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From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning

From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning. Sung Tak Wong Kin Sheung Memorial School (AM & WD) Speakers: Ms. Monty Chan : Ms. Janet Yeung. Teachers’ Concerns. The English Curriculum in 2002-2003.

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From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning

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  1. From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning Sung Tak Wong Kin Sheung Memorial School (AM & WD) Speakers: Ms. Monty Chan : Ms. Janet Yeung

  2. Teachers’ Concerns The English Curriculum in 2002-2003 Around 90% of materials= Textbooks • Limited chances for students to integrate and apply what is learnt in different chapters • Little room for flexible planning - bound by the design of the textbook

  3. The P1 English Curriculum in 2003-2004 • Rearranging the units in the textbook • Using a wide variety of L/T materials other than textbooks • Adopting the Task-based approach

  4. 1. Rearranging the units in the textbook Module (Me, my family and friends) Unit: My favourite things Unit: Knowing myself and my family Chapter 7 (Toys 1 ) Chapter 8 (Toys 2 ) Chapter 9 (We like dolls) Task Another unit

  5. 2. Using a wide variety of L/T materials • To give students more exposure to • different text types

  6. Riddles

  7. Happy birthday, John! I have a birthday card for you. See! It is a bear. It is happy and fat. It is brown and pink. It can talk. Do you like it? Birthday Cards Dear John Happy Birthday! Love, Tom Happy Birthday Name: _______________________ Class: ___________________( ) Date: _________________________

  8. 2. Using a wide variety of L/T materials b. To produce our own teaching materials to stimulate students’ interests Headbands Picture cards Word cards

  9. A Crazy Classroom 2. Using a wide variety of L/T materials b. To produce our own teaching materials to stimulate students’ interests Electronic story books

  10. 3.Adopting the Task-based Approach • Considerations in designing a task: • Setting clear L/T objectives • 2. Designing a wide range of activities to maximize students’ participation • 3. Exploring ways to display students’ work / let students share their work among peers

  11. (Unit: My favourite things) Theme: Toys Task • Vocabulary • names of toys • -adjectives e.g. big • -colours • -verbs e.g. talk Language Items -I like/don’t like books. -I have five dolls. -It is brown and black. -It can talk. 1. Setting clear L/T objectives when designing a task

  12. 1. Setting clear L/T objectives when designing a task Task: Preparing a birthday card for your friend • Vocabulary • names of toys • -adjectives e.g. big • -colours • -verbs e.g. talk Language Items -I like/don’t like books. -I have five dolls. -It is brown and black. -It can talk. • Interviewing a friend about his/her favourite toy b. Writing a birthday card for your friend

  13. Yes, I like __. No, I don’t like ___. cars What does your friend like ? Now, do an interview with your friend. Ask him / her and put “” in the boxes. bears balls dolls robots kites • Setting clear L/T objectives when designing a task • Interviewing a friend about his/her favourite toy

  14. Setting clear L/T objectives when designing a task b. Writing a birthday card for your friend

  15. 2. Designing a wide range of activities to maximize students’ participation in class • a)Raising students’ motivation – e.g. guessing games, matching games, action games, etc. a blackboard a bottle

  16. b) Maximizing opportunities for students to speak – reading aloud, pair/group work, mini-presentation, etc.

  17. 3. Exploring ways to display students’ work / let students share their work among peers Class zoo

  18. 3. Exploring ways to display students’ work / let students share their work among peers McDull’s birthday party

  19. Impact on student learning Group writing • Higher motivation • to learn

  20. 2. More confidence in speaking English Impact on student learning Teachers' views Students' performance

  21. Impact on teachers’ development • A better understanding of students’ • abilities Textbook

  22. Impact on teachers’ development • A better understanding of students’ abilities

  23. Impact on teachers’ development 2. More autonomy in curriculum design – less reliance on textbooks

  24. Impact on teachers’ development 3. Knowledge / Skills in creating more meaningful learning opportunities for students

  25. Panel Head’s Roles A. Planning: 1. Curriculum space for new initiatives chapter 3

  26. Panel Head’s Roles A. Planning: 1. Curriculum space for new initiatives chapter 4

  27. Panel Head’s Roles A. Planning: 1. Curriculum space for new initiatives 2. External resources e.g. CDI 3. Manageable goals

  28. Panel Head’s Roles B. Implementation: 1. Presence to monitor progress 2. Mechanism to involve / train every member

  29. Panel Head’s Roles • C. Dissemination: • Disseminating good practices through • internal sharing in the panel

  30. Implementing new initiatives in school-based curriculum • 1. Vision of both short-term & long-term goals for curriculum planning • 2. Mechanism for facilitation the communication and planning work among teachers • 3. Curriculum space with consensus from different parties

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