Planning the Whole-school Language Policy –
Enhancing the Quality of Language
Learning and Teaching
HHCKLA Buddhist Wisdom Primary School
香海正覺蓮社佛教正慧小學
16-11-2011
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G.E. 60%
Reading 40%
Generic Skills
Values & Attitudes
Curriculum Guide (2004)(CDC) P.13
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How to plan and implement schoolbased English language curriculum?
• What are our beliefs in English
Language Teaching and Learning?
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Our beliefs:
Students can learn English effectively
• in a pleasant and pressure-free learning
atmosphere,
• through interaction,
• with maximum exposure and input
• with abundant opportunities to use the
language meaningfully.
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Our beliefs:
• Students should be provided with ample
opportunities to use the language
meaningfully (interaction)
(Contextualized contexts)
• Students should be engaged in the
process of meaning-making (not just learn
the language)
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Components of our School-based
English Language Curriculum
General English Programme
Reading Workshop
Intervention Programme
Extension Programme
Self-access Language Learning
Activities
Additional English Learning Activities
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Let’s walk through some of the components
of our school-based English language
curriculum
- General English Programme
- Reading Workshops
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What are we doing?
- Incorporating
tasks into the
G.E. programme
KS1
Textbook:
Unit: Amazing animals and
plants
Unit 3. In the park
• Select themes
from the
textbook
• Match the
themes with
books or
supplementary
texts.
Reader
I’m the King
of the
Mountain
Reader
Living
Together
Unit 4. Animals we love
KS2
Textbook:
Supplementary reading texts
Unit7: Helping the police
Unit 8: Accidents around us
Helping the police
tasks
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What are we doing?
Theme-based approach
Incorporate task materials
Create a more authentic context for students
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Incorporating materials to enrich a
theme from the textbook
─ An exemplar
Class Level: Primary 5
Theme: Helping the police
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We believe ……..
• Real books can provide authentic
English / language
• Contextualized materials can provide
realistic and detailed situation
• Meaningful tasks can provide ss a
platform to use the language,
amusement, fun, information, expand
their life space and enhance learning
meaningful use of the language
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The unit design:
Class Level: Primary 5
Theme: Helping the police
A discussion:
Why do we design this unit in such a way?
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Enriching the theme by ……..
- Creating a
context
- Adding in
contextualized
(reading texts)
reading texts
- Bringing in an
information book
- Incorporating a
(tasks)
series of tasks
Why…..
•Create a context for ss to use the
language meaningfully & purposely
•Maximize exposure and input
•Equip ss with a range of language
and generic skills
Policeman’s
File
Textbook
Contents
Unit …………………………….
Unit …………………………….
( reader)
Unit …………………………….
Unit …………………………….
Unit …………………………….
Helping the police
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Reading a news report to find out
more details about the theft case
Guessing who the thief was with
the provided information
Task 2
• Developing problem-solving skills
through assembling the facts about
the case from different sources and
find out the thief
• Developing language development
strategies
- Reviewing and revising ideas in
the light of new information /
evidence
- Solving problems with reasons
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checklist
the
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What’s Policeman File about?
Policeman’s File
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Developing a range of reading skills, generic
skills…… and fostering positive values and
attitudes…..
Task
Textbook
Contents
Unit …………………………….
Unit …………………………….
Unit …………………………….
Unit …………………………….
Policeman’s
File
Task
Unit …………………………….
Task
Helping the police
Learning Tasks
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Task 3
Reading the letter
• Developing language development
strategies
- Identifying values, attitudes and beliefs
expressed in texts
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Task 4
Taking on the roles
of the characters and
responding to
Policeman O’Donnell
Reeve
Callum
 Developing
collaboration skills
 Fostering positive
values and attitudes
Policeman
O’Donnell
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Task 5
Reading on to confirm
the job duties of a
policeman
the
• Seeking information
with special purposes
in mind
• Acquiring knowledge
through extended
knowledge
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Characteristics of the Unit
Design
Theme: Helping the police
Textbook
Unit7: Helping the police
Unit 8: Accidents around us
Policeman’s
File
Reader
Supplementary reading texts
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Characteristics of the Unit Design
Theme: Helping the police
• Adopting a CRT model by incorporating thematic
reading materials & adopting a task-based
appraoch
(Context Roles Task)
• Providing scaffolding (Tasks are interlocked with
each other)
• Integrating 4 language skills
• Developing language development skills and
generic skills
• Fostering positive values and attitudes
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Not solely relying on the textbook
Textbook ─ basic framework
• Using other materials to enrich the context
• Developing tasks to provide opportunities for students to learn
and use English in natural and realistic settings
• Developing language skills and generic skills
e.g. reading-to-learn skills
• Developing positive attitudes towards English learning and
taking risks in using English
Linguistic Development
Personal growth and development
Life-long learning
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Progression from KS1 to KS2:
Using different teaching strategies :
- requiring more student input
- Using more complex texts
- Developing a greater range of skills
-Facilitating the interface between primary
and secondary levels
- Developing a reading to learn culture
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Components of our School-based
English Language Curriculum
General English Programme
Reading Workshop
Intervention Programme
Extension Programme
Self-access Language Learning
Activities
Additional English Learning Activities
Setting Up an English Language-rich
Environment at School
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How to lead curriculum and
instructional changes?
• Communicate our beliefs about
good English language teaching to
the other panel members.
• Develop a common vision
• Equip teachers and provide support
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Vertical and Horizontal
Coordination
• Ensure a balanced and adequate coverage
of learning targets and objectives
• Language and generic skills
• Ensure coherence in planning among
teachers teaching the same year level and
across year levels
• Ensure progression across year levels
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What do we do?
Facilitating Professional Development
1. Collaborative Lesson Planning-planning
- devise unit plans
- Prepare teaching resources
2. Lesson Study
- Co-planning
- Co-teaching
- Peer coaching
- Peer Lesson observation
- Conducting reflection / conferencing
- Regular-sharing session
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Facilitating Professional Development
• Provide a good model in classroom
teaching and leadership
• Encourage sharing of knowledge, ideas,
experiences and good practices
• Provide a platform to try out new teaching
methods
• Be aware of what our colleagues are doing
and provide support
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Planning and Developing the
School-based Curriculum
•
•
•
•
General English Programme
Reading Workshops
Intervention Programme
Enrichment Programme
• Providing a language-rich environment
Whole School Approach
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Leading Curriculum Planning,
Development and Management
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•
•
•
•
•
•
Identify the learning needs of students
Develop a common vision among panel members
Plan and develop the school-based curriculum
Ensure vertical and horizontal coordination
Enhance capacity building of teachers
Promote collaboration among teachers
Review and evaluate the curriculum
implementation strategies and evidence of
student learning
• Explore and plan for effective curriculum changes
to ensure quality of learning and teaching
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