HHCKLA Buddhist Wisdom Primary HHCKLA Buddhist Wisdom Primary SchoolSchool香海正覺蓮社佛教正慧小學香海正覺蓮社佛教正慧小學

Planning the Whole-school Language Planning the Whole-school Language Policy –Policy –

Enhancing the Quality of Enhancing the Quality of Language Learning and TeachingLanguage Learning and Teaching

16-11-2011

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G.E. 60%G.E. 60%

Reading 40%Reading 40%

Generic SkillsGeneric Skills

Values & Values & AttitudesAttitudes

Curriculum Guide (2004)(CDC) Curriculum Guide (2004)(CDC) P.13P.13 2

How to plan and implement school-based 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 WorkshopIntervention ProgrammeExtension ProgrammeSelf-access Language Learning ActivitiesAdditional 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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Textbook:Unit: Amazing animals and plants

Unit 3. In the park

Unit 4. Animals we love

Textbook:

Unit7: Helping the police

Unit 8: Accidents around us

What are we doing?

• Select themes from the textbook

• Match the themes with books or supplementary texts.

Helping the police

KS1

KS2

- Incorporating tasks into the

G.E. programme

Supplementary reading texts

tasks8

What are we doing? Theme-based approach

Incorporate task materials

Create a more authentic context for students9

Class Level: Primary 5Theme: Helping the police

Incorporating materials to enrich a theme from the textbook

─ An exemplar

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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 11

Class Level: Primary 5Theme: Helping the police

The unit design:

A discussion:Why do we design this unit in such a way?

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TextbookContents

Unit …………………………….

Unit …………………………….

Unit …………………………….

Unit …………………………….

Unit …………………………….

Enriching the theme by …….. - Creating a

context- Adding in

contextualized reading texts

- Bringing in an information book

- Incorporating a series of tasks

Helping the police

(reading texts)

( reader)

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

(tasks)

Policeman’s File

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Task 2Reading a news report to find out more details about the theft caseGuessing who the thief was with the provided information

• 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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the

checklist

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What’s Policeman File about?

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Task

TextbookContents

Unit …………………………….

Unit …………………………….

Unit …………………………….

Unit …………………………….

Unit …………………………….

Developing a range of reading skills, generic skills…… and fostering positive values and attitudes…..

Helping the police Learning Tasks

Policeman’s File Task

Task

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Reading the letter

• Developing language development strategies

- Identifying values, attitudes and beliefs expressed in texts

Task 3

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Task 4

Taking on the roles of the characters and responding to Policeman O’Donnell

Developing collaboration skills

Fostering positive values and attitudes

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Reeve

Callum

PolicemanO’Donnell

Task 5

Reading on to confirm the job duties of a policeman

• Seeking information with special purposes in mind

• Acquiring knowledge through extended knowledge

the

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Characteristics of the Unit Design

Theme: Helping the police

Reader

Supplementary reading texts

Textbook

Unit7: Helping the police

Unit 8: Accidents around us

Policeman’s File

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Characteristics of the Unit DesignTheme: 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

• 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

Textbook ─ basic framework

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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

ActivitiesSetting 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

support26

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 Development1. Collaborative Lesson Planning-planning - devise unit plans - Prepare teaching resources2. Lesson Study - Co-planning - Co-teaching - Peer coaching - Peer Lesson observation - Conducting reflection / conferencing - Regular-sharing session 28

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 Approach30

Leading Curriculum Planning, Development and Management

• 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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