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

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 2 Roles of Curriculum Leaders

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 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 3

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) 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) 4

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

7 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 coordinationvertical and horizontal coordination Set a clear and practical schedule for implementation Action Planning Needs Analysis

8 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 tools Evaluation

9 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

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? 10 Leadership What do our students need?

HKDSE English Language Examination Graded approach adopted 11

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 12

13 Curriculum Management 1. Strengthen literacy development 2. Promote self-directed learning 3. Manage resources effectively4. Enhance the communication among teachers5. Enhance the professional development of teachers Leading Curriculum Planning, Development and Management

Strengthen Literacy Development  Enhance the development of reading and writing skills Reading Workshops at KS2 choice of texts teaching strategies for reading teaching strategies reading strategies and skills development reading strategies and skills School-based writing programme connect reading with writing connect reading with writing provide opportunities to write for a variety of purposes use of graphic organisers to develop and organise ideas 14

Teaching Strategies for Reading KS1 KS2 15

Development of Reading Skills from KS1 to KS2 KS1 Follow left to right directionality Use knowledge of basic letter-sound relationships to read out simple words Sight read common words Use knowledge of letter-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

KS1 3. Locate information and ideas KS2 Scan a text by using strategies such as looking at headings and repeated phrases Identify details that support the 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

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 idea in 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

Resource Package Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom 19 write for a variety of purposes and roles

Use E-Learning to Promote Self-directed Learning PEER 20

Use E-Learning to Promote Self-directed Learning EDB One-stop Portal 21

22 Use E-Learning to Promote Self-directed Learning RTHK radio programme – Sunday Smile

 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 1. 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 23

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 24

25 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

Title Available in Section MonthYear (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 March2013ELE Developing Primary Pupils’ English Writing Skills through Strategic Scaffolding and Quality Feedback to Facilitate the Transition from KS2 to KS3 (Re-run) 25 Jan 16 & 23 Feb 2013ELE Developing Primary Pupils' English Reading Strategies to Enhance their Learning Capacity to Facilitate the Transition from KS2 to KS3 (New) 18, 21 & 25 May 2013ELE Professional Development Programmes 2012/

Enquiries English Language Education Section, CDI Room 1206, 12/F, Wu Chung House, 213 Queen’s Road East, Wan Chai, Hong Kong Ms Wendy TSANGTel: Ms Iris CHANTel: Fax: