1. Select P.1 as our starting point

1. 1. Select P.1 as our starting point 2. Plan our school-based curriculum a. adapt the coursebook (select focuses to work out a scheme of work) b. add more ‘experience’ dimensions materials (stories, songs, rhymes & poems) c. cater for individual differences

2. 3. Prepare lessons collaboratively 4. Add more learning activities ‘Learning should be experimental rather than instructional since learners learn best through activities that demand active involvement.’ Syllabuses for Primary Schools English Language 1997 P.49

3. 5. Design our own workbooks (replace all materials provided by the publisher) a. language focus b. graded exercises c. oral practice d. grammar exercises e. writing task 6. Assessment (*Formative assessment: dictations, quiz & writing) (*Summative assessment: Exam)

4. 7. Build a resources bank 8. Inform parents

5. How to design a module:Use coursebook as the base Use self-designed materials to replace ALL supplementary exercises provided by the publisher (e.g. Pre-Task, Reading & Writing Skills, Grammar Practice) Illustrated by New Welcome to English TOC edition P.4AModule: Leisure TimeUnit 3: Harry’s day (p.13-18)

6. Core elements Self-designed materials in the form of a booklet Non-core elements When teachers prepared lessons collaboratively, they worked out teaching focuses. They shared the focuses with students & parents.

7. Help students understand the concept of “quarter” and “past” using a diagram

8. Revision on numbers

9. Focus on time before moving on to daily routines

10. Additional worksheets to supplement the booklet

11. Teachers’ reflection: Too difficult, remedy by peer editing Move on to the third person singular Focus on the first person singular

12. One of the expected learning outcomes is to write a diary. Students started from controlled speaking & writing tasks(examples shown here) to free writing tasks (will be shown later).

13. Various text types are introduced. Focus on language use.

14. Passage for Independent reading (homework)

15. Play the game Mr. Fast to understand “how long”

16. Play the game to consolidate the concept “how long”

17. Various text types are introduced. Focus on language use.

18. How to cater for the needs of different classes? Using self-designed booklets to set the baseline (core elements) give rooms for individual teachers to design tasks/exercises that suit their students’ needs

19. Break down the task into smaller steps for lower ability groups

21. Quiz to check students’ learning

22. Replaced the suggested activity by another more appropriate activity

23. Used various classroom strategies (e.g. peer editing) to assist students to complete the task

24. How to design a Scheme of Work ? • Flexible use of textbook • Integrate phonics & stories with focuses identified in the coursebook • Introduce various text types • Apply the principle of integration & recycling • State explicitly the expected learning outcomes (from controlled or semi-controlled tasks to free tasks)

25. T.W.G.Hs. Leo Tung-hai Lee Primary School 2003-2004 1st Term Primary 4 English Teacher’s Work Plan

28. Replace Unit 8 with the story “Red Planet”, design own booklet to consolidate students’ learning

29. Integrate diary writing into the booklet

30. Examples of Free writing (Writing a diary) Different requirements for different students

32. 1st Term End-Term Exam

33. How to sustain and improve the school-based curriculum (P.1-3)? • One “seed” teacher remains in one level • work out lesson plans • Evidence (students’ performance & teachers’ observation) collected and recorded – pass on to next year

34. Example of a lesson plan

35. Comments given by last year’s teachers: “pupils actually did not understand the meaning of the poem though the words are easy.”

36. Teachers improved the booklet based on last year teachers’ comments. Improved version

37. This year’s new focus (free writing) added to the booklet