english enhancement grant scheme for primary schools · our curriculum and introduce e-learning...
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School Name: SKH Yan Laap Primary School P. 1
Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS)
School-based Implementation Plan
School Name: SKH Yan Laap Primary School (English)
Application No.: A 019 (for official use)
(A) General information:
1. No. of English teachers in the regular staff establishment (excluding the Native-speaking English Teacher): 18
2. No. of approved classes in the 2016/17 school year:
P.1 P.2 P.3 P.4 P.5 P.6 Total
No. of approved classes 5 5 5 5 5 5 30
3. No. of operating classes in the 2016/17 school year: (if different from the number of approved classes)
P.1 P.2 P.3 P.4 P.5 P.6 Total
No. of operating classes
4. Programmes/projects implemented or support service(s) in relation to English Language curriculum received in the past five years (more rows can be
added if needed):
Name of
programme/project/
support service
Grade
level
Focus(es) of programme/project/ support service External support
(if any)
PLPR/W Programme
2012-2017
P.1-P.3 1. To enhance the reading proficiency of students through a sustainable literacy programme with a focus on reading.
2. To support English teachers with intensive professional development linked to the curriculum.
3. The programme also provided teachers with directions and guidance for the teaching of literacy with a focus on reading as well as the tools necessary for the assessment of student needs and the knowledge of how they read.
NET Section, EDB
School Name: SKH Yan Laap Primary School P. 2
(B) SWOT Analysis related to the learning and teaching of English:
Strengths Opportunities
1. Successful experience in doing school-based projects
2. Committed professional English panel team and teachers
3. Existing reading culture through buddy reading scheme
4. Parental support is relatively strong.
1. Students and teachers are familiarized with English online
programmes.
2. Learner diversity is addressed through tiered reading tasks
3. Writing skills are developed through intensive reading
Weaknesses Threats
1. Some students lack interest in learning and reading English. 1. P.4 – P.5 students do not enjoy English activities with ELTA.
2. Students need to learn how to organize and elaborate ideas for their
writings.
3. Writing tasks suggested in the textbooks are limited in both text types and
cannot arouse students’ interest
4. P.4 – P.6 curriculum is not coherent in design, level of difficulties and
implementation.
2. Interface from our senior primary to secondary schools is not
sufficiently linked and planted within our curriculum.
(C) Measure(s) taken through the grant under the English Enhancement Grant Scheme for Primary Schools, if any:
(more rows can be added if needed):
Area(s) of Development Usage(s) of the grant Grade Level
1. Implementation of a reading programme for P.4 1. Hiring an ELTA through service
provider to assist teachers in the
lessons, train students with better
English proficiency
P.4
2. Implementation of a speaking programme for P.5 and P.6 P.5 – P.6
3. Create an English-speaking environment through the implementation of English
Ambassadors Programme, Speech and Presentation Competition and English Talent Quest P.2 – P.6
4. Improve teachers’ skills on teaching reading and writing through teachers workshop
(themes: Reading through Language Arts & Speech and Drama & Language Arts)
2. Hiring of service provider to
provide workshops, lessons
observation and demo.
All English
teachers
School Name: SKH Yan Laap Primary School P. 3
(D) Focus(es) of the school’s proposed school-based English Language curriculum initiative(s) to be funded under PEEGS
Proposed target area(s) of development (Please the appropriate box(es) below)
Proposed usage(s) of the Grant (Please the appropriate box(es) below)
Time scale (Please the
appropriate
box(es) below)
Grade level (Please the
appropriate
box(es) below)
Enrich the English language environment in school through
- conducting more English language activities*; and
- developing more quality English language learning
resources for students*
(*Please delete as appropriate)
Promote reading* across the curriculum in respect of the
updated English Language Curriculum (Primary) under
“Ongoing Renewal of the School Curriculum – Focusing,
Deepening and Sustaining”
(*Please delete as appropriate)
Enhance e-learning in respect of the updated English
Language Curriculum (Primary) under “Ongoing Renewal of
the School Curriculum – Focusing, Deepening and Sustaining”
Cater for learner diversity with equal emphasis on more able
and less able students in respect of the updated English
Language Curriculum (Primary) under “Ongoing Renewal of
the School Curriculum – Focusing, Deepening and Sustaining”
Strengthen assessment literacy in respect of the updated
English Language Curriculum (Primary) under “Ongoing
Renewal of the School Curriculum – Focusing, Deepening and
Sustaining”
Purchase learning and teaching resources
Employ full-time* or part-time* teacher
(*Please delete as appropriate)
Procure service for conducting English language
activities
2017/18
(second
term) to
2018/19
(first term)
2018/19
(second
term) to
2019/20
(first term)
P.1
P.2
P.3
P.4
P.5
P.6
Others,
please
specify
(e.g. P1-3,
P5-6):
________
________
________
School Name: SKH Yan Laap Primary School P. 4
(E) How to implement the proposed school-based English Language curriculum initiative(s) funded by PEEGS?
