Planning and Implementing a Whole-school English Language Policy on Facilitating the Smooth Transition from KS1 to KS

1. 1 Planning and Implementing a Whole-school English Language Policy on Facilitating the Smooth Transition from KS1 to KS2 and from KS2 to KS3 Jan 2010

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4. 4 Systemic Level Recommendations and exemplars provided in the Primary English Language Curriculum Guide and resource packages Professional development opportunities Funding and support

5. 5 Funding English Extensive Reading Grant Capacity Enhancement Grant English Enhancement Grant Scheme for Primary Schools

6. 6 English Extensive Reading Grant(http://www.edb.gov.hk/index.aspx?nodeid=4766&langno=1) Procuring reading materials, including library books, journals and multi-media reading materials to set up their own school-based reading programmes Level of grant in 2009/10 (per school per annum): - $6,630 for schools with more than 12 classes - $3,314 for schools with 12 classes or less

7. 7 Capacity Enhancement Granthttp://www.edb.gov.hk/index.aspx?nodeid=2442&langno=1 Relieving teachers� workload to concentrate on the critical tasks in the education reform Hiring outside services and/or personnel on a temporary basis outside the permanent staff establishment according to schools� own circumstances and priorities Level of grant in 2009/10: $161,665 - $560,931 (depending on the number of classes)

8. 8 English Enhancement Grant Scheme for Primary Schools(EDBCM162/2009)

9. 9 Professional Support from EDB English Language Education Section, CDI Native-speaking English Teacher Section, CDI Language Learning Support Services Section, SSBS School-based Curriculum Development (Primary) Section, SSBS

10. 10 School Organisation Level Forming a task force to coordinate and lead

11. 11 Creating a Rich Language Learning Environment Encourage students to interact with teachers and one another in English outside 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 Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work. Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work.

12. 12 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) Creating a Rich Language Learning Environment Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work. Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work.

13. 13 Widening the Space of Learning and Teaching English Arouse students� curiosity and interest 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 archives (TV news reports) 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) Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work. Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work.

14. 14 Enhancing Students� Motivation in Learning English Foster a �can-do� attitude and encourage risk taking Set up Reading Award Schemes Nurture a school reading culture through role-modelling of teachers and the school head Organise fun-filled English activities / competitions Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work. Another important focus of the school is to create a language-rich environment because teachers believe that it is conducive to English learning. In this school, teachers always speak in English to students both inside and outside the classroom. At the same time, students are encouraged to do the same. During the lesson, students take turns to give weather reports to the class to practise presentation skills. They are also asked to interact with other students in pair work and group work . To motivate students to speak in English outside class, teachers have designed a passport and students who talk to others in English will be given a sticker. The school has also introduced the English Super Kids Scheme. These super kids will go around and talk to other students in English. Also, this school has got the Putonghua and English Week in alternate weeks. During the English Week, teachers and students not only make announcements in English, they also say the prayers in English. They also need to speak in English when they buy food from the tuckshop. To help students, the language for buying and selling is displayed on a board. To enrich students� exposure, the school has set up the English Garden where lot of English materials are displayed. In the classrooms, target vocabulary and sentence structures are also displayed on the learning wall. All round the school, there is the display of authentic materials, e.g. posters and students� work.

15. 15 School Curriculum Level Leading curriculum planning, development and management Facilitating the interface between key stages of learning

16. 16 In many schools, there are level coordinators. These level coordinators can serve as the bridge between teachers of the same level and the panel Head. At the beginning of each academic year, teachers need to plan the scheme of work for each year level. In the scheme of work, teachers arrive at a consensus on the learning targets, learning objectives, learning and teaching resources, learning and teaching strategies, contents etc. and how the key emphases of the curriculum reform are incorporated in the learning and teaching process. The panel Head has to work closely with the level coordinators to agree on key emphases and targets of the school-based curriculum. The level coordinator for each level will then discuss with the teachers of the same level to agree on ways for achieving the targets. In many schools, there are level coordinators. These level coordinators can serve as the bridge between teachers of the same level and the panel Head. At the beginning of each academic year, teachers need to plan the scheme of work for each year level. In the scheme of work, teachers arrive at a consensus on the learning targets, learning objectives, learning and teaching resources, learning and teaching strategies, contents etc. and how the key emphases of the curriculum reform are incorporated in the learning and teaching process. The panel Head has to work closely with the level coordinators to agree on key emphases and targets of the school-based curriculum. The level coordinator for each level will then discuss with the teachers of the same level to agree on ways for achieving the targets.

