English Enhancement Grant Scheme for Primary Schools School-based Implementation Plan. P.1 P.2 P.3 P.4 P.5 P.6 Total. P.1 P.2 P.3 P.4 P.5 P.

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1 English Enhancement Grant Scheme for Primary Schools School-based Implementation Plan School Name: Christian Alliance H. C. Chan Primary School (English) Application No.: B 105 (for official use) (A) General information: 1. No. of English teachers in the regular staff establishment (excluding the NET): No. of approved classes in 2010/2011 school year: P.1 P.2 P.3 P.4 P.5 P.6 Total No. of approved classes No. of operating classes in 2010/11 school year: (if different from the no. of approved classes) P.1 P.2 P.3 P.4 P.5 P.6 Total No. of operating classes Programme(s)/ project(s) implemented or support service(s) received at present: (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) PLP - R/W P.1-2 reading and writing NET Section, School Based Curriculum Development P.5 reading and writing Language Learning Support Section School Name: CHRISTIAN ALLIANCE H. C. CHAN PRIMARY SCHOOL P. 1

2 (B) SWOT analysis related to the learning and teaching of English 1 : Strengths 1. Buddy system enables KS 1 students have positive attitudes in learning English. 2. Effective and systematic curriculum planning launched by PLP-R/W at KS1. 3. Supportive parents as helpers to tell stories. 4. Effective use of the ELTA to develop speaking curriculum to help KS 2 students learning. 5. All teachers have been trained for motivating students through learning in drama in KS2. 6. Dedicated ELTA to enhance the speaking skills of students. Weaknesses / Areas for development 1. Students leaning motivation and confidence are low. 2. A wide range of learner diversity especially in KS2. 3. Lack of opportunities for students to use English in daily life. 4. Not enough reading due to the lack of reading strategies. 5. Poor writing skills due to the limited inputs from reading. Opportunities 1. A systematic phonic programme has been planned for lower forms. 2. The support from Scolar in Drama teaching and training for both students and teachers 3. The introduction of the PLP-R/W in P.1 and P.2 4. The P.5 School Based Language Support Programme in catering for learner diversity and curriculum design of task based learning 5. Extra lessons after school for the whole P.3 and P.6 level Threats 1. Lack of family support and students exposure to English is limited. 2. No systematic reading and writing programme for longitudinal and horizontal development so as to prepare students for the diversified needs of English learning in Secondary Schools. 3. NET teacher may change every two years, which will affect the sustainability of the programme. 1 Schools may refer to the School Development Plan, Quality Assurance Report, Comprehensive Review Report, External Review Report, Focus Inspection Report and internal assessment data, like TSA results when performing the SWOT analysis. School Name: CHRISTIAN ALLIANCE H. C. CHAN PRIMARY SCHOOL P. 2

3 (C) Based on the SWOT analysis, what is / are the focus (es) of the school s proposed English enhancement measure(s)? 2 Areas for improvement Focus Proposed measure(s) to be funded by EEGS 1. Refinement of the English Language curriculum Holistic approach of learning English from reading to writing 1. Employ a full time qualified teacher to free some of the teaching duties of a core team of 3 teachers including PSMCD and Panel head to design school-based curriculum, and facilitate the implementation of school based curriculum: 2. Enhance teachers capacity of using language arts to teach English 3. Enhancing teachers capacity of developing students speaking proficiency 4. Enriching the English language learning environment Task-based learning Motivation and confidence Authentic language use & interaction Discussion and presentation skills Collaborative learning Catering for learner diversity 1) Design a school-based English language curriculum on enhancing students reading and writing skill through task-based approach from P.4 to P.6. 2) The core team will provide professional development for teachers to keep up with the development of the latest English language curriculum with the help of professional consultancy from EDB or tertiary education institute. 2. With professional support from the core team, a native-speaking English language teaching assistant (ELTA) is employed to work in collaboration with the Local English Teachers (LETs) to strengthen the speaking element of English teaching and learning: 1) Motivate students interest and enhance students confidence in speaking English 2) Co-teach with LETs to maximize interaction in the classroom and support the teachers to cope better with learner diversity 3) Help teachers improve their knowledge, skills and proficiency in strengthening the speaking element in the process of English teaching and learning 4) Promote curriculum and staff development through co-planning, co-teaching and professional development workshops 5) Implement an English Language Environment Enrichment Programme to provide more opportunities for students to use English in daily lives 6) Setting up resource kits for ELEEP activities 3. Setting up English lessons teaching kits to facilitate teaching and learning 2 The focus (es) of the English enhancement measures should be related to the school-based English Language curriculum and the school development plan. School Name: CHRISTIAN ALLIANCE H. C. CHAN PRIMARY SCHOOL P. 3

