Introduction to Curriculum Leadership and Management Series for
New Primary School Curriculum Leaders (2010/11)
Key Emphases and Strategies in
Planning the English Language Education KLA
14 October 2010
English Language Education Section
Curriculum Development Institute
Education Bureau
Subject Curriculum Guide
English Language Curriculum Guide
(Primary 1 – 6)
(2004, CDC)
Implemented at Primary 1
since September 2005
Diagrammatic Representation of the
English Language Curriculum Framework
English Language Curriculum
Interpersonal Knowledge Experience
Targets for:
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Learning Objectives:
Targets for:
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Targets for:
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Forms and Functions
Skills and Strategies
Attitudes
Flexible and Diversified Modes of
Curriculum Planning
+
Effective Learning, Teaching and Assessment
Overall Aims and Learning Targets of
English Language
Values and Attitudes
9 Generic Skills
Strands
Leading Curriculum Planning,
Development and Management
 Develop the school-based curriculum based on students’
needs, interests and abilities
 Conduct holistic planning of the school-based curriculum
 Enhance the professional development of teachers
 Manage resources effectively
 Promote collaboration among teachers
 Plan for effective curriculum changes
6
Conducting Holistic Planning
• Needs analysis
- 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
• Action planning
• Evaluation
7
Action Planning
• 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
8
Enhancing Professional Development of Teachers
 Encourage and organise teachers to attend
professional development programmes
 Encourage sharing of knowledge, ideas, experiences
and good practices
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Collaborative lesson preparation
Co-teaching
Peer coaching
Peer lesson observation
Teacher reflection
Regular sharing sessions
10
Managing Resources to Enhance
Effective Learning and Teaching
English Enhancement Grant Scheme for Primary Schools
(EDBCM162/2009)
 Facilitating the planning, development and
implementation of the school-based English
Language curriculum, with learning, teaching and
assessment as an integral part
 Enhancing English teachers’ professional
development
 Creating a rich English language learning
environment
11
Promoting Collaboration among Teachers
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Collaborative lesson preparation
Collaborate with the teacher-librarian to
promote a reading culture
Promote collaboration across different KLAs
(e.g. cross-curricular tasks/projects)
12
Planning for Effective Curriculum Changes
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Review and evaluate the curriculum
implementation strategies based on
evidence of student learning
Sustain good practices
Explore innovative / effective teaching
methods
13
Key Strategies
Emphases of
the
English Language
for
Implementation
Curriculum Guide (Primary 1- 6)
• Strengthening ‘learning to read’
• Enhancing the implementation of the Reading Workshops
• Promoting a ‘reading to learn’ culture
•• Learning
and teaching
grammar
in contextteaching and
Using a task-based
approach
in learning,
• Providing
opportunities for language use
assessment
• Learning and teaching phonics in context
• Promoting learner independence
• Developing vocabulary building skills
•• Catering
Catering for
for learner
learner diversity
diversity
• Strengthening
teachers’for
skills
and strategies in
Promoting assessment
learning
giving quality feedback
•• Creating
Designinga alanguage-rich
whole-schoolenvironment
language policy
Reading Workshops
• Using real books of a variety of text types
• Adopting effective teaching strategies
• Helping learners develop and practise reading skills through
reading ‘real books’
• Reading as a springboard for the development of higher
order thinking skills, creativity and other language skills
• Developing in learners positive attitudes towards learning
English
• Providing coherent and connected learning experiences for
the children
• Providing opportunities for learners to take an active role in
learning
Laying a good foundation for lifelong learning
Text Types
• Different text types (e.g. poems, diaries,
rules, posters, cartoons, news reports)
have their own particular textual
structures, style, grammar features and
vocabulary
Teaching Strategies for Reading
Storytelling
Independent
Reading
Reading
Workshops
Supported
Reading
Reading
Aloud
Shared
Reading
English Language Curriculum Guide (Primary 1-6), p. A29
Progressing in the 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
Make predictions
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
Resource Package
Literacy
Instruction
For
Teachers
PDP 2010-2011
Reading across the Curriculum to
Enhance the Transition from KS1 to
KS2 and from KS2 to KS3 (Re-run)
Apr-May 2011
PDP 2010-2011
Learning English through
Language Arts
at Primary Level (Re-run)
Jan 2011
Suggested booklists for
reading across the curriculum
http://www.edb.gov.hk/index.aspx?nodeID=2773&langno=1
Traditional Grammar Teaching Vs
TBL Grammar Teaching
Traditional grammar teaching
TBL grammar teaching
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Out of context
Teaching grammar items
one by one
Has a context
Students learn
certain grammar
items and use them
in meaningful
contexts and for
purposeful
communication
Learning and Teaching Grammar in Context
• Using grammar focus activities and exercises in
task-based learning
• Facilitating grammar learning and teaching
through exposure to a variety of text types
• Introducing grammar rules and terms in an explicit
way at appropriate stage of learning when
necessary
• Giving equal emphasis to the development of
fluency and accuracy
English Language Curriculum Guide (Primary 1-6), pp.160-164
Developing Phonics Skills
Helping learners:
• develop an awareness of the letter-sound
relationships through explicit teaching
• build up strategies for decoding (in reading) and
encoding (in spelling) words at an early stage of
learning
• gain confidence and competence in reading aloud
and develop an interest in reading books in English
• develop strategies in discriminating sounds, in
listening and speaking in English, and use accurate
spelling in writing
English Language Curriculum Guide (Primary 1-6), pp.171-174
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.171-174
Resource Packages
Phonics in Action
Strategies and Activities to
Maximize Pleasurable
Learning Experiences
(SAMPLE)
Developing Vocabulary Building Skills
• Encouraging learners to read extensively to acquire
vocabulary in natural contexts, especially the high
frequency words
• Modelling and teaching the different ways in which
learners can attack and organise words
- guessing and inferring meaning
- organising words in vocabulary books
- word formation and word association
- using and making dictionaries
• Using tasks to provide authentic contexts for
vocabulary use
English Language Curriculum Guide (Primary 1-6), pp.164-171
Paradigmatic Approach
Word Hierarchy / Superordinates
?
