School-based Curriculum Development Section ( Primary ) 小學校本課程發展組

1. Briefing Session for Joint SchoolRecruitmentExerciseEnglish LanguageEducation KLA 12 April 2014 School-based Curriculum Development Section (Primary) 小學校本課程發展組

2. http://www.edb.gov.hk/sbss/sbcdp

3. Important dates for application 14 Result Announcement (online notification & by post) On-line Application commences on On-line Application deadline on 14 April 2014 9 May 2014 ~ 9 June 2014

4. Online Application System for School-based Support Services

5. VIEW

6. NEXT

7. Deadline of application is 9 May 2014

8. Support services by School-based Curriculum Development Section (Primary)

9. Applications of Curriculum Leaders Learning Communities for Curriculum Coordinators (A/PSM)CD

10. Submit

11. School-based Curriculum Development (Primary) Section We render on-site support services to primary schools in English Language, Chinese Language, Mathematics, General Studies and cross-curricular activities. This facilitates the feasibility of curriculum development across different KLAs in a school. We have provided this whole-school approach since September 1998. We serve over 200 primary schools in Hong Kong each year.

12. Our English Team Ken Gladys Jeanda Jenny Judy Eve

13. Our Work Teachers’ Development School-based Curriculum Development Collaborative Lesson Preparation (CLP) Whole School Development Vertical Progression Class Visits Horizontal Coherence Evidence-informed Learning Reflection Data collection Analysis Diversified learning materials & teaching pedagogy School-based Sharing External Sharing

14. Holistic approach to school-based curriculum development (horizontal & vertical planning) Task scaffolding in a module & across the levels Design quality tasks P6 • • • • P5 P4 • • • • Scaffolding the knowledge and skills vertically P3 • • • • P2 • • • • P1 • • • • • • • •

15. Horizontal coherence –… to forminga year plan Forms & functions Text types + features Module themes 4 language skills Evaluation

16. Horizontal coherence – … to compiling school-based English task books…

17. Writing task – My Dream Job Task description Pupils write about their dream job (Module: Changes/Unit: What do you want to be?). They expressed what they liked about their dream job, why they liked it and how they would prepare themselves for it. Pre-task / language input • Learn the names of different jobs (using suffices/compounding, if appropriate) in the module ‘Changes’. • Learn the different adjectives used to describe the needs of the job e.g. helpful, patient, meaningful …

18. An example of the teaching plan in P6

19. Organising vocabulary

20. Organising vocabulary

21. Vertical Curriculum Planning • Holistic curriculum planning across the for different levels • Transition between different Key Stages • Require the collegiality among staff to work out ‘where your students are’ and ‘what they need to go next’

22. Vertical Curriculum Planning in terms of • Development of reading strategies • Development of writing skills • Development of vocabulary • Development of grammar

24. Our Work School-based Curriculum Development Teachers’ Development Collaborative Lesson Preparation (CLP) Whole School Development Class Visits Vertical Progression Evidence-informed Learning Horizontal Coherence Data collection Reflection Analysis Diversified learning materials & teaching pedagogy School-based Sharing External Sharing

25. What do we do in CLP? • Plan, design and evaluate school-based curriculumwith reference to language learning theories, practical experience, student needs and school context • Identify students’ learning problems and work out plans and strategies to resolve them • Tap on teachers’ pedagogical content knowledge, subject matter knowledge, curriculum knowledge, teaching skills and strategies to improve students’ learning as a team TEAM SPIRIT Collaboration among teachers

26. School-based Materials Production School-based English Learning Materials School-based Listening Materials

27. Evaluate and Discuss Students’ Performance and Problems I guess we need to teach our kids some strategies to write a creative ending. My students still have problems using punctuations. I’m glad that my students were able to use past tense to write a story.

