Curriculum Management and Leadership for New English Panel Chairpersons at Primary Level

1. 1 Curriculum Management and Leadership  for New English Panel Chairpersons at Primary Level English Language Education Section Curriculum Development Institute Education Bureau 30 November 2011 Class Set --- CG on desk for quick reference The seminar will have two parts 1) Recap the key emphases of RELC 2) Suggestions on Planning & Managing the Eng Panel 15 min Break at around 3:15 In the second half of the seminar We�ll have a group work to consolidate what we�d discussed in Part ! It�ll followed by an experience sharing by the panel head of HKFYG Lee Shau Kee Pri Sch Today we are honored to have their Principal, Ms Kwok Siu Yee, their Deputy Principal, _____________ And their panel head Ms Tang Yan-yan in the midst of us. Class Set --- CG on desk for quick reference The seminar will have two parts 1) Recap the key emphases of RELC 2) Suggestions on Planning & Managing the Eng Panel 15 min Break at around 3:15 In the second half of the seminar We�ll have a group work to consolidate what we�d discussed in Part ! It�ll followed by an experience sharing by the panel head of HKFYG Lee Shau Kee Pri Sch Today we are honored to have their Principal, Ms Kwok Siu Yee, their Deputy Principal, _____________ And their panel head Ms Tang Yan-yan in the midst of us.

2. 2 Diagrammatic Representation of the English Language Curriculum (ELC) Framework This slide shows the framework of the English Language curriculum, which is an open and flexible one. The subject targets are organised under three interrelated Strands: Knowledge, Interpersonal and Experience. Strands define the general purposes of learning English and serve as the content organizers of the curriculum. Few authentic situations of language use involve only one of the Strands. The Learning Targets for each Strand are divided into 4 Key Stages. They define more clearly and specifically how learners progress from one key stage to another. Primary Level: KS1 and KS2 Secondary Level: KS3 and KS4 The Learning Objectives set out more explicitly what students learn and use at different Key Stages. Three Generic Skills which are more commonly used in ELE are Communication, Creativity and Critical ThinkingThis slide shows the framework of the English Language curriculum, which is an open and flexible one. The subject targets are organised under three interrelated Strands: Knowledge, Interpersonal and Experience. Strands define the general purposes of learning English and serve as the content organizers of the curriculum. Few authentic situations of language use involve only one of the Strands. The Learning Targets for each Strand are divided into 4 Key Stages. They define more clearly and specifically how learners progress from one key stage to another. Primary Level: KS1 and KS2 Secondary Level: KS3 and KS4 The Learning Objectives set out more explicitly what students learn and use at different Key Stages. Three Generic Skills which are more commonly used in ELE are Communication, Creativity and Critical Thinking

3. 3 Why Task Based Approach (TBA)? TBA infuses the development of generic skills naturally into the L &T process TBA-lets ss experience integrated use of skills for authentic communication. Tasks replicate/simulate real world activities which involves more than one skill) TBA gives opportunity to develop 4 lang skills in ways that reflect real world integration. Tasks �provide context for L& T of text types, which are necessary for ss to work towards the Learning Targets in the I, E and K strands. Why Task Based Approach (TBA)? TBA infuses the development of generic skills naturally into the L &T process TBA-lets ss experience integrated use of skills for authentic communication. Tasks replicate/simulate real world activities which involves more than one skill) TBA gives opportunity to develop 4 lang skills in ways that reflect real world integration. Tasks �provide context for L& T of text types, which are necessary for ss to work towards the Learning Targets in the I, E and K strands.

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5. 5 Reading Workshops Laying a good foundation for lifelong learning �Learning to Read� is Not an automatic process 5 teaching strategies can be adopted in workshops? What are they? �Learning to Read� is Not an automatic process 5 teaching strategies can be adopted in workshops? What are they?

