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Subject Curriculum Guide. English Language Curriculum Guide (Primary 1 – 6) (2004, CDC). Implemented since September 2005. Diagrammatic Representation of the English Language Curriculum Framework. Interpersonal. Knowledge. Experience. Targets for: Key Stage 1 Key Stage 2 Key Stage 3 - PowerPoint PPT Presentation
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Subject Curriculum Guide
English Language Curriculum Guide (Primary 1 – 6)(2004, CDC)
Implemented since September 2005
Diagrammatic Representation of the English Language Curriculum Framework
9 G
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Flexible and Diversified Modes ofCurriculum Planning
+Effective Learning, Teaching and Assessment
Overall Aims and Learning Targets ofEnglish Language
KnowledgeInterpersonal ExperienceTargets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4
Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4
Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4
Learning Objectives: Forms and FunctionsSkills and StrategiesAttitudes
Strands
English Language Curriculum
3
Leading Curriculum Planning, Development and Management
Leading Curriculum Planning, Development and Management
• Develop a balanced school-based curriculum based on students’ needs, interests and abilities
• Conduct holistic planning of the school-based curriculum to ensure smooth transition between key stages (interface)
• Enhance the professional development of teachers• Manage resources effectively • Promote collaboration among teachers• Plan for effective curriculum changes
Key Emphases of the English Language Curriculum Guide (Primary 1- 6)
•
• Enhancing the implementation of the Reading Workshops
• Catering for learner diversity
• Promoting assessment for learning
• Learning and teaching grammar through the task-based approach• Providing opportunities for language use
• Designing a whole-school language policy
• Learning and teaching phonics in context• Developing vocabulary building skills
Strategies for Implementation
• Making effective use of learning and teaching resources
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
• Using real books of a variety of text types• Adopting effective teaching strategies
Resource Package
LiteracyInstructionForTeachers
Learning and Teaching Phonics in Context
• Incorporate phonics teaching into the school English programme instead of adopting and implementing a separate phonics programme
• Teach and practise phonics in the GE Programme as well as Reading Workshops through short, interesting and purposeful activities and games (e.g. funny rhymes, phonics tic-tac-toe)
English Language Curriculum Guide (Primary 1-6), pp.171-174
Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE)
Phonics in Action
Resource Packages
Developing Vocabulary Building Skills
• Encouraging learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words
• Modelling and teaching the different ways in which learners can attack and organise words
- guessing and inferring meaning - organising words in vocabulary books - word formation and word association - using and making dictionaries• Using tasks to provide authentic contexts for
vocabulary use
English Language Curriculum Guide (Primary 1-6), pp.164-171
Resource Package
Enhancing Vocabulary Learning and Teaching at Primary Level
Catering for Learner Diversity (1)
• Using different strategies (e.g. differentiation, flexible grouping, project learning, open-ended learning tasks and activities) to cater for the diverse needs, abilities and interests of learners
• Providing opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)
Catering for Learner Diversity (2)
• Intervention Programme
- additional time, additional opportunities, focused learning
- during class time or withdrawal mode
- task-based approach with form-focused pre-task grammar exercises
Catering for Learner Diversity (3)
• Enrichment Programme
- extend more able learners
- during or after class time, inside or outside school
- open-ended tasks to encourage creativity and critical thinking
Promoting Assessment for Learning
• An integral part of learning-teaching-assessment cycle• Sharing learning intentions and success criteria with
learners• Using different modes of assessment • Making use of assessment data (e.g. TSA data, internal
assessment data) to help review - expectation of pupils’ learning - content of learning - strategies to enhance learning• Providing quality feedback to enhance learning
English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201
Using Dictation to Promote Assessment for Learning
• Guide students to analyse their problems and give suggestions
- make use of context
- make use of grammar knowledge
- apply phonics skills in spelling• Provide follow-up learning activities to consolidate
learning
Devising a Whole-school Language Policy
• Create a rich language learning environment
• Widen the space of learning and teaching English
• Enhance students’ motivation in learning English
More InformationMore Information
• General – circulars, training calendar, links, etc. 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
• English Language Education Section, CDIRoom 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810)Ms Barbara Chan (Tel: 2892 6571)