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(1)

Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching

and Assessment in Speaking and Listening at Primary Level

November – December 2021 English Language Education Section

Curriculum Development Institute Education Bureau

(2)

Rundown of the Programme

Part 1 Introduction to the Learning Progression Framework (LPF)

Part 2 Using the LPF to Enhance the Learning and Teaching of Speaking Skills

Part 3 Using the LPF to Enhance the Learning and Teaching

of Listening Skills

(3)

Objectives

 To introduce the Learning Progression Framework (LPF) for English Language as a reference tool to give constructive feedback and improve students’

speaking and listening skills at primary level;

 To provide suggestions for teachers to improve students’ speaking and listening skills by designing appropriate learning tasks and activities; and

 To inspire teachers with hands-on activities on designing/revising learning tasks and activities to improve students’ speaking and listening skills

3

(4)

Part 1

Introduction to the

Learning Progression Framework (LPF)

(5)

The Learning Progression Framework (LPF) for English Language

Listening Skills Reading Skills

Writing Skills Speaking Skills

5

http://www.edb.gov.hk/lpfenglish

(6)

What is the Learning Progression Framework (LPF)?

The LPF:

• represents the growth of learners on a developmental continuum as they work towards the Learning Targets and

Objectives of the English Language curriculum;

• is made up of Attainment Milestones

organised under the four language skills and divided into eight levels of attainment;

• helps teachers better understand and articulate learners’ performance; and

• helps teachers plan strategically how to enhance English Language learning,

teaching and assessment. 2

………………

………

3

………

4

………

………

5

………

6

………

7

………

Level

8

Learning Outcomes

(7)

What are the purposes of developing the LPF?

 To provide reference for understanding students’ learning progress

 To plan and review

 To help students progress along the learning continuum

Not for summative assessment / Benchmarking students

7

(8)

The Structure of the LPF for English Language

Attainment Milestones (ATMs)organised and presented under the four language skills

ATMs for each language skill

expressed in the form of outcome

statements (a

general description of learner performance)

Pointers

provide specific examples of what learners are able to do in demonstrating the LOs.

Underlying Principles elucidate some of the learning objectives

Exemplars Exemplarsillustrate the expected student performance.

8 7 6 5 4 3 2 1

Speaking

Listening

Writing

Reading

Outcome Statements

Underlying Principles

Pointers Learners can, for example,

______

______

______

______

(9)

Curriculum Framework

(What students are expected to learn )

Values and attitudes

Skills

Knowledge

Relationship between

the Curriculum Framework, LPF and BC

9

(10)

Values and attitudes

Skills

Knowledge

Learning Progression Framework

(What students can do

as a result of learning and teaching)

Relationship between

the Curriculum Framework, LPF and BC

(11)

Values and attitudes

Skills

Knowledge

Learning Progression Framework

(What students can do

as a result of learning and teaching)

Basic Competency

Relationship between

the Curriculum Framework, LPF and BC

11

(12)

Curriculum Framework,

Learning, Teaching and Assessment,

and Learning Progression Framework (LPF)

Curriculum Framework (What students are

expected to learn)

Goals

(What students can do as a result)

Learning Progression

Framework

Attainment

Process

(13)

(HKEAA)TSA

Assessments for Basic Competency

Curriculum Framework and Learning Progression Framework

Curriculum Framework and Learning Progression Framework

Basic Competency

Assessment for/as Learning

Assessment in Schools

Assessments for Basic Competency

(HKEAA)TSA

Curriculum and Assessment

13

(14)

Part 2

Using the LPF to Enhance

the Learning and Teaching of Speaking Skills

(15)

15

The LPF for English

Language (Speaking)

15

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The LPF for English Language (Speaking) – Underlying Principles

1. language development strategies, generic skills, and positive values and attitudes

2. meaningfulness and appropriateness of the texts to the context, purpose and audience

3. development of some basic communication strategies (e.g. showing interest to communicate, facing the listener, maintaining eye contact, speaking at a volume appropriate to the situation, etc.)

4. the provision of support and the need to encourage learner independence

5. provision of rehearsed speaking activities and spontaneous interactions

(all 4 skills)

(Speaking and Writing)

(all 4 skills)

(17)

17

Understanding the Learning Progression

Activity 1a - Identify the missing learning outcomes for “Content, organisation and communication strategies” from the choices given

a. b. c.

