Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS) School-based Implementation Plan

Transcription

1 Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS) School-based Implementation Plan School Name: ELCHK FAITH LOVE LUTHERAN SCHOOL (English) Application No.: A 036 (for official use) (A) General information: 1. No. of English teachers in the regular staff establishment (excluding the Native-speaking English Teacher): 9 2. No. of approved classes in the 2016/17 school year: P.1 P.2 P.3 P.4 P.5 P.6 Total No. of approved classes No. of operating classes in the 2016/17 school year: (if different from the number of approved classes) No. of operating classes P.1 P.2 P.3 P.4 P.5 P.6 Total 4. Programmes/projects implemented or support service(s) in relation to English Language curriculum received in the past five years (more rows can be added if needed): Name of programme/project/ support service Focus(es) of programme/project/ support service External support (if any) Keys 2 P.4 Primary Literacy Program (Keys 2 Reading and Writing) PLPR-W P.1 P.3 Primary Literacy Program (PLPR/W Reading and Writing) NET Section, EDB NET Section, EDB P. 1

2 (B) SWOT Analysis related to the learning and teaching of English: Strengths 1. A collaborative and sharing culture among teachers has been developed to enhance effective learning and teaching. 2. The NET and ELTA have been encouraged the use of authentic English inside and outside the classroom. 3. Various reading schemes (e.g. PLP-R/W, ERS, Self-directed Reading Project, Reading Workshop, etc.) and activities (e.g. English Fun Day, etc.) have been carried out to promote pupils interest in learning English. 4. The Read, Write, Inc. Phonics Program has been implemented to equip pupils with the skills of blending and sounding out unfamiliar words. 5. The PLP-R/W Programme has been developed to enhance teachers professional expertise and help realize students potential for learning English. Weaknesses 1. Most pupils do not have enough chances to use English in their daily life. 2. Pupils lack confidence to communicate, read and write in English. 3. Pupils receive little help from their parents when they encounter problems in learning English. Opportunities 1. Small class teaching presents opportunities to provide higher quality education to pupils. 2. The PLPR/W Program will move up to P.5 classes this year. Threats 1. Pupils in weaker classes lack motivation and incentive to learn English. (C) Measure(s) taken through the grant under the English Enhancement Grant Scheme for Primary Schools, if any: (more rows can be added if needed): Area(s) of Development Usage(s) of the grant Level 1. Implementation of phonics-based 1. Hire of service provider to conduct training workshops for teachers, co-teach P.1-P.3 English literacy programme and with teachers and provide continual teaching support such as class monitoring enhancement of teachers knowledge and skills in phonics teaching. and support, formulation of school-based scheme of work, consultation, demo-teaching and co-teaching. 2. Purchase teaching resources for the programme and different sets of graded storybooks for pupils to read during lesson time. P. 2

3 (D) Focus(es) of the school s proposed school-based English Language curriculum to be funded under PEEGS Proposed target area(s) of development (Please the appropriate box(es) below) Proposed usage(s) of the Grant (Please the appropriate box(es) below) (Please the appropriate box(es) below) (Please the appropriate box(es) below) Enrich the English language environment in school through - conducting more English language activities*; and/or - developing more quality English language learning resources for students* (*Please delete as appropriate) Promote reading* or literacy across the curriculum* in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining (*Please delete as appropriate) Enhance e-learning in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining Purchase learning and teaching resources Employ full-time* or part-time* teacher (*Please delete as appropriate) Employ full-time* or part-time* teaching assistant (*Please delete as appropriate) Procure service for conducting English language activities 2017/18 (second term) to 2018/19 (first term) 2018/19 (second term) to 2019/20 (first term) P.1 P.2 P.3 P.4 P.5 P.6 Others, please specify (e.g. P1-3, P5-6): Cater for learner diversity with equal emphasis on more able and less able students in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining Strengthen assessment literacy in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining P. 3

