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The Latest Development in the Primary English Language Curriculum and its Implementation Issues

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Title: The Latest Development in the Primary English Language Curriculum and its Implementation Issues


1
The Latest Development in the Primary English
Language Curriculum and its Implementation Issues
Foundation of Curriculum Leadership and
Management Series (2) The Latest Development in
the Chinese Language Education and English
Language Education KLA Curricula
  • 15 October 2007
  • English Language Education Section
  • Curriculum Development Institute
  • Education Bureau

2
Role of PSM(CD)s as Curriculum Leaders
  • Keeping abreast of the development of the central
    English Language Curriculum
  • Supporting the development of a school-based
    English Language curriculum
  • Coordinating a cross-curricular approach to
    curriculum planning
  • Creating a language-rich environment and friendly
    atmosphere
  • Facilitating the smooth interface between key
    stages
  • Facilitating the development of a learning
    culture among teachers

3
Subject Curriculum Guide
English Language Curriculum Guide (Primary 1
6) (2004, CDC)
Implemented at Primary 1 in September 2005
4
Diagrammatic Representation of the English
Language Curriculum Framework
English Language Curriculum
Strands
9 Generic Skills
Values and Attitudes
Flexible and Diversified Modes of Curriculum
Planning Effective Learning, Teaching and
Assessment
Overall Aims and Learning Targets of English
Language
5
Features of the English Language Curriculum Guide
(Primary 1- 6)
  • Using a task-based approach in learning, teaching
    and assessment
  • Introducing a variety of text types
  • Learning and teaching grammar in context
  • Developing vocabulary building skills
  • Learning and teaching phonics in context
  • Strengthening learning to read
  • Promoting a reading to learn culture
  • Promoting assessment for learning
  • Making better use of dictation and assigning
    meaningful homework

6
School-based English Language Curriculum
Development
  • Based on
  • Central curriculum framework
  • School strengths student learning needs,
    abilities and orientations
  • Choose an entry point and involve collaboration
    among the stakeholders and other agencies in the
    process of designing, implementing, evaluating
    and continuously improving the learning, teaching
    and assessment plans and activities

7
Components of a School-based English Language
Curriculum
  • General English Programme
  • Reading Workshops
  • Intervention Programme
  • Enrichment Programme

English Language Curriculum Guide (Primary
1-6)(CDC, 2004), pages 97-101
8
General English Programme
  • Providing ample opportunities for purposeful,
    integrative and creative use of language
  • Using the task-based approach in learning,
    teaching and assessment
  • mastery of subject knowledge and skills
  • development of generic skills and positive values
    and attitudes
  • Maximizing learners exposure to a wide variety
    of text types and learning resources
  • Taking up about 60 of the English lesson time

9
Reading Workshops
  • Taking up about 40 of the English lesson time
  • Closely linked to the learning and teaching that
    take place in the General English Programme
  • 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

10
Variety of Text Types
  • Information texts
  • Narrative texts
  • Exchanges
  • Procedural texts
  • Explanatory texts
  • Persuasive texts

English Language Curriculum Guide (P1-6), p.17
11
Teaching Strategies for Reading
Teacher Support
Storytelling

Independent Reading
Reading Aloud
Reading Workshops


Shared Reading
Supported Reading
12
Five Teaching Strategies for Reading
13
Cross-curricular Linkage in Curriculum Planning
Organising modules of learning to establish
meaningful links among concepts and ideas
acquired in different KLAs and to help students
construct and apply knowledge in the process
  • Decide on the themes or topics to establish
    meaningful cross-curricular links
  • Draw up an overall plan of Learning Targets and
    Objectives, relevant learning activities and
    schedule of work
  • Develop and evaluate the learning, teaching and
    assessment materials and activities

