Curriculum Management and Leadership for English
Language Education:
Planning and Implementing a School-based
Curriculum
to Facilitate the Smooth Transition
from KS1 to KS2 and from KS2 to KS3
Jan 2013
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Roles of Curriculum Leaders
Curriculum Leaders
Curriculum
Management
 implementing agreed policy
 managing learning and
teaching
 effective deployment of staff
and resources
 monitoring and evaluating
performance and standards
Leadership





building a vision
setting goals
providing strategic directions
developing policies
effective team building
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Components of a School-based
English Language Curriculum in Primary Schools
• About 40%
of the
lesson time
• Closely
linked to
the learning
and
teaching in
the GE
Programme
• About 60%
of the
lesson time
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.98
3
Key Emphases of the English Language Curriculum
•
Adopting a task-based approach
•
Strengthening a ‘reading to learn’ culture
•
Learning and teaching grammar in context
•
Developing vocabulary-building strategies
•
Promoting assessment for learning
•
Catering for learner diversity
•
Ensuring the smooth transition between key stages
of learning (Interface)
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School-based Curriculum Development
Focuses for English Language
Education Curriculum
Development in the Short,
Medium and Long Terms in
Primary Schools
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.7
Conducting Holistic Planning

Needs Analysis


Action Planning



Evaluation

Refer to different sources of data
(e.g. TSA data, internal assessment
data, ESR and SSE findings)
Conduct a critical review of the
current situation
Draw upon the needs analysis to
identify the development focuses
Set clear and specific objectives
Decide on appropriate measures
Ensure vertical and horizontal
coordination
Set a clear and practical schedule
for implementation
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Conducting Holistic Planning
Needs Analysis
Action Planning


Evaluation

Match with the objectives set
Collect concrete data as
evidence
Use a good mix of qualitative and
quantitative tools
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Ensuring Vertical and
Horizontal Coordination
a
balanced and adequate coverage of
learning targets and objectives
 coherence in planning among teachers
teaching the same year level and across
year levels
 progression across year levels in learning,
teaching and assessment
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Transition From Key Stage 1 to Key Stage 2
and from Key Stage 2 to Key Stage 3
Leadership
• What is our vision?
• What is our goal?
•
What do our
students need?
What do we expect
students to be able
to perform by the
end of KS1 and KS2?
10
HKDSE English Language Examination
Graded approach adopted
http://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A1&1&2_17
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Strategies to Facilitate
the Smooth Transition
between Key Stages of Learning
 Leading
curriculum planning, development and
management
 Facilitating the interface between key stages of
learning
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Leading Curriculum Planning,
Development and Management
1. Strengthen literacy development
2. Promote self-directed learning
3. Manage resources effectively
4. Enhance the communication among teachers
5. Enhance the professional development of teachers
Curriculum
Management
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Strengthen Literacy Development
 Enhance the development of reading and
writing skills
Reading Workshops at KS2
• choice of texts
• teaching strategies for reading
• reading strategies and skills development
School-based writing programme
• connect reading with writing
• provide opportunities to write for a variety of
purposes
• use of graphic organisers to develop and
organise ideas
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Teaching Strategies for Reading
KS1
KS2
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Development of Reading Skills from KS1 to KS2
KS1
KS2
1. Understand the basic conventions of written English
Follow left to
right directionality
Use knowledge of
letter-sound relationships
to read aloud a variety of
simple texts
Use knowledge of basic
letter-sound relationships
to read out simple words
Sight read
common words
Sight read a wide range
of common words
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56
Development of Reading Skills from KS1 to KS2
KS1
KS2
3. Locate information and ideas
Scan a text by looking
at repeated words,
words in bold, italics or
capital letters
Locate specific
information in a short
text in response to
questions
Scan a text
by using strategies
such as looking at headings
and repeated phrases
Identify details
that support
the gist or main ideas
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56
Development of Reading Skills from KS1 to KS2
KS1
KS2
2. Construct meaning from texts
Guess the meaning of unknown
words by using pictorial and
contextual clues
Identify key words for the main idea
in a sentence
Understand the information on the
book cover and contents page
Recognise the features
of some common text types
Work out the meaning of unknown
words by using word association,
visual clues, context & knowledge of
the world
Skim a text to obtain the main ideas
Understand intention, attitudes and
feelings conveyed in a text
Understand the information provided
on the book cover, index and
glossary
Recognise the features of a variety
of text types
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56
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Resource Package
write for a variety of
purposes and roles
Nurturing Pupils’ Creative Thinking
in the Upper Primary English
Classroom
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Use E-Learning to Promote Self-directed Learning
PEER
http://peer.edb.hkedcity.net/
20
Use E-Learning to Promote Self-directed Learning
EDB One-stop Portal
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html
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Use E-Learning to Promote Self-directed Learning
RTHK radio programme – Sunday Smile
http://app3.rthk.org.hk/special/sundaysmile/radiostar/radiostar.php
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Managing Resources
1. Human resources
 Appoint level coordinators to help with horizontal
coordination
 Deploy the NET effectively
2. Learning and teaching resources



Build up a resource bank with teaching plans, learning tasks
and resource materials developed by teachers
Make use of non-textbook resource materials to enhance
learning
Introduce EDB resource packages to teachers
3. Management of funds and grants




Sustainable
Capacity building
Holistic and coherent
Focused
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Enhance the Communication among Teachers
Regular collaborative
meetings led by
curriculum leaders
Periodic reviews
and sharing among
all teachers
Experienced teachers
trying out new ideas
and sharing with the
less experienced
teachers
Identification and
development of
potential curriculum
leaders
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Enhancing the Professional
Development of Teachers
 Provide a good model in classroom teaching and
leadership
 Encourage and organise teachers to attend
professional development programmes
 Encourage sharing of knowledge, ideas, experiences
and good practices to build up a collaborative learning
culture






Collaborative lesson preparation
Co-teaching
Peer coaching
Peer lesson observation
Teacher reflection
Regular sharing sessions
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Professional Development Programmes 2012/2013
Available in
Title
(B)
Sustaining
the
Curriculum
and
Assessment
Reform
Section
Month
Year
25 March
2013
ELE
Developing Primary Pupils’ English Writing
Skills through Strategic Scaffolding and Quality
Feedback to Facilitate the Transition from KS2
to KS3 (Re-run)
25 Jan
16 & 23
Feb
2013
ELE
Developing Primary Pupils' English Reading
Strategies to Enhance their Learning Capacity
to Facilitate the Transition from KS2 to KS3
(New)
18, 21 &
25 May
2013
ELE
Using the Learning Progression Framework
(LPF) to Enhance Learning, Teaching and
Assessment for English Language at Primary
Level (Re-run)
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Enquiries
English Language Education Section, CDI
Room 1206, 12/F, Wu Chung House,
213 Queen’s Road East,
Wan Chai, Hong Kong
Ms Wendy TSANG
Ms Iris CHAN
Tel: 2892 6570
Tel: 2892 6414
Fax: 2834 7810
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