17

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Understanding the Learning Progression

Activity 1a - Identify the missing learning outcomes for “Content, organisation and communication strategies” from the choices given

a. b. c.

b. a. c.

(19)

19

Progression of the Learning Outcomes -

Content, Organisation and Communication Strategies

ATM 2

ATM 4 ATM 7

Providing and exchanging some simple information, ideas and personal

experiences on familiar

topics quite clearly, relying at times on non-verbal

expressions

Organising, presenting and exchanging simple

information, ideas, personal experiences and opinions on familiar topics quite clearly, and using formulaic

expressions to facilitate communication

Organising, presenting and exchanging information, ideas, personal experiences and opinions on familiar and less familiar topics with some elaboration clearly, and using a range of

communication strategies

Depth of processing Familiarity with

topics

Text complexity Range & application of speaking strategies

19

(20)

The LPF for English

Language

(Speaking)

(21)

21

Understanding the Learning Progression

Activity 1b - Identify the missing learning outcomes for “Language” from the choices given

a. b. c.

21

(22)

Understanding the Learning Progression

Activity 1b - Identify the missing learning outcomes for “Language” from the choices given

a. b. c.

c. b. a.

(23)

23

Progression of the Learning Outcomes - Language

ATM 2

ATM 4

ATM 7

Using some simple language forms and functions quite

appropriately

Using simple

language forms and functions quite

appropriately and accurately

Using a range of

language forms and functions generally appropriately and accurately

Use of language forms and functions

Appropriateness and accuracy

23

(24)

The LPF for English

Language

(Speaking)

(25)

25

Understanding the Learning Progression

Activity 1c - Identify the missing learning outcomes for “Pronunciation, stress, rhythm and intonation” from the choices given

a. b. c.

25

(26)

Understanding the Learning Progression

Activity 1c - Identify the missing learning outcomes for “Pronunciation, stress, rhythm and intonation” from the choices given

a. b. c.

a. c. b.

(27)

27

Progression of the Learning Outcomes –

Pronunciation, Stress, Rhythm and Intonation

ATM 2 ATM 4

ATM 7

Pronouncing most simple words and

imitating appropriate stress, rhythm and intonation quite accurately

Speaking simple English quite

accurately, and showing an

awareness of stress, rhythm and

intonation

Speaking English accurately and fluently, and with generally

appropriate stress, rhythm and

intonation

Pronunciation Stress, rhythm and intonation

27

(28)

The LPF for English

Language

(Speaking)

(29)

29

Understanding Students’ Learning Outcomes with LPF Speaking Exemplar – Guessing the Food

Activity 2a - Watch a video clip about a group of students engaging in a speaking activity in which they made

guesses about the food drawn on their own headbands by asking group members simple questions.

Assess their performance in respect of Content, Organisation and Communication Strategies. Decide the ATM level these students achieved.

29

Link to the clip:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/02_Guessing_the_Food_x264.mp4

(30)

Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - My Dream Job

Activity 2b - Watch a video clip about a student giving a simple presentation on her dream job.

Assess her performance in respect of Language and the communication strategies. Decide the ATM level the student achieved and the basic communication strategies she adopted.

Underlying Principles

3. The development of some basic communication strategies does not readily lend itself to descriptions of the learning outcomes in terms of eight attainment milestones, for example,

• showing interest to communicate,

• facing the listener,

• maintaining eye contact,

• speaking at a volume appropriate to the situation,

• enhancing own spoken texts with appropriate gestures and facial expressions,

Link to the clip:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/12_My_Dream_Job_x264.mp4

(31)

31

Understanding Students’ Learning Outcomes with LPF Speaking Exemplar – Reading Aloud an Extract from a Storybook

Activity 2c - Watch a video clip about a student reading aloud a short extract from a storybook.

Assess his performance in respect of Pronunciation, Stress, Rhythm & Intonation. Decide the ATM level he achieved.

31

Link to the clip:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/20_Reading_Aloud_from_Storybook_x264.mp4

(32)

Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - Guessing the Food

All students who engaged in the speaking activity attained ATM 2 in Content, Organisation and Communication Strategies.

Annotation

Activity 2a - Watch a video clip about a group of students engaging in a speaking activity in which they made guesses about the food drawn on their own headbands by asking group members simple questions.

