Briefing Session for Joint School Recruitment Exercise

English Language Education KLA 12 April 2014

School-based Curriculum Development Section (Primary)

小學校本課程發展組

http://www.edb.gov.hk/sbss

/sbcdp

On-line Applicationdeadline on14

On-line Application commences on

Result Announcement (online notification &

by post)

14 April 2014

9 May 2014

~ 9 June 2014

Important dates for application

Online Application System for School-based Support Services

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Deadline of application is 9 May 2014

Support services by School-based CurriculumDevelopment Section (Primary)

Applications of Curriculum Leaders Learning Communities for Curriculum Coordinators (A/PSM)CD

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School-based Curriculum Development (Primary) Section

We render on-site support services to primary schools in English Language, Chinese Language, Mathematics, General Studies and cross-curricular activities.

This facilitates the feasibility of curriculum development across different KLAs in a school. We have provided this whole-school approach since September 1998. We serve over 200 primary schools in Hong Kong each year.

Jeanda

Gladys

Ken

Jenny

Eve Judy

Our English Team

Our Work

Teachers’ DevelopmentSchool-based Curriculum Development

Horizontal Coherence

Evidence-informed Learning

Whole School Development

Data collection

AnalysisReflection

School-based Sharing

External Sharing

Class Visits

Collaborative Lesson Preparation

(CLP)

Vertical Progression

Diversified learning materials& teaching pedagogy

P1

P2

P3

P4

P5

P6

Task scaffolding in a module & across the levels

• • • •• • • •

• • • •• • • •

• • • •• • • •

Design quality tasks

Holistic approach to school-based curriculum development (horizontal & vertical planning)

Sc

affold

ing

the

kn

ow

led

ge

and

s

kills vertic

ally

Horizontal coherence – … to forming a year plan

Evaluation

Text types + features

4 language skills

Forms & functions

Module themes

Horizontal coherence – … to compiling school-based English task books…

Writing task – My Dream Job

Task descriptionPupils write about their dream job (Module: Changes/Unit: What do you want to be?). They expressed what they liked about their dream job, why they liked it and how they would prepare themselves for it.

Pre-task / language input• Learn the names of different jobs (using

suffices/compounding, if appropriate) in the module ‘Changes’.

• Learn the different adjectives used to describe the needs of the job e.g. helpful, patient, meaningful …

Module Grammar Text Types Macro Skills Vocabulary

Changes What do you want to be?

Use the connective ‘unless’ to express conditionsUse ‘Perhaps’, ‘Maybe’ and ‘Why don’t …?’ to make suggestions

Jokes

Email

Writing Task – My dream job (personal description)

Learning OutcomeContent

Write a short and simple description about your dream job by describing the personality of the job and why you like the job

LanguageUse simple vocabulary related to the job and spell the words correctlyUse adjectives to describe the job, e.g. helpful, meaningful …Use adverbs to talk about mannerUse simple present tense and future tense appropriately

OrganisationEstablish links using simple cohesive devices Arrange relevant ideas to show a generally clear focus, e.g. in the first part is on the personality of the job and why you like the job and its ends with how you will prepare for the job now

Vocabulary Items

Names of different jobsdancer, dentist, doctor, policeman, salesperson, lifeguard, tour guide, flight

attendant, secretary

Adjectives to describe personalitiesbrave, calm, outgoing, helpful, cheerful, creative, organized, humorous,

artistic, cooperative, attentive Vocabulary Building Strategies

Organising vocabularyWord formationWord association

An example of the teaching plan in P6

Vocabulary

Vocabulary Items

Names of different jobsdancer, dentist, doctor, policeman,

salesperson, lifeguard, tour guide, flight attendant, secretary

Adjectives to describe personalitiesbrave, calm, outgoing, helpful, cheerful,

creative, organized, humorous, artistic, cooperative, attentive

Vocabulary Building Strategies

Organising vocabularyWord formationWord association

Macro Skills

Writing Task – My dream jobLearning OutcomeContent

Write a short and simple description about your dream job by describing the characteristics of the job and why you like the job