(more rows can be added if needed)
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
(1) Purchase learning and teaching resources to develop school-based teaching plan to promote reading across the curriculum and enhance e-learning at P.4
to P.5
Project Objectives
Promote reading across the curriculum as well as
enhance language output for our Primary 4 and Primary
5 students to ultimately enhance our school-based
English curriculum through purchasing resources (by
PEEGS) and development of our in-house teaching
resources.
1. Review and enhance our existing English curriculum
with new supporting resources in both reading and
writing skills
2. Introduce and incorporate mobile blended learning to
enrich our teaching pedagogy and arouse learning
interests
3. Provide our teachers opportunities to learn, design
and practise different teaching and learning strategies
for incorporating reading across the curriculum into
P.4-P.5 Feb 2018
to Jan 2020
Carry on for
future years
Feb to Jul
2018
Co-planning
and
development
of resources
supporting
classroom
teaching
24 cross-curricular
e-books purchased for
P.4 and P.5
respectively
School-based reading
across the curriculum,
with 24 sets of lesson
plans, learning
tasks/activities
developed per level
for P.4 to P.5
70% of P.4 to P.5
students’ confidence
and skills in reading
enhanced per year
Assessment results on
reading of over 70 %
of students at P.4 to
P.5 will improve.
All the e-books
purchased period
will belong to our
school and we
will use them in
the future years.
All the teaching
plans and related
resources will be
developed by our
teachers. We will
document them
for other teachers
and to revise in
the future.
Our teachers will
develop new
resources based
on the e-books so
we can have the
skills and
Co-planning and
lesson observation
will be conducted at
each level.
Monitoring of the
use of the
e-Learning
resources developed
under this project
Reflection meetings
for each level for
each term will be
conducted to collect
feedback and
identify the areas for
further enhancement
of the resources and
lesson design.
Survey for students
will be used to
1 The deliverables/outputs should be measurable and closely related to the purposes of related initiatives.
2 Sustainability of the initiative could be maintained through the knowledge transfer/capacity building of teachers and the utilisation of the deliverable produced.
3 Both qualitative and quantitative tools should be employed to evaluate the effectiveness of the initiative.
School Name: SKH Yan Laap Primary School P. 5
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
our curriculum and introduce e-learning into our
classroom facilitation.
Rationale
When we reviewed our existing curriculum, we found
that our reading curriculum which based on the
textbooks and traditional readers could not arouse
students’ learning interests and their exposure to English
reading is relatively limited. Those contents are either
out of learners’ interest, not connected to their everyday
lives or do not prepare them for secondary schooling.
Therefore, we would like to review and enhance our
curriculum, especially pertaining to reading and the
infusion of cross-curricular content.
For this project, we will introduce the practice of
blended learning to our classroom and home learning.
Blended learning refers to learning or classroom
facilitation that combines the best of online learning and
face-to-face instructions to enhance learning. Using this
pedagogy, we need to review which part of the
curriculum, which content, which situation and which
groups of students should adopt conventional classroom
teaching or e-learning.
