balancing it right in the ks2 english kla curriculum by yuen long government primary a.m. school

55
Balancing it right in Balancing it right in the KS2 English KLA the KS2 English KLA Curriculum Curriculum by Yuen Long Government Primary A.M. School

Upload: muriel-evans

Post on 11-Jan-2016

212 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Balancing it right in the Balancing it right in the KS2 English KLA KS2 English KLA

CurriculumCurriculum

by

Yuen Long Government Primary A.M. School

Page 2: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

The story began…

Page 3: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

What did we do in reading What did we do in reading comprehension?comprehension?

Q1. Is David a taxi-driver?

Page 4: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Q1. Is David a taxi-driver?

Q2. When did David drive on Tolo Highway?

Page 5: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Q2. When did David drive on Tolo Highway?

Q3. How much did David pay for the fixed penalty?

Page 6: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Q3. How much did David pay for the fixed penalty?

Q4. What other penalty did David have?

Page 7: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Q4. What other penalty did David have?

Page 8: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

This went ‘well’ until …This went ‘well’ until …

• Changes set in at macro level - the new English KLA Curriculum Guide

• Changes set in at micro level - new textbooks

and

• System assessments requirements

Page 9: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Identifying Inadequacy in Learning Identifying Inadequacy in Learning and Teachingand Teaching

• Teaching was bound by a large number of textbooks and supplementary practice books.

• Lacks of linkage between each unit.

• Input was not sufficient in the four language skills, particularly in reading.

• Teaching of language skills was in isolation.

• Too much emphasis on the teaching of language forms

Page 10: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

What to do first? What to do first? Analyzing levels of comprehensionAnalyzing levels of comprehension

Page 11: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Read the following sentence:-

“Marty opened her umbrella just in time and held it tightly”Literal comprehension :-Marty opened her umbrella just in time.She held it tightly.Text-based inferential comprehension :

Marty opened her umbrella. Probably she didn’t get wet. She held it up tightly。

Page 12: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

“Marty opened her umbrella just in timeand held it tightly”

Knowledge-based Inferential comprehension:- People: Is Marty a man or a woman? Action: Opened umbrella, held umbrella tightly Setting: Indoor? Outdoor? Weather conditions:

Rained suddenly (just in time) Heavy rain and strong wind (held tightly)

Clothing: ????

Page 13: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Levels of comprehensionLevels of comprehension

Text:Text:

Of the three girls, only Bonnie can reach Of the three girls, only Bonnie can reach the shelf on which their mother keeps the the shelf on which their mother keeps the cookies.cookies.

Page 14: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Literal comprehension

There are three girls.Bonnie can reach the shelf.

Inferential comprehension

Text-based

[their mother]The three girls, one of which is Bonnie, are sisters.[only Bonnie can reach the shelf]Bonnie is the tallest. None of her sisters are tall enough to reach the shelf.[the shelf on which] The cookies are kept on a shelf.

Knowledge-based

The three girls are in a kitchen.The cookies are kept in a container that has been put on a shelf.

Page 15: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

External text vs Internal textExternal text vs Internal text

External text(original text)

Of the three girls, only Bonnie can reach the shelf on which their mother kept the cookies.

Internal text (inferential text)

Bonnie and her sisters are in the kitchen. Because their mother keeps cookies in a jar on a high shelf, only Bonnie, the tallest of the girls, can get to the cookies.

Durkin 2004

Page 16: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Correlating levels of comprehension Correlating levels of comprehension to skills framework in CGto skills framework in CG

Page 17: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Yuen Long Government Primary AM School

Reading Skills for Key Stage 2

Reading Aloud (Oral) P.4 P.5 P.6

No. Descriptors 1st 2nd 1st 2nd 1st 2nd

1 Sight read a wide range of common, phonically irregular words e.g. have, said, was

2 Read in meaningful chunks

3 Read with stress, rhythm and intonation

Reading Workshop Assessment/ Comprehension Passages P.4 P.5 P.6

No. Descriptors 1st 2nd 1st 2nd 1st 2nd

1 Use known parts of words or word association to work out meaning of

unknown words, e.g. happy/unhappy (Appendix 1)

