introduction to curriculum leadership and management series for new primary school curriculum...
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Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2012/13). Key Emphases and Strategies in Planning the English Language Education KLA . 11 October 2012 English Language Education Section Curriculum Development Institute Education Bureau. - PowerPoint PPT PresentationTRANSCRIPT
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Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2012/13)
Key Emphases and Strategies in Planning the English Language Education KLA
11 October 2012
English Language Education SectionCurriculum Development Institute
Education Bureau1
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Curriculum Documents for the Implementation of the English Language Curriculum
English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002)
English Language Curriculum Guide (Primary 1 – 6)(CDC, 2004)
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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
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Generic Skills?
Values and Attitudes?
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Key Emphases of the English Language Curriculum
• Adopting a task-based approach
• Learning and teaching grammar in context
• Strengthening a ‘reading to learn’ culture
• Promoting assessment for learning
• Developing vocabulary-building strategies
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Task-based Approach
Purpose
ContextProduct
Process: a mode of thinking and doing
Framework of Knowledge and Skills Five Features
of a Task
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Using a task-based approach
Students learn grammar items and structures for use in meaningful contexts and for purposeful communication
Teaching Grammar in Context
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Resource Package
Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom
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PDP 2012-2013
Developing Creativity in Pupils in the Upper Primary English Classroom (New)
26, 27 Oct 2012
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Key Emphases of the English Language Curriculum
• Adopting a task-based approach
• Learning and teaching grammar in context
• Strengthening a ‘reading to learn’ culture
• Promoting assessment for learning
• Developing vocabulary-building strategies
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Reading Workshop
s
Storytelling
Reading Aloud
Shared Reading
Supported Reading
Independent Reading
Teaching Strategies for Reading
English Language Curriculum Guide (Primary 1-6), p. A29
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KS1Construct meaning from texts
KS2
Guess the meaning of unknown words by using pictorial and contextual clues
Identify key words for the main ideain a sentence
Understand the information on the book cover and contents page
Recognise the features of some common text types
Progressive Development of Reading Skills from KS1 to KS2
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
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Available Reading Programmes
• Primary Literacy Programme – Reading [PLP-R (KS1)]
• Primary Literacy Programme – Reading and Writing [PLP-R/W (KS1)]
• Key Stage 2 Integration Programme (KIP)• The Integrated English Language Programme
[IELP (KS1)]• The Learning to Learn English Language
Programme [LLELP (KS2)]• Read, write, Inc.
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Resource Package
LiteracyInstructionForTeachers
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PDP 2012-2013
Developing Primary Pupils' English Reading Strategies to Enhance their Learning Capacity to Facilitate the Transition from KS2 to KS3 (New)Apr-May 2013
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Creating a Conducive Language Learning Environment
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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. HK Speech Festival)
• Set up Reading Award Schemes
• Nurture a school reading culture through role-modelling of teachers and the school head
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RTHK radio programme – Sunday Smile http://app1.rthk.org.hk/special/sundaysmile/
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Key Emphases of the English Language Curriculum
• Adopting a task-based approach
• Learning and teaching grammar in context
• Strengthening a ‘reading to learn’ culture
• Promoting assessment for learning
• Developing vocabulary-building strategies
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Modes of Assessment in Schools
Assessment for / of
Learning ?
Learning Tasks and Activities
Assessment Tasks
Shared Writing and
Process Writing
Projects
Oral Presentations
Homework
Examinations
Dictation
Conferencing
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Purposes of Doing Dictation Practising listening and spelling skills
Practising phonics skills
Practising writing skills
Promoting autonomy in language learning
Promoting assessment for learning
Using Dictation to Promote Assessment for Learning
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There is a big ship in the sea…………He studied until twelve o’clock last night.
Using Dictation to Promote Assessment for Learning
There is a big sheep in the sea……......He study until twelve o’cock last night.
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Making use of context
It is about something you can see in the sea. What should it be?
I got it. It should be “ship”.
There is a big sheep in the sea.
Mistake made:
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Using Dictation to Promote Assessment for Learning
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Making use of grammar knowledge
This sentence is about things that happened “last night”. What tense should you use?
He study until twelve o’cock last night.Mistakes made:
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Using Dictation to Promote Assessment for Learning
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Applying phonics skills in spelling
Mistakes made:
How do you spell the word “class”?...Now, listen to this word again, “o’clock”. Do “class” and “clock” begin with the same sound? Now try to apply your phonics skills and spell “o’clock”.
He study until twelve o’cock last night.
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Using Dictation to Promote Assessment for Learning
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Learning Progression framework (LPF)• The reference points of students’ understanding, which allow
students compare their own learning over time with descriptions and examples of expected learning.
Speaking
Writing
Reading
Listening
Level Skills
Outcome StatementsPointers
Learning Outcomes
Learners at this level can, for example,
Content
Organisation
Language and style
Underlying principles
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PDP 2012-2013
Using the Learning Progression Framework to Enhance Learning, Teaching and Assessment for English Language at Primary Level (Re-run)Mar 2013
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Key Emphases of the English Language Curriculum
• Adopting a task-based approach
• Learning and teaching grammar in context
• Strengthening a ‘reading to learn’ culture
• Promoting assessment for learning
• Developing vocabulary-building strategies
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Developing Vocabulary Building Skills
• Promoting learner independence through the development of lifelong language learning skills and strategies such as vocabulary building skills, phonics skills and information skills
• Providing opportunities for the mastery of the enabling skills through purposeful tasks and in meaningful contexts
• Encouraging learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words
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Resource Package
Enhancing Vocabulary Learning and Teaching at Primary Level
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Where could I find suitable resources to
enhance English Language learning
and teaching?
Where could I find e-learning resources
to motivate students to use English inside and outside classrooms?
Resources and Support
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Where could I get more teaching ideas
in developing students’ language
skills?
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E-Learning English ResourcesEDB One-stop Portal
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html31
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E-Learning English ResourcesPrimary English E-learning Resources (PEER)
http://peer.edb.hkedcity.net/32
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33http://www.edb.gov.hk/index.aspx?nodeID=2365&langno=1
Resources and Support
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http://www.edb.gov.hk/index.aspx?nodeID=2402&langno=1 34
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http://tcs.edb.gov.hk
Training Calendar
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Central Resources Centre
Address:Podium Floor, West Block,EDB Kowloon Tong Education Services Centre,19 Suffolk Road, Kowloon Tong
Telephone no.: 3698 4437
http://crc.edb.gov.hk/crchome/en/default.htm
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More Information• General – circulars, training calendar, links, etc.
http://www.edb.gov.hk
• 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, CDIRoom 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810)Ms Wendy TSANG (Tel: 2892 6570)Ms Iris CHAN(Tel: 2892 6414)
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