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Language Learning Support Section Support Services for Primary and Secondary Schools

Language Learning Support Section Support Services for Primary and Secondary Schools. Intensive. Networking. Consultancy. Different support modes to meet schools’ needs. Modes of support. Needs-based & negotiable. Flexibility. Support Services. Professional development activities.

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Language Learning Support Section Support Services for Primary and Secondary Schools

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  1. Language Learning Support SectionSupport Services for Primary and Secondary Schools

  2. Intensive Networking Consultancy Different support modes to meet schools’ needs Modes of support Needs-based & negotiable Flexibility

  3. Support Services Professional development activities On-site support Types of support services Curriculum resources on school-based practices

  4. Support Services Planning, implementing & evaluating the curriculum In-depth studies on selected focuses On-site support Planning for school-based projects School-based workshops and professional sharing

  5. Support Services Territory-wide District-based Professional Development activities School-based Network-based • Modes of professional development: • Seminars • Workshops • Inter-school lesson observation and visits • Theme-based exhibitions of good practices

  6. Support Services LLSS website Compendium Curriculum resources on school-based practices Newsletters Theme-based CD-ROMs • Examples: • In-depth exploration of issues and themes (e.g. curriculum • leadership, language arts, assessment for learning, etc.) • School-based resources and cases • Latest pedagogy (e.g. co-operative learning, etc.)

  7. Expected Outcomes • Development of holistic & coherent school-based English curriculum • Enhancement of teachers’ professional capacity as language teachers and then curriculum leaders • Increase in students’ repertoire of language skills and knowledge • Nurturing of an open & collaborative school culture

  8. Support Process (A school case)

  9. A new school joining the Scheme Initial contact & hello visits Some experience in language arts but no experience in non-language arts • Needs analysis (SWOT) Paving the way for the NSS in S1-S3 • Development focus Support Process A School Case On-site support • Collaboration mode

  10. Support Process -Setting Focuses & Identifying An Entry Point • Level: S1 • First cohort of students who will study the NSS • Development focus: Integrating social issues into modules in S1 “Social Issues for Thinking & Debating” • Entry points: Use oflanguage arts texts and newspaper articles to motivate students to learn socialissues for thinking and debating

  11. Objectives Map out the language arts and non-language arts components coherently Support Process -Setting a Clear Direction for the Support Focus Develop students’ thinking skills for writing and debating skills for speaking through the use of social issues Enhance teachers’ professional capacity in curriculum planning

  12. Give professional input and support to teachers • Planning task-based modules and co-curricular activities with teachers • Implementation of the planned material, strategies and assessment methods School-based examples & resources Support Process How to go about? • Co-planning lessons to plan the S1 curriculum Professional sharing Workshops to give input

  13. Support ProcessHow to go about? Jointly identify effective strategies, facilitating factors, problems & issues of concern, etc. • Finding evidence of learning in the process (e.g. students’ products & performance, teachers’ professional growth, etc.) • Evaluation of modules and of the support work • Lesson observation • Co-teaching • Evaluation meetings • Sharing • Making improvement in the next planning stage

  14. Support Process Forming a network on the Project for Social Issues for Thinking and Debating for professional sharing

  15. Support processOfficer’s role • Facilitator • Partner • Change agent • Critical friend / consultant • To foster teacher professional development and effective student learning • To nurture a collaborative culture in a school

  16. Support process -Goals to achieve • Task-based and modular planning • Curriculum planning • One level • Cross-levels • Cross-KLAs • Cross-fertilisation of good experiences among schools

  17. Benefits of Using Support Services on Schools, Teachers and Students • Cultivation of a more open school culture that values the continuous pursuit of a more quality school-based English curriculum • Enhancement of teachers’ professional skills in • curriculum planning • pedagogy • reflective teaching • Whole-person development of students e.g. • language and generic skills • positive values

  18. Improving motivation and catering for learner diversity Preparing students for requirements of NSS Experience Strand NSS Language Arts electives Developing thinking skills To provide support to schools to improve LANGUAGE ARTS Motivating students to read the teaching and learning of English NSS Non-Language Arts electives Secondary Reading ELS HOLISTIC PLANNING LITERACY Making effective use of resources $3 million Scheme for CMI Primary Reading ASSESSEMENT Teaching reading skills explicitly Speaking Making coherence of different components of English Curriculum TSA SBA Developing teachers' assessment literacy Focuses for English – 2007/08

  19. 4 Areas Holistic Planning Language Arts ELS Assessment for Learning Literacy

  20. Thank you

  21. Whole-year curriculum mapping and mapping out components at a modular level

  22. Support ProcessEvidence of learning for students Students’ improvement in writing and speaking

  23. Support ProcessEvidence of learning for teachers Teachers’ development of professional skills in curriculum planning and designing modules as well as in meeting students’ needs

  24. Language Arts It is … NOT the critical study of the text NOT a study of the author’s life or writing style NOT the mastery of literary features Language Arts - What is it? Language Arts involves the LEARNING and USE of English through imaginative / literary texts

  25. Language Arts Focuses to develop teachers’ capacity to use language arts texts for teaching English Teachers Workshops, co-teaching, co-planning to handle the interface between key stages and align the formal and informal curricula Curriculum co-planning, selection of materials, differentiation to develop the capacity of students of all abilities to achieve the learning targets of the experience strand Students performance, creativity

  26. 1. Useofresources Focuses 3. Languageand genericskills 2. Making coherence Holistic Planning • progressive development  NSS at each level and across levels • English teachers curriculum leaders

  27. Support focus 1:Effective use of resources English Enhancement Scheme • Funding proposal  entry point • conduct needs analysis • curriculum renewal process Inter-departmental collaboration in cross-curricular design • Enlisting the support of other KLAs • Introduction of Liberal Studies in the junior secondary level KISS SWOT

  28. Support focus 2: Holistic and coherent curriculum mapping of the English curriculum • Smoothinterfacebetween S3and NSS • Curriculum review and curriculum mapping • Task-based learningframework

  29. Support focus 3: Development of language and generic skills • To develop thinking skills through social issues and debates • SocialIssues for Thinkingand Debating • SITD • To integrate occupation-based English into task-based modules • LearningEnglishfor Leisure and Work • LELW • To integrate speaking skills into tasked-based modules • STEP • The Speaking Towards Excellence Project

  30. Assessment for Learning Identify students’ strengths, weaknesses and needs How to improve the curriculum ? Diagnose students’ learning difficulties How to help students improve their learning? Develop teaching strategies and activities which best suit the students’ needs Provide quality feedback to students on how to improve their performance Reflect on the curriculum and its design CURRICULUM - What to learn ? ASSESSMENT -What to assess ?

  31. Strategies How to achieve Building on and improving existing teaching-learning-assessmentpractices • Review on the curriculum and internal assessment practices • Integrate formative assessment into daily learning and teaching process • Promote task-based assessment • Prepare students for SBA Using assessment data to inform planning, learning and teaching • Review on various types of assessment data • Improve vertical and horizontal curriculum planning • Devise effective teaching strategies Using effective questioning and feedback techniques • Stimulate students’ higher-order thinking skills through the use of a variety of question types • Provide students with timely feedback • Reflect on questioning and feedback techniques through lesson observation

  32. Literacy Focuses • Motivating students to read e.g. literature circles • Literature Circles • Teaching reading strategies explicitly • Forming a proper reading habit • eg morning reading

  33. LLSS Website

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