1. The Latest Development in the Primary English Language Curriculum and its Implementation Issues 15 October 2007 English Language Education Section Curriculum Development Institute Education Bureau Foundation of Curriculum Leadership and Management Series (2) The Latest Development in the Chinese Language Education and English Language Education KLA Curricula

2. Role of PSM(CD)s as Curriculum Leaders  Keeping abreast of the development of the central English Language Curriculum  Supporting the development of a school-based English Language curriculum  Coordinating a cross-curricular approach to curriculum planning  Creating a language-rich environment and friendly atmosphere  Facilitating the smooth interface between key stages  Facilitating the development of a learning culture among teachers

3. Subject Curriculum Guide English Language Curriculum Guide (Primary 1 – 6) (2004, CDC) Implemented at Primary 1 in September 2005

4. Diagrammatic Representation of the English Language Curriculum Framework 9 Generic Skills Values and Attitudes Flexible and Diversified Modes of Curriculum Planning + Effective Learning, Teaching and Assessment Overall Aims and Learning Targets ofAims English Language KnowledgeInterpersonalExperience Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Learning ObjectivesLearning Objectives:Forms and Functions Skills and Strategies Attitudes Strands English Language Curriculum

5. –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 learningPromoting assessment for learning –Making better use of dictation and assigning meaningful homework Features of the English Language Curriculum Guide (Primary 1- 6)

6. School-based English Language Curriculum Development Based on Central curriculum framework School strengths & student 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

7.  General English Programme  Reading Workshops  Intervention Programme  Enrichment Programme English Language Curriculum Guide (Primary 1-6)(CDC, 2004), pages 97-101 Components of a School-based English Language Curriculum

8. General English Programme Providing ample opportunities for purposeful, integrative and creative use of language Using the task-based approach in learning, teaching and assessment –mastery of subject knowledge and skills –development of generic skills and positive values and attitudes Maximizing learners’ exposure to a wide variety of text types and learning resources Taking up about 60% of the English lesson time

9. Reading Workshops Laying a good foundation for lifelong learning Helping learners develop and practise reading skills through reading ‘real books’ Reading as a springboard for the development of higher order thinking skills, creativity and other language skills Developing in learners positive attitudes towards learning English Providing coherent and connected learning experiences for the children Providing opportunities for learners to take an active role in learning Taking up about 40% of the English lesson time Closely linked to the learning and teaching that take place in the General English Programme Using real books of a variety of text typesa variety of text types Adopting effective teaching strategieseffective teaching strategies

10. Variety of Text Types Information texts Narrative texts Exchanges Procedural texts Explanatory texts Persuasive texts English Language Curriculum Guide (P1-6), p.17

11. Reading Workshops Storytelling Reading Aloud Shared Reading Supported Reading Independent Reading Teaching Strategies for Reading

12. Five Teaching Strategies for Reading Storytelling SharedReading Aloud SupportedReading IndependentReading KS1 KS2

13. Cross-curricular Linkage in Curriculum Planning Decide on the themes or topics to establish meaningful cross-curricular links Draw up an overall plan of Learning Targets and Objectives, relevant learning activities and schedule of work Develop and evaluate the learning, teaching and assessment materials and activities Organising modules of learning to establish meaningful links among concepts and ideas acquired in different KLAs and to help students construct and apply knowledge in the process English Language Curriculum Guide (Primary 1-6), p.107

15. Cross-curricular Learning

16. To provide every learner of a second language with further opportunities for extending their knowledge and experience of the cultures of other people as well as opportunities for personal and intellectual development, further studies, pleasure and work in the English medium To enable every learner to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the interpretation, use and production of materials for pleasure, study and work in the English medium Aims of English Language

17. The English Language curriculum framework is organised into three Strands: Strands – Organisers of Learning  Interpersonal – To use English to think and communicate  Knowledge – To use English to acquire, develop and apply knowledge  Experience – To use English to respond and give expression to experience

18. 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)  Positive Values and Attitudes (e.g. confidence in using English, sensitivity towards language use in the process of communication, respect for different cultures)

19. Creating a Language-rich Environment Speak to pupils in English inside and outside the classroom Encourage pupils to interact with one another in English inside and outside the classroom Set up the English Corner Display target vocabulary and language structures on the learning wall Display English reading materials inside and outside the classroom

20. Interface between KS1 and KS2 KS1 Provide children with positive language experiences and create a stimulating environment to enhance their interest in language learning Use interesting and meaningful activities to motivate learners Put more emphasis on the development of phonics, listening, speaking and reading skills KS2 Continue to provide active, engaging and meaningful learning activities Provide opportunities for learners to develop dictionary and information skills as well as to practise the integrative use of language Strengthen grammar learning by providing a wide range of materials and activities for application of language and skills learnt Continue to encourage learners to read materials in English English Language Education KLA Curriculum Guide (Primary 1- Secondary 3))(2002), pp.26-27

21. Interface between KS1 and KS2 Aim for a balanced and comprehensive coverage of the learning targets and objectives within and across year levels Ensure continuity and vertical coordination across the key stages to provide opportunities for learners to progress from one stage to another

22. Interface between the Primary and Secondary Levels Curriculum planning should focus on both the learning/teaching processes and outcomes. It should best start at the primary and junior secondary levels to ensure a smooth interface with the NSS.NSS

23. S6 S5 S4 Compulsory Part (75%) Elective Part * (25%) Design of the NSS English Language Curriculum English Language Curriculum and Assessment Guide (Secondary 4-6)(2007), p.10 * With language arts and non-language arts modules

24. Interface between the Primary and Secondary Levels Develop students’ reading skills and cultivate their reading habit Encourage extensive reading and viewing Expose students to a variety of language arts materials Provide more practice on giving presentations and engage students in group interaction

25. Development of a Learning Culture Encourage teachers to attend professional development programmesprofessional development programmes Arrange time for collaborative lesson planning Encourage teachers to explore different learning and teaching materials and effective teaching strategieslearning and teaching materials Encourage peer observation Provide opportunities for sharing of teaching ideas and experiences

26. Promoting Assessment for Learning Sharing learning intentions and success criteria with learners Providing quality feedback Making use of assessment data to enhance learning and teaching –Internal assessment –TSA

27. Assessments in Schools Oral presentations Homework etc. Shared writing and process writing Portfolios Learning tasks and activities Conferencing Assessment tasks Projects Modes of Assessment

28. Revised expectations Improved teaching strategies Improved curriculum plans Reflecting Analyzing Interpreting Assessment Data Useful quality feedback to pupils Effective learning Impetus for learning Assessment for Learning

29. Some Suggestions of the Way Forward: Use poems, songs and rhymes to help pupils develop sensitivity towards the sounds and rhythm of the English language Expose pupils to more authentic listening materials covering a range of text types (e.g. advertisements, announcements, telephone conversations) to prepare pupils for listening to English in real-life situations Draw pupils’ attention to the use of spoken English in their daily life (e.g. conversations with the NETs, announcements on the MTR) Make use of activities like storytelling, reading aloud and shared reading to develop pupils’ listening skills (let pupils comprehend more meaningful chunks by asking them to listen to or read aloud continuous prose) Help pupils develop the habit of listening attentively throughout the whole learning and teaching process Listening

30. Some Suggestions of the Way Forward: Develop in pupils the good habit of listening to the whole recording once to get the gist or main ideas the first time they listen. In subsequent listening, guide pupils to locate and understand specific details Teach the skills explicitly rather than just playing the tape/CD and checking answers Increase in complexity the content of the listening materials as pupils progress from KS1 to KS2 (e.g. providing opportunities for pupils to listen to extended texts rather than merely short and discrete items) Help pupils anticipate the content of the listening text and tune in Help pupils develop their simple note-taking skills Review the problems when pupils fail to identify the information required and guide pupils how to get the answers Listening

31. Some Suggestions of the Way Forward: Expose pupils to a range of text types Use multi-media resources to boost pupils’ interest and confidence in reading Teach pupils different reading skills explicitly instead of just explaining the meaning of the vocabulary Guide pupils to read for meaning (i.e. understand the main ideas/gist of the whole text before learning how to locate specific information) Use effective questioning techniques to help pupils develop reading skills as well as critical thinking skills and creativityeffective questioning techniques Allow ‘wait time’ for pupils to formulate their responses Reading

32. Effective Questioning Techniques Ask questions to check knowledge and comprehension Ask more open-ended questions to stimulate thinking  Application  Analysis  Synthesis  Evaluation English Language Curriculum Guide (Primary 1-6), pp.150-151

33. Some Suggestions of the Way Forward: Learning and teaching Ask open-ended questions  Encouraging pupils to express their personal experiences, ideas and feelings  Helping pupils develop creativity Gradually reduce the support given to pupils  Providing a model  Providing guiding questions  Providing an outline Writing

