Curriculum Leadership Series

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Curriculum Leadership Series – Ongoing Renewal of the School Curriculum

(English Panel Chairpersons)

December 2017

English Language Education Section Curriculum Development Institute

Education Bureau

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Objectives

▰ To introduce the major updates of the English Language Education Key Learning Area Curriculum Guide (ELE KLACG) (2017)

▰ To explore the roles of an EPC as a curriculum leader in planning and implementing the school English Language curriculum under the major updates

▰ To share good practices on planning and implementing the school English Language curriculum

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Today’s Programme

2:00 - 3:45 p.m.

Part I

• Ongoing renewal of the school curriculum

• The roles of an EPC as a curriculum leader

• Major updates of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (2017)

3:45 - 4:00 p.m.

Break

4:00 - 5:00 p.m.

Part II

• Sharing of good practices

Pentecostal Gin Mao Sheng Primary School

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Ongoing Renewal of the School Curriculum

Respond to local, regional

and global contextual

changes

Build on existing strengths

and

practices of schools

Curriculum enhancement

to benefit

student

learning

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BECG (2002) / SSCG (2009) (2009)

8 KLA Curriculum Guides (2002)

Various Subject Curriculum Guides Learning to Learn Report (2001)

SECG 2017 (S1-S6)

（2017 onwards）

KLA Curriculum Guides

&

Subject curriculum guides/

supplements

BECG 2014 (P1-P6)

Ongoing Renewal of the School Curriculum

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6

(CDC, 2002) (P1 – S3)

(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)

9 years

(CDC, 2017) (P1 – S6)

ELE KLACG

12 years

(CDC, 2004) (TBC) (CDC & HKEAA, 2007) with updates in 2015 Supplemen

t to ELE KLACG

(JS)

Updating of the ELE KLACG

http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum-documents.html

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Activity 1

What are the roles of an EPC as a

curriculum leader?

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Pick a letter card from the table.

Think of a word that relates to the role of a curriculum leader.

A letter of your choice Activity 1

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C

Change agent

Coordinator

Culture Builder

D

Decision maker

F

Facilitator

Friend

I

Innovator

L

Listener

M

Motivator

Mentor

Monitor

S

Student

Strategist

T

Team builder

Teacher Activity 1

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Curriculum Leadership

Everyone is a Leader:

10 Leading by the side

Leading from behind Leading from within

Leading in front

Leadership is more a Role than a Position

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Roles of an English Panel Chairperson in

Planning a School English Language Curriculum

What are the major concerns of your School Development Plan?

What is the latest development of the English Language curriculum?

What are the needs, interests and abilities of your students?

What are the learning experiences of students?

School English Language Curriculum

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How teachers in the panel can be supported

in discharging their respective roles?

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Reviewing a school English Language curriculum

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Activity 2

In groups,

- study the curriculum plan; and

- comment on the strengths and

weaknesses of the plan

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Updating of the

English Language Education Curriculum Guide (P1-S6)

(ELE KLACG)

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Major Updates of the ELE KLACG (P1-S6)

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

Learning and Teaching of Text Grammar

Extending from Assessment for Learning to Assessment as Learning

Integrative Use of Generic Skills Literacy Development

Values Education

STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy

ELE KLACG (P1-S6)(2017)

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15 60% of

English lesson time

40% of English

lesson time

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

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Literacy Development in the English Classroom

Lifelong learning

Challenges in the 21st century

The ability to read and write effectively Literacy Development in the English Classroom

Promoting Literacy across the Curriculum

(LaC)

Promoting Reading across the Curriculum (RaC)

Communicative Functions for General Purposes

Rhetorical Functions for Academic Purposes

Equipping Students with New Literacy Skills

Multi- modal texts

Processing and creating multimodal texts

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Junior Secondary

• Exposure to a wide range of text types (both print and non- print)

• Introduce elements of Language Arts

• Extensive reading and viewing

Senior Secondary

• Exposure to a wider range of more complex text (both print and non- print)

• Elective modules

(Language Arts & Non- Language Arts)

Reading Journey across Key Stages Primary

• Exposure to a range of text types (both print and non-print)

• Incorporation of Reading Workshops into the School-based English Language Curriculum

Using real books with a variety of text types

Using non-print reading resources

Connecting students’ reading and writing experiences

Promoting Reading across the

Curriculum

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Text Types

Examples of Text Types for Key Stage 1 Additional Examples of Text Types for Key Stage 2