2 Work out the meaning of an unknown word or expression by using

contextual or pictorial clues (Appendix 2)

3 Locate information provided on the book cover, on the spine or blurb, index

and glossary (Appendix 3)

4 Understand the functions of basic punctuation (.,!?’ ‘’) (Appendix 4)

5 Understand the connection between ideas by identifying cohesive devices,

e.g. finally/at last, because, first, then, however/but, if, therefore/so, when,

or, also/too, and, but, pronoun references (Appendix 5)

6 Understand the use of a small range of language features like smile,

personification, rhyme, rhythm, alliteration, onomatopoeia (Appendix 6)

7 Predict the likely development of a topic (Appendix 7)

8 Recognize the presentation of ideas through headings, paragraphing,

spacing, italics, bold print and punctuation (Appendix 8)

9 Identify main ideas (Appendix 9)

10 Identify details that support the gist or main ideas (Appendix 10)

11 Identify the sequence of events (Appendix 11)

12 Understand story structure that comprises setting, characters, problems,

events and solutions (Appendix 12)

13 Understand intention, attitudes and feelings conveyed in a text by

recognizing features such as the choice and use of language (Appendix 13)

14 Scan for specific information (Appendix 14)

15 Skim a text to get the gist or main ideas (Appendix 15)

16 Give interpretative answers in relation to the text (answers that need to be

thought about or an opinion given e.g. Why does that happen? Why did he

do that?) (Appendix 16)

17 Respond to the text with relevant information and ideas (give a critical or

creative response or link meaning to personal experiences and then evaluate

or make a judgment about the text) (Appendix 17)

18 Recognize the format and language features of a variety of text types, e.g.

journals, letters, menus, reports etc (refer to attached list) (Appendix 18)

Page 18: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Analyzing skills focus in TSAAnalyzing skills focus in TSA

• Analyzing skills framework and its correlation to TSA reading and writing papers

Page 19: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Sample of question analysis

Q6: Read lines 14-16. What did the turtle do? Lines 14-16: “No, no. That’s never work because my shell is very hard,” said the turtle. “But I know what you can do. Throw me into the water. I won’t be able to breathe and I’ll drown. Then you can cook me!” A. cried for help B. jumped into the water C. told the Chief what to do D. asked the Chief not to cook him (It is difficult for students to tackle this question.)Q7: drown The turtle could not swim. Q9: “Why were the villagers ‘silly’?” they did not know the turtle could swim!Q10: Hidden meaning Read line 22. Why do turtles live in the water most of their time? Line 22: This is why turtles spend most of their time in the water. A. Hunters cannot catch them easily. B. Turtles don’t like living on land. C. There is a lot of in the water. D. Turtles like swimming in the water.

Analyzing reading skills focusAnalyzing reading skills focus

Page 20: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Territory-wide System Assessment 2006Item Analysis (P.6)

SkillBasic competency Sub-paper (Item no.) Compare

with Territory-

wide percentage

Questions

Reading

Use known parts of words or word association to work out meaning of unknown words, e.g. happy / unhappy

6ERW1 P.2Q03 Read line 7: “…turtles used to live only on land…”means turtles lived on land before.

Work out the meaning of an unknown word or expression by using contextual or pictorial clues

6ERW1 P.1Q036ERW2 P.1Q03

Anna can buy Woman’s Monthly once a month.

6ERW1 P.2Q02 Read line 5, A “folk tale” means a story.

6ERW2 P.2Q07 Read lines 15-16: “I won’t be able to breathe and I’ll drown.” This means the turtle could not swim.

6ERW1 P.3Q046ERW3 P.3Q04

Who are the members of the royal family?

6ERW1 P.4Q07 What is “starvation”?

6ERW2 P.2Q05 In paragraph 3, the baker hoped the rich man would buy his bread.

6ERW2 P.2bQ016ERW3 P.2bQ01

What did the rich man usually do in the morning?

6ERW3 P.1Q02 In line 5, what is a platform in an MTR station?

6ERW3 P.1Q06 Read line 11. A vehicle is something that …

6ERW1 P.1Q046ERW2 P.1Q04

On page 19, Anna can read a story.