4 (E) How to implement the proposed school-based English Language curriculum funded by PEEGS? (more rows can be added if needed) Proposed school-based English Language curriculum To employ a part-time teacher who is proficient in English to conduct English language activities for students to enrich the English environment in school for P.1 to P.6. The proposed initiative can help enrich the English environment. The teacher who is proficient in English will conduct English activities and get students to speak in English. The designed activities can add value to the existing curriculum as students can hardly get chances to speak in class. By introducing different activities as well as language arts activities, it can benefit students in English learning. The existing English teachers will gain insight from co-working with the part-time teacher who is proficient in English to conduct more English activities which provide students with more opportunities to use English in authentic context. Teachers will also gain more ideas and inspiration during the co-planning and co-working processes, thus, their professional development will be enhanced, which guarantees the sustainability of this project. Expected qualifications and experience of the teacher who is proficient in English: - a bachelor degree with drama teaching experiences P.1-6 1/ /2019 (2 years) Co-planning will be carried out all year round. More language activities will be conducted for P.1 P.6. Over 90 % of P.1 P.6 students have more chances to use English in daily communication with the teacher who is proficient in English. Over 90% of students confidence and skills in speaking is enhanced. Assessment results on speaking of over half of the students will improve. The English-speaking culture in school will be sustained through regular practice in English-rich environment. Teachers will encourage students to speak English inside and outside the classroom after the completion of the project. Through regular practice, students English speaking habit will build up. Questionnaires will be given out to gather information on student s perception towards drama. Video-taping of activities and lessons will be conducted. Evaluation among panel members will be carried out to assess students performance. Questionnaires will be given out to gather information on student s perception towards reporting. 1 The deliverables/outputs should be measurable and closely related to the purposes of related initiatives. 2 Sustainability of the initiative could be maintained through the knowledge transfer/capacity building of teachers and the utilisation of the deliverable produced. 3 Both qualitative and quantitative tools should be employed to evaluate the effectiveness of the initiative. P. 4

5 - he/she is a native English speaker. Duties of the teacher who is proficient in English He/She will be responsible for teaching as well as reporting duties to related teachers and work in a collaborative manner. He/She will conduct English language activities for students to enrich the English environment at school. It is expected that the teacher who is proficient in English will be teaching in class. Each class will spare one lesson for him/her to teach English drama. A whole-school approach will be adopted. The teacher who is proficient in English will teach each class for about every two weeks. Different language activities will be held according to the timetable. 1. Conducting Language Activities A. English Drama classes for all students from P.1 P.6 and extra-curricular activities on drama for selected students who speak good English English Drama classes English drama is expected to be carried out to foster English learning and enhance students English usage and confidence. English drama is the easiest way for students to learn English in a relaxing and stress-free atmosphere. A. Drama classes (Jan and March 2018 as well as Jan and March 2019, 4 months in total) 100% of the existing English teachers will acquire knowledge/pedagogy of conducting English language activities. 100% of the existing English teachers will apply the suggested pedagogy to English teaching at P.1 to P.6. Documents for each co-planning meeting will be kept for future use as well as teaching aids and resources will be developed during the whole process. Existing English teachers are expected to carry out the tasks designed in future. Existing English teachers can learn from the teacher who is proficient in English and review on the teaching materials and further develop. The materials can be used after modification. Video-taping of activities will be done after the completion of project. Discussion among panel members will be carried out to assess students performance. The part-time teacher who is proficient in English will conduct: 1) drama classes from Mondays to Fridays which are integrated into English lessons for all classes (each class P. 5

6 will have a lesson every two weeks); and 2) drama classes in extra-curricular activities (ECA) period for selected students on Fridays. Each class will get a taste of drama. The teacher who is proficient in English will explain the script, writing elements and guide students to speak with emotion and conviction when acting. He/She will also explain the elements of drama and guide students to act. The whole school will be introduced to drama. As such, students will be allowed to use English naturally in an authentic context. The whole drama programme will last for two months each year for students to develop ample drama skills. In addition, the teacher who is proficient in English will be responsible for developing teaching materials like notes or handouts for students. English teachers will guide the teacher who is proficient in English to develop teaching materials which is at the right for our students. When developing the teaching materials, teachers will select the right theme parallel to the teaching units in the school curriculum. During the co-planning meetings, teachers and the teacher who is proficient in English will plan the layout of each lesson and the teachers will help design the teaching materials as well as give advice on the contents and topic for each lesson. Video-taping of the lessons and English activities will be conducted throughout the project for sharing. Local teachers can benefit from the drama programme which fosters the knowledge capacity building. The drama programme can be implemented after completion of the project. The teacher who is proficient in English will also be responsible for conducting an effective drama class. Drama lessons are to be carried out during regular lesson time in January and March, two months in total in each year. All students from P.1 to P.6 will have four drama classes in each year to learn drama skills. Existing English teachers will observe and discuss with the P. 6

7 teacher who is proficient in English for enhancing drama teaching techniques. Teaching resources developed will be updated and utilised after completion of the project. Lesson plans, teaching aids will be kept for future use. Students will be expected to speak freely on stage with confidence and emotions. They will be expected to perform on stage. They will memorise lines, thus, improve their English with repeated practice. They will also participate in the drama festival. Extra-curricular activities on Drama for selected students who speak good English The Drama Club, as extra-curricular activity on drama will be conducted by the teacher who is proficient in English once every two weeks. There will be 13 meetings in total throughout the year. The Drama Club will provide students with the opportunity to use English in authentic context. In-depth approach will be taken in the Drama Club as those students are selected by English teachers for further training. The number of members of Drama Club is expected to be 25. Selection before each school year will be carried out by English teachers to ensure students in the club are able to stage quality performance. B. Teaching the skills of storytelling, choral speaking, tongue twister and public speaking during English lessons and conducting the activities during lunchtime Same as drama, storytelling, choral speaking, tongue twister and public speaking activities will take place during English lessons. The whole school will be exposed to the language arts elements. Students will be introduced to these fun B. Language Arts activities such as choral speaking, public speaking, P. 7

8 activities and use English in authentic contexts when learning these skills. Rhymes, stress and intonation, manner of speaking in public and other speaking skills will be covered in these English lessons. The teacher who is proficient in English will be developing materials and delivering the lessons accordingly. For KS1 students, activities such as story-telling and tongue twister will be used to arouse students interest. For KS2 students, more challenging activities such as public speaking and choral speaking will be ogranised. Existing English teachers will observe and help modify the teaching resources before they carry out the teaching tasks themselves after the completion of project. storytelling and tongue twister (second half of May, Oct and Nov 2018 & May, Oct and Nov 2019, 5 months in total) Tongue twister, choral speaking, storytelling and public speaking contests will be organised at each to motivate students to use English. The teacher who is proficient in English will help provide students with more opportunities to speak English through the activities. These activities will be conducted during lunchtime and skills will be taught in class. English activities are to be held during lunchtime for P.1 to P.6 students. All activities will be related to the language arts lessons for students enjoyment. Lunchtime activities include mini-drama, tongue twisters, story-telling, poem appreciation, public speaking and English reporting. Teachers will guide the teacher who is proficient in English to work out extended activities in each lesson for activities at lunchtime. The teachers and the teacher who is proficient in English will collaborate closely to design lessons and extended tasks for lunchtime activities. These activities can provide students opportunities to use English in authentic P. 8

9 context outside the classroom and arouse their interest in learning English. Students are encouraged to join the lunchtime activities. Teachers can nominate and encourage students to participate. Each class will have at least 2-3 students taking part in the lunchtime activities each time. Lunchtime activities are expected to be held when the teacher who is proficient in English is at work. All English teachers will assign 2-3 students to go to the English Room for the activities. Each student will have chances to enjoy the activities prepared by teachers at lunchtime. C. Little English Reporters for P.4-6 The teacher who is proficient in English will conduct various activities to let students experience the work as a reporter including interviewing others, writing news reports and presenting the news. Students are expected to write news reports with the guidance of teachers. Writing skills will be greatly improved as students are guided to write grammatically correct sentences with the help of teachers. Students are also expected to interview other students in English which helps them to speak English in an authentic context. C. Little English Reporters (Dec 2018 & Dec 2019, 2 months in total) Broadcast news reporting will be conducted to allow students to be standuppers in front of the camera. It is fun to let students experience new broadcasting and speak English with confidence. The teacher who is proficient in English will help train up the little reporters. We will use two months to introduce students to reporting techniques. Each class will have opportunities to have four lessons a week each year to learn and practice reporting P. 9

10 skills. Students from each class will be equipped with reporting techniques to complete the task as standuppers. Skills will be taught in class and some bright students will be selected to take up the role as standuppers. The programme will be broadcasted during lunchtime throughout the year whenever there are suitable topics to cover such as festivals or big school events. Students writing and speaking skills will be improved through the activities. D. Collaboration with existing English teachers The existing English teacher will collaborate with the part-time teacher who is proficient in English by regular co-planning meetings, with target objectives of each activity highlighted clearly to ensure the plan can go smoothly without constraints. The existing English teachers will collaborate with the part-time English teacher at least once every two weeks to ensure the lessons are well-planned. The focus and content of the co-planning meetings will be set according to the theme of the activities. English drama as well as language arts activities such as storytelling, choral speaking, tongue twisters, public speaking and Little English Reporters are the highlights of the whole plan. Both the existing English teachers and the teacher who is proficient in English will be responsible for co-planning and write the rundown of the activities. Teaching materials will be provided by the teacher who is proficient in English and modification will be made by existing English teachers if necessary. The existing English teachers will co-teach with the teacher who is proficient in English. The existing English teachers P. 10