28. Put Theories into Practice (Listening) • Content schemata • Process schemata Knowledge about newscast process (Process schemata ) and specific themes of the news report (Content schemata) helps comprehend news information Dunkel (1991)

29. Align School Plans/KLA Plans and implementation strategies We can improve the process of learning. More hands-on activities can help less-able students School goal this year: to cater for learner diversity Let’s try homogeneous grouping and heterogeneous grouping I think graded wsshould be used

30. Vary the process of learning Use students’ different senses-combine reading with speaking-integrate writing with speaking-provide more hands-on experiences

31. Use of different grouping strategies Homogeneous grouping • allows more space for teachers to cater for the needs of less- able students • lets less-able students feel at ease about their ability and their problems • enables more-able students to excel further as a result of peer influence • requires more preparation • Heterogeneous grouping • Less able students to see how the more able students work towards goals • allows students of different abilities to help each other which mirrors real world communication • More-able students have chances to sharpen their leadership, offer help to other students and consolidate their learning

32. What do we do during class visits ? • Understandstudents’ learning problems in real classroom context with teachers • Attempt innovative teaching and learning strategies with teachers to raise the overall English teaching and learning standard • Our class visits are different from lesson observation for appraisal purposes We are Not inspectors !!!

33. Try out Innovative Strategies in Classrooms Group Discussion and Writing Student Presentations Show-and-tell Speaking Activity Feedback in Writing Lessons

34. Promote School Level Improvement :peer lesson observation / lesson study Panel Head School Head PSMCD Teachers

35. What is evidence-informed practice ? Why do we have to nurture this in schools? Research (Black and William 1998) has shown that assessment for learning is one of the most powerful ways of improving learning and raising school standards. Confidentiality of student and school data is strictly observed.

36. External Assessment Data: TSA Analysis(School A) A large number of students are not willing to write. School Support Strategies -Basic sentence patterns -More focus on vocabulary learning -Enhance students’ motivation to write

37. External Assessment Data: TSA Analysis(School B) Students are willing to write but need further skills to unleash their potential. School Support Strategies -More complex structures -More ideas on creativity

38. Internal Assessment Data School Support Strategies -Improve the Assessment Evaluation Tool -Concrete ideas on helping students to develop different strategies for writing

39. Internal Assessment Data

40. Students’ Work Analysis • Similar Content • Similar sentence patterns • Number of words is not up to standard • Lack creativity

41. A Spider in An Apple PieOne day, Mary and Susan went to the Yummy Restaurant because they were hungry. They ate tomato salad and an apple pie. Mary asked, “Did you finish the tomato salad?” “Yes, I finished it. It’s tasty,” Susan replied. They really enjoyed the food. Then Mary saw a spider in her apple pie. She was surprised. She shouted, “Look! There is a spider in my apple pie.” “Yes, I see it! It’s too disgusting!” Susan answered. Then They called the waiter. Soon the waiter came. Mary said, “Why my pie so dirty?” “Sorry! I will give another one to you. Next time, the pie will not so dirty,” the waiter said. She waited a moment and the waiter gave her a new apple pie. In the end, the manager came here and said sorry to Susan and Mary. He gave her a bottle of apple juice to drink. After she finish apple pie and drinks she paid the bill and then they left the restaurant. Students Final Work

42. Tracking Students’ Development Over Years

43. What do we do to disseminate good practices ? External Sharing: ‘Learning in Action’ Seminar Internal Sharing among school colleagues

44. Annual Learning in Action Seminar

45. Themes shared in the seminars

46. Entry points in curriculum development • Enhancing existing capacity in developing modules of learning for reading, writing, speaking and listening skills • Integrating curriculum initiatives: reading to learn creative writing language arts project learning cooperative learning structures • School-based English curriculum (GE, intervention and enrichment programs, and reading workshops) • Assessment for learning – TSA, internal assessment • Addressing feedback from ESR report and focused inspection

47. Our expectations • Teachers’ readiness and commitment • Developing teacher capacity as curriculum leaders • Corresponding changes in organisational practices • Involvement of Panel Chairs and A/PSM(CD)s • Support from school administration (e.g. arrange 1.5 hours CLP meeting time, meeting before/after summer holidays for preparation and evaluation …) • Time frame (usually 3 years) for continuity and sustainability throughout KS1 and KS2

48. Your expectations • Quality school-based curriculum • Teacher development and readiness • Student learning • and …. Question Time

49. Further enquiries School-based Curriculum Development (Primary) Section 小學校本課程發展組 • Ms Eve CHAN Tel: 21584920 • evechan@edb.gov.hk • Ms Jenny CHUNG Tel: 21584915 • jennychung@edb.gov.hk