Our strategy is to purchase resources and to develop our
school-based teaching plan based on the purchased
Mar to Apr
2018
Trial lessons
in classroom
and through
self-learning
Apr 2018
Lesson
observation
and reflection
meeting
Jul to Sept
2018
Revising our
school-based
teaching and
learning
resources
Sept 2018 to
May 2019
1st year
monthly
lesson
observation
School-based
teaching resources
(lesson plans,
vocabulary
worksheets and
e-learning resources
on different apps),
self-direct learning
resources
Our new school-based
P.4 and P.5
cross-curricular
curriculum will be
integrated into our
school-based English
curriculum.
70% of students are
more engaged in
reading and are able
to build connection
between texts and
their real life.
100% of students are
exposed to more text
types, cross-curricular
contents and topics.
70% students are
engaged in English
lessons under mobile
know-how to
conduct any
adaptations and
refinement
ourselves after
the project
period.
collect their
feedback on the
contents of the
e-books, their
attitudes towards
e-learning and their
learning through
flipped learning
approach.
Conduct a teacher
survey and a group
reflection meeting to
collect teachers’
feedback especially
their willingness to
continue blended
learning and the
positive impact on
learners’ reading
interests.
School Name: SKH Yan Laap Primary School P. 6
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
resources. We aim to promote reading across the
curriculum through various teaching strategies as well
as introducing a new way of e-learning into our school.
Our school has purchased tablets for mobile learning but
we lack e-resources with suitable contents. Having
access to these appropriate e-book resources will boost
our capability to address our needs.
Support from school to promote e-learning
We have completed our Wi-Fi infrastructure under
Wi-Fi 900 in 2015/2016 (Wi-Fi 100 Stage 1). We also
upgraded our broadband internet speed to 1GB so the
connection will be good to support e-learning in
classrooms. All of our classrooms, the school hall and
all the special rooms are covered with Wi-Fi.
Other than Wi-Fi connection, there are 82 iPads (16 GB)
and 2 tablet charging carts that can be allocated for this
project. Mobile Device Management (MDM) provided
by the University of Hong Kong is used to manage the
iPads by the school technical team. Our school has also
committed to purchase 2 Apple TVs for teachers to
display students’ work easily. There are also 180
computers available.
Sept 2018 to
Jan 2020
Classroom
use and
self-learning
for the 24
e-books per
form
Sept 2019 to
Jan 2020
2nd
year
bi-monthly
lesson
observation
Jul to Aug
2019
Revising our
school-based
teaching and
learning
resources
learning.
Over 95% of students
complete the e-books
exercises and related
assignments.
100% of teachers
involved are equipped
with skills and are
experienced in
designing
school-based
curriculum based on
purchased resource
and writing up
school-based teaching
plans.
80% of teachers
involved have greater
understanding and are
more capable to apply
blended learning,
flipped learning and
mobile learning for
classroom facilitation.
All e-books purchased
are used at classroom
facilitation and
take-home learning.
Teachers successfully
develop lesson plans
with appropriate
School Name: SKH Yan Laap Primary School P. 7
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
Details of the e-books to be purchased
Primary 4 e-books
The e-books proposed to be purchased will cover
cross-curricular content with rich language features and
multi-media enriched presentations.
24 e-books (8 e-books per term x 3 terms) will be
purchased. Our school has 3 examinations in one school
year so our teaching schedule will be divided into 3
phases. All of the e-books to be purchased will be
available as long as we like to use. Each year each P.4
student will use 24 e-books.
Domains to be covered by e-books:
Technology
Nature & Environment
Culture of the world
History
Geography
English Language
Arts
Primary 5 e-books
The e-books proposed to be purchased will cover
cross-curricular content with rich language features and
multi-media enriched presentation.
learning tasks and
activities for each
e-book and they are
used, reviewed and
enhanced so all the
resources are ready
for future use.
80 % of teachers
involved are confident
and equipped with
skills to adapt and
further develop any
part of the resources
to address any future
needs.
80 % of the teachers
involved will acquire
knowledge/pedagogy
of promoting reading
across the curriculum.