17. 17 Conducting Holistic Planning Needs analysis Action planning Evaluation

18. 18 Needs Analysis

19. 19 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

20. 20 Ensuring Vertical and Horizontal Coordination a balanced and adequate coverage of learning targets and objectives coherence in planning among teachers teaching the same year level and across year levels progression across year levels in learning, teaching and assessment

21. 21 Evaluation Match with the objectives set Collect concrete data as evidence Use a good mix of qualitative and quantitative tools

22. 22 1. The panel Heads should encourage sharing of knowledge, ideas, experiences and good practices through organizing regular sharing sessions for teachers, arranging peer coaching and peer lesson observation as appropriate. Teachers should also be encouraged to reflect on their classroom practices for informing further practices and decisions. 2. Collaborative lesson preparation is a practice adopted by many schools. Collaborative lesson preparation gives teachers, usually of the same level, time and space to discuss and come to a consensus on the teaching plans and strategies, teaching contents, design of learning and teaching resources/activities, modes of assessment, etc. Review of current practices in relation to the planning, development and implementation of the school-based English Language programme helps to inform future practice and decisions. 3. Collaborative lesson preparation enhances teacher interaction and fosters collaborative culture in schools. However, there may be concerns about the limited time in schools that could be arranged for collaborative lesson preparation. Here are some suggestions on creating time and space to facilitate collaborative lesson preparation: Flexible use of grants to hire assistants to release teachers of unnecessary administrative duties Allocating regular time slot in the school timetable for collaborative lesson preparation Encouraging sharing of ideas through circulation of related documents or through emails Soliciting parent support, e.g. supervising students during lunch time, helping in the school library 4. School-based action research projects enables teachers to enhance learning and teaching through knowledge and experiences generated and constructed in the process of critical and systematic inquiry into different learning teaching issues. Through engaging in different action research projects, the school can also be turned into a learning organization through collaborative team work within school. 1. The panel Heads should encourage sharing of knowledge, ideas, experiences and good practices through organizing regular sharing sessions for teachers, arranging peer coaching and peer lesson observation as appropriate. Teachers should also be encouraged to reflect on their classroom practices for informing further practices and decisions. 2. Collaborative lesson preparation is a practice adopted by many schools. Collaborative lesson preparation gives teachers, usually of the same level, time and space to discuss and come to a consensus on the teaching plans and strategies, teaching contents, design of learning and teaching resources/activities, modes of assessment, etc. Review of current practices in relation to the planning, development and implementation of the school-based English Language programme helps to inform future practice and decisions. 3. Collaborative lesson preparation enhances teacher interaction and fosters collaborative culture in schools. However, there may be concerns about the limited time in schools that could be arranged for collaborative lesson preparation. Here are some suggestions on creating time and space to facilitate collaborative lesson preparation: Flexible use of grants to hire assistants to release teachers of unnecessary administrative duties Allocating regular time slot in the school timetable for collaborative lesson preparation Encouraging sharing of ideas through circulation of related documents or through emails Soliciting parent support, e.g. supervising students during lunch time, helping in the school library 4. School-based action research projects enables teachers to enhance learning and teaching through knowledge and experiences generated and constructed in the process of critical and systematic inquiry into different learning teaching issues. Through engaging in different action research projects, the school can also be turned into a learning organization through collaborative team work within school.

23. 23 Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers Introduce EDB resource packages to teachers Managing Resources

24. 24 The teacher-librarian can support the implementation of the English Language curriculum through a variety of ways, e.g. topping up library resources according to the needs of the curriculum, extending the opening hours, equipping students with information literacy skills. Open discussion and sharing of ideas with teachers of different KLAs facilitate collaboration in developing plans and cross-curricular projects that are conducive to implementation of the curriculum, e.g. teachers of the English Language Education and Maths Education could collaborate and develop learning activities that involve compilation of survey findings. The teacher-librarian can support the implementation of the English Language curriculum through a variety of ways, e.g. topping up library resources according to the needs of the curriculum, extending the opening hours, equipping students with information literacy skills. Open discussion and sharing of ideas with teachers of different KLAs facilitate collaboration in developing plans and cross-curricular projects that are conducive to implementation of the curriculum, e.g. teachers of the English Language Education and Maths Education could collaborate and develop learning activities that involve compilation of survey findings.

25. 25 The teacher-librarian can support the implementation of the English Language curriculum through a variety of ways, e.g. topping up library resources according to the needs of the curriculum, extending the opening hours, equipping students with information literacy skills. Open discussion and sharing of ideas with teachers of different KLAs facilitate collaboration in developing plans and cross-curricular projects that are conducive to implementation of the curriculum, e.g. teachers of the English Language Education and Maths Education could collaborate and develop learning activities that involve compilation of survey findings. The teacher-librarian can support the implementation of the English Language curriculum through a variety of ways, e.g. topping up library resources according to the needs of the curriculum, extending the opening hours, equipping students with information literacy skills. Open discussion and sharing of ideas with teachers of different KLAs facilitate collaboration in developing plans and cross-curricular projects that are conducive to implementation of the curriculum, e.g. teachers of the English Language Education and Maths Education could collaborate and develop learning activities that involve compilation of survey findings.