English Language Curriculum Guide (Primary 1-6),
p.107
14
(No Transcript)
15
Cross-curricular Learning
16
Aims of English Language
  • To provide every learner of a second language
    with further opportunities for extending their
    knowledge and experience of the cultures of other
    people as well as opportunities for personal and
    intellectual development, further studies,
    pleasure and work in the English medium
  • To enable every learner to prepare for the
    changing socio-economic demands resulting from
    advances in information technology these demands
    include the interpretation, use and production of
    materials for pleasure, study and work in the
    English medium

17
The English Language curriculum framework is
organised into three Strands
  • Strands Organisers of Learning
  • Interpersonal To use English to think
  • and communicate
  • Knowledge To use English to acquire,
  • develop and apply
    knowledge
  • Experience To use English to respond
  • and give
    expression to
  • experience

18
Learning Objectives - Focuses
  • Forms and Functions
  • (text types, vocabulary, grammar items and
    structures,
  • communicative functions)
  • Language Skills
  • (Listening, Speaking, Reading and Writing)
  • Language Development Strategies
  • (e.g. developing thinking skills, developing
    self-motivation
  • positive attitudes, planning, managing
    evaluating
  • ones own learning)
  • Positive Values and Attitudes
  • (e.g. confidence in using English,
    sensitivity towards
  • language use in the process of
    communication, respect
  • for different cultures)

19
Creating a Language-rich Environment
  • Speak to pupils in English inside and outside the
    classroom
  • Encourage pupils to interact with one another in
    English inside and outside the classroom
  • Set up the English Corner
  • Display target vocabulary and language structures
    on the learning wall
  • Display English reading materials inside and
    outside the classroom

20
Interface between KS1 and KS2
  • KS1
  • Provide children with positive language
    experiences and create a stimulating environment
    to enhance their interest in language learning
  • Use interesting and meaningful activities to
    motivate learners
  • Put more emphasis on the development of phonics,
    listening, speaking and reading skills
  • KS2
  • Continue to provide active, engaging and
    meaningful learning activities
  • Provide opportunities for learners to develop
    dictionary and information skills as well as to
    practise the integrative use of language
  • Strengthen grammar learning by providing a wide
    range of materials and activities for application
    of language and skills learnt
  • Continue to encourage learners to read materials
    in English

English Language Education KLA Curriculum Guide
(Primary 1- Secondary 3))(2002), pp.26-27
21
Interface between KS1 and KS2
  • Aim for a balanced and comprehensive coverage of
    the learning targets and objectives within and
    across year levels
  • Ensure continuity and vertical coordination
    across the key stages to provide opportunities
    for learners to progress from one stage to another

22
Interface between the Primary and Secondary Levels
  • Curriculum planning should focus on
  • both the learning/teaching processes
  • and outcomes. It should best start at the
  • primary and junior secondary levels to
  • ensure a smooth interface with the NSS.

23
Design of the NSS English Language Curriculum
With language arts and non-language arts modules
English Language Curriculum and Assessment Guide
(Secondary 4-6)(2007), p.10
24
Interface between the Primary and Secondary Levels
  • Develop students reading skills and cultivate
    their reading habit
  • Encourage extensive reading and viewing
  • Expose students to a variety of language arts
    materials
  • Provide more practice on giving presentations and
    engage students in group interaction

25
Development of a Learning Culture
  • Encourage teachers to attend professional
    development programmes
  • Arrange time for collaborative lesson planning
  • Encourage teachers to explore different learning
    and teaching materials and effective teaching
    strategies
  • Encourage peer observation
  • Provide opportunities for sharing of teaching
    ideas and experiences

26
Promoting Assessment for Learning
  • Sharing learning intentions and success criteria
    with learners
  • Providing quality feedback
  • Making use of assessment data to enhance learning
    and teaching
  • Internal assessment
  • TSA