Page 21: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Re-conceptualizing language teaching Re-conceptualizing language teaching and learning in and learning in School-based Curriculum PlanningSchool-based Curriculum Planning

Diversity

Balance

Vertical progression

Integration

Page 22: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Integrative balanced curriculum Integrative balanced curriculum

embedding diversities, scaffolding andembedding diversities, scaffolding and

spiral learningspiral learning

Horizontal & vertical continuityHorizontal & vertical continuitySchool curriculum

Page 23: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

How Students learn bestHow Students learn best

• Comprehensible inputs

• Low anxiety, “safe” environment

• Meaningful interaction

• Use prior knowledge in new learning

• Feedback for improvement

Page 24: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Putting big ideas into actionPutting big ideas into action

• What to do next?

Adopting task-based learning

Page 25: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Solution

Task-based learning

Selecting clear language focus

Integrating 4 skills in every module

Reducing pupils’ assignment

Page 26: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Changes in School-based CurriculumChanges in School-based Curriculum

Communicative task

Textbook bound

- a central building block within the curriculum

Page 27: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

•Lexical or syntactic exercise

•Students’ communicative competence•Language focus exercises

Communicative tasksCommunicative tasks

Page 28: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Procedures for planning the Procedures for planning the learning taskslearning tasks

Text analysis

Module plan

Setting the learning tasks

Page 29: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Yuen Long Government Primary Am School 2005-2006 First Term

Step Up Book 5A Text Analysis Module: Food and Drink Unit 1: Potluck Fun

Language Functions Language Focus Vocabulary items Sight vocabulary items

Previous knowledge

1. Use the simple past tense to talk about

past activities or events.

e.g. In the old days, people in America often

cooked their meals with big pots.

2. Use connectives to ‘first’, ‘next’,

‘then’, ‘after that’ and ‘finally’ to

express sequences.

e.g. First, cut a little pork and a lot of tofu into

small pieces.

3. Use uncountable nouns to refer to

uncountable objects

e.g. First, cut a little pork and a lot of tofu into

small pieces.

New language learning objectives

4. Use the general determiners ‘a lot of’,

‘a few’ and ‘a little’ to show quantities.

e.g. First, cut a little pork and a lot of tofu into

small pieces.

Potluck

Suppertime

Invited

Join

Guests

Served

Supper

Tofu

Soy sauce

Beans

Add

Cut

Mix

Put

Squeeze

Star fruit

Kiwi fruit

Mango

Lemon juice

Japanese rice

Curry

Whole chicken

Onion

Carrot

tomato

Page 30: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Yuen Long Government Primary AM School

Second Term Primary 5

Unit Plan for Task 1

Module : Food ad Drinks

Unit : 2 Smart Shopping

Task : 1 Smart Shopping

Time Frame : 2 weeks

No. of lessons : 18 lessons

Focus Questions:

1. What is the product’s name?

2. Where is the food made?

3. Which company made it?

4. What is in the food?

5. How much does it weigh?

6. What is the expiry date?

Learning Targets:

1. To establish and maintain relationships and routines in school and other familiar situations.(ISa)

2. To participate with others in making choices and decisions for carrying out events.(ISe)

3. To provide or find out, organize and present information on familiar topics. (KSa)

4. To interpret and use given information through processes or activites such as matching,

sequencing, describing, classifying, comparing, explaining, predicting, drawing conclusions;

and to follow instructions.(KSb)

Learning Objectives:

1. Learn how to look for important information about products on labels and containers.

Generic Skills / Values and Attitudes:

1. Communication Skills

Use spoken, written, graphic and other non-verbal means of expression to convey information and

options, and to explain ideas.

2. Critical Thinking Skills

Extract, classify and organize information from a source.

Language Skills Grammar Focus Vocabulary Items Text Types Learning

Resources

Reading 1. Work out the

meaning of an unknown word or expression by using visual clues, context and knowledge of the world.

2. Recognise

1. Use the

passive voice

to talk about

processes.

(e.g. When

we read the

information,

we can find

out where the

Key focus

‧ food

containers

1. containers

2. a jar

3. a bottle

4. a tub

5. a packet

6. a carton

1. Narrative

2. Label

3. Product

information.