26. 26 Facilitating the Interface between Key Stages of Learning In groups, share how your school facilitates the interface between different key stages of learning: Kindergarten to Primary KS1 to KS2 KS2 to Secondary

27. 27 Facilitating the Interface between Key Stages of Learning

28. 28 Facilitating the Interface between Key Stages of Learning

29. 29 Facilitating the Interface between Key Stages of Learning

30. 30 Development of Reading Skills Focus on learning to read and help students develop a range of basic reading strategies Expose students to different text types Using storytelling and shared reading

31. 31 Progressing in the Development of Reading Skills

32. Guess the meaning of unknown words by using pictorial and contextual clues

33. 33 Scan a text by looking at repeated words, words in bold, italics or capital letters

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36. 36 Development of Listening Skills Draw students� attention to the use of spoken English in their daily life Make use of activities like storytelling, reading aloud and shared reading Help students develop a range of basic listening skills

37. 37 Progressing in the Development of Listening Skills

38. 38 Guess the topic and the likely development of the topic by using personal experiences and knowledge of the world

39. 39 Development of Speaking Skills Draw students� attention to the use of spoken English in their daily life Develop students� confidence in speaking up Enhance students� motivation through games and show-and-tell Encourage students to interact with the teacher and their peers in English during the lessons

40. 40 Development of Writing Skills Help students progress from controlled writing to guided writing Guide students to organise their ideas with the use of mind maps Encourage and guide students to give appropriate elaborations Help students develop the habit of reviewing their own work

41. 41 Development of Enabling Skills Teach phonics and provide practice for application of phonics skills Encourage learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words Guide students to organise the vocabulary effectively Draw students� attention to word formation and word association Develop students� basic dictionary and information skills

42. 42 Class Level Using effective questioning techniques Enhancing quality interaction Catering for learner diversity Promoting assessment for learning

43. 43 Using Effective Questioning Techniques Variety of question types Wait-time Cues

44. 44 Variety of Question Types Learner-centred questions to elicit students� experience Closed questions to check knowledge and comprehension Open-ended questions to stimulate students� higher-order thinking Variety of question types Teachers should try to employ a variety of question types to gather information about learners� knowledge and skills in the language, develop their critical thinking skills as well as their positive values and attitudes. (For learner-centred questions, hyperlink to Slide 41. For closed-ended questions, hyperlink to Slide 42. For open-ended questions, hyperlink to Slide 43.) Variety of question types Teachers should try to employ a variety of question types to gather information about learners� knowledge and skills in the language, develop their critical thinking skills as well as their positive values and attitudes. (For learner-centred questions, hyperlink to Slide 41. For closed-ended questions, hyperlink to Slide 42. For open-ended questions, hyperlink to Slide 43.)

45. 45 Enhancing Quality Interaction Avoid too much teacher talk Promote both teacher-student and student-student interaction Use different grouping arrangements (e.g. pair work, group work) Use a variety of learning activities Provide appropriate support and feedback

46. 46 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)

47. 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 Providing quality feedback to enhance learning

49. Positive Diagnostic Constructive Focused Timely Encourage self-correction and independence In the Basic Education Curriculum Guide � Building on Strengths (CDC, 2002), it is recommended that schools should review their current assessment practices and put more emphasis on �Assessment for Learning� as an integral part of the learning, teaching and assessment cycle. To enhance learning By using different modes of assessment, teachers can seek to - identify learners� strengths and weaknesses; - diagnose their learning difficulties; and - most importantly, provide quality feedback for learners on how to improve their performance. To enhance teaching By using the evidence of student learning collected, teachers can review - their expectations of learners; - curriculum design and content; and - teaching strategies and activities.In the Basic Education Curriculum Guide � Building on Strengths (CDC, 2002), it is recommended that schools should review their current assessment practices and put more emphasis on �Assessment for Learning� as an integral part of the learning, teaching and assessment cycle. To enhance learning By using different modes of assessment, teachers can seek to - identify learners� strengths and weaknesses; - diagnose their learning difficulties; and - most importantly, provide quality feedback for learners on how to improve their performance. To enhance teaching By using the evidence of student learning collected, teachers can review - their expectations of learners; - curriculum design and content; and - teaching strategies and activities.

50. 50 XXX should get the most humorous person award. He tells us funny things. He tells funny stories. He tells us funny jokes. He makes funny faces and does funny tricks. He plays funny games and draws funny pictures. We all think he is the most humorous person in class.

51. 51 XXX should get the most humorous person award. He tells us funny things. He tells funny stories. He tells us funny jokes. He makes funny faces and does funny tricks. He plays funny games and draws different funny pictures. We all think he is the most humorous person in class.

52. 52 XXX should get the most humorous person award. He talks about interesting things. He shares humorous stories. He tells crazy jokes. He makes silly faces and does marvellous tricks. He plays fun games and draws different funny pictures. We all think he is the most humorous person in class.

53. 53 XXX should get the most humorous person award. He talks about interesting things. He shares humorous stories during English lessons. He always tells crazy jokes and all of us laugh loudly. He sometimes makes silly faces and does marvellous tricks. Everyone wants to learn his special tricks. He plays fun games in the playground and draws different funny pictures in Visual Arts lessons. We like his games and pictures very much and we want to make friends with him. We all think he is the most humorous person in class.

54. 54