Transcript Reading

Making Use of Assessment Data for
English Language Curriculum Planning
15 December 2006
English Language Education Section
Curriculum Development Institute
Education & Manpower Bureau
Planning and Developing the
School-based English Language Curriculum
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
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
– Adopting a cross-curricular approach
– Promoting assessment for learning
Assessment data
Assessment
for
Learning?
Analyzing
Reflection
Useful
Revisedto
feedback
expectations
students
Improved
Effective
learning
teaching
plans
Improved
Impetus
teaching
for
strategies
learning
Experience Sharing
• School A
- strengthening the development of reading skills
- promoting cross-curricular learning
- creating a language-rich environment
• School B
- designing better listening tasks
- providing more opportunities for the meaningful use of
English through task-based learning and teaching
• School C
- leading the English panel
- facilitating professional development
School A
Learning needs identified
• Students need more challenging questions to
further develop their higher-order thinking
skills
• Students need to be exposed to a greater
variety of text types to enrich their writing
• Students need more practice to enhance their
speaking skills in authentic situations
Focus in Curriculum Planning
• Strengthening the development of reading
skills in reading workshops
• Promoting cross-curricular learning
• Creating a language-rich environment
Development of Reading Skills
• Implement the PLPR programme
- help pupils develop a positive attitude towards reading
- expose students to a range of text types
• Use effective questioning techniques in reading
workshops to help students develop:
- reading skills
- critical thinking skills and creativity
Cross-curricular Learning
• Promote the integration of language skills
• Expose students to a range of text types
• Provide students with more coherent
learning experiences
• Encourage collaboration across different
KLAs
Creating a Language-rich Environment
• Speak to students in English inside and outside the
classroom
• Encourage students to interact with one another in
English inside and outside the classroom
• Introduce the English Super Kids Scheme
• Set up the English Garden
• Display target vocabulary and language structures
on the learning wall
School B
Learning needs identified:
• Students need more challenging tasks to
enhance their listening skills
• Students need a greater variety of tasks to
consolidate their language skills through
meaningful use of language
Focus in Curriculum Planning
• Designing better listening tasks
• Providing more opportunities for the
meaningful use of English through taskbased learning and teaching
Module: Knowing Our Teachers
Listening to a description about
a new teacher
(Listening)
Reading a description about
the new teacher
(Reading)
Interviewing classmates about
their favourite teachers
(Speaking)
Interviewing own favourite teacher
(Speaking)
Writing an article on
‘My favourite teacher’
(Writing)
Adopt a taskbased
approach
Promote the
integration
of skills
Provide
scaffolding
Module: Knowing Our Teachers
Listening to a
description about
a new teacher
(Listening)
Listening skills:
1. listen for specific information
2. understand connection
between ideas
3. make inferences
Module: Knowing Our Teachers
Reading a
description about
the new teacher
(Reading)
Text:
Description about people
(organization of the text)
Grammar:
1. Use the simple present
tense to describe habitual
actions and to express
interests
2. Use the present perfect
tense to relate past events to
the present
Module: Knowing Our Teachers
Interviewing
classmates about
their favourite
teachers
(Speaking)
Interviewing their
favourite teachers
(Speaking)
Vocabulary:
different kinds of hobbies
Grammar:
1. Use the simple present
tense to describe habitual
actions and to express
interests
2. Use the present perfect
tense to relate past events to
the present
Module: Knowing Our Teachers
Writing an article on
‘My favourite teacher’
(Writing)
Vocabulary:
different kinds of hobbies
Grammar:
1. Use the simple present
tense to describe habitual
actions and to express
interests
2. Use the present perfect
tense to relate past events to
the present
Scaffolding
• From listening and reading to writing: the input
from the listening and reading texts provide the
ideas for writing
• The reading text provides a model for the
structure of the writing and helps pupils to
organize their ideas
• The grammar practice on the target language
items and structures in the GE programme and
the speaking task provides the necessary
language support for the writing task
School C
The English panel heads take a leading role in
facilitating coordination of work and collaboration
among panel members as well as monitoring the
implementation of the curriculum by:
• working closely with level coordinators to ensure
coordination, coherence in planning and collaboration
among teachers teaching the same year level and across
year levels, especially in the choice and design of learning
and teaching content and materials
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Leading the English Panel
•
•
•
•
Share directions and keep pace with the latest developments
Ensure a balanced and coherent school-based curriculum
Build a collaborative culture
Attend and lead the collaborative lesson preparation sessions
of different levels at the initial stage as a resource person and
a model
 Demonstrate flexible adaptation of textbooks &
selection of suitable tasks from different resources
 Input ideas on quality learning & teaching
Facilitating Professional Development
Encourage sharing of knowledge, ideas, experiences
and good practices
•
•
•
•
•
In-house workshops
Collaborative lesson preparation
Regular sharing sessions
Peer lesson observation
Teacher reflection
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English Language Education Section
Curriculum Development Institute
Ms Emilie Tong
Tel. no.: 2892 6571
Ms Carol Pang
Tel. no.: 2892 6569
Thank You