Sports
football
tennis
basketball
?
Furniture
desk
chair
cupboard
Syntagmatic Approach
Topic: Jobs
PEOPLE ACTIONS OBJECTS PLACE
Chef
cook
meals
restaurant
Teacher
Singer
Pilot
Vocabulary Building Skills
Word Formation
•
•
•
•
Affixation
Compounding
Conversion
Derivation
e.g. unhappy, careless
e.g. foot+ball=football
e.g. cook (v) a meal, a cook (n)
e.g. excite (v) , exciting (adj),
excited (adj), excitement (n)
English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171
Vocabulary Building Skills
Word Association
• Synonyms
e.g.
• Antonyms
e.g.
• Homonyms
e.g.
• Collocations
e.g.
• Lexical sets
e.g.
happy = glad
bright
dark
catch a bus, catch a cold
make a wish, watch TV
furniture – table, chair,
desk, cupboard
English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171
Resource Package
Enhancing Vocabulary
Learning and Teaching
at Primary Level
PDP 2010-2011
Enhancing English Vocabulary
Learning and Teaching
at Primary Level (Re-run)
Feb-Mar 2011
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)
Promoting Assessment for 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 pupils’ learning
- content of learning
- strategies to enhance learning
• Providing quality feedback to enhance learning
English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201
Modes of Assessment
Learning tasks
and activities
Assessment
tasks
Shared writing
and
process writing
Conferencing
Oral
presentations
Homework
Assessments
in Schools
Projects
Portfolios
etc.
Quality Feedback
•
•
•
•
•
•
Positive
Diagnostic
Constructive
Focused
Timely
Encourage self-correction and independence
Promoting Assessment for Learning in English Language at Primary Level, pp.84-86
Resource Packages
ETV Programme on “Providing
Quality Feedback”
Promoting Assessment for Learning
in English Language Education
at Primary Level
Promoting Quality Interaction
in the Primary English Classroom
Devising a Whole-school Language Policy
• Create a rich language learning environment
• Widen the space of learning and teaching English
• Enhance students’ motivation in learning English
Creating a Rich Language Learning Environment
• Encourage the use of English in all English lessons
• Encourage students to interact with teachers and one another
in English outside the classroom
• Display target language items and vocabulary as well as
students’ work on the learning wall in the classroom
• Display print materials in English (e.g. posters, signs,
notices) all around the school
• Set up a well-stocked library with reading materials of a
wide range of subject content and text types
• Provide easy access to reading materials in different parts of
the school
Creating a Rich Language Learning Environment
• Establish a lively and encouraging school and
classroom atmosphere through daily routines or
practices (e.g. morning reading time, reciting during
assembly, show-and-tell activities, Campus TV)
• Organise English learning activities (e.g. English Days,
English Camps, drama performances)
Widening the Space of Learning and Teaching English
• Arouse students’ curiosity and interests in observing
language use in the school campus and the real world
(e.g. signs, announcements, advertisements)
• Give assignments which require students to make use of the
materials displayed in the school and outside school
• Encourage students to watch TV programmes or listen to
radio programmes in English (e.g. Sunday Smile on RTHK3)
• Encourage students to take part in English activities
organised by other institutions (e.g. SCOLAR – Drama in
Education, HK Speech Festival)
Enhancing Motivation in Learning English
• Foster a ‘can-do’ attitude and encourage risk taking
• Incorporate interesting language arts activities (e.g.
storytelling, Readers’ Theatre, songs, rhymes, drama)
• Set up Reading Award Schemes
• Nurture a school reading culture through role-modelling
of teachers and the school head
More Information
• General – circulars, training calendar, links, etc.
http://www.edb.gov.hk
• Professional development programmes for primary schools
http://www.edb.gov.hk/FileManager/EN/Content_2396/pdp_p
ri_e.doc
• 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 Emilie Tong
(Tel: 2892 6571)
Thank you