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: Hennessy Road Government Primary School (English) Application No.: B021 (for official use) (A) General information: 1. No. of English teachers in the regular staff establishment (excluding the Native-speaking English Teacher): No. of approved classes in the 2017/18 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 2017/18 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) Curriculum Support for Enhancement of teaching English with textbooks Curriculum Support for Enhancement of teaching English with textbooks P.3 Use of Textbooks Curriculum Development Institute, EDB P.4 Use of Textbooks Curriculum Development Institute, EDB School Name: Hennessy Road Government Primary School P. 1

2 (B) SWOT Analysis related to the learning teaching of English: Strengths 1. Co-planning meetings are held regularly to further enhance curriculum development. 2. Peer lesson observations are implemented to encourage the sharing of ideas. 3. Parental support is adequate in general. Weaknesses Opportunities 1. Availability of PEEGS grant helps the school implement school-based programme to strengthen the learning teaching of English. 2. Smaller class size facilitates group work teacherstudent interaction. Threats 1. Students are less interested in reading English books. 1. More more experienced teachers have resigned. 2. Students writing skills are weaker than their speaking skills. 2. More support is needed to cater for learner diversity due to the increase in the number of SEN students. (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.) 1. e-learning 2. Process writing Area(s) of Development Usage(s) of the grant Level 1. Procurement of professional services to develop a P.1-P.6 school-based e-learning platform 2. Hiring of a supply teacher to create space for the core team to refine English curriculum School Name: Hennessy Road Government Primary School 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; - developing more quality English language learning resources for students Purchase learning teaching resources Employ full-time teacher (*Please delete as appropriate) 2018/19 school year 2019/20 school year P.1 P.2 P.3 P.4 Promote reading across the curriculum in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening Sustaining Enhance e-learning in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening Sustaining Cater for learner diversity with equal emphasis on more able less able students in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening Sustaining Employ full-time* or part-time* teaching assistant (*Please delete as appropriate) Procure service for conducting English language activities P.5 P.6 Others, please specify (e.g. P1-3, P5-6): Strengthen assessment literacy in respect of the updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening Sustaining School Name: Hennessy Road Government Primary School P. 3

4 (E) How to implement the proposed school-based English Language curriculum funded by PEEGS? (More rows can be added, if needed.) (1) Employing a qualified full time supply teacher to create space for the core team members to: - promote reading across the curriculum cater for learner diversity with equal emphasis on more able less able students in respect of the Updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening Sustaining for Primary 3 to 6; - organize co-curricular activities to arouse students interests in English Language for Primary 3 to 6; AND - developing more quality English language learning resources for students to enrich the English language environment in school for Primary 3 to 6 Reading Across the Curriculum programme for P.3-P.6 The core team 4 teachers including 3 panel chairs 1 teacher will form the core team for the school-based Reading Across the Curriculum programme. 4-5 lessons will be freed for each core team member to develop 4 learning teaching resource packs for P.3-6 per term. In total, 8 resource packs for developing students language competence generic skills such as collaborative, critical thinking creativity will be designed. Each resource pack covers 5 lessons a total of 40 lessons will be allocated to the programme. The pack will include: Lesson plans + Teaching aids 1 or 2 sets of extended reading materials (from storybooks to multi-modal texts such as posters, audio clips, video, newspapers poems) 1 vocabulary or grammar worksheet (+ graded worksheet) 1 or 2 language or fun activities 1 writing or speaking task (+ graded assessment) Each of core team teachers are P.3-6 coordinators overseeing the implementation of their own s. The core P /19 to 2019/20 Timeline for the 8 learning teaching packs: 4 learning teaching packs will be developed in the 1 st term: 1 for each (P.3-6) 8 resource packs will be produced for 4 s in one year. Co-curricular activities will be conducted for Primary 3 to 6 students. On students performance: 70% of P.3 to P.6 will find the co-curricular activities interesting themselves more confident in expressing in English. The materials developed by the core team teachers will be kept in our coordinator files in our school drive as our schoolbased learning teaching resources to be used in the following school terms. There will be one try-out lesson for each chapter selected for development. The activities or tasks implemented will be monitored evaluated through lesson observations or coteaching in the lesson or the teacher feedback. Teachers students feedback will be collected School Name: Hennessy Road Government Primary School P. 4

5 team teachers will co-plan lessons once every 2 weeks meet with subject teachers once every 3 weeks. They will try out every resource pack, conduct peer observations review the lessons in core team meetings. Professional sharing with teachers will be conducted in co-planning meetings. 4 resources packages will be developed 50% of students will make improvement in formative summative reading Adjustment will be made continuously on the newly- through survey or focus group interviews. in the 2 nd assessments. developed The students Suggested themes for each term. resources in formative P.3 - Fun with cooking P.4 - Old Hong Kong P.5 - Kitchen science P.6 - Natural disaster Co-planning with coreteam members On existing English teachers professional enhancement: 100% of the participating teachers the regular coplanning meetings for further improvement. summative assessment results will be analyzed to assess the effectiveness of the Strategies used for catering for diversity: Diversified learning teaching strategies will be employed to cater for learner diversity. Content The use of multimodal texts multisensory approach will help engage low achievers. Differentiated materials such as audio clips, videos gestures will help students with different learning styles such as visual kinesthetic learning styles. will be held every 2 weeks co-planning meetings with subject teachers will acquire knowledge of developing learning materials for schoolbased development. 100% of the existing English teachers will underst Reading The newlydeveloped resources the experience gained by the core team teachers will activities or tasks. Graphic organizers such as KWL (What I know, What I wonder, What I Learned) chart Venn diagram will help students more comfortable with visual aids. Process Different pedagogical strategies will be adopted: Inquiry-based approach will be adopted different s of questions timely feedback will help develop high flyers higher-order reading thinking skills. will be held every 3 weeks from September 2018 to May across the Curriculum programme the teachers concerned will use the newlydeveloped learning resources review the resources to also be introduced disseminated to other teachers in the sharing session for the professional School Name: Hennessy Road Government Primary School P. 5

6 Collaborative/Cooperative learning will be implemented to foster students motivation to learn develop their generic skills. Flexible grouping strategies (individual, pair group/homogeneous heterogeneous) will be adopted to enhance learning effectiveness promote affective education. Strong learners will be encouraged to do further reading such as e-reading or search for related information on the Internet or from the school library about the authors or topics they are interested thus enhancing self-directed learning. For less able students, teachers with the aid of the teacherlibrarian can give more reading support such as providing simplified version of storybooks, science books or animated cartoons related to the themes topics to help them do further reading. Lesson observation will be conducted in accordance with the tryout lessons. enhance teaching English of Primary 3 to 6 every year. development of teachers. Product Teachers can design diversified assessments to help students achieve success through their progress. The assessments can be in form of different learning products: A drawing with captions A product or model A mind map A poster A speaking activity A writing task The designed task/activity should be challenging enough for more able average students but also be manageable for the less able students so that all the students can obtain a sense of achievement. For example, a writing task can contain 2 parts: a core part for every student School Name: Hennessy Road Government Primary School P. 6

7 an extended part including more difficult questions for the more able average students easy questions for the less able students Also, assessments can be set according to the success criteria on students performance. For example, after studying a piece of reading material, students can act out the story. Teacher can assign the roles based on the students language ability. More able average students take up more challenging roles Less able students take up less challenging roles Flexibilities in assessments will help cultivate a pleasurable learning atmosphere create successful learning opportunities for students. A graded approach (core extended parts) will be introduced to address the needs of students with various English proficiency. Diversified assessment modes will also be adopted to help identify students strengths develop appropriate learning strategies among less able students self-directed learning among average more able students. Flow of the development: One chapter per term will be selected for the development of reading across the curriculum - Students have to study extended reading materials ranging from magazines or newspaper articles, poems, comics to extract of fictions or non-fictions or on-line texts etc. depending on the s of the students the content of the texts. School Name: Hennessy Road Government Primary School P. 7

8 - Closely followed are language games, activities or tasks such as singing songs, experiments or readers theatre. - A vocabulary & grammar worksheet is designed for each pack. A written or speaking task is to be designed for ensuring application consolidation. - Peer observations will be conducted for each pack. Lessons will be reviewed adjustment made to improve the newly-developed lessons. Example: An example in which four English skills: Listening, speaking, reading writing are involved various activities are designed. Chapter 7 Book 3A Cooking is fun - After studying the procedural text of making Yummy Caterpillar, students are given a variety of recipes to study. - A matching game is conducted. Students should match the recipes with the food pictures. Recipes can be shown in the form of multimodal texts. - Students will then be guided to deduce special features of a procedural text. For example, the use of connective words First, Next, Then the imperative forms of verbs, use, cut, put, add - Students work in groups to design their own recipes with conditioned ingredients. They have to write the steps for a specific dish is concocted. - Then students are given the chance to really cook their own dishes in the class. They have to present their creation using English. School Name: Hennessy Road Government Primary School P. 8

9 - Each group has to give marks or stickers to the best 3 groups creation. (2) Purchasing reading materials to promote reading across the curriculum cater for learner diversity with equal emphasis on more able less able students in respect of the Updated English Language Curriculum (Primary) under Ongoing Renewal of the School Curriculum Focusing, Deepening Sustaining for Primary 3 to 6 Resources such as posters, maps a variety of books will be purchased to foster broaden students reading interests. These resources will supplement the texts in the textbooks of the existing curriculum help students apply their knowledge acquired in other subjects e.g. General Studies in reading English texts. As a result, it helps promote reading across the curriculum. A variety of books such as fiction non-fiction texts will be purchased. With the support of the grant, 50 readers related to themes of core English Language curriculum various disciplines will be bought for developing learning materials of the proposed RaC programme. For example, readers on General Studies themes biographies of famous Visual Arts personalities will be adopted for connecting students learning experiences in different subjects. The resources will be purchased after proper procurement exercises. P.3 to P.6 Contact with publishers Sept 2018 Procurement exercise Oct-Jan 2018 School-based RaC programme will be implemented effectively. A total number of 8 reading resources packages unit plans will be developed. 100 percent of students from Primary 3 to 6 read a total of 50 titles a year. About 100 percent of the existing English teachers will use the resources for Primary 3 to 6 classes per year. The newly- acquired resources will be incorporated in the scheme of work used as learning materials after the project. The resources will be reviewed further adapted in the coming years. The effectiveness of the initiative will be evaluated through lesson observation to see how the resources are used to develop students language skills; analysis of students formative /or summative assessment results; surveys on the effectiveness of the implemented programme to collect feedback from teachers, students in each term. School Name: Hennessy Road Government Primary School P. 9

10 The findings data collected will be used for future planning improvement on learning teaching School Name: Hennessy Road Government Primary School P. 10