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A modular approach

A modular approach. North Point Government Primary P.M. School 21 st February, 2004. Background. 50 th Anniversary small and old school building P.1 – evenly divide the pupils into 4 classes P.2-6 – A, B classes with better standard, C-E classes with poor standard.

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A modular approach

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  1. A modular approach North Point Government Primary P.M. School 21st February, 2004

  2. Background • 50th Anniversary • small and old school building • P.1 – evenly divide the pupils into 4 classes • P.2-6 – A, B classes with better standard, C-E classes with poor standard

  3. Background (cont’d) • Planned to start phonics teaching first (school decision) module planning (with support from EMB) • 2002-2003 P.1 (5 teachers involved) • 2003-2004 P.1 & P.2 (10 teachers involved)

  4. How to do? • 1st step: find out the vocabulary & language focus in each unit • 2nd step: group several units (with related focuses) into a module (the sequence may be changed) • 3rd step : reconfirm the vocabulary & language focuses  production level vs comprehension level

  5. How to do? (cont’d) • Decide the final product for each module • integrate suitable readers/big books into the curriculum • Tailor make supplementary exercises & amend workbooks (need to cancel some non-suitable exercises/pages)

  6. How to do? (cont’d) • Prepare suitable teaching aids (e.g. puppets, picture cards, sentence strips…) • Decide suitable tasks for the pupils, e.g. buying & selling games, detective games, etc. • Evaluate constantly. Amend flexibly. Alignment to teaching.

  7. Why use Small Books? • Easy to handle • Clear and explicit flow • Easy reference for evaluation

  8. Characteristics of our approach • All designs are pupil-centred and authentic • Textbook-based but not textbook bound • Task-based approach • Allow learning space for pupils • Comments from pupils, parents & teachers  more participation of stakeholders • High student ownership • Integrate readers into curriculum

  9. Achievement • Improvement in 4 language skills • Teachers’ personal growth in teaching and curriculum planning • Students enjoy the lesson • Enable peer lesson observation

  10. Problem Encountered • Pupils have difficulties in recognizing the vocabulary and spelling

  11. Advantages for our school • We have a smart TA that helps us a lot in making the Small Books • All colleagues are willing to cooperate & share • Support from parents & principal

  12. Difficulties for our school • Time consuming (for meetings, preparation & producing the small books) • No suitable place for meeting • No teaching resources room  difficult to store the teaching aids (big books…) • Different streaming method in P.1 & P.2

  13. The End

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