4 Proposed measure(s) Grade Time scale Expected outcomes / Deliverables / Success criteria Sustainability Methods of progressmonitoring& evaluation Employ a full time qualified teacher to free some of the teaching duties of a core team of 4 teachers including PSMCD, Panel head & the vice panels to design school-based curriculum, and facilitate the implementation of school based curriculum. The supply teacher will take up 27 lessons for the core members (35 minutes each) including at least 2 classes of English lessons and other teaching duties. 1. The core team designs a school-based English language curriculum on enhancing students reading and writing skill through task-based approach in 3 levels. 2. The core team holds professional development for teachers to keep up with the development of the latest English language curriculum with the help of the professional consultancy from EDB or tertiary education institute. P.4-P.6 1 Sep2011 to 31 May ) Design a school-based English language curriculum by integrating the new textbook, reader and language arts. 2) Design 4 to 6 task based learning unit plans including teaching materials, supportive IT teaching resources selected and students task books are designed per grade for Primary 4 to Primary 6. 3) One unit of task based learning covering 18 to 27 lessons (about 2 to 3 weeks). 4) One set of task book including reading materials, grammar and usage items, writing task, etc will be designed for each unit. 5) Students complete a writing task to ensure creativity and use of graphic organizers to attain high order thinking skills. 6) The Task-based learning task unit plan may include drama techniques including role play, readers theatre, storytelling, skills for articulation, projection and expression, character and line games, scripting skills, etc, co-operative learning strategies and differentiated strategies so as to cater for learner diversity to improve the quality English learning and teaching. 7) 1 workshop x 2 hours 1. All revised school-based teaching materials will be systematically evaluated, adapted and documented for future use. 2. The experiences of the teachers involved will be shared among the colleagues in co-plans and Professional Development workshops, and thus succeeding adaptations of the curriculum will be extended in the years to come. 1. The core group draws up tangible plans to inspect the present curriculum longitudinally and horizontally. 2. Core members collaborate with teachers of the same level in regular co plan sessions to decide and review on the appropriateness of the adapted curriculum. 3. Students interest and performance in doing the exercise is constantly monitored so that succeeding adjustments can be made. 4. Class observation by colleagues and parents. 5. Questionnaires to evaluate teaching strategy. 6. Teachers feedback for the workshop 7. Teaching and learning design and performance in the classroom School Name: CHRISTIAN ALLIANCE H. C. CHAN PRIMARY SCHOOL P. 4

5 Proposed measure(s) Grade level Time scale (month/ year) Expected outcomes / Deliverables / Success criteria Sustainability Methods of progress-monitoring and evaluation 2. Professional support is achieved by recruiting an experienced native-speaking English language teaching assistant, ELTA (university graduate and / or with research skills) to work in collaboration with the Local English Teachers (LETs) to strengthen the speaking element of English teaching and learning in the school year of a. ELTA Support LETs in strengthening the speaking element of English teaching and learning activities b.elta Support LETs in preparing resources for the teaching kits for the speaking lessons c. Collaborate with local teachers to enrich the English Language learning environment for the school (work alongside with the LETs in the school) P4-P6 1 Sep May 2013 (1 lesson of co plan per week with 4 classes) X 3 levels (Total= 3 lessons per week) P.1-P.6 1 Sep May Students enjoy the speaking lessons and are enthusiastic in participating in the lessons 2. Students confidence in speaking to the class improved 3. Students can read aloud, shadowing the intonation, stress and rhythm of a native English speaker 4. Local teacher work in collaboration with ELTA for the co-planning meetings and are participative in contributing their ideas and expectations for the ELTA to work on 5. Local teachers work in collaboration with ELTA for the co-teaching lessons and participate in maximizing students interaction and coping with learner diversity 6. At least 4 sets of Teaching Kits per grade including topics of phonic skills, spontaneous language for daily conversation, speaking practice including picture description or group discussion and special topic for presentation etc. 1. More opportunities for students to speak English outside the classroom 2. More interesting English activities including interactive games, choral speaking, storytelling or presentation of special topic are available to the students outside the classroom during recesses of English Day, on Drama Day etc 3. Rich print out environment including display board of special topic, e.g. festivals, seasons, sports, food etc. and labeling of places at school. One English Speaking lessons per week using Teaching kits with resources for future use Students have increased enthusiasm and participation in the English lessons Students are more confident in speaking English Teachers take ownership of curriculum development Teachers strengthen the speaking element in the other English lessons Teachers pick up authentic language use and the native accent from the ELTA An infra-structure with resources developed for future use on English Environment Enrichment activities that will be held during recess on English Speaking Day once per week and Whole day for English Fun Day once a year. 1. Oral assessments are held in each term to evaluate students performance in speaking by local teachers. 2. Observation of speaking lessons by teachers and principal 3. ELTA work in collaboration with local teachers to hold lesson studies or action research in micro scale at specific target groups to evaluate the effectiveness of learning and teaching in English. 4. Evaluations and adjustments are made in regular co planning and panel meetings to improve learning and teaching. 1. Students participation in English Environment Enrichment activities 2. Students feel comfortable speaking in English in daily lives 3. Teachers observation 4. Students feedback 5. Participation rate and record of activities show that more than %of students join the activities. School Name: CHRISTIAN ALLIANCE H. C. CHAN PRIMARY SCHOOL P. 5