 Advertisements

 Cartoons and comics

 Captions

 Cards

 Charts

 Conversations

 Coupons

 Diaries

 Directions

 Fables and fairy tales

 Forms

 Illustrations

 Instructions

 Labels

 Leaflets

 Lists

 Menus

 Notes and messages

 Notices

 Personal descriptions

 Personal letters

 Personal recounts

 Picture dictionaries

 Poems

 Postcards

 Posters

 Product information

 Rhymes

 Riddles

 Rules

 Signs

 Songs

 Stories

 Tables

 Timetables

 Accounts

 Announcements

 Autobiographies

 Biographies

 Blogs

 Brochures

 Catalogues

 Children’s encyclopaedias

 Dictionaries

 Directories

 Discussions

 Emails

 Explanations of how and why

 Formal letters

 Informational reports

 Jokes

 Journals

 Maps and legends

 Myths

 News reports

 Pamphlets

 Plays

 Procedures

 Questionnaires

 Recipes

 Telephone conversations

 Tongue twisters

 Weather reports

 Web pages

English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017) (Draft)

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Digital Multimodal Texts (e.g. Interactive books, audio books)

 Animations and/or audio files with narrations (reading texts provided)

 Technological features (e.g. interactive tools, embedded video clips, built-in dictionary, interactive activities)

 Basic interactions which allow students to have more control in the reading process

 Examples:

 PEER http://peer.edb.hkedcity.net/

 Free apps for tablets

 Non-print paired books of related themes

 Naxos Spoken Word Library (HK Public Library)

 Free audio books online

http://lightupyourbrain.com/stories/

Using Non-print Reading Resources

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Longman Express 5A Unit 5 20

Teaching the structure of

different text types explicitly

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Enhancing the

implementation of

READING Workshops

 Ensuring progressive development of reading skills

 Providing opportunities for students to develop their creativity and critical thinking skills

 Introducing the features of different text types explicitly

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From Reading to Writing

Connecting students’

READING and

WRITING experiences

 Making alignment between the GE programme and Reading Workshops to design writing tasks with meaningful contexts

 Exposing students to authentic readers to enrich their writing ideas and language used

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Self-assessment checklist Setting Who: Stanley

When: Crazy Hair Day Where: Bald Eagle School

What: He mixed up the activity schedule

Writing about the most unforgettable day

Connect Reading and Writing experiences:

 providing appropriate input (reading/viewing)

 stimulating students’

writing interest

 helping students to connect the story to their own life experience

 borrowing ideas and

language items from the e- book to do the recount

 helping students to reflect on the lesson learnt

 nurturing positive values and attitudes

Graphic organiser

Useful phrases and text structures

Example

Level: Lower Primary

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Major Updates of the ELE KLACG (P1-S6)

Values Education

ELE KLACG (P1-S6)(2017)

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e-Learning refers to an open and flexible learning mode involving the use of the electronic media, including the use of digital resources and communication tools to achieve the learning objectives.

“Pedagogy empowered by digital technology"

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http://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/IL_for_HK_Student_2016(Draft)_Eng_20161116.pdf

Information Literacy Framework for

HK Students 2016

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Longman Express 5A Unit 5 26 Interacting with

Multimodal Texts

Producing Multimodal Texts

Access information from a variety of sources

To develop learning, teaching and assessment activities for a unit of work:

Understand the ideas in the multimodal texts under

teachers’ guidance

Analyse and explore how messages are presented

Evaluate the messages and values embedded in the

multimodal texts

Express and create messages using different modes of communication

Pedagogy to Enhance Literacy Development

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E-books, websites

Pearson Bug Club PEER

Starfall.com

Oxford Owl Free Kids Books

Free Guided Reading

Epic…

Storybird

Voting and interactive

tools

Mentimeter PingPong

Kahoot

Vote Everywhere

Zeetings

Socrative

Others…

Templates / graphic organisers

Read Write Think

Class Tools

Educreations

bubble.us

Coogle

Popplet

Others…

Reference Tools

Google translate Voki

Google images

Flikr

learnersdictionary .com

Wolfra-Alpha

Others…

Creative tools

Toondoo Makebeliefs

Story Jumper

Explain Everything

Puppet Pals 2

Glogster

My Little Bird Tale

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Major Updates of the ELE KLACG (P1-S6)

Values Education

ELE KLACG (P1-S6)(2017)

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Integrative use of generic skills

Two examples of integrative use of generic skills:

-Holistic thinking skills: involving the use of critical thinking skills, problem solving skills and creativity

-Collaborative problem solving skills: involving the use of

collaboration skills, communication skills and problem solving skills

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Major Updates of the ELE KLACG (P1-S6)

Values Education

ELE KLACG (P1-S6)(2017)

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National Identity

Values Education

32 Integrity

Perseverance

Commitment

Respect for Others Responsibility

Care for Others

Seven Priority Values and Attitudes

Values education in different domains

Basic Law education

Life education

Media education Sex

education

Human rights education

Health &

anti-drug education Environmental

education Road

safety education

Moral and Civic education

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An example – What if Everybody Did That?