34. Some Suggestions of the Way Forward: Learning and teaching Expose pupils to a variety of text types Discuss the topic for the writing task, clarify the purpose and audience, discuss the format, conventions and language features whenever appropriate Use shared writing and process writing to help learners progress from the stage of guided writing to independent writing Provide opportunities for the application of the language items and structures learnt Encourage pupils to use a variety of language structures and vocabulary Guide pupils how to organise ideas (e.g. understand the use of a mind map and appropriate cohesive devices rather than just answering guiding questions) Writing

35. Some Suggestions of the Way Forward: Learning and teaching Help pupils develop the habit of reviewing their own work to avoid careless spelling and grammatical mistakes Give quality feedback to pupils on how they can improve their writing (acknowledging pupils’ efforts and give encouraging remarks) Foster a good learning culture in class by demonstrating examples of good pupil writing and highlighting pupils’ strengths Writing

36. Some Suggestions of the Way Forward: Provide more practice on reading aloud (application of phonics skills) Provide more practice on giving presentations or rehearsed speech (e.g. show-and-tell) Provide more practice on spontaneous interaction Encourage pupils to talk with the NETs or English teachers in English both inside and outside the classroom Encourage and guide pupils to give appropriate elaboration Develop pupils’ confidence in speaking English (emphasis on fluency before accuracy) Teach the communication strategies explicitly Speaking

37. Use holistic marking  Identify the focus of the task  Decide on the marking criteria which can cover the different aspects (e.g. content, language and organisation for writing)  Acknowledge what pupils can do  Avoid counting every single grammatical/spelling/pronunciation mistake  Practise consensus marking to gain a common understanding of pupils’ performance and facilitate the provision of feedback Marking – Writing / Speaking Some Suggestions of the Way Forward:

38. Professional Development Courses 2007-08 Induction for English Panels at Primary Level (3-hr seminar, Nov 07) Literacy Instruction for Teachers (3-hr seminar, Jan 08) Enhancing English Vocabulary Learning and Teaching at Primary Level (6-hr workshops, Mar – Apr 08) Developing Learners' Writing Skills through Process Writing at Primary Level (15-hr workshops, Mar – Jul 08) Professional Development Course on Assessment for Learning in English Language at Primary Level (5 weeks, Jan & Apr 08, run by HKIEd) Professional Development Course on Catering for Learning Difficulties in English Language Learning (8 weeks, Jan & Apr 08, run by HKIEd)

39. Professional Development Courses 2007-08 Learning and Teaching in Primary English Education Series: (3- hr workshops organised by NET Section)  Shared Reading (Nov 07)  Introduction to Poetry Writing (Nov 07)  Speaking and Listening – Classroom Activities (Dec 07)  Learning and Teaching Strategies for Effective Link between KS1 and KS2 (Jan 08)  Application of Assessment for Learning (Mar 08)  Using Text Types in Writing (Apr 08)  Setting up a School-based Reading Programme (Apr 08)  Developing a School-based Phonics Programme (May 08)  Using Process Drama in the English Classroom (May 08)  Catering for Learner Diversity (June 08)

40. Resource Packages Let’s Experience and Appreciate Poetry (LEAP) KS1 & KS2 Let’s Experience and Appreciate Drama (LEAD) Songs, Rhymes and Tales for KS1 & KS2 Phonics Multimedia Resource Pack Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE) Phonics in Action

41. Promoting Quality Interaction in the Primary English Classroom Promoting Assessment for Learning in English Language Education at Primary Level Adopting Task-based Approach in the Primary Classroom Good Practice in Speech Activities Writing Packages (P1-3 & P4-6) Learning English is Fun - English Language Camp Activities for Primary 4 Students Using IT to Learn, Learning to Use IT Resource Packages

42. Literacy Instruction For Teachers The Splendour of Writing Poems: Inspiring Students’ Imaginations Resource Packages Promoting Critical Thinking, Creativity and Cultural Awareness through Language Arts in Primary Schools Enhancing English Language Curriculum Planning, Learning and Teaching through Cross-curricular Modules at Primary Level ETV Programmes Presentation Skills Quality Feedback Storytelling Web resources

43. More Information General – circulars, training calendar, links, etc. http://www.edb.gov.hk http://www.edb.gov.hk Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc. http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402 http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402 English Language Education Section, CDI Room 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810) Ms Emilie Tong(Tel: 2892 6571)

44. Thank you