1. Direction of curriculum development and use of TSA results to inform the learning and teaching of English Language February 2005

2. Learning Outcomes (What pupils can do) Curriculum and Basic Competency Curriculum framework (What pupils are expected to learn) Basic competency

3. Assessments for basic competency BCA (HKEAA) Assessment in Schools Assessments for basic competency BCA (HKEAA) Assessment for Learning Curriculum and Assessment Curriculum Framework Curriculum framework Basic competency

5. Areas of concern for English Language based on the data from TSA

6. Reading Do not drill the item types; need to understand the item design and identify the testing points Teach pupils the reading skills explicitlyreading skills Use effective questioning techniques to help pupils develop reading skills as well as critical thinking skills and creativityeffective questioning techniques

7. Construct meaning from texts  identify key words for the main idea in a sentence  guess the meaning of unfamiliar words by using contextual or pictorial clues  understand the connection between ideas by identifying cohesive devices, including connectives (e.g. and, but, or) and pronouns (e.g. he, them, my)  understand the information provided on the book cover (e.g. title, author and illustrator), contents page and page numbers Reading Skills for Key Stage 1 English Language Curriculum Guide (P1-6), Chapter 2

8. Effective Questioning Techniques Ask questions to check knowledge and comprehension Ask more open-ended questions to stimulate thinking  synthesis  analysis  application  evaluation

9. Reading Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues

10. Reading Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues → identifying key words and main ideas

11. Reading Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues → identifying key words

12. Reading Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues → predicting the meaning of unfamiliar words by using picture cues and contextual clues

13. Reading Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues → understanding the connection between ideas by identifying a small range of cohesive devices ( and / but / or / too / use of pronouns)

14. Applying a small range of simple reference skills → obtaining information about the reading materials from the book covers and table of contents Reading

15. Applying a small range of simple reference skills → obtaining information about the reading materials from the book covers and table of contents Reading

16. Writing Ask open-ended questions  encourage pupils to express their personal experiences, ideas and feelings  help pupils develop critical thinking skills and creativity Use holistic marking  encourage pupils to write more ideas  identify the language focus of the writing tasks  avoid counting grammatical or spelling mistakes

17. Sample of P3 Student’s Work

19. Marking criteria A.Content (10 marks) very good : 9-10 good : 7-8 average : 5-6 weak : 3-4 poor : 1-2 B.Language (10 marks) Deduct 1 mark for each spelling, grammatical or punctuation mistake.

20. Content 7-10 marks Provide the story ending by giving sufficient and relevant ideas with some supporting details. Communicate ideas clearly and coherently. 4-6 marks Provide a brief ending with reasonably clear and relevant ideas to the story but lack supporting details. Communicate ideas quite clearly. 1-3 marks Attempt to provide an ending by giving very limited ideas only. AND/OR Provide unclear or disconnected ideas that may confuse the reader. 0 mark Provide totally irrelevant ideas. OR Practically make no attempt at all. Remarks: Accept any sensible or logical ideas. Language 7-10 marks Use a small range of vocabulary, sentence patterns, cohesive devices and verb forms fairly appropriately with few/no grammatical mistakes. 4-6 marks Use a small range of vocabulary, sentence patterns, cohesive devices and verb forms fairly appropriately with some grammatical mistakes. OR Use a small range of vocabulary and verb forms with few/no grammatical mistakes. 1-3 marks Use a very limited range of vocabulary and verb forms with many grammatical and spelling mistakes. 0 mark Provide totally irrelevant ideas. OR Practically make no attempt at all. Holistic Marking (Adapted from the P6 BCA marking criteria for writing)

21. Speaking Provide more practice on reading aloudreading aloud Encourage pupils to give appropriate elaboration elaboration Provide more interactive activities for pupils to practise using the language for purposeful communication (not just answering teacher’s questions)interactive activities

22. Showing a basic understanding of short, simple and familiar texts by reading aloud the texts clearly and comprehensibly Tell the pupil to read the following text aloud. Cook the eggs. Cut the ham. Butter the bread. Make a cup of tea. Set the table. Knock on the bedroom door. “Wake up, Mum. It’s time for breakfast.’ Reading aloud

