based on school needs - Contribute to planning - Resources and resource development Each school allocated personalised support - Collaboration with school, Panel Members and NETs On-site and off-site Stephen Largely based on school needs. RNCs will contribute to planning modules, lessons Tailor-made service Each school allocate personalised support (to include co-planning, co-teaching and reflection) RNCs will collaborate with teachers in a capacity to be negotiated. Refer to ‘phonics module’ eg of individualised supportStephen Largely based on school needs. RNCs will contribute to planning modules, lessons Tailor-made service Each school allocate personalised support (to include co-planning, co-teaching and reflection) RNCs will collaborate with teachers in a capacity to be negotiated. Refer to ‘phonics module’ eg of individualised support

20. Assessment Writing tasks in each module – teachers may choose to use for assessment Assistance given in setting up student portfolios Student reflection journal entries Extension activities and resources provided Jo Each module has written tasks eg poetry, itinerary, brochure –extension tasks to cater for learner diversity (more able). Teachers may be able to use these for assessment. Instead of, not as well as (teacher and student workload concerns, marking) RNC co-ordinator will assist with setting up student portfolio H’out – e.g for reflection journal entry, these can be included as form of formative assessment and included in portfolios (easily accessible to parents) Hold up eg of extension task (Reading in Readers theatre, reading own and and others writing, reading to learn, aplying and strengthening reaing skills, we are giving examples of text types, reading is essential) Structure of lesson – pre-reading, reading, post-reading stagesJo Each module has written tasks eg poetry, itinerary, brochure –extension tasks to cater for learner diversity (more able). Teachers may be able to use these for assessment. Instead of, not as well as (teacher and student workload concerns, marking) RNC co-ordinator will assist with setting up student portfolio H’out – e.g for reflection journal entry, these can be included as form of formative assessment and included in portfolios (easily accessible to parents) Hold up eg of extension task (Reading in Readers theatre, reading own and and others writing, reading to learn, aplying and strengthening reaing skills, we are giving examples of text types, reading is essential) Structure of lesson – pre-reading, reading, post-reading stages

21. Evaluation of Programme questionnaires; interviews; teacher and student reflective journals; student portfolios; teaching/learning observation; focus groups; case studies. Jo Pilot programme, continually refine with awareness of heavy teacher workload. RNCT are teachers with recent classroom experience and are aware of the fact that time is precious. Using these forms of data to further improve programme. WE (RNCs) will be writing case studies/reports. All schools acknowledged and credited. Parents will realise students are offered valuable resources and the programme is interesting, motivating and relevant for them, also the school is catering for learner diversity, For teachers, valuable PD oportunity all teachers can use LA in their teachingJo Pilot programme, continually refine with awareness of heavy teacher workload. RNCT are teachers with recent classroom experience and are aware of the fact that time is precious. Using these forms of data to further improve programme. WE (RNCs) will be writing case studies/reports. All schools acknowledged and credited. Parents will realise students are offered valuable resources and the programme is interesting, motivating and relevant for them, also the school is catering for learner diversity, For teachers, valuable PD oportunity all teachers can use LA in their teaching

22. School’s Commitment Timetabling Two lessons per cycle essential Time-tabled co-planning sessions Professional Development / School Support Teachers attending P.D. workshops Meetings with RNCs (according to school needs) Peter 2 lessons per cycle essential PD and School support In all classes, across an entire year level Double lessons preferred Regular Co-planning essential (only for S1 teachers) Regular meetings with RNCs school needs to commit to these: not on top of co-planning sessions – depending on school needs and negotiatedPeter 2 lessons per cycle essential PD and School support In all classes, across an entire year level Double lessons preferred Regular Co-planning essential (only for S1 teachers) Regular meetings with RNCs school needs to commit to these: not on top of co-planning sessions – depending on school needs and negotiated

23. School’s Commitment Resources IT capacity for multi-media presentations Storage of portfolios and resources Dictionaries and anthologies Budget Stationery, e.g. student portfolios Printing costs Peter English Panel encouraged/recommended to buy dictionaries, poetry anthologies. Acquire ELE anthology Peter English Panel encouraged/recommended to buy dictionaries, poetry anthologies. Acquire ELE anthology

24. QUESTIONS ABOUT Stellar? ? ? ? ? ? ? ? ? Peter (Jo and Stephen) Application form (to be handed out now)Peter (Jo and Stephen) Application form (to be handed out now)

25. Contact Mr Peter Broe 3549 8337 pbroe@edb.gov.hk Peter thanks audience for coming, hope to hear from them soonPeter thanks audience for coming, hope to hear from them soon