LanguageUse simple vocabulary related to the job and spell the words correctlyUse adjectives to describe the job, e.g. helpful, meaningful …Use adverbs to talk about mannerUse simple present tense and future tense appropriately

OrganisationEstablish links using simple cohesive devices Arrange relevant ideas to show a generally clear focus, e.g. in the first part is on the characteristics of the job and why you like the job and its ends with how you will prepare for the job now

Using suffixes to the base words and form new words of different jobs

_or

actor / actress

doctor

animator

inventor

surveyor

sailor

_er

teacher

painter

dancer

designer

programmer

singer

_ist

artist

pianoist

scientist

pyschiartist

dentist

_man

postman

policeman

policewoman

salesman

fireman

Organising vocabulary

Organising vocabularyUsing suffixes to the base words and

form adjectives to describe personality

_ive

positive

active

attentive

coopertive

creative

aggressive

inventive

attractive

imaginative

_ful

helpful

cheerful

wonderful

careful

joyful

playful

_ic

artistic

optimistic

pathetic

_less, _ish, _ous

careless

foolish

childish

selfish

humorous

courageous

Vertical Curriculum Planning

• Holistic curriculum planning across the for different levels

• Transition between different Key Stages

• Require the collegiality among staff to work out ‘where your students are’ and ‘what they need to go next’

Vertical Curriculum Planning in terms of

• Development of reading strategies

• Development of writing skills

• Development of vocabulary

• Development of grammar

School Development

Curriculum Development

Teacher Development

Our Work

Teachers’ DevelopmentSchool-based Curriculum

Development

Horizontal Coherence

Evidence-informed Learning

Whole School Development

Data collection Analysis

Reflection

School-based Sharing

External Sharing

Class Visits

Collaborative Lesson Preparation (CLP)

Vertical Progression

Diversified learning materials& teaching pedagogy

What do we do in CLP?• Plan, design and evaluate school-based curriculum with reference to

language learning theories, practical experience, student needs and school context

• Identify students’ learning problems and work out plans and strategies to resolve them

• Tap on teachers’ pedagogical content knowledge, subject matter knowledge, curriculum knowledge, teaching skills and strategies to improve students’ learning as a team

TEAM SPIRIT

Collaboration

among teachers

School-based Materials Production

School-based Listening Materials

School-based English Learning Materials

Evaluate and Discuss Students’ Performance and Problems

My students still have problems

using punctuations.

I’m glad that my students were able to use past tense to write a story.

I guess we need to teach our kids some strategies to write a

creative ending.

Put Theories into Practice (Listening)

• Content schemata• Process schemataKnowledge about newscast process (Process schemata ) and specific themes of the news report (Content schemata) helps comprehend news information

Dunkel (1991)

28

School goal this year: to cater for learner diversity

We can improve the process of learning.

More hands-on activities can help less-able students

Let’s try homogeneous grouping and

heterogeneous grouping I think

graded ws should be

used

Align School Plans/KLA Plans and implementation strategies

Use students’ different senses-combine reading with speaking-integrate writing with speaking-provide more hands-on experiences

Vary the process of learning

Use of different grouping strategies

31

Homogeneous grouping• allows more space for teachers to cater

for the needs of less- able students• lets less-able students feel at ease

about their ability and their problems • enables more-able students to excel

further as a result of peer influence• requires more preparation

Heterogeneous grouping• Less able students to see how the more

able students work towards goals• allows students of different abilities to

help each other which mirrors real world communication

• More-able students have chances to sharpen their leadership, offer help to other students and consolidate their learning

What do we do during class visits ?

• Understand students’ learning problems in real classroom context with teachers

• Attempt innovative teaching and learning strategies with teachers to raise the overall English teaching and learning standard

• Our class visits are different from lesson observation for appraisal purposes

We are Not inspectors !!!

Group Discussion and Writing

Feedback in Writing LessonsShow-and-tell Speaking Activity

Student Presentations

PSMCD

Panel Head

Teachers

Promote School Level Improvement :peer lesson observation / lesson study

School Head

What is evidence-informed practice ? Why do we have to nurture this in schools? Research (Black and William 1998) has shown that assessment for learning is one of the most powerful ways of improving learning and raising school standards.

