Key Emphases of the English Language · PDF fileKey Emphases of the English Language...
Transcript of Key Emphases of the English Language · PDF fileKey Emphases of the English Language...
Introduction to Curriculum Leadership
and Management Series for
New Primary School Curriculum Leaders (2013/14)
Key Emphases of
the English Language Curriculum
17 October 2013
English Language Education Section
Curriculum Development Institute
Education Bureau
1
Strengthening
a “Reading to Learn”
culture
Developing a balanced school-based
curriculum
Promoting
Assessment for / as
learning
Ensuring the smooth
transition between
key stages of learning
Catering for learner
diversity
Role of the Curriculum Leaders
Managing resources
Supporting the
professional
development of
teachers
2
Curriculum Leaders
Role of the English Panel Chairperson in Planning
for
a School-based English Language Curriculum
What are the
major concerns of your
School Development
Plan?
What are the
needs, interestsand abilities of
your students?
What kind of learning experiences are
students expected to
gain through English
Language education?
What are the
latest key emphases of the
English Language
curriculum?
3
Curriculum Documents for the
Implementation of the English Language Curriculum
English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002)
English Language Curriculum Guide (Primary 1 – 6)(CDC, 2004)
4
Components of a School-based
English Language Curriculum
60% of English
lesson time
40% of English
lesson time
Must 40% of the English lesson time be allocated toReading Workshops?
5
6
Key Stage 1 Students Key Stage 2 Students
• Enjoy participating in meaningful
English learning activities
• Develop phonics skills and
vocabulary-building skills
• Use simple grammar structures
in familiar contexts
• ...
• Have more opportunities for
reading, writing, speaking and
listening to English
• Develop dictionary and
information skills
• Communicate effectively by using
suitable grammar structures
• …
Teachers’ role:
� create a language-rich learning environment
� make flexible use of textbooks and other resource materials
� use tasks and projects to facilitate the integrative use of language
� make greater use of open-ended questions to stimulate thinking
� strengthen literacy skill development (reading and writing)
� facilitate grammar learning through the use of a wide range of materials
and activities
Key Emphases of the English Language Curriculum
• Adopting a task-based approach
• Learning and teaching grammar in context
• Promoting learner independence
• Strengthening a ‘reading to learn’ culture
• Promoting assessment for / as learning
• Catering for learner diversity
7
Task-based Approach
Purpose
ContextProduct
Process: a mode of thinking and doing
Framework of Knowledge and Skills
Five Features of
a Task
8
Module: Happy Days
Unit: An Unfair Race
Level: Key Stage 2
Purpose:
To develop students’ creative thinking and help students generate new ideas,
explore possibilities and discover alternatives
Context:
The Jade Emperor wanted to measure time and decided to have a race to
decide on the order of the Chinese Zodiac. Buddha found the results of the
race strange and would like to find out why.
9
What I predicted
before reading
the myth
Give a star “����” to
the animal that ran
faster than you
expected and a cross
“X” to the one
slower than what
you expected.
What I found out after reading the story
Positions of animals: Positions of animals: Guess why. Be creative!
1st : 1st : Rat
2nd : 2nd :
3rd : 3rd :
4th : 4th :
5th : 5th :
6th : 6th :
7th : 7th :
8th : 8th :
9th : 9th :
10th : 10th :
11th : 11th :
12th : 12th :
13th :
To activate
students’ prior
knowledge
about animals
To help
students
think creativelyand
generate
new ideas
To search and
re-read to establish
and confirm
meaning
Example: An Unfair Race
Students are asked to predict the resulting positions of different animals in the
running race and read the text to find out if their guesses are correct.
To develop
students’
reading skills
and strategies
10
To practise giving reasons using
the connective ‘because’
Example: An Unfair Race
Students take turns to be interviewed by “animals” from other groups and to
interview them. They use the note cards to record information they collect about
the race.
To provide
opportunities for
purposeful communicationand
collaboration among students
11
To consolidate the use of the
connective ‘because’ in
giving reasons to express
personal opinions
To develop
students’
critical thinking skills
Example: An Unfair Race
Students are guided to solve the problems of the unfair race for the animals.
They are encouraged to brainstorm creative solutions for Buddha.