27
Modes of Assessment
Assessment tasks
Shared writing and process writing
Learning tasks and activities
Conferencing
Projects
Assessments in Schools
Oral presentations
Portfolios
etc.
Homework
28
Assessment Data
Assessment for Learning
Interpreting
Analyzing
Reflecting
29
Listening
  • Some Suggestions of the Way Forward
  • Use poems, songs and rhymes to help pupils
    develop sensitivity towards the sounds and rhythm
    of the English language
  • Expose pupils to more authentic listening
    materials covering a range of text types (e.g.
    advertisements, announcements, telephone
    conversations) to prepare pupils for listening to
    English in real-life situations
  • Draw pupils attention to the use of spoken
    English in their daily life (e.g. conversations
    with the NETs, announcements on the MTR)
  • Make use of activities like storytelling, reading
    aloud and shared reading to develop pupils
    listening skills (let pupils comprehend more
    meaningful chunks by asking them to listen to or
    read aloud continuous prose)
  • Help pupils develop the habit of listening
    attentively throughout the whole learning and
    teaching process

30
Listening
  • Some Suggestions of the Way Forward
  • Develop in pupils the good habit of listening to
    the whole recording once to get the gist or main
    ideas the first time they listen. In subsequent
    listening, guide pupils to locate and understand
    specific details
  • Teach the skills explicitly rather than just
    playing the tape/CD and checking answers
  • Increase in complexity the content of the
    listening materials as pupils progress from KS1
    to KS2 (e.g. providing opportunities for pupils
    to listen to extended texts rather than merely
    short and discrete items)
  • Help pupils anticipate the content of the
    listening text and tune in
  • Help pupils develop their simple note-taking
    skills
  • Review the problems when pupils fail to identify
    the information required and guide pupils how to
    get the answers

31
Reading
  • Some Suggestions of the Way Forward
  • Expose pupils to a range of text types
  • Use multi-media resources to boost pupils
    interest and confidence in reading
  • Teach pupils different reading skills explicitly
    instead of just explaining the meaning of the
    vocabulary
  • Guide pupils to read for meaning (i.e. understand
    the main ideas/gist of the whole text before
    learning how to locate specific information)
  • Use effective questioning techniques to help
    pupils develop reading skills as well as critical
    thinking skills and creativity
  • Allow wait time for pupils to formulate their
    responses

32
Effective Questioning Techniques
  • Ask questions to check knowledge and
    comprehension
  • Ask more open-ended questions to stimulate
    thinking
  • Application
  • Analysis
  • Synthesis
  • Evaluation

English Language Curriculum Guide (Primary 1-6),
pp.150-151
33
Writing
  • Some Suggestions of the Way Forward
  • Learning and teaching
  • Ask open-ended questions
  • Encouraging pupils to express their personal
    experiences, ideas and feelings
  • Helping pupils develop creativity
  • Gradually reduce the support given to pupils
  • Providing a model
  • Providing guiding questions
  • Providing an outline

34
Writing
  • Some Suggestions of the Way Forward
  • Learning and teaching
  • Expose pupils to a variety of text types
  • Discuss the topic for the writing task, clarify
    the purpose and audience, discuss the format,
    conventions and language features whenever
    appropriate
  • Use shared writing and process writing to help
    learners progress from the stage of guided
    writing to independent writing
  • Provide opportunities for the application of the
    language items and structures learnt
  • Encourage pupils to use a variety of language
    structures and vocabulary
  • Guide pupils how to organise ideas (e.g.
    understand the use of a mind map and appropriate
    cohesive devices rather than just answering
    guiding questions)

35
Writing
  • Some Suggestions of the Way Forward
  • Learning and teaching
  • Help pupils develop the habit of reviewing their
    own work to avoid careless spelling and
    grammatical mistakes
  • Give quality feedback to pupils on how they can
    improve their writing (acknowledging pupils
    efforts and give encouraging remarks)
  • Foster a good learning culture in class by
    demonstrating examples of good pupil writing and
    highlighting pupils strengths