(Positive values: Be considerate, self-discipline, responsibility, respect for others)

• Connecting learning experiences between GE Programme & Reading Workshops (P4 Modules: We can be better! / Good habits)

• Prediction: Reading the page on the left and guessing the impact brought by the bad behavior

• Analysing the consequences of the bad behaviour

• Suggesting what should be done to correct the bad behavior

• Designing a booklet about good behavior in different settings

Incorporating Values Education into the

School English Language Curriculum

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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

Example

Creation of a multimodal text Level: Lower/Upper Primary

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Major Updates of the ELE KLACG (P1-S6)

Values Education

ELE KLACG (P1-S6)(2017)

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Listening

Speaking Writing

Reading

Language across

the Curriculum

• Reading across the curriculum (RaC) is a component within Language across the Curriculum

• RaC

– reading as a fundamental mode of learning

– explicit teaching of reading to be integratedwith teaching the curriculum

– students learning to read

• the subject matterof pedagogic texts

• the associated language patterns

(Martin & Rose, 2005) Academic

content awareness

+ Academic

language awareness

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Maximise students’

exposure to text types to increase awareness of the

structures and features of different text

types

Develop students’

ability in

understanding and producing English

texts for a variety of purposes Collaborate with

teachers of other

KLAs

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Whole-school initiative:

STEM education

ELE KLA supports the implementation of STEM education through RaC/LaC activities, e.g.

- introduce STEM-related reading materials

- design tasks, activities and projects to create new things or work out innovative solutions to problems - connect learning experiences through life-wide

learning

- infuse elements that help nurture an entrepreneurial

spirit

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Major Concern of the school

Curriculum planning in different KLAs/subjects English Language

 Nurturing positive values and attitudesthrough reading and

identifying values, attitudes and beliefs expressed in the text

Achieving the aims of education

Life-long Learning and Whole-person

Development

Reading across the Curriculum at the Primary Level

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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

A unit about food and drink in English textbook

A pamphlet about calorie and energy

A profile of Michael Phelps

Connecting students’ learning experiences in different subjects, e.g.General Studies andPhysical Education

A leaflet about meals for athletes

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

A unit about Growth and Health in General Studies textbook

Major Concern of the School:

• Living a healthy life Example

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Major Updates of the ELE KLACG (P1-S6)

Values Education

ELE KLACG (P1-S6)(2017)

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Grammar in Context or Text Grammar?

Grammar in

Context Complementary Concepts

Text Grammar

• beyond the sentence level

• grammar items typical of a particular text type

• how grammar contributes to the coherence & the

structure of a text

• how to apply grammar knowledge to create texts of different text types

• the link between

form and function

and how grammar makes meaning and varies in different contexts

• how contexts shape the choice of

language used

(43)

• Automatising the grammar rule and using it naturally

Automatising Structuring and

Restructuring

• Structuring the grammar rule in mind

• Restructuring it and applying it in new contexts

Reasoning &

Hypothesising • Hypothesising the grammar rule

Noticing • Noticing the specific language patterns in texts

Hedge, T. (2000) Teaching and learning in the language classroom . Oxford University Press.

Inductive/

Discovery Approach

Process of Learning Grammar

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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

Example

Level: Upper Primary

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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

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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

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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’

awarenessof the forms/patterns and the connections between form and meaning

Applying the

understandingof the use of the target language items and structures in another context

Providing students with the autonomyto complete the task

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Major Updates of the ELE KLACG (P1-S6)

Values Education

ELE KLACG (P1-S6)(2017)

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The relationships between

learning, teaching and assessment

Learning-teaching- assessment Cycle

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Purposes of Assessment

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Purpose Key Assessor

Assessment for/as Learning (AfL / AaL)

• Quality feedback for learners, which entails

timely support and enrichment

• Information for teachers to review the learning

objectives, lesson plans and teaching strategies

• Students’ self-monitoring & self-correction or adjustment

Teacher / Students

Assessment of Learning

(AoL)

• Assessment of learners’ performance and progress against the learning targets and objectives

• Judgments about placement, promotion and attainment

Teacher

_L^ear

ner Independence

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Promoting Assessment

for/as Learning

Strengthening AfL:

- Adopting

diversified modes of assessment

- Making use of

various assessment tools

- Making effective use of assessment data

Extending from AfL to AaL:

- Enhancing learners’

self-directed

learning capabilities through introducing metacognitive

strategies

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Different modes of

Assessment in Schools

Questioning

Shared Writing &

Process Writing

Dictation Projects

Portfolios

Examinations

Quizzes/

Tests

Homework

Oral Presentations Conferencing Learning

Tasks &

Activities (e.g.

performance tasks)

etc.