12
Developing Vocabulary Building Skills
• Promoting learner independence through thedevelopment of lifelong language learningskills and strategies such as vocabularybuilding skills, phonic skills and informationskills
• Providing opportunities for the mastery of theenabling skills through purposeful tasks andin meaningful contexts
• Encouraging learners to read extensively toacquire vocabulary in natural contexts,especially the high frequency words
13
English Language Curriculum Guide (Primary 1-6), pp.164-171
Developing Vocabulary Building Skills
� Guessing and inferring meaning
� Word formation
� Word association
� Organising vocabulary
� Using vocabulary books
14
Resource Packagehttp://cd1.edb.hkedcity.net/cd/eng/vocab09/index.htm
Enhancing English
Vocabulary Learning
and Teaching at Primary
Level
15
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)
English Language Curriculum Guide (Primary 1-6), pp.171-17416
Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE)
Phonics in Action
Resource Packageshttp://resources.edb.gov.hk/phonics/
17
How are Reading
Workshops
implemented at
KS1 and KS2?
Does the school
provide a wide
range of
interesting and
quality texts in
the school library?
Have we collaborated
with the school
librarian to provide
opportunities for
students to read
meaningfully?
Strengthening a ‘reading to learn’ culture
How could we help
students develop a
good reading habit
and interests in
reading?18
Junior
Secondary
• Exposure to a wide
range of print and
non-print texts
• Introduce elements
of Language Arts
• Extensive reading
and viewing
Senior
Secondary
• Exposure to a
widened range of
more complex text
• Elective modules
(Language Arts & Non-
Language Arts)
Primary
• Exposure to a range
of text types
• Incorporation of
Reading Workshops
into the School-
based English
Language
Curriculum
Reading Journey across Key Stages
19
Text TypesCategories of Text Types
Examples of Text Types for Key Stage 1
Additional Examples of Text Types for Key Stage 2
Narrative Texts • Cartoons and comics• Diaries• Fables and fairy tales• Poems• Stories
• Autobiographies• Biographies• Myths• Plays• Tongue twisters
Information Texts
• Labels• Menus• Notices• Picture dictionaries• Rules• Signs• Time-tables
• Announcements• Children’s encyclopedias• Dictionaries• Directories• Maps and legends• News reports• Pamphlets
Exchanges • Cards• Conversations• Personal letters
• Emails• Formal letters• Telephone conversations
Procedural Texts
• Directions• Instructions
• Procedures• Recipes
Explanatory Texts
• Captions• Illustrations
• Explanations of how and why
Persuasive Texts
• Advertisements• Posters
• Brochures• Discussions• Expositions
English Language Curriculum Guide (Primary 1-6) (CDC, 2004), p.1720
Five Teaching Strategies for Reading
Story
telling
Share
d R
eading
Reading
Aloud
Sup
ported R
eading
Ind
epe
ndent
Reading
KS1
KS2
English Language Curriculum Guide (Primary 1-6), p. A2922
�Ensure progressive development of reading skills
�Provide opportunities for students to develop their creativity and critical thinking skills
� Introduce the features of different text types explicitly
Strategies to Enhance Students’ Literacy Skills
Enhancing the implementation of
READING Workshops
�Explicit teaching of text features
�Providing flexibility for students to write freely
�Sharing assessment criteria with students
Improving students’
WRITING skills through
coherent unit planning
23
• Arouse students’ curiosity andinterests in observing language use inthe school campus and the real world
• Give assignments which requirestudents to make use of the materialsdisplayed in the school and outsideschool
• Encourage students to watch TVprogrammes or listen to radioprogrammes in English
• Encourage students to take part inEnglish activities
• Set up Reading Award Schemes
• Nurture a school reading culture
through role-modelling of teachersand the school head
Role of Curriculum LeadersRole of the
English Panel Chairperson
Widening the Space of
Learning and Teaching English
26
Why am I
assessing?
What am I
assessing?
How can I
ensure quality
in the
assessment
process?
What
assessment
method should I
use?
How can I
use the
information
from the
assessment?