1. containers of

packaged

food items

2. pupils’ food

labels

3. i-Book

4. Step Up

P.10-11

5. RW P.4-5

Page 31: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Working out reading tasks

To help students acquire a wide range of reading skills to comprehend different kinds of text.Correlated the reading tasks to the target reading skills in the English KLA Curriculum Guide.

Page 32: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Ways to help develop students’ Ways to help develop students’ reading skills through reading tasksreading skills through reading tasks

•Part skills training •Reading tasks •Comprehension questions•Reading activities •Authentic reading materials•Exposure to varieties of text types •Putting parts to whole…..

Page 33: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

A) Ocean Park will be rebuilt. Read the news article for details.

IT’S TIME… The New Ocean Park to be the World’s Best Marine-Based Theme Park

(Hong Kong, March 18, 2005) The Ocean Park today announced a rebuilding plan. It wants to

make the Park the world’s best marine-based theme park.

The rebuilding plan will start in 2006 and be completed in 2010. It will add 33 new species of

animals. By 2010, more than 5 million visitors will visit the Ocean Park every year.

The new Ocean Park will be divided into two areas - The Waterfront and The Summit. They will

have more than 70 interesting places.

The Waterfront will be divided into three zones: Aqua City, Birds of Paradise and Whiskers

Harbour. Whisker Harbour is a zone for families. The famous characters from the Ocean Park will

welcome guests there.

The Summit is 150 meters tall. Visitors can see the beautiful views of Hong Kong’s southern

shores, Aberdeen and nearby islands. At the hillside there will be four different zones: Marine

World, the Rainforest, Thrill Mountain and Polar Adventure.

The biggest attractions in the new Ocean Park will include the Killer Whale Stadium. Visitors can

view a great Killer Whale show. At the Penguin Glacier, penguins play on the slide to make

visitors happy. In the Polar Bear Cove, it is the home for big and cute polar bears. At the Swim

with Dolphins area, visitors can wear wetsuits and come nose-to-nose with the friendly

mammals. At the Shark Encounter in Aqua City, visitors can enter a cage to watch people feed

sharks.

There will also be 12 new shows including the Typhoon Stunt Show in the Rainforest area. We

can also find Kung Fu fighting, Hollywood special effects and the rollercoaster at Thrill Mountain.

Ocean Park’s famous cable car will be rebuilt. But visitors can also choose to ride the Summit

Express. It is a fast train that will bring visitors through a tunnel at high speed to The Summit. It

can bring them back to The Waterfront in minutes.

There will be three hotels next to the park, which will bring more tourists to Ocean Park.

5

10

15

20

5

10

15

20

Authentic writing modified by teachers with clear focus on reading skills training

Page 34: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Tom has written three journal entries about his special events. Read his journal entries and label different parts of the first journal entry.

1.

Tuesday 9 May Rainy and windy.

Today is a bad day f or me.

This morning my alarm clock was out of order, so I woke up thirty minutes late.

Af ter I lef t my home, I f ound that I had forgotten to bring money. I had to walk to

school. Suddenly it started to rain. I didn’t have an umbrella, so I was all wet.

I n English lesson, Mrs. Lee was very angry because I f orgot to bring my

textbook. She made me stand in f ront of teachers’ room during the recess. I was

hungry and thirsty.

I n the af ternoon, I walked home f rom school but I was very careless. Since the

road was wet, I slipped and hurt myself . There was a big cut on my knee and a lot of

blood coming out.

I wish tomorrow will be a better day.

2.

3.

4.

5.

Monday 1 May Hot and Sunny Today is a great day! Because of Labour Day, I have a holiday today. I had a very HAPPY day with my f amily today! I n the morning, my parents took me to a restaurant f or breakfast. We have not gone to the restaurant together f or a long time. I really enjoyed the breakfast. Then we went to see ‘I ce Age: The Meltdown’ at Yuen Long Broadway Cinema, it was really f unny! Af ter that, we went to have pizzas f or lunch, but there were a lot of people having pizzas, so we bought pizzas home instead. I n the evening, my f ather played basketball with me in the basketball court. We had a one-on-one match. Since Dad is much taller than me, I can never win! This time he scored 12 points and I scored 3 points. Although he scored much more than I did, I still had a great time being with Dad. I really hope that Mum and Dad can spend more time with me.

