School Name: Li Cheng Uk Government Primary School P. 1

Transcription

1 School Name: Li Cheng Uk Government Primary School P. 1

2 Grant Scheme on Promoting Effective Language Learning in Primary Schools (PEEGS) School-based Implementation Plan School Name: LI CHENG UK GOVERNMENT PRIMARY SCHOOL () Application No.: A 032(for official use) (A) General information: 1. No. of teachers in the regular staff establishment (excluding the Native-speaking Teacher): 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) P.1 P.2 P.3 P.4 P.5 P.6 Total No. of operating classes Programmes/projects implemented or support service(s) in relation to Language curriculum received in the past five years (more rows can be added if needed): Name of programme/project/ support service Grade level Focus(es) of programme/project/ support service External support (if any) Nil Nil Nil Nil School Name: Li Cheng Uk Government Primary School P. 2

3 (B) SWOT Analysis related to the learning and teaching of : Strengths 1. LCU is a well-established learning community. The sharing and learning culture has been well-developed among teachers and students. 2. Regular co-planning and subject meetings are scheduled for teachers to share their expertise and discuss the strategies to cater for students learning needs. 3. Teachers are willing to learn and use different teaching methods to enhance the effects of teaching and learning. 4. Students are eager to participate in learning activities. Opportunities 1. PEEGS can be used to employ a full-time teacher to take up some teaching duties of the core members of the RaC programme so as to allow core members of the Reading Across Curriculum Development Team to develop suitable learning materials for P.4 to P.6 students. The grant can also be used to purchase various learning and teaching materials such as books and relevant learning materials to enhance the effectiveness of the Scheme. 5. The medium of instruction of is. Weaknesses 1. Students academic literacy is yet to develop. 2. Most of our students come from lower socio-economic families. They receive inadequate resources to learn about different facets of their daily lives. They have fewer chances to read and explore various reading materials outside school. Threats 1. There will be more Chinese students admitted to our school and thus there will be a greater individual difference among students. (C) Measure(s) taken through the grant under the Enhancement Grant Scheme for Primary Schools, if any: (More rows can be added if needed.) Area(s) of Development Usage(s) of the grant Grade Level Implementation of a phonics-based literacy programme in KS1 1. Hiring consultancy service to enhance teachers professional development on the implementation of a phonics-based literacy programme through workshops for teachers and parents, co-planning, co-teaching lessons and supervision in P.1-3 P Employing a teaching assistant to support teachers in textbook adaptation to the phonics-based literacy programme 3. Purchasing teachers reference books, word cards, posters and in-class teaching aids for a phonics-based literacy program School Name: Li Cheng Uk Government Primary School P. 3

4 (D) Focus(es) of the school s proposed school-based Language curriculum initiative(s) 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) Time scale (Please the appropriate box(es) below) Grade level (Please the appropriate box(es) below) Enrich the language environment in school through conducting more language activities*; and/or developing more quality language learning resources for students* (*Please delete as appropriate) Promote reading* or literacy* across the curriculum in respect of the updated 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 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 a full-time teaching assistant (*Please delete as appropriate) Procure service for conducting language activities 2017/18 (second term) to 2018/19 (first term) 2018/19 (second 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 Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining Strengthen assessment literacy in respect of the updated Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining School Name: Li Cheng Uk Government Primary School P. 4