80 % of the teachers
involved will apply
the new teaching
strategies of
promoting reading
across the curriculum
to English teaching at
P.4 to P.5.
School Name: SKH Yan Laap Primary School P. 8
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
24 e-books (8 e-books per term x 3 terms) will be
purchased. Our school has 3 examinations in one school
year so our teaching schedule will be divided into 3
phases. All of the e-books to be purchased will be
available as long as we like to use. Each year each P.5
student will use 24 e-books.
Domains to be covered by e-books:
STEM
Environment
Arts
Social Issues (use of technology on human life,
pollution and etc.)
Music (Song, Lyrics)
History
Religion (Christian values)
All of the e-books proposed to be purchased have to
meet our school-based needs and cover different
text-types (fictions and non-fictions). Examples of text
types of the e-book proposed to be purchased for our
Primary 4 and Primary 5 include (at least):
E-mails
Formal Letters
Diaries or Journals
School Name: SKH Yan Laap Primary School P. 9
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
Short Stories
Biographies
Receipts and Procedures
Discussion
Book Review
File Review
Reports
Songs
Articles
The resources will be used for our P.4 and P.5 reading
lessons. Our teachers will co-plan and develop our
school-based lesson plans for classroom facilitation
based on the purchased resources.
We will be able to reuse all the e-books and related
resources after the completion of this project to sustain
the teaching and learning benefits without any extra
cost.
The e-books will be stored at our department’s resources
folder under our intranet. For individual teachers, we
may allow them to save at the Google drive but we have
to consult our school’s IT team for the safety procedure.
We will purchase the resources after proper
procurement exercises.
School Name: SKH Yan Laap Primary School P. 10
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
Using e-books
Blended learning will be our strategy for applying
e-books. Firstly, teachers will assign students to read
some background information of the topics. Our
teachers will develop and prepare a study note for each
reader. The study note will contain some core
vocabulary items related to the readers, some facts about
the readers or the topic or the background of the readers.
The study note is a pre-lesson note for students to
pre-learn some vocabulary items about the topic or the
subject. It also contains some relevant information so
our students can study and read before the lessons. For
students who are keen to learn more about the topics,
they can read more and prepare themselves with more
relevant language items and knowledge before the
lessons. It is important because our students need more
support to cope with the cross-subject topics and
language features. This study note can be in note format
and in Nearpod or Quizlet format so that students can
pre-learn at home, which is also a practice of blended
learning.
Teachers will use the e-books purchased to teach in the
classrooms. Unlike our traditional teaching methods, we
will maximize the benefits of e-books by using their
School Name: SKH Yan Laap Primary School P. 11
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
special features such as audio, visual elements and some
functions such as reading aloud for different reading
activities.
For reading strategy (both fictions and non-fictions), we
will adopt the THINK LITERACY: Cross-curricular
Approaches.
It provides us the framework for:
Getting Readers to Read
Engaging in Reading (reading between the lines to
infer meanings, identify important ideas and
information, sorting ideas using a concept map)
Before Reading (asking Questions, understanding the
text)
Reacting to Reading (understanding the Text,
making Inferences, visualizing, making connections,
thinking to read, etc.)
Reading Different Text Forms
After Reading (finding the main ideas, thinking
about the text, drawing conclusion)
During our co-planning meetings, we will also make
reference to the resources we have from the e-books and
the teaching aids provided to customize and develop our
own resources (different learning tasks to support the
reading process) to support the need of our students. For
School Name: SKH Yan Laap Primary School P. 12
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
example, we will have the following forms of learning
activities and resources to be developed to support our
facilitation:
Question Sheet (before reading)
Word Wall
Concept map
Game sheet
Conclusion / Reflection sheet
Both Sides Now (Support and Oppose)
Classroom Facilitation – Mobile learning & Flipped
learning
1. The e-books purchased will be used in classroom
teaching with tablets.
2. We will guide our students to read the e-books to
understand some simple facts or the storyline.
3. Different groups of students will then be engaged in
different activities (features) of the e-books. Our
strategy is to accelerate capable students’ learning by
making more connections and applications of the
text to themselves and to the community while less
capable learners will focus more on understanding
and connecting the text to their everyday lives.