1

5

10

1

5

10

Identifying key elements in a journal

Page 35: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Re-vamping writing tasksRe-vamping writing tasks

Before After

Guided Open-ended

Manipulated Focus on process

Working out a skills framework

Page 36: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Yuen Long Government Primary AM School (2006-2007)

School-based English Language Curriculum Plan KS2 (Writing)

P.4 P.5 P.6 • Word limit: 50 words • Use cursive script • Use paragraphs, capitalization and conventional

punctuation • Write simple riddles • Write recipes by using connective to express

sequences and imperatives to give instructions • Write narratives based on the information

provided and personal recount • Create slogans • Write rules by using the modal ‘should’ to express

obligations • Write the ending of stories by using simple past

tense to describe activities or events in a story, • write plans • Make signs by using the modal ‘must’ to express

obligations and prohibition • Make pamphlets with appropriate format and

information • Make cards according to different situations • Use cohesive devices (e.g. also, at last, because,

however, therefore) • Use a small range of tenses (e.g. simple present,

simple past, present continuous and future with some consistency)

• Proof-read to revise drafts and identify simple language errors

• Present writing using appropriate layout and visual support such as illustrations, tables and charts

• Gather and share information and ideas by using strategies such as brainstorming, questioning and interviewing

• Word limit: 60 words • Use cursive script • Use paragraphs, capitalization and conventional

punctuation • Write invitation cards • Write descriptions about interesting places in Hong

Kong • Write e-mails with correct format by using

formulaic expressions • Write reports with simple past tense to describe

activities or events and indefinite pronouns to refer to people, events and objects in a general and indefinite way

• Write stories by using simple past tense to describe activities or events in a story

• Make posters with appropriate format

• Write journal entries by using simple past tense to talk about past activities or events and simple present tense to talk about present states

• Write jokes and riddles • Use a range of tenses (e.g. present, simple past,

present prefect) and modals with some consistency • Proof-read to revise draft and identify simple

language errors • Present writing using appropriate layout and visual

support such as illustrations, tables and charts • Gather and share information and ideas by using

strategies such as brainstorming, questioning and interviewing

• Word limit: 80 words • Use cursive script • Use paragraphs, capitalization and conventional punctuation • Write a range of texts (e.g. journal) to describe, recount, record,

explain, propose and summarize with supporting details and elaborations

• Write formal letters with an appropriate format (i.e. formulaic expressions to begin and end the letters)

• Write stories based on the given opening and draw pictures to illustrate the story

• Write stories with the help of a story web

• Write stories with moral (fables)

• Write a new ending to fairy tales by using simple past tense to describe activities or events

• Write comic / picture captions write lines for a play with adverbs to show how to read the lines in a story

• Write narratives to describe people, objects and places

• Write rules with an appropriate format and adverbs describing manner

• Write some why questions and give reasons

• Write some advice by using the modals

• Write paragraphs which develop main ideas

• Use appropriate cohesive devices ( e.g. also, at last, because, however, therefore)

• Use a range of tenses (e.g. present, simple past, present prefect) and modals with some consistency

• Proof-read to revise drafts to improve organization and language. (combine ideas, rearrange orders, add details, delete irrelevant ideas, substitute words or phrases with more appropriate ones)

• Present writing using appropriate layout and visual support such as illustrations, tables and charts

• Gather and share information and ideas by using strategies such as brainstorming, questioning and interviewing

A writing skills frameworkA writing skills framework

Page 37: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Scaffolding writing tasksScaffolding writing tasks

Input

Process

Product

Substantive reading materials

for various text types

Using Graphic organizers

Students’ writing

Page 38: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

My Best Friend

Appearance (How does he/she look

like?) Personality

Personal Information Name: Gender: M / F How old is he/she? How long have you been friends

with him/her?

Things he/she does for you

The reason why you like him/ her

His/ Her Hobbies

Page 39: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School
Page 40: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

H) Now you have some the information about Hong Kong. You can tell Don something about Hong Kong by replying an e-mail to him. Work in groups, read the e-mail from Don again and find out what Don wants to know about Hong Kong. Finish the mind-map and draft an e-mail in the space provided. You have to add your own idea in the space provided.

