Planning and Implementing a Whole-school English Language Policy on

Facilitating the Smooth Transition from KS1 to KS2 and from KS2 to KS3

Jan 2012

Today’s Programme

2:00 – 2:15 pm Planning and Implementing a Whole-school English Language Policy

2:15 – 2:45 pm Strategies to Facilitate the Smooth Transition from KS1 to KS2 and from KS2 to KS3

2:45 – 3:30 pm Using the Learning Progression Framework (LPF) toEnhance Students’ Language Skills

3:30 – 3:45 pm Break

3:45 – 4:45 pm Experience Sharing of School-based Practices onWhole-school English Language Policy &Strategies to Facilitate Smooth Transition between Key Stages of Learning

4:45 – 5:00 pm Q&A

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Whole-school Language Policy

• Forming a task force to coordinate and lead

Creating a rich language learning environment

Widening the space of learning and teaching English

Enhancing students’ motivation in learning English

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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

What do the curriculum leaders do?

In groups, discuss the roles and duties of curriculum leaders. Share your school-based experiences with group members.

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Leading Curriculum Planning, Development and Management

Leading Curriculum Planning, Development and Management

Conduct holistic planning of the school-based curriculum

Develop the school-based curriculum based on students’ needs, interests and abilities

Enhance the professional development of teachers Manage resources effectively Promote collaboration among teachers Plan for effective curriculum changes

Key Emphases of the English Language Curriculum Guide (Primary 1- 6)

• Strengthening ‘learning to read’

• Catering for learner diversity

• Promoting assessment for learning

• Using a task-based approach in learning, teaching and assessment

• Promoting a ‘reading to learn’ culture

• Promoting learner independence

• Creating a language-rich environment14

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Enhancing the Professional Development of Teachers

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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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 resources Managing resources1.1. Human resourcesHuman resources

Appoint level coordinators to help with horizontal coordination Deploy the NET effectively

2.2. Learning and teaching resourcesLearning and teaching resources

3.3. Management of funds and grantsManagement of funds and grants Sustainable Capacity building Holistic and coherent Focused

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Promoting Collaboration among Teachers

Promoting Collaboration among Teachers

Collaborative lesson preparation

(LETs and NETs work together) Collaborate with the teacher-librarian to

promote a reading culture Promote collaboration across different KLAs

(e.g. cross-curricular tasks / projects)

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Planning for Effective Curriculum Changes

Planning for Effective Curriculum Changes

Review and evaluate the curriculum implementation strategies based on evidence of student learning

Sustain good practices Explore innovative / effective teaching

methods

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In groups, share how your school facilitates the interface between different key stages of learning:

– Kindergarten to Primary– KS1 to KS2– KS2 to Secondary

What are the school based strategies to facilitate the smooth

interface?

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Facilitating the Interface between Key Stages of Learning

Our Students Our Teachers

Primary 1 – Primary 3

• enjoy participating in meaningful English learning activities

• will be motivated to speak, read and listen to English

• develop phonics skills and vocabulary-building skills

• avoid excessive use of dictation and mechanical language practice

• motivate learning and encourage creativity through activities such as puppet shows, games and show-and-tell

• develop learners’ language skills through activities such as shared reading of big books and story-telling

• make flexible use of textbooks and other resource materials

Learning to Learn: Life-long Learning and Whole-person Development, CDC (2001), p.37

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Facilitating the Interface between Key Stages of Learning

Our Students Our Teachers

Primary 4 – Primary 6

• have more opportunities for reading, writing, speaking and listening to English

• develop dictionary and information skills

• communicate effectively by using suitable grammar structures

• use tasks and projects to facilitate the integrative use of language and develop dictionary and information skills

• make greater use of open-ended questions to stimulate thinking

• facilitate grammar learning through a wide range of materials and activities

Learning to Learn: Life-long Learning and Whole-person Development, CDC (2001), p.37

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Facilitating the Interface between Key Stages of Learning

Our Students Our Teachers

Secondary 1 – Secondary 3• develop creativity, critical thinking

and cultural awareness• broaden their dictionary skills

such as using phonetic symbols to pronounce unfamiliar words

• develop the positive language learning attitudes of co-operativeness, perseverance and not being afraid of making mistakes

• engage in self-access learning • communicate effectively by using

suitable grammar structures

• make greater use of imaginative/ literary texts to develop learners’ creativity, critical thinking and cultural awareness

• use language tasks and projects to further enhance learners’ dictionary skills and encourage collaboration and risk taking in language learning

• foster learner independence by creating opportunities for learners to make choices and decisions in their learning

• make flexible use of class time to facilitate self-access learning

• facilitate grammar learning through a wide range of materials and activities

Learning to Learn: Life-long Learning and Whole-person Development, CDC (2001), p.38

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Development of Enabling Skills

• Teach phonics and provide practice for application of phonics skills

• Encourage learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words

• Guide students to organise the vocabulary effectively

• Draw students’ attention to word formation and word association

• Develop students’ basic dictionary and information skills

Develop students’ knowledge of word formation and word association

Provide more opportunities for vocabulary use and encourage lexical substitution and lexical expansion

Build up students’ subject-specific vocabulary and encourage self learning

Broaden students’ dictionary and information skills

Provide more opportunities for self-access learning

Foster learner independence by allowing students to make choices in their own learning

KS1 KS2 KS2 KS3

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Using the Using the

Learning Progression Framework Learning Progression Framework (LPF) to Enhance Students’ (LPF) to Enhance Students’

Language SkillsLanguage Skills

……… ………1

……… ………2

……… ………3

……… ………4

……… ………5

……… ………6

……… ………7

……… ………

Level

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Learning Outcomes

is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment.

The Learning Progression Framework (LPF)

represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum; and

The LPF:

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Curriculum Framework

(What students are expected to learn)

Values and attitudes

Skills

Knowledge

Learning Progression Framework

(What students can doas a result of learning and

teaching)

Basic Competency

Relationship between the Curriculum Framework, LPF and BC

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Relationships betweenCurriculum Framework and

Learning Progression Framework (LPF)

Curriculum Framework

(What students are expected to learn)

Goals

(What students can do as a result)

LearningProgressionFramework

AttainmentProcess

What are the purposes of developing LPF?

• For identifying students’ strengths and areas for improvement

• For enhancing learning and teaching– providing quality feedback to students– reviewing expectations of student learning– revising learning content– improving teaching strategies

• For reflecting on whether opportunities have been provided for students to demonstrate their performance

• Not for summative assessment• Not for benchmarking students

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Conclusion:Using the LPF to Enhance Learning and Teaching

To provide a checklist of dos and don’ts in each and every lesson

To record only

To set benchmarks

To provide reference for understanding students’ learning progress

To plan and review

To help students progress along the learning continuum

To facilitate teachers in giving quality feedback

EnquiriesEnquiries

English Language Education Section, CDIRoom 1206, 12/F., Wu Chung House,

213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810)

Ms Brenda Fung

Tel: 2892 5888email: brendafung@edb.gov.hk