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Strengthening AfL

Making use of various assessment tools

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The Learning Progression Framework

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Curriculum Framework (What students are

expected to learn)

Goals

(What students can do as a result)

Learning Progression

Framework

Attainment Process

Curriculum Framework,

Learning, Teaching and Assessment,

and Learning Progression Framework (LPF)

Strengthening AfL

Making use of various assessment tools

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Assessment Data

^—

Evidence of student learning

in terms of knowledge, skills and

values and attitudes

Strengthening AfL

Making effective use of assessment data

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Analysing and Using the

Assessment Data

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• Reviewing the assessment objectives (an appropriate and balanced coverage)

• Adjusting the level of difficulty

Identifying areas for improvement in the design of the assessment activity/paper

• Identifying their strengths and weaknesses

• Analysing the underlying causes of students’ learning difficulties

Evaluating students’ performance against the success criteria

• Modifying teaching strategies (e.g. exploring ways to help students improve, designing activities to address students’ problems)

• Revising the school curriculum design/content (e.g.

reviewing teachers’ expectations on students)

Reviewing the learning objectives and teaching strategies

Strengthening AfL

Making effective use of assessment data

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Extending from AfL to AaL:

Peer assessment

Constructive feedback

Good news

“I did really well on…”

Bad news “I think these parts need to be

changed…because…”

Good news

“Some ways I can improve it are…”

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Giving feedback through Peer assessment

Individual work:

Peer assessment

Checklist:

• The points are summed up from what we taught in the lessons and simplified from the writing tips printed on the writing worksheet

• To make students more familiar with the requirements of the writing

Sharing learning intentions and success criteria with learners

Constructive feedback

Role of teacher: Role of students:

- Identifying students’

strengths and weaknesses

- Providing constructive feedback

- Making reflection on their own learning, especially the writing skills

- Making improvement based on feedback from teachers and peers

Example

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Formative assessment (after lesson 5)

- from more able student

- from less able student

Role of teacher: Role of students:

- Effective use of

assessment data to evaluate students’ learning

- Making reflection on their own learning, especially the target language structure

Making effective use of assessment data to inform learning and teaching Example

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Giving feedback through peer assessment (Lesson 10)

Give one suggestion:

Group work:

Providing quality feedback to enhance learning Example

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Major Updates of the ELE KLACG (P1-S6)

Values Education

ELE KLACG (P1-S6)(2017)

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Supporting Students with

Special Educational Needs (SEN)

Teachers should:

 show empathy for SEN students

 understand that they may not be able to meet the same standard as others

 review and modify their

expectations based on students’

needs and abilities

Adopt a multi-sensory

approach

Differentiate in terms of Content, Process, Product

& Learning Environment

Encourage personalised learning goals based on students’

own needs

Content- what students need to learn or how the student will get access to the information

Process - activities in which the students engage in to master the content

Product- work in which students demonstrate their learning

Learning Environment - the operation of the classroom

General Principles

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Strategies to Cater for Learner Diversity

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Self-directed learning

- e-dictionary - reading and grammar practices - language games

Inside the classroom - e-books - websites

(e.g. WLTS, PEERS, One-stop portal) - video clips

Should we mainly use the print resources?

63 Facilitating

understanding

Promoting learner autonomy

Motivating resources Catering for

learners’ interest

Giving immediate feedback

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Textbook unit:

Primary 5 Having fun together Theme: A Surprise Party

Effective Use of Learning and Teaching Resources to Cater for Learner Diversity

Example

64 Adaptations:

 Exposing students to more narrative texts to familiarise them with the features of a story

 Creating a new writing task

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Supplementary Resources

A Surprise Party

•setting of a story

•sentence building

•vocabulary building

•learning of language items

A Surprise Party for a Dog, ‘Bibi’

•present perfect tense in context

A Party Planner

•surprise elements

•word collocation

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1. Making use of graphic organisers and visual aids 2. Enhancing students’ participation through

kinesthetic learning activities

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Longman Express 5A Unit 5

3. Making use of the text features of a story to help students understand/construct the story

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4. Appropriate scaffolding for less able students and greater flexibility for more able students

Open-ended Task:

