“english language learning support for non-designated ncs schools”
TRANSCRIPT
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“English Language Learning Support for Non-designated NCS Schools”
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What are “Seed” Projects? Common Features of NCS Students Main Focus / Aim of the Project Expected Outcomes Strategies Others
Commitment to the “Seed” Project Deployment Model Vacation and Leave arrangements
Q & A
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“Seed” projects are collaborative research and
development projects that focus on the key emphases of curriculum development in line with the objectives of the curriculum reform.
What are “Seed” Projects?
SchoolNET Section
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They often have strong oral/aural skills. Their reading skills do not match their oral
skills. Their writing skills are significantly weaker than
their listening, speaking and reading skills. They are very vocal and highly responsive.
Common features of NCS
(non-Chinese Speaking Students)
Parental support may need to be enhanced.
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Tapping into the relative strengths of these students, listening and speaking, and the reinforcement of these strengths through specially designed activities and resources and the promotion of language arts.
Developing a harmonious collaboration between the NCS students and their Chinese-speaking counterparts while incorporating culture-related elements to enrich the school-based English Language curriculum.
LD
nvironmentEngaging
The Project will Focus on Two Key Aspects
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Strategic Planning
Indicators/Analysis
Strategies
Goals
School SWOT Analysis
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Co-planning
Discuss overview of the chapter Plan for the week ahead Once a week for an hour
Co-teaching Reading lesson Writing lesson
Lesson Support Feedback / Discussion School-based PD
Strategies
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Shared Reading Guided Reading Independent Reading Home Reading
Reading
NCS students’ strength’s will be tapped to support the development of their Reading and Writing Skills as well as those of their CS counterparts.
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Scaffolding Using reading texts (shared/guided) to work
towards the written task Using the text type-based approach Using mind maps Drafting / Editing Publishing
Writing
Engaging NCS and CS Ss in the “process” to foster peer collaboration
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Various activities are built into the units of work
to cater for the various learners’ needs Readers’ Theatre Cooking Drawing Language games (Board / Card games)
Activities
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Learning Portfolio
Reading materials and activities Collection of written tasks
Reading Levels Student self assessment Peer Appreciation Peer Assessment
Assessment
Support teachers in developing assessment rubrics and engaging Ss to develop theirs.
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Identify ONE committed and experienced teacher
to be seconded to the NET Section – September 2013 to August 2014
Allocate regular weekly co-planning time * Support the collection of data on students’
learning, attitude, motivation, etc. Trial units of work developed for the Programme Share the Seed Project experience with other
schools
School Commitment
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Role: Act as coordinator for the Programme
Professional development: Visit other schools to observe good practice in
addressing for learner diversity Read related literature in preparation for the
Project development Attend professional development sessions on
relevant topics
School Commitment-Duties of Seconded Teacher
(1)
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Programme development, tryout, teaching and assessment: Develop the Programme with the ATs Teach the Programme with his/her colleagues Conduct evaluation of the Programme
Seed project evaluation: Assist in data collection, analysis and interpretation Self-reflect through compiling a reflective journal
Dissemination of good practice: Participate in Seed Project sharing sessions Assist and co-present Centralised Professional Development sessions
School Commitment-Duties of Seconded Teacher
(2)
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Schools with secondment A local English teacher seconded to the NET Section for one
year
Networking schools - Three levels of Networking Level 1 – Participate in sharing sessions/seminars Level 2 – Provide resources for schools/identify good practices (including resources) from schools Level 3 – Membership of learning community/network
• (What does membership entail? How does Level 3 differ from Level 2? Do they have to do anything extra?)
Options for Project Schools
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Duration of Seed Project
Year 1 – Primary 4
Year 2 – Primary 5
Year 3 – Primary 6
September 2013 to August 2014
September 2014 to August 2015
September 2015 to August 2016
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3 days per week, e.g. Mon, Wed &
Fri
1 day per week, e.g. Tue
1 day per week, e.g. Thurs
ATs and ST collaborate regarding development of
unit and co-planning
Professional development
ST co-plans andco-teaches with colleagues
1 session with a focus on Reading
ST co-plans andco-teaches with colleagues
1 session with a focus on Writing
Proposed Timetabling and Deployment
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Visitors in class
Why ?Who
?
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What kind of support do KS2 NCS students need for the
development of their reading and writing skills?
What knowledge and skills do English language teachers need to effectively cater for the diverse learning needs of both NCS and non-NCS students?
What can be done to establish a collaborative learning community within and across schools to facilitate the professional development of teachers?
Guided Research Questions
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Expected Outcomes
School Level
Teacher Level
SBCD
Student Level
Heightened motivation and collaboration
between NCS and non-NCS
Varied activities addressing individual
needs
Increased skills in adapting and enriching
the school-based English Language
curriculum
Networking
Enhanced pedagogical knowledge about NCS
Improved Reading and Writing Skills
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Dates Actions Completed
2 March 2013 Briefing
22 March 2013 Deadline for Application
March to April 2013
• Contact schools to make visit arrangements
• ST interviews
End of May 2013 Notification of schools
June to July 2013 Preparation for Project
Timeline for Application
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Project Title: English Language Learning Support for Non-Chinese Speaking (NCS) Students in Schools Not Categorised as Schools Provided with School-based Support Programmes Specifically Arranged for NCS students (“English Language Learning Support for Non-designated NCS Schools”)
Project Code: NT0413Name of CDI Section: Native-speaking English Teacher SectionSeed Project : Appendix B with Annexes 2 & 3 and Appendix C
Deadline for application: 22 March 2013
Project ProposalCIRCULAR MEMORANDUM NO. 7/2013 Staff
Interflow Schemes 2013
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Please send to the following address:
EDB Human Resources Management Unit 4/F, East WingCentral Government Offices2 Tim Mei Avenue, Tamar, Hong Kong(Application for Staff Interflow Schemes
2013)
Posting Your Proposal
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Working in the NET Section
eye opening
enjoyable
professionally satisfying
lots of fun
PD…PD…PD…
great team work
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Vacation Leave and Holiday Arrangements
The secondee will not be entitled to school holidays during the period of secondment.
A secondee will be entitled to vacation leave comparable to the entitlement of his civil service counterpart with the same duration of continuous service
The secondee must exhaust all the vacation leave earned during the secondment period (i.e. before returning to his employing organisation).
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Q & A Enquiries
Professional Matters Administrative Matters Please contact: Project Coordinator - Ms Patricia WONG
Email: [email protected]: 3549 8333
Please contact : The Executive Officer (Human Resource Management)
Email: [email protected]
Tel: 3509 8497
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Thank you!
Hope to hear from you soon and look forward to working with you inthe near future…