Your reply e-mail

First Paragraph:

1. You should write the greetings.

_______________________________________________

_______________________________________________

2. You should introduce yourself.

What’s your name? How old are you? Where do you live?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Second Paragraph: You should talk about information of

Hong Kong and some interesting

places in Hong Kong.

1. ________________________________________________

________________________________________________

________________________________________________

2. ________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Third Paragraph: You should write the famous food in Hong

Kong.

1._______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Fourth Paragraph: You should write some festivals in H.K.

What are the festivals? What do we do at these festivals?

1._______________________________________________

_______________________________________________

_______________________________________________

2._______________________________________________

_______________________________________________

_______________________________________________

3._______________________________________________

_______________________________________________

Page 41: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

An email An email from from overseasoverseas

Page 42: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School
Page 43: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

From:  <[email protected]>To: don <[email protected]>Date: Wed, 25 Oct 2006 16:04:50 +0800 (CST)Subject: Hello from Hong Kong!Dear Don    How are you?My name is Vincent.I live in Yuen Long. I am ten years old.    There are 6 994 500 people living in Hong Kong. There are a lot of interesting places in Hong Kong. For example,Disneyland,Ocean Park, The Big Buddha,The Avenue of stars,etc. I don't like going to the beach because I think there are many sharks. I like eating chicken curry,fish balls,Wafers,egg tarks and cart noodles. They are famous food in Hong Kong. We don't have any Austnalian restaurant, but we have Japanese restaurant and Chinese reataurant in Hong Kong.                We have Bun Festival,Mid-Autumn Festival and Dragon Boat Festival. Bun Festival is usually in May About two weeks before the Festival,people on Cheung Chau Island build a Bun tower in front of the Temple there. They build the Bun tower with steel and bamboo now. It is about fourteen metres high. They covered the tower with sweet buns.      Three days before the Festival ,people on Cheung Chau Island do not sell or eat meat. They only eat vegetables. On the main steets,there is a procession along the steets. Dargon Boat Festival is the day that poet Wat Yuen died. People eat rice dumping ang watch Boat races.       Mid-Autumn Festival is usually in Septenber,we enjoy the full moon. People play lanterns and eat moon cakes. Write me soon. With best WishesVincent

Page 44: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

What happened to student learningWhat happened to student learning?

• Could they spot the differences?

Page 45: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Student reflectionsStudent reflections

• More varieties in learning activities

• Structured input helps task completion

• Interesting and motivating – wish for longer English lessons

• Improved abilities in reading and writing

• Wish for learning opportunities outside classroom

Page 46: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Teachers’ reflectionsTeachers’ reflections

New conceptions

and new practices

Page 47: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Teacher reflectionsTeacher reflections

• Grow out of textbook bound teaching

• Clear language and skills focus in more balanced learning modules

• Varieties in learning materials and pedagogy

• More focused on student learning

• Matching teach-learn-assess cycle

Page 48: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Further changes in language Further changes in language teaching and learningteaching and learning

• Language in use outside classrooms

• Email correspondence to overseas friends

• Strengthening speaking and listening activities

Page 49: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Interactive activities in the Interactive activities in the classroomsclassrooms

Page 50: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Graphics organizers to help writing Graphics organizers to help writing

Page 51: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Linking writing to oral presentationsLinking writing to oral presentations

Page 52: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Outside ClassroomOutside Classroom

Page 53: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Changes at School LevelChanges at School Level

• Unit oriented discussion in co-planning meeting.

• Lesson observations served as a tool for accountability.

• Teachers shared ideas at one level.

• In-depth discussion in co-planning meeting.

• Peer observations promote learning and teaching.

• Teachers share ideas horizontally at one level and vertically across levels.

Before After

Page 54: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Curriculum development

School Developme

nt

Teacher Developme

nt

Pupil learning

Page 55: Balancing it right in the KS2 English KLA Curriculum by Yuen Long Government Primary A.M. School

Prime goals fulfilledPrime goals fulfilled

• Strike for a balanced curriculum• Develop students’ language skills

and proficiency for future study

Thank Thank YouYou