4. Less capable students will go through the readers
School Name: SKH Yan Laap Primary School P. 13
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
page by page with more teachers’ guidance to
understand the text with the read-aloud function.
There may be other activities to consolidate their
understanding and build up their personal connection
with the text.
5. More capable students will then progress to other
tasks such as recording or retelling the story,
drawing mind maps and more high-order thinking
skills activities.
6. Our teachers will develop school-based teaching
plans based on the purchased e-books to better cater
for learning diversity.
7. To cater for learning diversity, we plan to structure
our vocabulary, text features and grammar into
different tiers. Different groups of learners will be
suggested to focus on the same set of learning
resources. Capable groups will be able to work on
more challenging tasks and extended activities. We
plan to practice flipped learning for some of the
non-fiction e-books. Before the mobile reading
lessons, students will be assigned with more learning
tasks to pre-read and conduct researches before
lessons. Those pre-lesson activities and learning will
mainly prepare students’ with background
School Name: SKH Yan Laap Primary School P. 14
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
understanding, simple theme-based vocabulary items
and arouse their interest of the topic.
8. Collaborative learning will also be applied. We will
select 1 topic under one e-book (e.g. pollution) for
extended group learning activities. Some groups will
re-tell or record of the texts while some groups will
publish their book review. Others will prepare a
school poster to promote awareness of protecting our
nature or write a list of actions to reduce pollution.
Details of the printed readers to be purchased
We will plan and decide the printed titles to be
purchased. Since the printed titles will be used to
support more capable learners, we will choose those
books which are related to the topics or themes or
text-types of our e-books. Capable learners can read
additional printed books on the same topics to sharpen
their language skills, deepen their understanding and
connect their learned knowledge with their daily lives
through reading extra printed readers.
Those titles will be served as pre-lesson learning or
post-lesson extension depending on the text types and
topics. Teachers will also co-plan and provide some
inquiry questions to the capable group to facilitate their
reading. During classroom time, this group of learners
School Name: SKH Yan Laap Primary School P. 15
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
will share their ideas to other students and stimulate
other students’ thinking. This could set out a good
foundation for classroom learning.
Using printed readers
Printed readers with specified topics or subjects will be
selected and purchased to extend our elite students’
reading horizon. This is one of the resources that can
allow us to better cater for learning diversity. Our elite
students can read more and enhance their reading skills
through providing more high-order thinking tasks by
teachers. As elite students are usually fast learners,
reading extra readers can help them excel.
Titles and copies of the readers proposed to purchase
P.4-P.5: 17 titles x 36 copies
Home-learning (e-learning and printed based learning
activities)
Home learning under this project has 2 meanings. First,
to extend the learning from classroom to home. Second,
to pre-learn and warm up before the lessons.
Students will be assigned with extended learning tasks
at home. They will be required to read the text aloud at
School Name: SKH Yan Laap Primary School P. 16
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
home to deepen their understanding of the text, practise
pronunciation and learn about the expressions and
different text features. This will then be followed by the
recording of the text.
For pre-learning at home, learners will be assigned to
read some texts to know more about the background, fill
in a form, look up dictionary for some subject words or
research some relevant news about the topics.
Follow up exercises will be provided. Some will be
online exercises and some will be printed according to
the topics, activities and students’ needs. Our panel
chairs and the project team will design and develop
them through our biweekly co-planning meetings. The
project team includes the Vice Principal, 2 English
Panel Chairs, 1 level co-ordinator, level English
teachers and one support teacher.
To better promote e-learning at our school and create a
favourable e-learning activities, the e-books will be used
in 3 ways; namely, listening to the story, participating in
a recorded read-aloud process and completing reading
comprehension tasks. To facilitate a better learning
outcome, we will keep students’ read-aloud record at
our department server so we can review, share among
teachers and share with parents in the end-of-term
School Name: SKH Yan Laap Primary School P. 17
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
meeting. We will also listen to students’ recording of
read-aloud regularly to help them improve their
pronunciation, fluency and speaking confidence. Their
performance will be monitored on a regular basis before
the lessons by our core team members and teachers.
