Promoting assessment for/as learning
- giving verbal and written feedback in lessons / for homework
- guiding students to understand their performance and setting goals
Catering for learner diversity Administrative Measures
Early Identification - Understanding the
weakness and strength of students - Understanding their learning background
Time-tabling for different programmes
- Organising enrichment programme for more able and gifted learners
- Organising intervention programmes for SEN students
Diversified assessments - Formative, e.g. student
learning profile,
differentiated dictation - Summative (not only limited to pen-and-paper) - Recognising
non-academic achievements in report cards
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Professional Development
Human Resource Deployment
Flexible grouping - Providing timely support
- Providing quality feedback
- Engaging students in a variety of learning
activities
- Mixed ability grouping - Streaming students according to abilities - Grouping students
according to the purposes and requirements of tasks
- PDPs provided by
education psychologists - PDPs on curriculum planning
- PDPs on teaching strategies
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In groups, share a school-based initiative of your school which has incorporated plans to address the curriculum updates.
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Time for discussion:
15 minutes
Time for sharing:
10 minutes
Writing Task: Producing an e-book about their dream job for display on the school Open Day
Pre-writing Task 1 Engaging students in
a jigsaw reading activity to find out
the important qualities to become
a successful person
Pre-writing Task 2
• Identifying and researching on
student’s own dream jobs
• Compare and
contrast the choices and select the best one
• Learning to use the features of the app to produce an e-book
Writing Task Producing an e-book about their
dream job for display on the
school Open Day
Integrative use of generic skills and development of new literacy
Application of new knowledge and skills Values
Education
Creation of a multimodal text
Level: Lower/Upper Primary
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e-Learning & Information Literacy Values Education
Integrative Use of Generic Skills
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Reading input
Teaching focus in English lessons
• Concepts of a balanced diet
• Facts about the diet of an athlete
• Text types: a pamphlet, a leaflet and a profile
• Language structures: the use of the simple present and simple past tense to talk about facts and past events respectively
• Vocabulary about food items and nutrients
Connecting students’ learning experiences in different subjects, e.g. General Studies and Physical Education
Task: Design a healthy menu for the
athlete you admire and give reasons
• Providing students with the
opportunity to apply and integrate the knowledge/skills learnt and learning experiences
gained in different KLAs
Level: Upper Primary
Major Concern of the School:
Living a healthy life
Reading across the Curriculum
A unit about food and drink in English
textbook
A pamphlet about
calorie and energy A profile of
Michael Phelps A leaflet about
meals for athletes
A unit about Growth and Health in General Studies textbook
Values Education Literacy Development
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You are a classmate of Peppa Pig. Your school held the Sports Day last week.
You and your classmates enjoyed it very much. Peppa Pig has become so keen on sports that she decides to join a relay race in the Inter-school Sports Day next month. However, only two of her classmates are going to join the race with her. She needs one more team member.
Help Peppa Pig choose ONE member for her team and write a description about the new team member by explaining why he/she should be chosen.
Module: Happy Days Unit: Sports Days
Level: Upper Primary
Learning and Teaching of Text Grammar e-Learning & Information Literacy
Values Education
• Viewing/reading different texts, including a blog entry in the textbook and a video clip to gain some exposure to the target language items/structures (i.e.
adjectives, comparative and superlative adjectives) and learn the vocabulary items about sports
Exposure
• Identifying and categorising the forms/patterns of the target language
items/structures
• Practising the target language items/structures in an
information gap activity about identifying the winners of the Sports Day
Noticing and
Practice • Choosing ONE animal from the four given to be Peppa Pig’s new team member
• Writing a description about the new team member and explaining the reasons for choosing him/her by using the target language
items/structures
Structuring
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• Viewing/reading different texts, including a blog entry in the textbook and a video clip to gain some exposure to the target language items/structures (i.e. adjectives, comparative and
superlative adjectives) and learn the vocabulary items about sports
Exposure
• Identifying and categorising the forms/patterns of the target language items/structures
• Practising the target language
items/structures in an information gap activity about identifying the winners of the Sports Day
Noticing and Practice
• Choosing ONE animal from the four given to be Peppa Pig’s new team member
• Writing a description about the new team member and
explaining the reasons for choosing him/her by using the target language items/structures
Structuring
Learning and teaching grammar at text level (illustrating how grammar makes meaning beyond sentence level in
different contexts) Using multimodal
learning and teaching
aids and materials Providing opportunities for students to practise and reinforce the form of the target grammar items
Raising students’
awareness of the
forms/patterns and the connections between form and meaning
Applying the
understanding of the use of the target language items and structures in another context
Providing students with the autonomy to complete the task
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Writing Task: Writing about a surprise party for a special person
Pre-writing Task 1
• Helping students learn the present perfect tense through reading different
stories/recounts about parties, e.g. an e-book about a special birthday present, a party for a dog
Pre-writing Task 2
• Helping students learn the vocabulary items about organising a
party through a variety of learning activities
• Learning about the setting of a
story/recount
• Helping students to reflect on their
learning using 3-2-1 summariser
Writing Task
• Conducting group writing to help
students develop ideas and
collaborate in groups
• Writing a creative story about a
birthday
celebration with a special person
Catering for the needs of students in
the mainstream English classroom Assessment for/as learning e-learning
Level: Upper Primary
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e-Learning & Information Literacy
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Extending from Assessment for Learning to Assessment as Learning
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