Creative story writing about a special party

Lost the present / no present

picnic 67

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◊ Greater learner autonomy

For more able students

Product

◊ All students achieve the learning objectives / targets

◊ The products varied in breadth and depth

For less able students

◊ Break into steps

◊ Provide prompts Provide scaffolding

Support to students:

Writing Tips:

•To remind students what they need to achieve in every paragraph of the writing

•Part of the self

assessment and peer assessment

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Scrambled sentence

• forms and functions E-book

• forms & functions

• main idea

Learning and teaching (Inside the classroom)

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Surprise

• forms & functions

• main idea

http://zimmertwinsatschool.com

5. Integrating e-learning resources into the unit plan

Grammar practice

• forms &

functions Scrambled

sentence

• Forms &

functions

Self-directed learning Activities (Outside the classroom)

Typing practice

• typing conventions http://www.freetypinggame.net/

Online-dictionary

• spelling

• pronunciation

http://online.macmillandictionar y.com/mc_au2/macmil.htm

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Planning a school English Language curriculum

70

Activity 3

In groups, complete the plan for

P6 based on the L&T materials

provided.

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71 Example

Activity 3

• The theme: Caring for others

• Text type features::website, newsletter, story, article, leaflet,

• Target vocabulary items: natural disasters, charity work, adjectives describing disadvantaged people

• Target language items and structures: …

• A video on hunger/poverty/

tsunami

• A printed reading text from the GE textbook (Unit 5)

• Leaflets on natural disasters by charities

• A printed reading text from the GE textbook (Unit 6)

• Videos on different

disadvantaged groups (elderly, homeless, stray animals, patients of chronic illness)

• An information sheet about the disadvantaged groups

• Designing a poster to promote the charity event

• Doing a presentation to introduce the charity campaign (the target group to benefit + the charitable organisation + the charity event)

• Identifying a target disadvantaged group to support

• Researching on charitable organisations in Hong Kong and identifying one to donate the proceeds to

• Proposing a charity event to organise to raise money for the charitable organisation

Task: Doing a group presentation on a charity campaign

Creation of a multimodal text

Application of new knowledge and skills Multimodal input

Integrative use of generic skills and development of

information literacy

Values education

Assessment for learning, peer assessment

• Any input from the General

Studies textbooks? RaC Authentic texts

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Roles of Curriculum Leaders

in your school’s English Language Education

Curriculum Leaders

Initiate curriculum changes, collaborate

with the English Panel in developing a balanced school English language

curriculum Formulate school-

based assessment policies with the English Panel in light

of the direction of school development,

the school context and students’ needs

Cultivate a reading culture by setting reading as a key task of

the school

Create a conducive language learning

environment to promote the learning

and use of English Language

Provide space and support to support the

professional development of English teachers

Manage resources to facilitate L& T of

English

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Managing Resources

Human resources:

- Appoint level coordinators to help with horizontal coordination

- Deploy the NET effectively

Learning and teaching resources:

- Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers - Introduce EDB resource packages to teachers

Management of funds and grants:

- Different grants provided by the government to focus on critical tasks

- Quality Education Fund for projects that promote effective learning

http://www.qef.org.hk/e_index.html

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Creating a Conducive Language Learning Environment

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Design learning activities that

encourage students to communicate with

one another in meaningful

contexts

Organise English- speaking activities (e.g.

song dedication, storytelling competition,

drama) Display

English materials (e.g.

posters, students’ work,

signs) in the classroom

Speak in English inside

and outside the classroom

(75)

E-learning English Resources EDB One-stop Portal

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

75

(76)

E-learning English Resources

Primary English E-learning Resources (PEER)

http://peer.edb.hkedcity.net/ 76

(77)

PDPs to be Conducted in 2017/18 s.y.

77

e-Learning

• Enriching KS2 Students’ Reading Experiences through the Use of Multimodal Texts

Catering for Learner Diversity

• Catering for Learner Diversity in the Primary English Classroom at KS1

86

Assessment Literacy

• Assessment Literacy Series: Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Writing at Primary Level

• Assessment Literacy Series: Enhancing the Learning-Teaching-

Assessment Cycle through Assessment of/for/as Learning in the

Primary English Classroom

(78)

Effective Learning and Teaching

• Enhancing Students’ Reading and Speaking Skills through the Learning and Teaching of Phonics at Primary Level

PDPs to be Conducted in 2017/18 s.y.

78

• Curriculum Leadership Series – Ongoing Renewal of the School Curriculum (English Teachers) (Primary)

• Curriculum Leadership Series – Ongoing Renewal of the School Curriculum (English Panel Chairpersons) (Primary)

Reading across the Curriculum

• Connecting Reading and Writing Experiences in the Primary

English Classroom at KS1

(79)