Using TSA and internal assessment data for holistic planning

1. Using TSA and internal assessment data for holistic planning SKH St. John’s Primary School

2. SKH St. John's Primary School Working with LLSS Background

3. Where shall we start?

4. School Report Writing Item Analysis Report TSA data analysis

5. Daily observation Students’ work Pre- and post project questionnaires Tests and exam papers Analysis of internal assessment data

6. Problems in learning lack of confidence weak in planning and organization lack of motivation lack of content and ideas poor at grammar and spelling

7. Problems in teaching Curriculum plan lacks continuity Lack of collaborative and sharing culture Insufficient professional knowledge in language teaching Lack of assessment literacy

8. Targets set Teacher development • nurture a collaborative sharing culture • plan curriculum holistically • align teaching, learning and assessment • improve teaching pedagogy

9. Targets set Student development • improve students’ learning motivation • improve students’ language standard (especially in writing)

10. strategies used

11. Management level Flexible deployment of resources • Human resources • specialised teaching • formation of working committees • selection of curriculum leaders (panel heads and level co-ordinators) • involvement of NET

12. Management level Flexible deployment of resources Use of funding • employ extra teachers and teaching assistants to share workload • build an English room to create an English-rich environment

13. Management level Creation of time and space • reduce curriculum leaders’ teaching load • arrange co-planning and peer lesson observation for all levels • start advanced planning on curriculum and improving students’ writing skills before June • ask librarian to find resources on related themes and modules

14. Management level Flexibility in lesson organization • arrange double lessons for all levels Additional support from outsiders • LLSS officer co-plans with teachers and conducts workshops • publishers organise workshops and seminars for teachers and parents

15. Teaching and learning level Process writing co-planning project in P3 and P5

16. Going on a trip (P3) Places we visit (P5) Theme stimulate ideas a variety of text types: story, informative text, e-mail, article, itinerary, letter Input elaborate information and ideas Use of graphic organizers, Shared reading, process writing, shared writing, group writing, questioning and feedback techniques Self-assessment plan and organize ideas Strategies enhance communication among classmates revise and edit one’s work An itinerary of a Sunday trip (P3) Replying a letter to a friend (P5) Output

17. Teaching and learning level A process writing resource package (P1-6) Different themes and text types

18. brainstorming and vocabulary building

19. organisation and sequencing of ideas

20. Teaching and learning level Making holistic planning of the curriculum

21. Vertical planning study the components of the curriculum framework screen their level of difficulty scaffold them from P1 to P6

22. Horizontal planning set learning targets and match with learning outcomes ensure a balanced coverage of language focus, text types, skills and strategies, values and attitudes, etc. design learning activities to help students apply the language My good friends design assessment activities to track students’ progress

23. Teaching and learning level Develop a resource bank for the English panel • develop a process writing video package for all levels • share all the materials produced during co-planning

24. Teaching and learning level Promoting an assessment for learning culture • making sense of different types of data • integrating formative assessment into curriculum planning • use of diverse assessment activities (e.g. self and peer-assessment) • better use of questioning techniques

25. Impact on teaching and learning

26. Implication on teaching Teacher development • increase awareness of the shift from content teaching to skills and strategies development in students • use data analysis to reflect and improve teaching and learning • improve existing assessment practices • focus more on curriculum design to cater students’ needs

27. Implication on planning Student development • increase motivation and confidence in writing English • develop writing skills • develop responsibility and ownership for their own learning

28. Way forward Big book writing project Vocabulary building project Buddy reading programme

29. Increased learning motivation Developed writing skills Effective deployment of resources TSA and internal assessment data analysis Developed essential knowledgeand skills Change of mindsets Creation of time and space

30. http://cd1.edb.hkedcity.net/cd/languagesupport/index.htm

31. Managing curriculum change through holistic planning

32. Using TSA and internal assessment data to inform teaching and learning

33. English room

34. different text types John's Trip Insert pictures

35. Where is it? What is the special feature of this place ? How will you get there? ______ What is the name of this place? What will you do? What will you see? when feeling graphic organizers who what can do how what to bring what can see

36. Shared writing Group writing Individual writing

37. self-reviewing

38. 100 80 60 40 20 0 Motivation in writing Do you enjoy… writing in English the process of writing the itinerary revising your work

39. 80 60 40 20 0 Confidence in writing I know how to … edit and revise my work organize ideas express myself

40. Big book writing project