Rethinking of Classroom Assessment
27
Modes of Assessment in the Primary English Classroom
Modes of Assessments
Learning Tasks and Activities
Assessment Tasks
Shared Writing and
Process Writing
Proects
Oral Presentations
Homework
Examinations
Dictation
Conferencing
28
Promoting Assessment for / as Learning
• An integral part of learning-teaching-assessment cycle
• Sharing learning intentions and success criteria with learners
• Using different modes of assessment
• Making use of assessment data (e.g. TSA data, internal assessment data) to help review
- expectation of students’ learning
- content of learning
- strategies to enhance learning
• Providing quality feedback to enhance learning
English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-20129
For improvement
• Identifying learners’ strengths
and weaknesses in order to
enhance learning and teaching
For accountability
• Reporting learners’ attainment
against the learning targets and
objectives
Why
assessing?
Assessment for / as LearningAssessment of Learning
Assessment of Learning vs Assessment for / as Learning
Mainly learners and teachersMainly school heads, teachers
and parents
Whom to
inform?
Providing quality feedback for
learners, which entails timely
support and enrichment, and
helping teachers review the
learning objectives, lesson
plans and teaching strategies
Assessing learners’
performance and progress
against the learning targets
and objectives
What to
focus?
Promoting Assessment for Learning in English Language Education at Primary Level (2004), p.5 30
Giving feedback / Peer assessment
(Lesson 10)
Give one suggestion:
Group work:
Assessment for / as Learning
31
Giving feedback through
Peer assessment
Individual work:
Peer assessment
Constructive feedback
Sharing the assessment criteria with students
Role of teacher: Role of students:
- Identifying students’
strengths and
weaknesses
- Providing
constructive
feedback
- Making reflection
on their own
learning, especially
the writing skills
- Making
improvement
based on feedback
from teachers and
peers
32
Using Dictation to Develop Pupils’
Listening and Writing Skills
Promoting Assessment for Learning
in English Language Education
at Primary Level
Resource Packages
ETV Programme on “Providing
Quality Feedback”
33
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)
34
Using a variety of resources in the English lessons
Self-directed learning
- e-dictionary
- reading and
grammar practices
- language games
Inside the classroom
- e-books
- websites
(e.g. WLTS, PEERS, One-stop portal)
- video clips
Should I mainly use the textbook materials?
35
Development of E-learning
E-textbook Market Development Scheme (EMADS)
• To develop interactive and diversified e-textbooks for betterlearning and teaching
• To generate the experiences of building schools’ capacity inincorporating e-learning into learning and teaching
• A Recommended Textbook List for e-textbooks available inthe 2014/15 school year covering all the subjects of KeyStages 1 to 3
• A Partner Schools Scheme set up to field-test the e-textbooks and collect feedback to enhance the design andquality of e-textbooks to cater for learner diversity
36
傳統作業Traditional
轉化作業Translation
EEEE----textbookstextbookstextbookstextbooks
變革作業Transformation
38
EEEE----learninglearninglearninglearning
E-textbooks vs E-learning
http://www.hkpl.gov.hk/tc_chi/coll
ections/services_er/services_er_wa
e/services_er_wae.html
Hong Kong
Public Libraries Resources
41
E-learning English Resources
EDB One-stop Portal
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html42
E-learning English Resources
Primary English E-learning Resources (PEER)
http://peer.edb.hkedcity.net/43
� Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers
� Introduce EDB resource packages to teachers
Managing Resources
Human resources
� Appoint level coordinators to help with horizontal coordination
� Deploy the NET effectively
Learning and teaching resources
Management of funds and grants
� English Extensive Reading Grant to procure reading materials
� Capacity Enhancement Grant to focus on critical tasks
� English Enhancement Grant Scheme for Primary Schools to facilitate the implementation of the school-based curriculum
44
Curriculum Leaders
Initiate curriculum changes, collaborate with the English Panel in developing a balanced school-based English language curriculum
Formulate school-based assessment policies with the English Panel
Conduct holistic planning based on student needs to ensure smooth transition between key stages of learning (interface)
Create conducive language learning environment to promote the learning and use of English Language
Provide space and support to support the professional development of English teachers
Manageresources to facilitate L& T of English
Roles of Curriculum Leaders in your school’s
English Language Education
45
More Information
• General – circulars, training calendar, links, etc. http://www.edb.gov.hk
• Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc. http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402
• English Language Education Section, CDI
Room 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East,
Wan Chai, HK (Fax: 2834 7810)
Ms Wendy TSANG (Tel: 2892 6570)
Ms Isabella HUNG (Tel: 2892 5874)
46