“English Language Learning Support for Non-designated NCS Schools”

What are “Seed” Projects? Common Features of NCS Students Main Focus / Aim of the Project Expected Outcomes Strategies Others

Commitment to the “Seed” Project Deployment Model Vacation and Leave arrangements

Q & A

“Seed” projects are collaborative research and

development projects that focus on the key emphases of curriculum development in line with the objectives of the curriculum reform.

What are “Seed” Projects?

SchoolNET Section

They often have strong oral/aural skills. Their reading skills do not match their oral

skills. Their writing skills are significantly weaker than

their listening, speaking and reading skills. They are very vocal and highly responsive.

Common features of NCS

(non-Chinese Speaking Students)

Parental support may need to be enhanced.

Tapping into the relative strengths of these students, listening and speaking, and the reinforcement of these strengths through specially designed activities and resources and the promotion of language arts.

Developing a harmonious collaboration between the NCS students and their Chinese-speaking counterparts while incorporating culture-related elements to enrich the school-based English Language curriculum.

LD

nvironmentEngaging

The Project will Focus on Two Key Aspects

Strategic Planning

Indicators/Analysis

Strategies

Goals

School SWOT Analysis

Co-planning

Discuss overview of the chapter Plan for the week ahead Once a week for an hour

Co-teaching Reading lesson Writing lesson

Lesson Support Feedback / Discussion School-based PD

Strategies

Shared Reading Guided Reading Independent Reading Home Reading

Reading

NCS students’ strength’s will be tapped to support the development of their Reading and Writing Skills as well as those of their CS counterparts.

Scaffolding Using reading texts (shared/guided) to work

towards the written task Using the text type-based approach Using mind maps Drafting / Editing Publishing

Writing

Engaging NCS and CS Ss in the “process” to foster peer collaboration

Various activities are built into the units of work

to cater for the various learners’ needs Readers’ Theatre Cooking Drawing Language games (Board / Card games)

Activities

Learning Portfolio

Reading materials and activities Collection of written tasks

Reading Levels Student self assessment Peer Appreciation Peer Assessment

Assessment

Support teachers in developing assessment rubrics and engaging Ss to develop theirs.

Identify ONE committed and experienced teacher

to be seconded to the NET Section – September 2013 to August 2014

Allocate regular weekly co-planning time * Support the collection of data on students’

learning, attitude, motivation, etc. Trial units of work developed for the Programme Share the Seed Project experience with other

schools

School Commitment

Role: Act as coordinator for the Programme

Professional development: Visit other schools to observe good practice in

addressing for learner diversity Read related literature in preparation for the

Project development Attend professional development sessions on

relevant topics

School Commitment-Duties of Seconded Teacher

(1)

Programme development, tryout, teaching and assessment: Develop the Programme with the ATs Teach the Programme with his/her colleagues Conduct evaluation of the Programme

Seed project evaluation: Assist in data collection, analysis and interpretation Self-reflect through compiling a reflective journal

Dissemination of good practice: Participate in Seed Project sharing sessions Assist and co-present Centralised Professional Development sessions

School Commitment-Duties of Seconded Teacher

(2)

Schools with secondment A local English teacher seconded to the NET Section for one

year

Networking schools - Three levels of Networking Level 1 – Participate in sharing sessions/seminars Level 2 – Provide resources for schools/identify good practices (including resources) from schools Level 3 – Membership of learning community/network

• (What does membership entail? How does Level 3 differ from Level 2? Do they have to do anything extra?)

Options for Project Schools

Duration of Seed Project

Year 1 – Primary 4



September 2013 to August 2014



3 days per week, e.g. Mon, Wed &

Fri

1 day per week, e.g. Tue

1 day per week, e.g. Thurs

ATs and ST collaborate regarding development of

unit and co-planning

Professional development

ST co-plans andco-teaches with colleagues

1 session with a focus on Reading

ST co-plans andco-teaches with colleagues

1 session with a focus on Writing

Proposed Timetabling and Deployment

Visitors in class

Why ?Who

?

What kind of support do KS2 NCS students need for the

development of their reading and writing skills?

What knowledge and skills do English language teachers need to effectively cater for the diverse learning needs of both NCS and non-NCS students?

What can be done to establish a collaborative learning community within and across schools to facilitate the professional development of teachers?

Guided Research Questions

Expected Outcomes

School Level

Teacher Level

SBCD

Student Level

Heightened motivation and collaboration

between NCS and non-NCS

Varied activities addressing individual

needs

Increased skills in adapting and enriching

the school-based English Language

curriculum

Networking

Enhanced pedagogical knowledge about NCS

Improved Reading and Writing Skills

Dates Actions Completed

2 March 2013 Briefing

22 March 2013 Deadline for Application

March to April 2013

• Contact schools to make visit arrangements

• ST interviews

End of May 2013 Notification of schools

June to July 2013 Preparation for Project

Timeline for Application

Project Title: English Language Learning Support for Non-Chinese Speaking (NCS) Students in Schools Not Categorised as Schools Provided with School-based Support Programmes Specifically Arranged for NCS students (“English Language Learning Support for Non-designated NCS Schools”)

Project Code: NT0413Name of CDI Section: Native-speaking English Teacher SectionSeed Project : Appendix B with Annexes 2 & 3 and Appendix C

Deadline for application: 22 March 2013

Project ProposalCIRCULAR MEMORANDUM NO. 7/2013 Staff

Interflow Schemes 2013

Please send to the following address:

EDB Human Resources Management Unit 4/F, East WingCentral Government Offices2 Tim Mei Avenue, Tamar, Hong Kong(Application for Staff Interflow Schemes

2013)

Posting Your Proposal

Working in the NET Section

eye opening

enjoyable

professionally satisfying

lots of fun

PD…PD…PD…

great team work

Vacation Leave and Holiday Arrangements

The secondee will not be entitled to school holidays during the period of secondment.

A secondee will be entitled to vacation leave comparable to the entitlement of his civil service counterpart with the same duration of continuous service

The secondee must exhaust all the vacation leave earned during the secondment period (i.e. before returning to his employing organisation).

Q & A Enquiries

Professional Matters Administrative Matters Please contact: Project Coordinator - Ms Patricia WONG

Email: [email protected]: 3549 8333

Please contact : The Executive Officer (Human Resource Management)

Email: [email protected]

Tel: 3509 8497

Thank you!

Hope to hear from you soon and look forward to working with you inthe near future…

“English Language Learning Support for Non-designated NCS Schools”

Documents

Transcript of “English Language Learning Support for Non-designated NCS Schools”