Confidentiality of student and school

data is strictly observed.

External Assessment Data: TSA Analysis (School A)

A large number of students are

not willing to write.

School Support Strategies

-Basic sentence patterns

-More focus on vocabulary learning

-Enhance students’ motivation to write

External Assessment Data: TSA Analysis (School B)

Students are willing to write but

need further skills to unleash their

potential.

School Support Strategies

-More complex structures

-More ideas on creativity

Internal Assessment Data

School Support Strategies

-Improve the Assessment Evaluation

Tool-Concrete ideas on helping students

to develop different strategies for

writing

Internal Assessment Data

Students’ Work Analysis

• Similar Content• Similar sentence patterns• Number of words is not

up to standard• Lack creativity

A Spider in An Apple PieOne day, Mary and Susan went to the Yummy Restaurant because they were hungry. They ate tomato salad and an apple pie. Mary asked, “Did you finish the tomato salad?” “Yes, I finished it. It’s tasty,” Susan replied. They really enjoyed the food.

Then Mary saw a spider in her apple pie. She was surprised. She shouted, “Look! There is a spider in my apple pie.” “Yes, I see it! It’s too disgusting!” Susan answered. Then They called the waiter.

Soon the waiter came. Mary said, “Why my pie so dirty?” “Sorry! I will give another one to you. Next time, the pie will not so dirty,” the waiter said. She waited a moment and the waiter gave her a new apple pie.

In the end, the manager came here and said sorry to Susan and Mary. He gave her a bottle of apple juice to drink. After she finish apple pie and drinks she paid the bill and then they left the restaurant.

Students Final Work

Tracking Students’ Development Over Years

What do we do to disseminate good practices ?

External Sharing:‘Learning in Action’

Seminar Internal Sharingamong school

colleagues

Annual Learning in Action Seminar

2012 2013 2014Developing a integrating both school-based English writing curriculum: grammar and skills in the writing process

From understanding to renovating – optimizing the KS1 English reading and writing programme

Weaving thoughts into action: creating space through a curriculum initiative

How Directed Reading Thinking Activity (DRTA) promotes understanding of reading texts in GE lessons?Catering for the needs of low achievers in the writing classroomThe magic of words: a learning programme to enhance pupils’ vocabulary building strategies

Developing primary students’ listening skills

Talking to learn

Optimizing the Process Writing Approach to develop KS2 children into independent writers

From segregated to integrated language skills: weaving speaking and writing to improve productive output

Developing skills and strategies for long term and immediate impact on writing: raising the writing standards of KS1 students

Towards a more genre-specific and interactive reading lesson

Enhancing a smooth interface between Key Stage 2 and Key Stage 3 in the English Language Education

Reading: From words to text

Learning by doing: Getting some hands-on experience on realizing the principles of task-based learning in designing a learning module in English

A workshop on the ‘what’ and the ‘how’ to observe an English lesson to bring about student learning

Incorporating social and global issues into the primary school English Language writing curriculum for better transition to secondary

Themes shared in the seminars

Entry points in curriculum development Enhancing existing capacity in developing modules of learning for reading, writing, speaking and listening skillsIntegrating curriculum initiatives:

reading to learncreative writing language arts project learning cooperative learning structures

School-based English curriculum (GE, intervention and enrichment programs, and reading workshops)Assessment for learning – TSA, internal assessmentAddressing feedback from ESR report and focused inspection

Our expectations

1. Teachers’ readiness and commitment2. Developing teacher capacity as

curriculum leaders3. Corresponding changes in organisational

practices4. Involvement of Panel Chairs and

A/PSM(CD)s5. Support from school administration (e.g.

arrange 1.5 hours CLP meeting time, meeting before/after summer holidays for preparation and evaluation …)

6. Time frame (usually 3 years) for continuity and sustainability throughout KS1 and KS2

Your expectations • Quality school-based curriculum• Teacher development and readiness• Student learning• and ….

Further enquiries

School-based Curriculum Development (Primary) Section

小學校本課程發展組 

Ms Eve CHAN Tel: 21584920evechan@edb.gov.hk

Ms Jenny CHUNG Tel: 21584915jennychung@edb.gov.hk