11 will take up part of the teaching part during co-teaching. Peer lesson observations will be conducted after a month. The existing English teachers will observe the part-time teacher during the activities and exchange views on the teaching steps to modify the lessons. Follow-up actions such as adjustment of the teaching strategies will be made and ways of improvements will be shared among the existing English teachers for professional development. 2. Developing teaching materials for other subjects One and a half months will be allocated for delivering PE, Music and Visual Arts lessons in English each year. There will be three months in total throughout the 2-year plan. The newly developed cross-curricular resources will be carried out by three groups of teachers, namely Visual Arts, Music and PE teachers, the existing English teachers and the teacher who is proficient in English. Topics of each lesson will be chosen from the scheme of work suggested by the subject teachers. Co-planning meetings will be held by these three groups of teachers. The existing English teachers and the teacher who is proficient in English will co-teach and try out the newly developed cross-curricular resources. Videos and flash cards will be used for learning. Vocabulary teaching and videos for viewing are the main focus in these lessons. Physical Education for P.1 P.6 (2 weeks in April) The part-time teacher who is proficient in English will prepare teaching materials such as vocabulary cards and P.1-P.6 1/ /2019 (2 years) English activities for other KLAs such as PE, Music and Visual Arts (April and mid May 2018 & April and mid May 2019, 3 months in total) Co-planning will be carried out More language activities will be conducted for P.1-P.6. Over 90 % of P.1- P.6 students have more chances to use English in daily communication with the teacher who is proficient in English. Over 90% of students confidence and skills in speaking is enhanced. Assessment results on speaking of over half of students will improve 100% of the existing English teachers will apply the suggested The English-speaking culture in school will be sustained through regular practice in English-rich environment. Documents for each co-planning meeting will be kept for future use and teaching aids and resources will be developed during the whole process. Existing English teachers are expected to carry out the tasks designed in future. All newly Video-taping of each session will be conducted for discussion and sharing among panel members. Questionnaires will be given out to evaluate the effectiveness of the initiatives. P. 11

12 videos related to the taught items in English. The part-time teacher who is proficient in English will conduct activities for students to learn English in PE lessons or at recess. Music for P.1 P.6 (2 weeks in April) The part-time teacher who is proficient in English will collect lyrics of English folk songs to help students to prepare for a folk songs competition and video clips production. The training of folk song will be held after school every week before the competition. Visual Arts for P.1 P.6 (2 weeks in May) The teacher will prepare teaching materials such as vocabulary cards and videos related to the taught items in English. The part-time teacher who is proficient in English will organise activities for students to learn basic vocabulary about art at Visual Arts lessons or at recess. We encourage students to learn authentic English through sports, to appreciate the beauty of the English language through music and to develop procedural or instructional writing skills while making art. The part-time teacher who is proficient in English will help develop teaching materials and conduct lessons for each class. Existing English teachers can learn and advise the teaching contents of these subjects and modify for their own use in future. This language across the curriculum activities can enhance collaboration of teachers among different Key Learning Areas. Collaboration among teachers all year round. pedagogy to English teaching at P.1 to P.6. Teaching materials of other subjects: Music: 1. Folk Song lyrics 2. Videos about the origin of each folk song For Music lessons, folk song lyrics will be explained and appropriate video clips will be chosen for viewing. Emphasis will be put on English lyrics and the origin of folk songs. Physical Education (PE): 1. 6 sets of vocabulary cards for each 2. Videos about the target teaching items (Sport games) For PE lessons, flashcards on sports will be used and there will be English developed cross-curricular resources such as videos or vocabulary flash cards will be retained for future use. Co-planning minutes will be recorded in details and lesson will be taped for sharing. The existing English teachers will review the lesson for inspection purposes to perfect the lessons for future use. Existing English teachers can learn from the teacher who is proficient in English and review on the teaching materials and further develop. The materials can be used after modification. Video-taping of the P. 12

13 Learning English across the curriculum requires the three parties (i.e. teachers of other KLAs, teachers of the English panel and the part-time teacher who is proficient in English) to discuss and set the contents for each lesson. The existing English teachers will collaborate with the part-time teacher who is proficient in English and the teachers of other KLAs during co-planning. They will discuss the content of the lessons conducted in English during co-planning. They will meet up once a week to evaluate and co-plan the teaching contents of each lesson. The focus and content of the co-planning meetings will be mainly on the content relevant to the subject. The existing English teachers will help view the content of each lesson to ensure the language is appropriate to each and can meet students need. Certain adjustment of lessons will be made after the co-planning meetings. Co-teaching will be conducted in each lesson to enhance existing teachers capacity in teaching non-english subjects in English. Existing teachers can take up part of the lesson as demonstration to the teacher who is proficient in English. The teacher who is proficient in English will then get some insights to develop more suitable the teaching materials. sports programme to go with the curriculum if necessary. Visual Arts: 1. 6 sets of flash cards for each 2. Videos about the target teaching items (craft making) For Art lessons, craft making steps in English will be introduced. Paper strips with steps written and flashcards will be used for Visual Arts lessons. lessons and English activities will be conducted throughout the project for sharing. The curriculum designed can be incorporated in the English curriculum after completion of the project. Teachers can learn through experience sharing. Peer lesson observations for each subject will be carried out and sharing among the English teachers is suggested to ensure the direction of the whole learning language across the curriculum is on the right track. P. 13