SKH St. John’s Primary School Using TSA and internal assessment data for holistic planning SKH St. John’s Primary School

SKH St. John's Primary School Background SKH St. John's Primary School Working with LLSS

Where shall we start?

School Report Item Analysis Report Writing Item Analysis Report TSA data analysis

Analysis of internal assessment data Daily observation Students’ work Tests and exam papers Pre- and post project questionnaires Analysis of internal assessment data

Problems in learning lack of confidence weak in planning and organization lack of motivation lack of content and ideas poor at grammar and spelling

Curriculum plan lacks continuity Problems in teaching Curriculum plan lacks continuity Lack of collaborative and sharing culture Insufficient professional knowledge in language teaching Lack of assessment literacy

Targets set Teacher development nurture a collaborative sharing culture plan curriculum holistically align teaching, learning and assessment improve teaching pedagogy

Targets set Student development improve students’ learning motivation improve students’ language standard (especially in writing)

strategies used

Flexible deployment of resources Management level Flexible deployment of resources Human resources specialised teaching formation of working committees selection of curriculum leaders (panel heads and level co-ordinators) involvement of NET

Flexible deployment of resources Management level Flexible deployment of resources Use of funding employ extra teachers and teaching assistants to share workload build an English room to create an English-rich environment

Creation of time and space Management level Creation of time and space reduce curriculum leaders’ teaching load arrange co-planning and peer lesson observation for all levels start advanced planning on curriculum and improving students’ writing skills before June ask librarian to find resources on related themes and modules

Flexibility in lesson organization Management level Flexibility in lesson organization arrange double lessons for all levels Additional support from outsiders LLSS officer co-plans with teachers and conducts workshops publishers organise workshops and seminars for teachers and parents

Process writing co-planning project in P3 and P5 Teaching and learning level Process writing co-planning project in P3 and P5

a variety of text types: Going on a trip (P3) Places we visit (P5) Theme stimulate ideas a variety of text types: story, informative text, e-mail, article, itinerary, letter Input elaborate information and ideas plan and organize ideas Use of graphic organizers, Shared reading, process writing, shared writing, group writing, questioning and feedback techniques Self-assessment Strategies enhance communication among classmates revise and edit one’s work An itinerary of a Sunday trip (P3) Replying a letter to a friend (P5) Output

Different themes and text types Teaching and learning level A process writing resource package (P1-6) Different themes and text types

brainstorming and vocabulary building

organisation and sequencing of ideas

Making holistic planning of the curriculum Teaching and learning level Making holistic planning of the curriculum

Vertical planning study the components of the curriculum framework screen their level of difficulty scaffold them from P1 to P6

Horizontal planning My good friends set learning targets and match with learning outcomes ensure a balanced coverage of language focus, text types, skills and strategies, values and attitudes, etc. design learning activities to help students apply the language design assessment activities to track students’ progress

Teaching and learning level Develop a resource bank for the English panel develop a process writing video package for all levels share all the materials produced during co-planning

Teaching and learning level Promoting an assessment for learning culture making sense of different types of data integrating formative assessment into curriculum planning use of diverse assessment activities (e.g. self and peer-assessment) better use of questioning techniques

Impact on teaching and learning

Implication on teaching Teacher development increase awareness of the shift from content teaching to skills and strategies development in students use data analysis to reflect and improve teaching and learning improve existing assessment practices focus more on curriculum design to cater students’ needs

Implication on planning Student development increase motivation and confidence in writing English develop writing skills develop responsibility and ownership for their own learning

Big book writing project Way forward Big book writing project Vocabulary building project Buddy reading programme

Increased learning motivation Developed writing skills Effective deployment of resources TSA and internal assessment data analysis Developed essential knowledge and skills Change of mindsets Creation of time and space

http://cd1.edb.hkedcity.net/cd/languagesupport/index.htm

Managing curriculum change through holistic planning

Using TSA and internal assessment data to inform teaching and learning

English room

different text types Insert pictures John's Trip

when feeling graphic organizers who what can do how what to bring What is the name of this place? How will you get there? ______ What will you do? What will you see? What is the special feature of this place ? Where is it? what to bring what can see

Shared writing Group writing Individual writing

self-reviewing

Do you enjoy… Motivation in writing writing in English 20 40 60 80 100 writing in English the process of writing the itinerary revising your work

I know how to … Confidence in writing 80 60 40 20 20 40 60 80 edit and revise my work organize ideas express myself

Big book writing project