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Using the Learning Progression Framework LPF to Enhance the Learning, Teaching and Assessment of English Language at Pr

2. Objectives. To introduce the LPF for English Language and its role in the learning-teaching-assessment cycleTo explore the use of the LPF as a reference tool to identify students' strengths and weaknesses and plan holistically for effective learning, teaching and assessmentTo provide practical

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Using the Learning Progression Framework LPF to Enhance the Learning, Teaching and Assessment of English Language at Pr

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    1. 1 Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment of English Language at Primary Level 4 & 5 December 2009

    2. 2 Objectives To introduce the LPF for English Language and its role in the learning-teaching-assessment cycle To explore the use of the LPF as a reference tool to identify students’ strengths and weaknesses and plan holistically for effective learning, teaching and assessment To provide practical suggestions on using the LPF to enhance assessment for learning

    3. 3 What is a Learning Progression Framework (LPF)? The LPF:

    4. 4

    5. 5 Structure of LPF - Speaking

    6. CONTENT, ORGANISATION & COMMUNICATION STRATEGIES The outcome statements show the progression in terms of : Complexity of information and ideas Familiarity of topics Organisation of information and ideas Range of communication strategies The LPF – Speaking

    7. The LPF – Speaking LANGUAGE The outcome statements show the progression in terms of : Language forms and functions used at different levels of speaking PRONUNCIATION, STRESS, RHYTHM & INTONATION The outcome statements show the progression in terms of : Accuracy in pronunciation Appropriate use of stress, rhythm & intonation

    8. Underlying Principles language development strategies, generic skills, and positive values and attitudes (all 4 skills) the provision of support and the need to encourage learner independence (all 4 skills) meaningfulness and appropriateness of the texts to the context, purpose and audience (Speaking and Writing) interplay between tasks and texts (Listening and Reading)

    9. 9 Structure of LPF - Writing

    10. The LPF – Writing CONTENT The outcome statements show the progression in terms of : Complexity of information and ideas Length of texts Familiarity of topics ORGANISATION The outcome statements show the progression in terms of : Linkage between ideas within and across paragraphs Overall organisation of ideas LANGUAGE The outcome statements show the progression in terms of : Language forms and functions used at different levels of writing

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    12. 12 Reading and Listening The outcome statements show the progression in terms of : Depth of processing information, ideas and feelings (understanding, inferring and interpreting) Text complexity information load (length, density) vocabulary organisation explicitness abstraction Range and application of strategies

    13. 13 LPF – Exemplars for illustrating outcome statements Speaking exemplars students’ authentic work annotations transcript and audio/video clips Writing exemplars students’ authentic work annotations Listening exemplars questions annotations tapescript and audio clips Reading exemplars questions annotations

    14. 14 Relationship between the Curriculum Framework, LPF and BC

    15. 15 Curriculum Framework, Learning, Teaching and Assessment, and Learning Progression Framework (LPF)

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    18. 18 Using the LPF to Enhance Learning and Teaching

    19. 19 Steps in Using the LPF to Enhance Students’ Language Skills Review students’ performance and identify their strengths and weaknesses from various learning and assessment tasks Confirm your understanding of students’ strengths and weaknesses by making reference to the LPF Reflect on whether you have provided opportunities for students to demonstrate their performance Identify gaps in your teaching plans Select appropriate texts and design appropriate activities Select appropriate teaching strategies and provide adequate teacher support to help students make progression in the development of the four language skills

    20. 20 Using the LPF to Enhance Learning, Teaching and Assessment at the Reaching-out Stage to set more specific learning objectives to identify/adapt/design appropriate tasks and activities for effective learning, teaching and assessment to identify individual students’ strengths and weaknesses in a specific language skill to give constructive feedback to students to design appropriate tasks and activities to cater for student diversity to develop a better understanding of the curriculum requirements to reflect on current teaching practices and make necessary modifications

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