The students’ performance in respect of Content, Organisation and Communication Strategies and annotation:

Link to the clip:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/02_Guessing_the_Food_x264.mp4

(33)

33

Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - My Dream Job

The student attained ATM 3 in Language.

Annotation

The student was able to

• use some simple vocabulary to describe her dream job, e.g. ‘meaningful’, ‘helpful’, ‘friendly’, ‘hardworking’;

• use simple connectives to link ideas, e.g. ‘Teachers are kind and clever.’; and

• use future tense to talk about her dream job, e.g. ‘I think I will enjoy doing this job very much.”.

Activity 2b - Watch a video clip about a student giving a simple presentation on her dream job.

The student’s performance in respect of Language and annotation:

33

Link to the clip:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/12_My_Dream_Job_x264.mp4

(34)

Underlying Principles

3. The development of some basic communication strategies does not readily lend itself to descriptions of the learning outcomes in terms of eight attainment milestones, for example,

•  showing interest to communicate,

•  facing the listener.

•  maintaining eye contact,

•  speaking at a volume appropriate to the situation,

enhancing own spoken texts with appropriate gestures and facial expressions,

responding readily to others’ questions, opinions or comments, and

turn-taking in conversations and discussions.

Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - My Dream Job

Activity 2b - Watch a video clip about a student giving a simple presentation on her dream job.

The basic communication strategies the student adopted:

Link to the clip:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/12_My_Dream_Job_x264.mp4

(35)

35

Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - Reading Aloud an Extract from a Storybook

The student attained ATM 4 in Pronunciation, Stress, Rhythm and Intonation.

Annotation

The student was able to

• pronounce all the familiar words quite accurately, e.g. ‘looked’, ‘name’, ‘answered’, ‘talk’, ‘change’;

• pronounce some sound clusters quite accurately, e.g. ‘friends’, ‘places’, ‘next’, ‘o’clock’;

• read aloud a simple text fluently;

• show an awareness of stress, rhythm and intonation, e.g. ‘Lisy said, ‘Hello! My name’s Lisy. What’s your name?’, ‘Let’s change places. You can be me and I can be you for a week.’.

Activity 2c - Watch a video clip about a student reading aloud a short extract from a storybook.

The student’s performance in respect of Pronunciation, Stress, Rhythm & Intonation and annotation:

35

Link to the clip:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/20_Reading_Aloud_from_Storybook_x264.mp4

(36)

Using the LPF to Enhance the Learning and Teaching of Speaking Skills

The LPF provides a common scale and language for teachers to describe students’ performance and progress in English Language learning.

In the group discussion task about favourite places in HK, most of my students attained

ATM 3 in Content, Organisation and Communication Strategies.

Most of my students are at ATM 2 in Content,

Organisation and Communication Strategies.

They could give simple description about their favourite place. Some of them

could make simple evaluative remarks in response to their

classmates’ questions.

They could only give simple information about

their favourite place.

How about your students’

performance in language and pronunciation?

They could produce

(37)

37

Using the LPF to Enhance the Learning and Teaching of Speaking Skills

Curriculum planning - conduct holistic curriculum review and planning across year levels to ensure progressive development of students’ speaking skills in content, organisation and communication strategies, language, and pronunciation, stress, rhythm and intonation.

What are the strengths and weaknesses of students?

What is the next level of attainment for students?

Does the curriculum provide a variety of speaking

activities to help students develop different aspects of speaking skills progressively?

How can the basic

communication strategies be incorporated into the curriculum?

Are learning objectives and assessment criteria shared with students?

How can teachers improve the design of speaking activities to enhance students’ strengths and address their weaknesses?

Do the speaking activities involve peer assessment / self-assessment?

Questions for reflection

etc.

37

(38)

Using the LPF to Enhance the Learning and Teaching of Speaking Skills

Curriculum planning - design a range of meaningful speaking tasks in accordance with the themes of the teaching units / reading workshops to develop students’ speaking skills, e.g.

Game

Guessing the Food (KS1)

Students in groups make

guesses about the food drawn on their own headbands by asking other group members simple questions.

Pair exchange

Favourite Seasons and Festivals (KS1)

Students in groups of two participate in a pair exchange talking about their favourite seasons and festivals.

Reading aloud (KS2)

Students read aloud a short extract from a storybook.

Question and answer About Tigers (KS2)

Students are asked to express their ideas and feelings about animals after reading an

information text about tigers.

