Curriculum Management and Leadership for English Language Education:

Planning and Implementing a School-based Curriculum

to Facilitate the Smooth Transition from KS1 to KS2 and from KS2 to KS3

Jan 2013

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Curriculum Leaders

Curriculum Management

Leadership

building a vision setting goals providing strategic

directions developing policies effective team building

implementing agreed policy managing learning and

teaching effective deployment of staff

and resources monitoring and evaluating

performance and standards

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Roles of Curriculum Leaders

Components of a School-based English Language Curriculum in Primary

Schools

• About 40% of the lesson time

• Closely linked to the learning and teaching in the GE Programme

• About 60% of the lesson time

English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.98

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Key Emphases of the English Language Curriculum

• Adopting a task-based approach

• Strengthening a ‘reading to learn’ culture

• Learning and teaching grammar in context

• Developing vocabulary-building strategies

• Promoting assessment for learning

• Catering for learner diversity

• Ensuring the smooth transition between key

stages of learning (Interface)

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English Language Curriculum Guide (Primary 1-6)(CDC, 2004) p.7

Focuses for English Language Education

Curriculum Development in the Short, Medium and Long Terms in Primary

Schools

School-based Curriculum Development

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Conducting Holistic Planning

Needs Analysis

Action Planning

Evaluation

Refer to different sources of data (e.g. TSA data, internal assessment data, ESR and SSE findings)

Conduct a critical review of the current situation

Draw upon the needs analysis to identify the development focuses

Set clear and specific objectives Decide on appropriate measures Ensure

vertical and horizontal coordination

Set a clear and practical schedule for implementation

Action Planning

Needs Analysis

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Conducting Holistic Planning

Needs Analysis

Action Planning

Evaluation

Match with the objectives set Collect concrete data as

evidence Use a good mix of qualitative and

quantitative toolsEvaluation

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Ensuring Vertical and Horizontal Coordination

a balanced and adequate coverage of learning targets and objectives

coherence in planning among teachers teaching the same year level and across year levels

progression across year levels in learning, teaching and assessment

Transition From Key Stage 1 to Key Stage 2 and from Key Stage 2 to Key Stage 3

• What is our vision?

• What is our goal?

•

What do we expect students

to be able to perform by the end of KS1 and

KS2?

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Leadership

What do our students need?

HKDSE English Language Examination

Graded approach adopted

11http://www.hkeaa.edu.hk/en/hkdse/hkdse_subj.html?A1&1&2_17

Strategies to Facilitate the Smooth Transition

between Key Stages of Learning

Leading curriculum planning, development and management

Facilitating the interface between key stages of learning

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Curriculum Management

1. Strengthen literacy development

2. Promote self-directed learning

3. Manage resources effectively

4. Enhance the communication among teachers

5. Enhance the professional development of teachers

Leading Curriculum Planning, Development and Management

Strengthen Literacy DevelopmentEnhance the development of reading and

writing skills

Reading Workshops at KS2

• choice of texts

• teaching strategies for reading

• reading strategies and skills development

School-based writing programme

• connect reading with writing

• provide opportunities to write for a variety of purposes

• use of graphic organisers to develop and organise ideas

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Teaching Strategies for Reading

KS1

KS2

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Development of Reading Skills from KS1 to KS2

KS1

Follow left toright directionality

Use knowledge of basic letter-sound relationships to read out simple words

Sight readcommon words

Use knowledge ofletter-sound relationships to read aloud a variety of

simple texts

Sight read a wide range of common words

1. Understand the basic conventions of written English

KS2

English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56

KS1

3. Locate information and ideas

KS2

Scan a text by using strategies such as looking at headingsand repeated phrases

Identify detailsthat supportthe gist or main ideas

Scan a text by looking at repeated words, words in bold, italics or capital letters

Locate specific information in a short text in response to questions

Development of Reading Skills from KS1 to KS2

English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56

KS1

2. Construct meaning from texts

KS2

Guess the meaning of unknown words by using pictorial and

contextual clues

Identify key words for the main ideain a sentence

Understand the information on the book cover and contents page

Recognise the features of some common text types

Development of Reading Skills from KS1 to KS2

Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world

Skim a text to obtain the main ideas

Understand intention, attitudes and feelings conveyed in a text

Understand the information provided on the book cover, index and glossary

Recognise the features of a variety of text types

English Language Curriculum Guide (Primary 1-6)(CDC, 2004) pp.55-56

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Resource Package

Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom

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write for a variety of purposes and roles

http://peer.edb.hkedcity.net/

Use E-Learning to Promote Self-directed LearningPEER

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Use E-Learning to Promote Self-directed LearningEDB One-stop Portal

http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html 21

22http://app3.rthk.org.hk/special/sundaysmile/radiostar/radiostar.php

Use E-Learning to Promote Self-directed LearningRTHK radio programme – Sunday Smile

Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers

Make use of non-textbook resource materials to enhance learning

Introduce EDB resource packages to teachers

Managing Resources1. Human

resources Appoint level coordinators to help with horizontal coordination

Deploy the NET effectively

2. Learning and teaching resources

3. Management of funds and grants Sustainable Capacity building Holistic and coherent Focused

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Regular collaborative meetings led by

curriculum leaders

Identification and development of

potential curriculum leaders

Experienced teachers trying out new ideas and sharing with the

less experienced teachers

Periodic reviews and sharing among

all teachers

Enhance the Communication among Teachers

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Enhancing the Professional Development of Teachers

Collaborative lesson preparation Co-teaching Peer coaching Peer lesson observation Teacher reflection Regular sharing sessions

Provide a good model in classroom teaching and leadership

Encourage and organise teachers to attend professional development programmes

Encourage sharing of knowledge, ideas, experiences and good practices to build up a collaborative learning culture

TitleAvailable in

SectionMonth Year

(B) Sustaining the Curriculum and Assessment Reform

Using the Learning Progression Framework (LPF) to Enhance Learning, Teaching and Assessment for English Language at Primary Level (Re-run)

25 March 2013 ELE

Developing Primary Pupils’ English Writing Skills through Strategic Scaffolding and Quality Feedback to Facilitate the Transition from KS2 to KS3 (Re-run)

25 Jan16 & 23

Feb

2013 ELE

Developing Primary Pupils' English Reading Strategies to Enhance their Learning Capacity to Facilitate the Transition from KS2 to KS3 (New)

18, 21 & 25 May

2013 ELE

Professional Development Programmes 2012/2013

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Enquiries

English Language Education Section, CDIRoom 1206, 12/F, Wu Chung House,

213 Queen’s Road East, Wan Chai, Hong Kong

Ms Wendy TSANG Tel: 2892 6570

Ms Iris CHAN Tel: 2892 6414

Fax: 2834 7810

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