5 (E) How to implement the proposed school-based Language curriculum initiative(s) funded by PEEGS? Proposed school-based Language curriculum initiative(s) Grade level Time scale (month/ year) Expected outcomes/ Deliverables/ Success criteria 1 (preferably measurable) Sustainability 2 Methods of progressmonitoring and evaluation 3 1. To employ a full-time supply teacher to take up part of the teaching duties of the core members of the Reading Across Curriculum Development Team which aims at developing a reading across the curriculum (RaC) programme for promoting RaC in and at KS2 Objectives P.4-6 Sep 2018 Jul 2019 Students lack of exposure to a wide variety of text-types affects their learning of other subjects. It is therefore important to teach students how to read different text types to enhance their academic literacy. The school would like to employ a full-time teacher to take up part of the teaching duties of the core members to provide them with room for developing a programme for promoting reading across curriculum (RaC) in and in KS2. To maximise learning that integrates language and content, the RaC programme aims to provide opportunities for students to broaden their knowledge base, as well as apply and consolidate reading skills and strategies developed in lessons through reading of different text types. In lessons, students are provided with authentic contexts for connecting their learning experiences and raise their awareness of the language features. The RaC programme will be developed based on the PIE model. The core team will formulate the RaC framework of the programme and implement according to the designed lesson plans and materials with the subject teachers. Lesson try-outs and lesson observations will be carried out in the implementation stage. Finally, evaluation sessions will be carried out during co-planning meetings to evaluate the effectiveness of each unit and make adaptations if necessary. Number of lessons to be released Co-planning Sep 2018 Jul 2019 Develop RaC packages Sep 2018 Jul 2019 A total of 6 RaC packages (2 packages for each level, 1 for each term) of teaching and learning materials for promoting reading across and will be developed. Each package consists of lesson plans, teaching aids and all learning and teaching materials like task sheets and PowerPoint slides. 70% of and General Studies teachers involved agree that the programme is All the soft copies of the materials and resources will be saved in the school server for further curriculum development. All the hard copies of materials and resources are kept in the school for long-term use. The programme will be launched and sustained as Core team members will carry out lesson try-out, post lesson discussions and lesson observations for each unit for evaluating the effectiveness of the programme. Focus group interviews of targeted students will be carried out at the end of the programme to evaluate the effectiveness of the programme. All the co-planning meeting minutes are to be kept for further 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. School Name: Li Cheng Uk Government Primary School P. 5

6 Each member of the core team, which consists of 3 panel chairs, will have one class released (3 classes and 21 lessons in total). Collaboration with other subject departments Thorough discussions will be held with and teachers through regular co-planning meetings every month to collect teachers feedback on the developed materials. The GS teachers will contribute to the RaC programme by suggesting themes, giving content support and co-developing related assessments in co-planning meetings. Duties of the core team members of the RaC programme To promote reading across the curriculum To discuss and decide on the themes, topics, reading strategies and text types to be covered in the RaC programme To develop a total of 6 RaC packages (2 packages for each level, 1 for each term) of teaching and learning materials for promoting reading across the subjects of and General Studies. Each package consists of lesson plans, teaching aids and all learning and teaching materials like task sheets and PowerPoint slides. Phase I (2018/19 1st Term) - A total of 3 RaC packages, 1 for each KS2 level. Phase II (2018/19 2nd Term) - A total of 3 RaC packages, 1 for each KS2 level To conduct lesson demonstrations, post-lesson discussions and lesson observations for each unit for evaluating the effectiveness of the lessons To conduct focus group interviews with targeted students at the end of the programme to evaluate the effectiveness of the programme To complete reports and required documents of the RaC programme To monitor the progress of the RaC programme. To select and purchase reading materials for the RaC prgramme under proper procurement exercises effective on promoting RaC. Over 70% of students in the focus interview agree that the RaC programme enable them to master concepts in GS. 70% of teachers involved agree that the students show improvement in reading skills after the implementation of the RaC programme. 70% of General Studies teachers involved agree that the students show better understanding of the targeted modules after the implementation of RaC programme. 60% of students get a passing grade in assessments related to the text types and reading regular practice in school after the completion of the programme. All materials developed will be used in KS2. There will be in-house sharing sessions. curriculum development. A survey will be carried out with the involved and GS teachers. Assessment tasks on targeted text types and reading skills in tests and exams School Name: Li Cheng Uk Government Primary School P. 6

7 Details about Reading Across the Curriculum (RaC) programme P. 4 (1st Term) (i) Module Be a smart customer (ii) Objectives - Students gain background knowledge of the topic and learn the features of advertisements, web pages and catalogues. : - To recognise the factors which affect our choice of goods - To learn about the messages conveyed in advertisements and their functions - To understand that advertisements can be exaggerating or misleading - To make judgment on the choice of goods (iii) Text-types covered Advertisements, web pages and catalogues (iv) Reading skills - Locating specific information - Working out meanings of words and phrases - Distinguishing between facts and opinions (v) Activities - Reading price catalogues and web pages of different products in supermarkets - Studying advertisements about the products - Finding out some specific information of products - Filling in a product information list from the collected information School Name: Li Cheng Uk Government Primary School P. 7 skills covered in the programme.