6 Proposed measure(s) Grade level Time scale (month/ year) Expected outcomes / Deliverables / Success criteria Sustainability Methods of progress-monitoring and evaluation 3. Setting up English lessons teaching kits to facilitate teaching and learning Teaching kits set up and filed with resources for regular English lessons P Sep June years Handy teaching kits save time and energy for lesson preparation and allow for continuous improvement including: 1) 4 to 6 task based learning unit plans including teaching materials, supportive IT teaching resources and students task books are designed per grade for Primary 4 to Primary 6. The teaching kits will be kept at school for teachers use one lesson a week. Core team Co-plan with local teachers and ELTA with supervision and close monitoring to update and tailor the teaching and learning resources 2) One set of task book including reading materials, grammar and usage items, writing task, etc will be designed for each unit. 4. Setting up resource kits for English Environment Enrichment activities English Environment Enrichment activity kits set up and filed with resources for students interactive activities during recesses of English Speaking Day, and on Drama Day & English Fun Day etc P.1-P.6 1 Sep June sets of Handy resource kits for P.4 to P.6 per year save time and energy for English activity preparation and allows for continuous improvement including: 1) Interesting English activities including interactive games, choral speaking, storytelling or presentation of special topic are available to the students outside the classroom during recesses of English Speaking Day, and on English Fun Day & Drama Day etc. Student Ambassadors are trained to conduct the interactive English activities. The activity resource kits will be kept at school for teachers use during recesses of English Day, and Drama Day etc Core team and local teachers update and tailor the teaching and learning resources with the assistance of the ELTA 2) A rich print out environment including display board of special topic in classrooms and school halls, e.g. festivals, seasons, sports, food etc. and labeling of places and rooms of school. (D) Budget and cash flow (Please provide a breakdown of the costs for each measure per school year) School Name: CHRISTIAN ALLIANCE H. C. CHAN PRIMARY SCHOOL P. 6

7 Proposed measure(s) Estimated cost If the measure is funded by EEGS and other sources, please specify the amount separately for each relevant item 2011 / /13 Sub-total Funded by EEGS Funded by School Funded by EEGS Funded by School 1. Fees for the employment of a supply qualified teacher for 12 months monthly salary: $22,050 (MPF included) Expected pay rise 2. Recruitment for the placement of a full time ELTA for 10 months (eight hours per day, 5 and a half working days per week, with a monthly salary of $21,000 (exclusive of MPF from employer, $1050) from 1 September 2012 to 31 June Equipping teaching resources and raw materials including word cards, sentence strips, reference books, CD and reading materials etc for supporting the design of English task based learning teaching kits and activities resource kits. The activity resource kits include: 1) 4 to 6 task based learning unit plans including teaching materials, supportive IT teaching resources and students task books are designed per grade for Primary 4 to Primary 6. 2) 4 sets of English Speaking Class Teaching kits for P.4 to P.6 per year 3) Six sets of English Environment Enrichment activity kit for six levels $251,307 $13,293 $10,000 $264,600 $220, 500 $220,500 14,900 $4,000 $900 Total $274,600 NA $225,400 NA $500,000 School Name: CHRISTIAN ALLIANCE H. C. CHAN PRIMARY SCHOOL P. 7