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Jan 2013

Curriculum Management and Leadership for English Language Education: Planning and Implementing a School-based Curriculum to Facilitate the Smooth Transition from KS1 to KS2 and from KS2 to KS3. Jan 2013. 1. Roles of Curriculum L eaders. Curriculum Leaders. Curriculum Management.

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Jan 2013

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  1. Curriculum Management and Leadership for English Language Education: Planning and Implementing a School-based Curriculum to Facilitate the Smooth Transition from KS1 to KS2 and from KS2 to KS3 Jan 2013 1

  2. Roles of Curriculum Leaders Curriculum Leaders Curriculum Management Leadership • implementing agreed policy • managing learning and teaching • effective deployment of staff and resources • monitoring and evaluating performance and standards • building a vision • setting goals • providing strategic directions • developing policies • effective team building 2

  3. Components of a School-based English Language Curriculum in Primary Schools • About 40% of the lesson time • Closely linked to the learning and teaching in the GE Programme • About 60% of the lesson time 3 English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.98

  4. Key Emphases of the English Language Curriculum Adopting a task-based approach Strengthening a ‘reading to learn’ culture Learning and teaching grammar in context Developing vocabulary-building strategies Promoting assessment for learning Catering for learner diversity Ensuring the smooth transition between key stages of learning (Interface) 4

  5. School-based Curriculum Development Focuses for English Language Education Curriculum Development in the Short, Medium and Long Termsin Primary Schools English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.7

  6. Conducting Holistic Planning Needs Analysis 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 • 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 Action Planning Action Planning Evaluation 7

  7. Conducting Holistic Planning Needs Analysis Action Planning • Match with the objectives set • Collect concrete data as evidence • Use a good mix of qualitative and quantitative tools Evaluation Evaluation 8

  8. 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 9

  9. Transition From Key Stage 1 to Key Stage 2 and from Key Stage 2 to Key Stage 3 • What is our vision? • What is our goal? Leadership What do our students need? What do we expect students to be able to perform by the end of KS1 and KS2? 10

  10. HKDSE English Language Examination Graded approach adopted http://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A1&1&2_17 11

  11. Leading curriculum planning, development and management Facilitating the interface between key stages of learning Strategies to Facilitate the Smooth Transition between Key Stages of Learning 12

  12. 1. Strengthen literacy development Leading Curriculum Planning, Development and Management • 2. Promote self-directed learning • 3. Manage resources effectively • 4. Enhance the communication among teachers • 5. Enhance the professional development of teachers Curriculum Management 13

  13. Strengthen Literacy Development • Enhance the development of reading and • writing skills 14

  14. Teaching Strategies for Reading KS1 KS2 15

  15. Development of Reading Skills from KS1 to KS2 KS1 KS2 1. Understand the basic conventions of written English Follow left to right directionality Use knowledge of letter-sound relationships to read aloud a variety of simple texts Use knowledge of basic letter-sound relationships to read out simple words Sight read a wide range of common words Sight read common words English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56

  16. Development of Reading Skills from KS1 to KS2 Scan a text by using strategies such as looking at headings and repeated phrases Scan a text by looking at repeated words, words in bold, italics or capital letters Locate specific information in a short text in response to questions Identify details that support the gist or main ideas KS1 KS2 3. Locate information and ideas English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56

  17. 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 2. 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 18 English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56

  18. Resource Package write for a variety of purposes and roles Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom 19

  19. Use E-Learning to Promote Self-directed LearningPEER http://peer.edb.hkedcity.net/ 20

  20. Use E-Learning to Promote Self-directed LearningEDB One-stop Portal 21 http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html

  21. Use E-Learning to Promote Self-directed LearningRTHK radio programme – Sunday Smile 22 http://app3.rthk.org.hk/special/sundaysmile/radiostar/radiostar.php

  22. Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers Make use of non-textbook resource materials to enhance learning Introduce EDB resource packages to teachers Managing Resources Human resources • Appointlevel coordinators to help with horizontal coordination • Deploy theNETeffectively Learning and teaching resources Management of funds and grants • Sustainable • Capacity building • Holistic and coherent • Focused 23

  23. Enhance the Communication among Teachers Experienced teachers trying out new ideas and sharing with the less experienced teachers Regular collaborative meetings led by curriculum leaders Periodic reviews and sharing among all teachers Identification and development of potential curriculum leaders 24

  24. Enhancing the Professional Development of Teachers • Provide a good modelin classroom teaching and leadership • Encourage and organise teachers to attend professional development programmes • Encourage sharing of knowledge, ideas, experiences and good practices to build up acollaborative learning culture • Collaborative lesson preparation • Co-teaching • Peer coaching • Peer lesson observation • Teacher reflection • Regular sharing sessions 25

  25. Professional Development Programmes 2012/2013 26

  26. Enquiries English Language Education Section, CDI Room 1206, 12/F, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong Ms Wendy TSANG Tel: 2892 6570 MsIris CHAN Tel: 2892 6414 Fax: 2834 7810 27

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