8 : - Designing a shopping list for the class Christmas party (vi) Assessment - A presentation on the shopping list for the class Christmas party with explanations based on the knowledge gained in the module P. 4 (2 nd Term) (i) Module Climates (ii) Objectives (iii) (iv) (v) - Students gain background knowledge of the topic and learn the features of weather reports, news reports, procedures and pamphlets. - To learn the weather and seasonal changes and their effects - To know about Hong Kong climate - To apply safety measures under different weather conditions Text-types covered - Weather reports, news reports, procedures and pamphlets Reading skills - Locating specific information - Working out meanings of words and phrases - Distinguishing between facts and opinions : Activities - Reading weather reports and news reports about the Hong 70% of students get more than 6 marks out of 10 in their presentations. School Name: Li Cheng Uk Government Primary School P. 8

9 (vi) Kong climate - Reading procedures and pamphlets about safety measures under different weather conditions - Identifying and listing out the facts about Hong Kong climate from the given reading materials : - Students report the weather conditions and suggest safety precautions under given situations. Assessment - Role play Be a weather reporter P. 5 (1st Term) (i) Module Food and nutrition (ii) Objectives - Students gain background knowledge of the topic and learn the features of questionnaires, recipes and food labels. - To understand the concept of a healthy diet - To understand the principles on choosing healthy food items - To make judgment on the choice of healthy food (iii) Text-types covered (iv) Questionnaires, recipes and food labels Reading skills - Comparing information and ideas - Working out main ideas and themes - Deducing information 70% of students get more than 6 marks out of 10 in the presentation of weather reports. School Name: Li Cheng Uk Government Primary School P. 9

10 (v) Activities - Designing a questionnaire for interviewing the eating habits of their classmates. - Comparing information on food labels of different food items and choosing the healthier food by listing out the reasons. - Reading recipes of healthy dishes. - Interviewing their classmates using the questionnaire designed in lesson - Writing a report on their classmate s eating habits (vi) Assessment - Designing a recipe of a healthy dish for their classmate P. 5 (2 nd Term) (i) Module Mass Media (ii) Objectives - Students gain background knowledge of the topic and learn the features of editorials, blogs and discussions. - To learn about different forms of mass media - To learn about the diverse information provided by mass media - To know the impact of mass media in daily lives (iii) Text-types covered Editorials, blogs and discussions (iv) Reading skills 65% of students get more than 6 marks out of 10 in the healthy dish design activity. School Name: Li Cheng Uk Government Primary School P. 10

11 - Comparing information and ideas - Working out main ideas and themes - Deducing information (v) Activities : - Reading editorials, blogs and discussions to know about mass media - Finding main ideas provided by different types of mass media on the same issue - Comparing and listing out the information provided by different types of mass media on the same issue from different perspectives - Listing different types of mass media - Listing the positive and negative impacts of mass media (vi) Assessment - The debate on impact of mass media in daily lives P. 6 (1 st Term) (i) Module Pollution (ii) Objectives - Students gain background knowledge of the topic and learn the features of informational reports, explanations on how and why, and documentaries. - To learn about causes and impact of pollutions - To learn how to prevent pollutions (iii) Text-types covered 65% of students get more than 6 marks out of 10 in the discussion. School Name: Li Cheng Uk Government Primary School P. 11

12 Informational reports, explanations on how and why, and documentaries (iv) Reading skills - Analysing information and ideas - Evaluating - Justifying (v) Activities - Reading texts on explanations on how and why, informational reports and documentaries to know about pollutions - Analysing and listing out the sources of different pollutions - Evaluating the impacts of pollutions on living organisms - Suggesting ways to reduce pollutions in daily life and justify their positive impacts on the environment - Conducting an experiment on the impact of water pollution on living organisms - Analysing the impact of water pollution on living organisms from the experiment - Evaluating the result of the experiment - Justifying the method used in the experiment (vi) Assessment - Conducting an experiment and analysing the impact of water pollution on living organisms. P. 6 (2 nd Term) School Name: Li Cheng Uk Government Primary School P. 12

13 (i) Module Inventions and Technology (ii) Objectives - Students gain background knowledge of the topic and learn the features of magazine articles, science fictions, documentaries and journals. - To understand how science and technology have advanced through the years - To learn about the applications and effects of scientific and technological advances in our daily lives - To design an invention that can bring convenience to our daily lives (iii) Text-types covered - Magazine articles, science fictions and journals (iv) Reading skills - Analysing information and ideas - Evaluating - Justifying (v) Activities - Reading magazine articles, science fictions and journals to know about latest inventions and technologies - Analysing and listing out how these inventions bring convenience to our daily lives - Evaluating the usefulness of these inventions - Suggesting ways to improve these inventions 60% of students get more than 6 marks out of 10 in the lab work. School Name: Li Cheng Uk Government Primary School P. 13