For some of the e-books, we will also upload the
learning tasks to different mobile apps for consolidation
on targeted vocabulary items, text features and language
functions.
We hope to scaffold students’ learning through
e-learning and develop their language skills by reading
and other learning tasks.
(2) Procure service to conduct co-curricular English language workshops to promote reading across curriculum for P.4-P.5
Objectives:
To introduce a new teaching strategy from reading to
text interpretation through conducting workshops
To develop our students’ language skills from
reading to high-level thinking and applications of
speaking, writing skills and other forms (multimodal
texts)
To learn, observe and integrate the new teaching
strategies and skills into our school-based curriculum
P.4
1 elite
group
P.5
1 elite
group
and 1
average
group
Feb to May
2018
Co-planning
Mar to May
2018
Workshops
conducted
Feb to May
10 sets of resource
materials on reading
activities per level for
P.4 to P.5 will be
developed.
Language activities
on reading will be
conducted for P.4 to
P.5 students. 10
sessions will be
conducted in 10 to 12
weeks.
The developed
workshop
resources will be
integrated into
our school-based
co-curricular
activities and be
used after the
project period.
Our teachers will
learn through
Lesson observation
will be conducted by
our Vice Principal
and panel chairs.
Demonstration
lessons will be
video-taped for our
review. All the
reflection will be
documented in the
Teachers’ Handbook
for this project.
School Name: SKH Yan Laap Primary School P. 18
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
and classroom facilitation
P.4 elite group, P.5 elite group and P.5 average group
will be chosen because of the time limitation. These
three groups are the class ability groups. The rest of
the groups will be taken care of by our own teachers
after learning the teaching skills. Our panel team
believes teaching these 3 groups can generate different
experience for our development and can best benefit
the students.
Details of the workshop
The workshop will focus on different text types. The
texts will be chosen from articles, short stories, letter,
diaries, and e-mails. Rich features in terms of language
and text with engaging stories or topics with different
talking points will be used for in-depth discussion. The
texts will be chosen by our school and the service
provider for each level. We will allocate co-curricular
time to conduct the workshops on Tuesday afternoons
(13:45-14:45). The workshops will integrate literacy,
language and arts that aim to increase students’
confidence, creativity and motivation for learning and
using language.
For the workshops, we want to base on different texts,
2018
Workshops
conducted
by our own
teachers
Publishing of
students’ multimodal
presentations of
learning outputs (e.g.
writing,
video-recording of
presentations or
drama, presentations,
drawings and etc.) to
share with parents and
the community.
New school-based
resources to be
integrated into the
curriculum or
co-curricular learning
activities.
70% of P.4 to P.5
students’ confidence
and skills in reading
across the curriculum
enhanced
Assessment results on
reading of over 70 %
of students at P.4 to
P.5 will be improved
by 2 years’ time.
Over 70% students
believe that they are
more engaged in
related co-curricular
co-planning,
implementation,
review, lesson
observation,
sharing among
teachers and
reflection to
enhance their
capacity in
reviewing and
adapting
curriculum in the
future. This
experience will
help us to
conduct any
enhancement in
the future.
Teacher survey will
be used to collect
feedback from both
observers and
teachers for
evaluation.
Student survey will
be used to collect
their feedback on
their engagement
and perception of
this new introduced
teaching pedagogy.
Comparison of
scores and quality of
writing pieces under
the project year and
from previous years.
School Name: SKH Yan Laap Primary School P. 19
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
like language art and non-language art. This can help us
better prepare students for secondary school learning.
Tentatively, we will use:
Primary 4
- Narnia (Short Stories, involves History, Religion,
Moral and Value and Arts)
- The workshop will cover 1 text selected from
language art (short stories or poems) and 1 from a
non-language art (a news article, an editor’s letter
or a commentary).