36
Speaking
  • Some Suggestions of the Way Forward
  • Provide more practice on reading aloud
    (application of phonics skills)
  • Provide more practice on giving presentations or
    rehearsed speech (e.g. show-and-tell)
  • Provide more practice on spontaneous interaction
  • Encourage pupils to talk with the NETs or English
    teachers in English both inside and outside the
    classroom
  • Encourage and guide pupils to give appropriate
    elaboration
  • Develop pupils confidence in speaking English
    (emphasis on fluency before accuracy)
  • Teach the communication strategies explicitly

37
Marking Writing / Speaking
Some Suggestions of the Way Forward
  • Use holistic marking
  • Identify the focus of the task
  • Decide on the marking criteria which can cover
    the different aspects (e.g. content, language and
    organisation for writing)
  • Acknowledge what pupils can do
  • Avoid counting every single grammatical/spelling/p
    ronunciation mistake
  • Practise consensus marking to gain a common
    understanding of pupils performance and
    facilitate the provision of feedback

38
Professional Development Courses 2007-08
  • Induction for English Panels at Primary Level
    (3-hr seminar, Nov 07)
  • Literacy Instruction for Teachers (3-hr seminar,
    Jan 08)
  • Enhancing English Vocabulary Learning and
    Teaching at Primary Level (6-hr workshops, Mar
    Apr 08)
  • Developing Learners' Writing Skills through
    Process Writing at Primary Level (15-hr
    workshops, Mar Jul 08)
  • Professional Development Course on Assessment for
    Learning in English Language at Primary Level (5
    weeks, Jan Apr 08, run by HKIEd)
  • Professional Development Course on Catering for
    Learning Difficulties in English Language
    Learning (8 weeks, Jan Apr 08 , run by HKIEd)

39
Professional Development Courses 2007-08
  • Learning and Teaching in Primary English
    Education Series (3- hr workshops organised by
    NET Section)
  • Shared Reading (Nov 07)
  • Introduction to Poetry Writing (Nov 07)
  • Speaking and Listening Classroom Activities
    (Dec 07)
  • Learning and Teaching Strategies for Effective
    Link between KS1 and KS2 (Jan 08)
  • Application of Assessment for Learning (Mar 08)
  • Using Text Types in Writing (Apr 08)
  • Setting up a School-based Reading Programme (Apr
    08)
  • Developing a School-based Phonics Programme (May
    08)
  • Using Process Drama in the English Classroom (May
    08)
  • Catering for Learner Diversity (June 08)

40
Resource Packages
Songs, Rhymes and Tales for KS1 KS2
Lets Experience and Appreciate Drama (LEAD)
Lets Experience and Appreciate Poetry (LEAP) KS1
KS2
Strategies and Activities to Maximize Pleasurable
Learning Experiences (SAMPLE)
Phonics Multimedia Resource Pack
Phonics in Action
41
Resource Packages
Adopting Task-based Approach in the Primary
Classroom
Good Practice in Speech Activities
Using IT to Learn, Learning to Use IT
Learning English is Fun - English Language Camp
Activities for Primary 4 Students
Promoting Assessment for Learning in English
Language Education at Primary Level
Promoting Quality Interaction in the Primary
English Classroom
Writing Packages (P1-3 P4-6)
42
Resource Packages
Web resources
Literacy Instruction For Teachers
Enhancing English Language Curriculum Planning,
Learning and Teaching through Cross-curricular
Modules at Primary Level
  • ETV Programmes
  • Presentation Skills
  • Quality Feedback
  • Storytelling

Web resources
Promoting Critical Thinking, Creativity and
Cultural Awareness through Language Arts in
Primary Schools
The Splendour of Writing Poems Inspiring
Students Imaginations
43
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?langno1nod
    eID2402
  • English Language Education Section, CDI
  • Room 1206, 12/F., Wu Chung House, 213 Queens
    Rd. East,
  • Wan Chai, HK (Fax 2834 7810)
  • Ms Emilie Tong (Tel 2892 6571)

44
Thank you
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