6. 6 Text Types Different text types (e.g. poems, diaries, rules, posters, cartoons, news reports) have their own particular textual structures, style, grammar features and vocabulary Teachers are encouraged to expose pupils to both narrative and information texts Quality language arts materials can enhance pupils� motivation TEXT TYPES both narrative and information texts (usually KS1 ? more stories, KS2 ? more information texts to develop study skills and prepare for secondary education) Quality language arts materials (language appreciation, learn English) TEXT TYPES both narrative and information texts (usually KS1 ? more stories, KS2 ? more information texts to develop study skills and prepare for secondary education) Quality language arts materials (language appreciation, learn English)

7. 7 Guess the meaning of unknown words by using pictorial and contextual clues To help young learners become lifelong learners, basic reading skills are introduced and developed at KS1. These basic reading skills can help learners achieve the following three things: The first one is to �Understand the basic conventions of written English�; the second one is to �Construct meaning from texts� and the third one is �Locate information and ideas�. To help learners construct meaning from texts, here are the reading skills they should learn a) guess the meaning of unknown words by using contextual or pictorial clues, b) identify key words for the main ideas in a sentence, c) make predictions, d) understand the information on the book cover and content page, e) recongise the features of some common text types Locate information and ideas (scan a text to locate specific information by using strategies such as looking at repeated words, words in bold, italics etc) To help young learners become lifelong learners, basic reading skills are introduced and developed at KS1. These basic reading skills can help learners achieve the following three things: The first one is to �Understand the basic conventions of written English�; the second one is to �Construct meaning from texts� and the third one is �Locate information and ideas�. To help learners construct meaning from texts, here are the reading skills they should learn a) guess the meaning of unknown words by using contextual or pictorial clues, b) identify key words for the main ideas in a sentence, c) make predictions, d) understand the information on the book cover and content page, e) recongise the features of some common text types Locate information and ideas (scan a text to locate specific information by using strategies such as looking at repeated words, words in bold, italics etc)

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9. 9 Traditional grammar teaching Out of context Teaching grammar items one by one Traditional Grammar Teaching VsTBL Grammar Teaching TBA facilitates grammar L&T. Tasks provide an appropriate & meaningful contexts for ss to become aware of when, why and how the target grammar items/structures are used for communication. As well, tasks provide a purpose for ss to put the grammar to useTBA facilitates grammar L&T. Tasks provide an appropriate & meaningful contexts for ss to become aware of when, why and how the target grammar items/structures are used for communication. As well, tasks provide a purpose for ss to put the grammar to use

10. 10 Presentation - the model text provides input of the target grammar items and structures

11. 11 Developing Phonics Skills Help learners: develop an awareness of the letter-sound relationships through explicit teaching build up strategies for decoding (in reading) and encoding (in spelling) words at an early stage of learning gain confidence and competence in reading aloud and develop an interest in reading books in English develop strategies in discriminating sounds, in listening and speaking in English, and use accurate spelling in writing

12. 12 Learning and Teaching Phonics in Context Incorporate phonics teaching into the school English programme instead of adopting and implementing a separate phonics programme Teach and practise phonics in the GE Programme as well as Reading Workshops through short, interesting and purposeful activities and games (e.g. funny rhymes, phonics tic-tac-toe)

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14. 14 Developing Vocabulary Building Skills Encourage pupils to read extensively to acquire vocabulary in natural contexts Teach different ways in which pupils can attack and organise words - guessing and inferring meaning - organising words in vocabulary books - word formation and word association - using dictionaries Use tasks to provide authentic contexts for vocabulary use

15. 15 Resource Package( http://cd1.edb.hkedcity.net/cd/eng/vocab09/index.htm )

16. 16 Developing Language Development Strategies Develop thinking skills Develop reference skills Develop library skills Develop information skills Plan, manage and evaluate one�s own learning Develop self-motivation and positive attitudes Work with others

17. 17 Catering for learner diversity Incorporate the Intervention Programme and Enrichment Programme into the school-based English Language curriculum Use 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 Provide opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)

18. Promoting Assessment for Learning This diagram shows the relationship between learning, teaching and assessment. �Assessment is a process in which teachers identify and diagnose student learning and provide quality feedback for students to improve their work. Different assessment activities can be used to help identify what students have learnt / progress of learning. (what are the assessment activities) In class the modes of assessment can be in the form of effective verbal questioning, observation and quality feedback. Types of assessment include teacher assessment, self assessment and peer assessment. Teachers should note that it is essential to establish an agreed set of assessment criteria with learners so that they know the success criteria. Assessment of learning is usually designed after teaching of a few units, at the end of school year or a term. They are considered as discrete and separate stages at the end of learning and teaching cycle; and are often carried out in the form of pen-and-paper assessment. This diagram shows the relationship between learning, teaching and assessment. �Assessment is a process in which teachers identify and diagnose student learning and provide quality feedback for students to improve their work. Different assessment activities can be used to help identify what students have learnt / progress of learning. (what are the assessment activities) In class the modes of assessment can be in the form of effective verbal questioning, observation and quality feedback. Types of assessment include teacher assessment, self assessment and peer assessment. Teachers should note that it is essential to establish an agreed set of assessment criteria with learners so that they know the success criteria. Assessment of learning is usually designed after teaching of a few units, at the end of school year or a term. They are considered as discrete and separate stages at the end of learning and teaching cycle; and are often carried out in the form of pen-and-paper assessment.

