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Curriculum Management and Leadership for English Language Education:
Planning and Implementing a School-based Curriculum
to Facilitate the Smooth Transition from KS1 to KS2 and from KS2 to KS3
Jan 2013
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Curriculum Leaders
Curriculum Management
Leadership
building a vision setting goals providing strategic
directions developing policies effective team building
implementing agreed policy managing learning and
teaching effective deployment of staff
and resources monitoring and evaluating
performance and standards
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Roles of Curriculum Leaders
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Components of a School-based English Language Curriculum in Primary
Schools
• About 40% of the lesson time
• Closely linked to the learning and teaching in the GE Programme
• About 60% of the lesson time
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.98
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Key Emphases of the English Language Curriculum
• Adopting a task-based approach
• Strengthening a ‘reading to learn’ culture
• Learning and teaching grammar in context
• Developing vocabulary-building strategies
• Promoting assessment for learning
• Catering for learner diversity
• Ensuring the smooth transition between key
stages of learning (Interface)
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English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.7
Focuses for English Language Education
Curriculum Development in the Short, Medium and Long Terms in Primary
Schools
School-based Curriculum Development
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Conducting Holistic Planning
Needs Analysis
Action Planning
Evaluation
Refer to different sources of data (e.g. TSA data, internal assessment data, ESR and SSE findings)
Conduct a critical review of the current situation
Draw upon the needs analysis to identify the development focuses
Set clear and specific objectives Decide on appropriate measures Ensure
vertical and horizontal coordination
Set a clear and practical schedule for implementation
Action Planning
Needs Analysis
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Conducting Holistic Planning
Needs Analysis
Action Planning
Evaluation
Match with the objectives set Collect concrete data as
evidence Use a good mix of qualitative and
quantitative toolsEvaluation
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Ensuring Vertical and Horizontal Coordination
a balanced and adequate coverage of learning targets and objectives
coherence in planning among teachers teaching the same year level and across year levels
progression across year levels in learning, teaching and assessment
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Transition From Key Stage 1 to Key Stage 2 and from Key Stage 2 to Key Stage 3
• What is our vision?
• What is our goal?
•
What do we expect students
to be able to perform by the end of KS1 and
KS2?
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Leadership
What do our students need?
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HKDSE English Language Examination
Graded approach adopted
11http://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A1&1&2_17
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Strategies to Facilitate the Smooth Transition
between Key Stages of Learning
Leading curriculum planning, development and management
Facilitating the interface between key stages of learning
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Curriculum Management
1. Strengthen literacy development
2. Promote self-directed learning
3. Manage resources effectively
4. Enhance the communication among teachers
5. Enhance the professional development of teachers
Leading Curriculum Planning, Development and Management
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Strengthen Literacy DevelopmentEnhance the development of reading and
writing skills
Reading Workshops at KS2
• choice of texts
• teaching strategies for reading
• reading strategies and skills development
School-based writing programme
• connect reading with writing
• provide opportunities to write for a variety of purposes
• use of graphic organisers to develop and organise ideas
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Teaching Strategies for Reading
KS1
KS2
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Development of Reading Skills from KS1 to KS2
KS1
Follow left toright directionality
Use knowledge of basic letter-sound relationships to read out simple words
Sight readcommon words
Use knowledge ofletter-sound relationships to read aloud a variety of
simple texts
Sight read a wide range of common words
1. Understand the basic conventions of written English
KS2
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56
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KS1
3. Locate information and ideas
KS2
Scan a text by using strategies such as looking at headingsand repeated phrases
Identify detailsthat supportthe gist or main ideas
Scan a text by looking at repeated words, words in bold, italics or capital letters
Locate specific information in a short text in response to questions
Development of Reading Skills from KS1 to KS2
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56
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KS1
2. Construct meaning from texts
KS2
Guess the meaning of unknown words by using pictorial and
contextual clues
Identify key words for the main ideain a sentence
Understand the information on the book cover and contents page
Recognise the features of some common text types
Development of Reading Skills from KS1 to KS2
Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world
Skim a text to obtain the main ideas
Understand intention, attitudes and feelings conveyed in a text
Understand the information provided on the book cover, index and glossary
Recognise the features of a variety of text types
English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56
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Resource Package
Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom
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write for a variety of purposes and roles
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http://peer.edb.hkedcity.net/
Use E-Learning to Promote Self-directed LearningPEER
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Use E-Learning to Promote Self-directed LearningEDB One-stop Portal
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html 21
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22http://app3.rthk.org.hk/special/sundaysmile/radiostar/radiostar.php
Use E-Learning to Promote Self-directed LearningRTHK radio programme – Sunday Smile
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Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers
Make use of non-textbook resource materials to enhance learning
Introduce EDB resource packages to teachers
Managing Resources1. Human
resources Appoint level coordinators to help with horizontal coordination
Deploy the NET effectively
2. Learning and teaching resources
3. Management of funds and grants Sustainable Capacity building Holistic and coherent Focused
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Regular collaborative meetings led by
curriculum leaders
Identification and development of
potential curriculum leaders
Experienced teachers trying out new ideas and sharing with the
less experienced teachers
Periodic reviews and sharing among
all teachers
Enhance the Communication among Teachers
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Enhancing the Professional Development of Teachers
Collaborative lesson preparation Co-teaching Peer coaching Peer lesson observation Teacher reflection Regular sharing sessions
Provide a good model in classroom teaching and leadership
Encourage and organise teachers to attend professional development programmes
Encourage sharing of knowledge, ideas, experiences and good practices to build up a collaborative learning culture
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TitleAvailable in
SectionMonth Year
(B) Sustaining the Curriculum and Assessment Reform
Using the Learning Progression Framework (LPF) to Enhance Learning, Teaching and Assessment for English Language at Primary Level (Re-run)
25 March 2013 ELE
Developing Primary Pupils’ English Writing Skills through Strategic Scaffolding and Quality Feedback to Facilitate the Transition from KS2 to KS3 (Re-run)
25 Jan16 & 23
Feb
2013 ELE
Developing Primary Pupils' English Reading Strategies to Enhance their Learning Capacity to Facilitate the Transition from KS2 to KS3 (New)
18, 21 & 25 May
2013 ELE
Professional Development Programmes 2012/2013
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Enquiries
English Language Education Section, CDIRoom 1206, 12/F, Wu Chung House,
213 Queen’s Road East, Wan Chai, Hong Kong
Ms Wendy TSANG Tel: 2892 6570
Ms Iris CHAN Tel: 2892 6414
Fax: 2834 7810
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