Primary 5
- A Christmas Carol (Short Stories, involves Culture
of the World, History, Music, Moral and Values)
- The workshop will cover 1 text selected from
language art (short stories or poems) and 1 from a
non-language art (a news article, an editor’s letter
or a commentary).
Reading texts will be the used as the input. After
reading, different strategies will be used to engage
students to interpret the texts in various means including
mini-drama, writing, speaking, presentation, drawing
etc. We will publish their work after the workshop to
English learning
activities and show
more creative ways of
interpretation of a text
and can build
connection with a
topic and text to
everyday lives. It
will be assessed by
teachers’ review on
students’ learning
outcome.
80% of students are
engaged in English
learning activities at
the workshops.
Cross-curricular
reading is promoted
among the target
groups and extended
to expression
(interpretation,
writing, debate,
presentation and the
other forms of
expressions).
Students’ responses
and their participation
in different activities
from teachers’
observation
School Name: SKH Yan Laap Primary School P. 20
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
share with other students, parents and the other
stakeholders in the community. Learners with talent as
narrators or illustrators will contribute their parts to
enrich the outstanding writing pieces from the other
students for the publication for each year online and in
print.
Teacher’s participation
Co-planning and observing lessons
Our teachers will co-plan with the service provider, give
input and learn from the process. They will also
participate as lesson observers to learn and then develop
the teaching resources and lesson plans for the other
classes. After this project, our teachers will be able to
conduct the same workshop with revised teaching
resources.
Panel chairs, P.4 and P.5 teachers and the instructors of
the workshop will conduct co-planning meetings to
choose reading texts and discuss the lessons. The
service provider needs to customize their workshops
cater for the students’ needs. 10 sessions of co-planning
meetings will be conducted per form, each has 2 hours.
After each co-planning meeting, they will develop
teaching plans and teaching resources. Our panel chairs
will review on the level of difficulties and related
activities and suggest for the further enhancement to
build the finalized version.
The teaching plans of
the workshops are
fully developed, used
and enhanced.
100% of teachers
integrate 100% of the
resources into our
school-based
co-curricular
workshops and
implement the
resources by
ourselves after the
pilot run facilitated by
the service provided.
70% of the teachers
agreed that the quality
of students’ writing
pieces is up to our
teachers’ expectation.
This evident should
be support by our
school-based
assessment result.
Reading activities
infused into English
teaching at P.4 to P.5.
100% of the existing
English teachers who
are assigned to teach
this part of the
School Name: SKH Yan Laap Primary School P. 21
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
Service provider should send their NET teachers/
experienced English teachers to facilitate the
workshops. Our teachers will sit in and learn from a
lesson observer role and then have debriefing meetings
with the provider for enhancement of lesson resources.
Trial Run
After the pilot run, our panel chairs, P.4 and P.5 teachers
will customize the lesson materials and further enhance
them into a new version so that we can run similar
workshops at classroom within our school-based
curriculum. The facilitator from the service provider
will observe the same workshop conducted by our
teachers and give feedback, discuss the possible
enhancement or solution to overcome the difficulties
and modify the lesson resources with the teachers
together. Our teachers will then share the experience
with all the other English teachers and also participate in
the resources enhancement so that we can be equipped
with skills for future enhancement.
Evaluation meetings
For the project evaluation, we will have 3 evaluation
meetings. All the important feedback addressed and to
be enhanced will be recorded in our Teacher’s
Handbook for this workshop. So, we can use the
Handbook as reference to review our teaching and
fine-tune teaching strategies every year. Key barriers
for achieving our expected learning outcomes will be
curriculum will
acquire
knowledge/pedagogy
of conducting reading
activities for P. 4 to
P.5 per year.
School Name: SKH Yan Laap Primary School P. 22
Proposed school-based English Language
curriculum initiative(s)
Grade
level
Time scale
(month/
year)
Expected outcomes/
Deliverables/
Success criteria1
(preferably
measurable)
Sustainability2
Methods of
progress-monitoring
and evaluation3
identified. Teachers will work together to try and
suggest some possible alternatives to overcome them in
the following years.
We will list out the rights to use the materials in the
contract after the contract period.