1. “English Language Learning Support for Non-designated NCS Schools”

2.   What are “Seed” Projects?  Common Features of NCS Students  Main Focus / Aim of the Project  Expected Outcomes  Strategies  Others  Commitment to the “Seed” Project  Deployment Model  Vacation and Leave arrangements  Q & A

3.  “Seed” projects are collaborative research and development projects that focus on the key emphases of curriculum development in line with the objectives of the curriculum reform. What are “Seed” Projects? SchoolNET Section

4.   They often have strong oral/aural skills.  Their reading skills do not match their oral skills.  Their writing skills are significantly weaker than their listening, speaking and reading skills.  They are very vocal and highly responsive. Common features of NCS (non-Chinese Speaking Students) Parental support may need to be enhanced.

5. Tapping into the relative strengths of these students, listening and speaking, and the reinforcement of these strengths through specially designed activities and resources and the promotion of language arts. Developing a harmonious collaboration between the NCS students and their Chinese-speaking counterparts while incorporating culture-related elements to enrich the school-based English Language curriculum. LD nvironment E ngaging The Project will Focus on Two Key Aspects

6.  How do we know we are there? How do we get there?Where do we wish to go?Where are we now? Strategic Planning Indicators/Analysis Strategies Goals School SWOT Analysis

7.   Co-planning  Discuss overview of the chapter  Plan for the week ahead  Once a week for an hour  Co-teaching  Reading lesson  Writing lesson  Lesson Support  Feedback / Discussion  School-based PD Strategies

8.   Shared Reading  Guided Reading  Independent Reading  Home Reading Reading NCS students’ strength’s will be tapped to support the development of their Reading and Writing Skills as well as those of their CS counterparts.

9.   Scaffolding  Using reading texts (shared/guided) to work towards the written task  Using the text type-based approach  Using mind maps  Drafting / Editing  Publishing Writing Engaging NCS and CS Ss in the “process” to foster peer collaboration

10.   Various activities are built into the units of work to cater for the various learners’ needs  Readers’ Theatre  Cooking  Drawing  Language games (Board / Card games) Activities

11.   Learning Portfolio  Reading materials and activities  Collection of written tasks  Reading Levels  Student self assessment  Peer Appreciation  Peer Assessment Assessment Support teachers in developing assessment rubrics and engaging Ss to develop theirs.

12.   Identify ONE committed and experienced teacher to be seconded to the NET Section – September 2013 to August 2014  Allocate regular weekly co-planning time *  Support the collection of data on students’ learning, attitude, motivation, etc.  Trial units of work developed for the Programme  Share the Seed Project experience with other schools School Commitment

13.  Role:  Act as coordinator for the Programme Professional development:  Visit other schools to observe good practice in addressing for learner diversity  Read related literature in preparation for the Project development  Attend professional development sessions on relevant topics School Commitment- Duties of Seconded Teacher (1)

14.  Programme development, tryout, teaching and assessment:  Develop the Programme with the ATs  Teach the Programme with his/her colleagues  Conduct evaluation of the Programme Seed project evaluation:  Assist in data collection, analysis and interpretation  Self-reflect through compiling a reflective journal Dissemination of good practice:  Participate in Seed Project sharing sessions  Assist and co-present Centralised Professional Development sessions School Commitment- Duties of Seconded Teacher (2)

15.  Schools with secondment  A local English teacher seconded to the NET Section for one year Networking schools - Three levels of Networking  Level 1 – Participate in sharing sessions/seminars  Level 2 – Provide resources for schools/identify good practices (including resources) from schools  Level 3 – Membership of learning community/network (What does membership entail? How does Level 3 differ from Level 2? Do they have to do anything extra?) Options for Project Schools

16.  Duration of Seed Project Year 1 – Primary 4 Year 2 – Primary 5 Year 3 – Primary 6 September 2013 to August 2014 September 2014 to August 2015 September 2015 to August 2016

17.  3 days per week, e.g. Mon, Wed & Fri 1 day per week, e.g. Tue 1 day per week, e.g. Thurs ATs and ST collaborate regarding development of unit and co-planning Professional development ST co-plans and co-teaches with colleagues 1 session with a focus on Reading ST co-plans and co-teaches with colleagues 1 session with a focus on Writing Proposed Timetabling and Deployment

18.  Visitors in class Why ? Who ?

19.   What kind of support do KS2 NCS students need for the development of their reading and writing skills?  What knowledge and skills do English language teachers need to effectively cater for the diverse learning needs of both NCS and non-NCS students?  What can be done to establish a collaborative learning community within and across schools to facilitate the professional development of teachers? Guided Research Questions

20. Expected Outcomes School Level Teacher Level SBCD Student Level Heightened motivation and collaboration between NCS and non-NCS Varied activities addressing individual needs Increased skills in adapting and enriching the school- based English Language curriculum Networking Enhanced pedagogical knowledge about NCS Improved Reading and Writing Skills

21.  DatesActionsCompleted 2 March 2013Briefing  22 March 2013Deadline for Application March to April 2013 Contact schools to make visit arrangements ST interviews End of May 2013Notification of schools June to July 2013Preparation for Project Timeline for Application

22.  Project Title: English Language Learning Support for Non-Chinese Speaking (NCS) Students in Schools Not Categorised as Schools Provided with School-based Support Programmes Specifically Arranged for NCS students ( “English Language Learning Support for Non-designated NCS Schools” ) Project Code: NT0413 Name of CDI Section: Native-speaking English Teacher Section Seed Project : Appendix B with Annexes 2 & 3 and Appendix C Deadline for application: 22 March 2013 Project Proposal CIRCULAR MEMORANDUM NO. 7/2013 Staff Interflow Schemes 2013

23.  Please send to the following address: EDB Human Resources Management Unit 4/F, East Wing Central Government Offices 2 Tim Mei Avenue, Tamar, Hong Kong (Application for Staff Interflow Schemes 2013) Posting Your Proposal

24. Working in the NET Section eye opening enjoyable professionally satisfying lots of fun PD…PD…PD… great team work

25. Vacation Leave and Holiday Arrangements The secondee will not be entitled to school holidays during the period of secondment. A secondee will be entitled to vacation leave comparable to the entitlement of his civil service counterpart with the same duration of continuous service The secondee must exhaust all the vacation leave earned during the secondment period (i.e. before returning to his employing organisation).

26.  Q & A Enquiries Professional MattersAdministrative Matters Please contact: Project Coordinator - Ms Patricia WONG Email: patriciawong@edb.gov.hk Tel: 3549 8333 Please contact : The Executive Officer (Human Resource Management) Email:exohrm@edb.gov.hk Tel: 3509 8497

27.  Thank you ! Hope to hear from you soon and look forward to working with you in the near future…