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  • SWOT AnalysisSWOT Analysis Coming up with a proposal to Coming up with a proposal to

    meet your school needsmeet your school needs

    SchoolSchool--based Curriculum Development based Curriculum Development ((PrimaryPrimary))

    SectionSection

    SBSSSBSSOO, EDB, EDB

  • Getting startedGetting started ThinkThink--PairPair--ShareShare

    What are the steps What are the steps inin working working out the EEG proposal?out the EEG proposal?

  • Step 1: Setting up a task forceStep 1: Setting up a task force

    Why?Why? •• build consensus build consensus •• may last for 2 years may last for 2 years •• need the concerted effort of the need the concerted effort of the whole English panelwhole English panel

  • Step 1Step 1: Setting up a task force: Setting up a task force

    English teachersEnglish teachers

    English panel headsEnglish panel heads

    NETNET

    Who are in the task force?Who are in the task force?

    PrincipalPrincipal

  • Step 2Step 2: Analy: Analyzingzing your your sschool situationschool situations

    How to analyze the

    school situations?

    •• Use SWOT analysis Use SWOT analysis •• Focus on learning and teaching of EnglishFocus on learning and teaching of English

    Strengths

    1...

    2...

    Opportunities

    1..

    2..

    Weaknesses

    1..

    2..

    Threats

    1..

    2..

  • Factors to consider in SWOT analysisFactors to consider in SWOT analysis Internal FactorsInternal Factors Such as:

    School development and culture, Leadership

    Recommendations given in Quality Assurance

    Report/Comprehensive Review Report/External

    Review Report/Focus Inspection Report

    Teachers’ capacities and beliefs

  • Factors to consider in SWOT analysisFactors to consider in SWOT analysis Internal FactorsInternal Factors Such as:

    Students’ abilities and needs, diversity….

    Students’ performance in internal tests/exams and

    TSA,

    Existing resources at school like English Room or

    Corner, Campus TV, books, CD Roms…

  • External FactorsExternal Factors Such as

    Community/parental support in English learning

    Availability of professional support

    Appropriateness and cost of e-learning materials or books available on the market

    Expertise of the service providers or support agents

    …..

  • •Teachers’

    co‐planning  culture

    and peer 

    observation

    has

    been in  practice 

    •Reading programme  PLPR(W)

    well 

    established in KS1

    •Well stock library resources

    •Poor

    internal tests  and examinations 

    results

    in reading •Students not interested 

    in reading

    Low usage  rate

    of the library

    resources 

    Strengths Weaknesses

    •Strong leadership

    of the  English panel….

    • Students

    consistently  weak in reading (TSA results

    2004‐2009)

  • Opportunities •Availability of the 

    English Enhancement  Grant

    Scheme

    •School widely adopts Cooperative Learning  Strategies

    to encourage 

    communications among  students

    •Small‐class teaching

    in  P. 1 and 2

    •Shrinking 

    enrolment due to low birth rate

    •New primary schools

    in  the neighbourhood

    •Great learning  diversities

    among 

    pupils, a large cohort of  SEN

    students 

    •Lack of training opportunities for 

    teachers to deal with  these students

    Threats

  • Comprehensive Review Report

    OR External Review

    Report

    You may refer to the following You may refer to the following evidence/documents when doing evidence/documents when doing SWSWOOT analysisT analysis

    School School Development Development PlanPlan

    Focus Inspection Focus Inspection ReportsReports

    Comprehensive Comprehensive Review ReportReview Report

    OROR External Review External Review

    ReportReport

    Quality Quality Assurance Assurance ReportReport

  • Step 3Step 3: Identify areas for : Identify areas for improvement and work out improvement and work out the proposed measuresthe proposed measures

    1.1. What is/are the What is/are the areaarea((ss)) for improvementfor improvement??

    2. What is/are the 2. What is/are the focusfocus(es(es))? ? (Reading/Writing/Speaking/Listening/(Reading/Writing/Speaking/Listening/ Language Arts etc)Language Arts etc)

    3. 3. Who and hWho and how to carry them out?ow to carry them out? (measures)(measures)

    4. What level? 4. What level? (Grade level)(Grade level)

  • 6. What are the outcomes? 6. What are the outcomes? (deliverables)(deliverables)

    8. How to continue these measures 8. How to continue these measures after the scheme? after the scheme? (sustainability)(sustainability)

    7. How to monitor the progress and 7. How to monitor the progress and measure the results? measure the results? (evaluation methods)(evaluation methods)

    5. When to implement the measures? 5. When to implement the measures? (time)(time)

  • Areas for Areas for improvementimprovement

    FocusFocus

    (reading/writing/(reading/writing/

    speaking/listening)speaking/listening)

    Proposed Proposed measure(smeasure(s)) to to be funded by be funded by

    EEGEEG 1.1. 2.2.

    Proposed Proposed measure(smeasure(s))

    Grade Grade levellevel

    Time Time scalescale

    Expected Expected outcomes/ outcomes/

    deliverables/ deliverables/ success criteriasuccess criteria

    SustainabilitySustainability Methods of Methods of progressprogress -- monitoring monitoring

    and and evaluationevaluation

    Part DPart D

    EEG SchoolEEG School--based based Implementation Plan (Template)Implementation Plan (Template)

    Part CPart C

  • School Case 1

  • Strengths Weaknesses •PLPR(W) operating in P. 1 & 2 classes

    •Teachers’

    co‐planning and lesson observation 

    culture has been established 

    •Supportive school head

    and middle managers

    •The school is relatively new with modern,

    well‐

    equipped IT facilities to enhance teaching and 

    learning of English ‐

    •TSA results

    unsatisfactory, especially in reading & 

    writing (lack vocabulary and reading skills e.g. recognition 

    of words to process the text)

    •Internal tests and examinations – weak in reading 

    comprehension (reading speed is slow, unable to 

    recognise

    both familiar and unfamiliar words, lack skills to 

    decode (meaning) and encode (spelling) words in texts)

    •Classroom performances

    of

    P. 4‐6 students

    (not 

    confident to read / read aloud independently)

    •Lack of parents’

    support in English language learning

    Opportunities Threats •The English Enhancement Grant Scheme helps to develop 

    school‐based measures to strengthen the learning and 

    teaching of English

    •The connection with SBSS (EDB) has 

    been set up. More 

    external help and support can be obtained through the 

    existing scheme.

    •Downsizing enrolment due to low birth rate

    •New primary schools in the neighbourhood

    School case 1

  • School case 1 Strengths •PLPR(W) operating in P. 1 & 2 classes

    •Teachers’

    co‐planning and lesson observation  culture established 

    •Supportive school head

    and middle managers

    •The school is relatively new with modern,

    well‐ equipped IT facilities

  • School case 1 Weaknesses •TSA results

    unsatisfactory, especially in reading 

    lack vocabulary and reading skills e.g. recognition of words to  process the text

    •Internal tests and examinations – weak in dictation,  reading comprehension 

     reading speed is slow, unable to recognize both familiar and  unfamiliar words, lack skills to decode (meaning) and encode  (spelling) words in texts

    •Classroom performances

    of

    P. 4‐6 students

    (not  confident to read / read aloud independently)

    •Lack of parents’

    support in English language learning

  • School case 1

    Opportunities • The English Enhancement Grant Scheme helps 

    to develop school‐based measures to  strengthen the learning and teaching of English

    • The connection with SBSSO (EDB) has been set  up. Expertise and professional advice can be 

    obtained through the existing scheme

    Threats • Shrinking

    enrolment due to low birth