14 - Creating a portfolio on one technology in our daily lives - Collecting information about the latest inventions - Evaluating the advantages and disadvantages of these inventions (vi) Assessment - Students have to design an invention and create a portfolio justifying how it brings convenience to our daily lives. Details about the reading class Stage Focus Suggested Task Pre- Reading While- Reading Activating students prior knowledge on the topics about which they are going to read and fill in what they already know about the topic in KWL charts Having students preview the texts and look for key features of target text types Helping students determine the purpose of texts they are about to read Students enter new words and key terms they encounter in word bank. Students recognize the formats and language features of target text types. Students identify KWL charts Prediction tasks Word bank Comprehension tasks Discussions School Name: Li Cheng Uk Government Primary School P % of students get more than 6 marks out of 10 in the portfolio.

15 important ideas. Post- Reading Encouraging students to reflect upon what they have read in the KWL charts Analysing information and ideas Allowing students to use or apply the information they have read about Presentations Projects Portfolios 2. To purchase reading materials to promote reading across the curriculum for KS2 Books with target themes and text types including non-fictions and informative texts will be purchased. Members of the RaC Programme will design teaching and learning packages using these books and other resources like newspapers and some available e-resources (The Primary E-learning Resources (PEER) Website) in order to equip students with essential reading skills, including locating specific information, working out meanings of words and phrases, distinguish facts and opinions in P.4; comparing information and ideas, working out main ideas and themes and deducing information in P.5; analyzing, evaluating and justifying information and ideas in P. 6 for learning the targeted themes in. Books to be purchased for use in class: 1 title for each theme (for class tasks) is to be covered in lessons for teaching in the programme. Students need to make use of those purchased books to complete the tasks during the RaC lessons. Books to be purchased for extensive reading: 26 copies of the following 14 titles are to be purchased for our extensive reading scheme. School Name: Li Cheng Uk Government Primary School P. 15 P /18 (Feb Jul) 70 % of involved teachers agree that the purchased books are effective in promoting RaC. Over 70% of students in the focus interview agree that the purchased books enable them to master concepts in. 70% of KS2 students will read 10 titles of the purchased books. All the learning and teaching materials developed and purchased under this programme are kept in school and will be used in KS2 after the implementation of the programme. The core team of the RaC programme will use the PIE model in implementing and developing the resources of the programme. Thorough discussions will be held with and teachers through regular co-planning meetings every month to collect teachers feedback on the developed materials.

16 2 sets of the extensive reading books will serve as self-learning materials to be put in the self-learning corners in classrooms. Students will gain access to these books in Morning Reading Sessions or Integrated Lessons and fill in the Students Reading Record. Students need to record the books they have read in their Reading Records. To encourage students to read, a Reading Award Scheme will be carried out. Students who can read books will be awarded reading certificates. The proposed themes and book titles are: 1 st Term 2 nd Term Theme Book Title Theme Book Title P.4 Be a smart customer i. Our Needs and Wants Big Book ii. Lily Learns about Wants and Needs iii. Resources: Needs and Wants: Identifying and Investigating Resources Climates i. The Magical School Bus and the Climate Challenge ii. The Magic School Bus Presents: Wild Weather Core team members will carry out lesson try-out, post lesson discussions and lesson observations for each unit for evaluating the effectiveness of the programme. Focus group interviews of targeted students will be carried out at the end of the programme to evaluate its effectiveness. Students Reading Records will be used as an evaluation tool. P.5 Food and nutrition i. Pizza for everyone ii. What Happens to Your Food Mass media i. Mass Media: A Bibliography with indexes ii. Understanding School Name: Li Cheng Uk Government Primary School P. 16

17 P.6 Pollution i. Dear Greenpeace ii. How to have a green day Inventions and Technology Mass Media i. Looking inside a computer ii. My first book about the Internet iii. Build a Room Alarm: and 16 More Electrifying Projects All resources will be purchased through proper procurement exercises. The RaC team will develop the packages with the purchased books. Each package includes a lesson plan, learning and teaching materials of Pre-reading, While-reading and Postreading stages such as reading tasks and PowerPoint. Teachers will conduct RaC programme with the books purchased during lessons. School Name: Li Cheng Uk Government Primary School P. 17