23. Picture description Encourage the pupil to talk about the pictures as much as he/she can using the pictures as a prompt Ask the pupil questions related to the pictures: 1. How many people are there at the party? 2. What can you see on the table? 3. How old is Tom? 4 When is his birthday? 5. What presents has he got? 6. How does he feel? Pronouncing simple and familiar words comprehensibly (KS) Providing short answers to short and simple questions (IS, KS, ES) Speaking

24. Personal experiences Ask the pupil questions related to his/her personal experiences: 1. How old are you? 2. When is your birthday? 3. What presents do you want? 4. Who gives you presents? 5. What do you do on your birthday? Providing short answers to short and simple questions (IS, KS, ES) Speaking

26. Listening Help pupils to anticipate the content of the listening text and tune inanticipate the content Help pupils to develop their listening skills and simple note-taking skillslistening skills

28.  Identify and discriminate sounds, stress and intonation  identify basic consonant sounds and discriminate between a small range of initial and final sounds  identify basic vowel sounds and discriminate between different vowel sounds in words  recognize the difference in the use of intonation in simple questions, statements, commands and warnings Listening Skills for Key Stage 1 English Language Curriculum Guide (P1-6), Chapter 2

29.  Listen for explicit and implicit meaning  identify key words in short utterances by recognizing the stress  identify the gist or main ideas in simple spoken texts with the help of cues  recognize the connection between ideas supported by appropriate cohesive devices, including connectives (e.g. and, but, or) and pronouns (e.g. he, them, my) Listening Skills for Key Stage 1 English Language Curriculum Guide (P1-6), Chapter 2

30. Listening Discriminating between common words with a small range of vowel and consonant sounds

31. Listening

32. Discriminating between common words with a small range of vowel and consonant sounds → stressed and unstressed sounds

33. Listening Using a small range of strategies to understand the meaning of short and simple texts on familiar topics which are delivered slowly and clearly in familiar accents → identifying key words

34. After the picnic, one of the students, Kitty, goes home. She talks with her mother about a photo of the picnic. Write the names in the correct boxes. Tapescript: Mum: There’re two girls in the back row. They look the same. Who are they? Kitty: Sue and Sandy. They’re twins. They both have long straight hair but Sue wears glasses. Mr LamMr TamMiss ChanMiss WongSandy SamSueTimTomMary Jenny Kitty Listening Using a small range of strategies to understand the meaning of short and simple texts on familiar topics which are delivered slowly and clearly in familiar accents → understanding the connection between ideas by identifying a small range of cohesive devices ( and / but / or / too / use of pronouns )

35. Thank you

36. Learning Objectives - Focuses  Forms and Functions (text types, vocabulary, grammar items and structures, & communicative functions)  Language Skills (listening, speaking, reading and writing)  Language Development Strategies (e.g. developing thinking skills, developing self-motivation & positive attitudes, planning, managing & evaluating one’s own learning)  Attitudes specific to English Language Learning (e.g. confidence in using English, sensitivity towards language use in the process of communication, respect for different cultures of the English-speaking world)

37. Chapter 2 of the English Language Curriculum Guide (Primary 1-6)

38. Features of the CDC English Language Curriculum Guide (Primary 1-6) (2004)  Developing a school-based English Language curriculum  Using a task-based approach in learning, teaching and assessment  Introducing a variety of text types  Learning and teaching grammar in context  Developing vocabulary building skills  Learning and teaching phonics in context  Strengthening ‘learning to read’  Promoting a ‘reading to learn’ culture  Promoting assessment for learning  Making better use of dictation and setting meaningful homework

39. School-based English Language Curriculum Development Based on Central curriculum framework School strengths & pupils’ learning needs, abilities and orientations Choose an entry point and involve collaboration among the stakeholders and other agencies in the process of designing, implementing, evaluating and continuously improving the learning, teaching and assessment plans and activities

40. BC refers to the basic standard that learners should attain in relation to the Learning Targets and Objectives set out in the curriculum by the end of each key stage of learning. It describes the essential subject knowledge and skills which learners should possess for the various stages of basic education (KS1 – KS3) in order to progress to the next stage of learning. What is Basic Competency (BC)?