19. Modes of Assessment Assessment for learning should be carried out in appropriate contexts. These are examples of assessment activities that provide appropriate contexts for gathering evidence that helps teachers identify learners� strengths and weaknesses. I would also like to draw your attention to the exemplar feedback sheets at Appendices 5 - 11. Teachers can use feedback sheets to help collect evidence of learning, which also forms the basis for providing feedback for further learning. All teachers are very familiar with learning tasks and activities. Show and tell, games, group discussion, oral presentations are common tasks and activities. Oral presentations provide good opportunities for learners to use language for purposeful communication. Oral presentations can be products of tasks which learners have completed. For example, after completing a survey on classmates� favourite toy, learners can present the findings to the class. Other learners can be asked to give comment on their classmate�s performance using the feedback sheet at Appendix 5. When marking homework, teachers gain information on learners� strengths, weaknesses and progress in learning English. For example, learners who make spelling mistakes may be confused over a few letter sounds. Teachers may use such information to provide timely and quality feedback to learners. Shared writing and process writing are two effective teaching strategies that help learners develop skills in writing. At appropriate stages of the writing process, the teacher can give feedback to learners� performance in terms of ideas, language and writing style. Teachers are encouraged to assess the product as well as the process when evaluating learners� performance. Teachers can do so through a variety of means such as observation, conferencing and looking at a learners� drafts in the writing process. Conferencing involves a discussion between the teacher and individual learners or a small group of learners. During conferencing, teachers can ask learners questions about their learning or even the books they read. In reading conferences, learners may be asked to read books of their own choice aloud and in the process can observe their reading behaviour and use of strategies.Assessment for learning should be carried out in appropriate contexts. These are examples of assessment activities that provide appropriate contexts for gathering evidence that helps teachers identify learners� strengths and weaknesses. I would also like to draw your attention to the exemplar feedback sheets at Appendices 5 - 11. Teachers can use feedback sheets to help collect evidence of learning, which also forms the basis for providing feedback for further learning. All teachers are very familiar with learning tasks and activities. Show and tell, games, group discussion, oral presentations are common tasks and activities. Oral presentations provide good opportunities for learners to use language for purposeful communication. Oral presentations can be products of tasks which learners have completed. For example, after completing a survey on classmates� favourite toy, learners can present the findings to the class. Other learners can be asked to give comment on their classmate�s performance using the feedback sheet at Appendix 5. When marking homework, teachers gain information on learners� strengths, weaknesses and progress in learning English. For example, learners who make spelling mistakes may be confused over a few letter sounds. Teachers may use such information to provide timely and quality feedback to learners. Shared writing and process writing are two effective teaching strategies that help learners develop skills in writing. At appropriate stages of the writing process, the teacher can give feedback to learners� performance in terms of ideas, language and writing style. Teachers are encouraged to assess the product as well as the process when evaluating learners� performance. Teachers can do so through a variety of means such as observation, conferencing and looking at a learners� drafts in the writing process. Conferencing involves a discussion between the teacher and individual learners or a small group of learners. During conferencing, teachers can ask learners questions about their learning or even the books they read. In reading conferences, learners may be asked to read books of their own choice aloud and in the process can observe their reading behaviour and use of strategies.

20. 20 Effective Use of TSA Findings: Developing Reading Skills Weaknesses Dictionary skills Inference skills Unfamiliar words Connection between ideas Some recommendations Develop vocabulary building skills Select a wider range of text types Teach structure and language patterns across text types explicitly Develop reading skills and strategies progressively across key stages Encourage critical thinking in reading workshops

21. 21 Learning Progression Framework (LPF)

22. 22 Using the LPF to Enhance Learning and Teaching

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24. 24 Resource Packages( http://cd1.edb.hkedcity.net/cd/eng/pafl_core/index.htm )

25. 25 English Language Curriculum Guide (Primary 1-6) (2004), p.120

26. 26 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.

27. 27 Conducting Holistic Planning Needs Analysis: Refer to different sources of data (e.g. TSA data, internal assessment data, ESR and SSE findings) Conduct a critical review of the current situation 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 Needs Analysis: Refer to different sources of data (e.g. TSA data, internal assessment data, ESR and SSE findings) Conduct a critical review of the current situation 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

28. 28 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 transition between key stages

29. 29 Conducting Holistic Planning Evaluation: Match with the objectives set Collect concrete data as evidence Use a good mix of qualitative and quantitative toolsEvaluation: Match with the objectives set Collect concrete data as evidence Use a good mix of qualitative and quantitative tools

30. 30 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. 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 and 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. 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 and 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.

31. 31 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.

32. 32 Serving as the Bridge between the English Panel and Other School Personnel School administrative personnel: school heads, vice school heads, curriculum development coordinators A better understanding of the direction and rationale of the school English Language curriculum helps school administrative personnel, in particular the school head, to set priorities in leading the whole school curriculum development and set targets and plan phases for school changes to meet the new needs. School administrative personnel: school heads, vice school heads, curriculum development coordinators A better understanding of the direction and rationale of the school English Language curriculum helps school administrative personnel, in particular the school head, to set priorities in leading the whole school curriculum development and set targets and plan phases for school changes to meet the new needs.

33. 33 Creating a Language-rich Environment Encourage pupils 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 (not merely display and should be linked up with class activities / homework) 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 . 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 .

34. 34 Creating a Language-rich Environment Establish a lively and encouraging school and classroom atmosphere through daily routines or practices (e.g. morning reading time, storytelling during assembly, show-and-tell activities, Campus TV) Organise English learning activities (e.g. English Days, English Camps, drama performances) 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. 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.

35. 35 Widening the Space of Learning and Teaching English Arouse pupils� curiosity and interest in observing language use around them (e.g. signs, announcements, advertisements) Give assignments which require pupils to make use of the materials displayed in the school and outside school Encourage pupils to take part in English activities organised by other institutions (e.g. HK Speech Festival) Encourage pupils to watch news reports (e.g. archives on the website of HK EdCity) or listen to radio programmes in English (e.g. Sunday Smile on RTHK3)

36. 36 More Information

37. 37 Managing resources Human resources Appoint level coordinators to help with horizontal coordination Deploy the NET effectively Management of funds and grants 1) English Extensive Reading Grant: a) Procuring reading materials, including library books, journals and multi-media reading materials to set up their own school-based reading programmes b) Level of grant in 2011/12 (per school per annum): - $7,198 for schools with more than 12 classes - $3,598 for schools with 12 classes or less 2) Capacity Enhancement Grant: 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 2011/12: $175,499 - $608,939 (depending on the number of classes) 3) English Enhancement Grant Scheme Facilitating the planning, development and implementation of the school-based English Language curriculum, with learning, teaching and assessment as an integral part Enhancing English teachers� professional development Creating a rich English language learning environment The amount of grant per school should be no more than $500,000. The actual amount of grant for each school would depend on individual schools� proposals and implementation strategies. Human resources Appoint level coordinators to help with horizontal coordination Deploy the NET effectively Management of funds and grants 1) English Extensive Reading Grant: a) Procuring reading materials, including library books, journals and multi-media reading materials to set up their own school-based reading programmes b) Level of grant in 2011/12 (per school per annum): - $7,198 for schools with more than 12 classes - $3,598 for schools with 12 classes or less 2) Capacity Enhancement Grant: 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 2011/12: $175,499 - $608,939 (depending on the number of classes) 3) English Enhancement Grant Scheme Facilitating the planning, development and implementation of the school-based English Language curriculum, with learning, teaching and assessment as an integral part Enhancing English teachers� professional development Creating a rich English language learning environment The amount of grant per school should be no more than $500,000. The actual amount of grant for each school would depend on individual schools� proposals and implementation strategies.

38. 38 Subject and Curriculum Grants for Primary Schools ( http://www.edb.gov.hk/FileManager/EN/Content_3083/SCG2011-12E.pdf )

39. 39 Effective use of learning & teaching resources Adapt tasks and activities to cater for pupils� needs Make use of non-textbook resource materials to enhance learning, e.g. authentic materials and resources available on the web, newspaper for pupils Produce strategic plans for the procurement and development of resource materials Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers Introduce EDB resource packages to teachers Establish an inventory system that ensures easy expansion and the writing-off of resource materials Devise a review mechanism for evaluating existing resources to further promote learning, teaching and curriculum development

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