Presentation

My Dream Job (KS2)

Students give a simple

presentation on their dream job in front of the class.

Show-and-tell

Introducing a Model of the Neighbourhood (KS2)

Students participate in a show-and-tell activity

introducing a model of their own neighbourhood to the

Role-play

The Ant and the Grasshopper (KS2)

Students in groups of six

rewrite the fable ‘The Ant and the Grasshopper’ in the form of a script and conduct a role-

Group discussion

Favourite Places in HK (KS2)

Students in groups of four participate in a group

discussion talking about their favourite places in Hong Kong.

(39)

39

Creating a Rich Language Learning Environment to Develop Students’ Language Skills

Design a whole-school language policy with concerted efforts, e.g.

Establish a lively and encouraging school

and classroom atmosphere through

daily routines or practices (e.g.

morning reading time, show-and-tell activities, Campus TV)

Enrich the school library

with reading materials of a wide range of

subject content and

text types

Encourage students to interact with teachers and one another in

English outside the

classroom

Display print materials in English (e.g.

posters, signs, notices) all around the

school

Organise English learning activities (e.g.

English Days, English Camps,

drama performances,

English

Ambassadors)

Provide easy

access to reading materials in

different parts of the

school

39

(40)

Using the LPF to Enhance the Learning and Teaching of Speaking Skills

Learning, Teaching and Assessment

(1) Identifying students’

strengths & areas for improvement & setting

speaking objectives

(2) Setting task-specific assessment criteria and designing speaking activities to

help students attain the target learning outcomes (ATMs) (3) Providing effective

feedback on students’

performance to guide them to make improvement

(41)

Part 3

Using the LPF to Enhance

the Learning and Teaching of Listening Skills

41

(42)

LPF for Listening

Abstractness

Organisation

Depth of processing

understanding  inferring  interpreting

Text complexity Range and application

of listening strategies

(43)

Understanding the Learning Progression

a. b. c.

Activity 3 - Identify the missing attainment milestones (ATM) for listening from the choices given

43

(44)

a. b. c.

c. a. b.

Answer Key

Activity 3 - Identify the missing attainment milestones (ATM) for listening from the choices given

Understanding the Learning Progression

(45)

Progression of Attainment Milestone for Listening

ATM 7

Understanding,

inferring & interpreting information, ideas, feelings

& opinions in a

range of texts with some degree of complexity , using & integrating a range of listening

strategies as appropriate

ATM 2

Understanding some information, ideas and feelings in short simple texts, using

some listening strategies as appropriate

ATM 4

Understanding

& inferring

information, ideas &

feelings in a small range of simple texts, using &

integrating

a small range of listening strategies as appropriate

Depth of processing Text complexity Range & application of listening strategies

45

(46)

The LPF for English Language (Listening) – Underlying Principles

1. language development strategies, generic skills, and positive values and attitudes (all 4 skills)

2. exposure to a variety of text types and listening purposes

3. selection of a wide range of texts of appropriate lengths and different topics

4. the interplay between tasks and texts when designing tasks for learners

5. development of some basic listening strategies (e.g. being attentive, activating prior knowledge, anticipating the likely development of spoken texts, being selective while listening.)

6. the provision of support is gradually reduced to promote learner independence

(Reading &

Listening)

(47)

Understanding Students’ Learning Outcomes using LPF Listening Exemplar – Joining the Basketball Team

Activity 4 – Listen to a conversation between Tom and the basketball team leader.

Review the question intent in respect of the development of listening skills and Strategies. Decide the ATM level and pointers that students can achieve.

47

(48)

Joining the Basketball Team Task Description

In this listening activity, students listened to a conversation between Tom and the basketball team leader. They then filled in an application form.

Preparation

Before the listening activity, the teacher asked them to share their experience of filling in a form, e.g. applying for a library card or membership of a club. Then the teacher guided students to

predict the information they need to fill in for joining the basketball team by asking the following questions:

1. What school club or interest class have you joined?

2. Did you need to fill in an application form?

3. What information do you need when you fill in an application form?

(49)

Tom wants to join the basketball team. The team leader is helping him fill in an application form. Listen to the conversation and complete the form. Circle the answer or fill in the information.

Basketball Team

Membership Application Form e.g. Name: Tom Chan

1. Age:

a. 10 b. 8 c. 9

2. Address

Flat:

a. 12B b. 12D c. 12C Building

a. Park Field Building b. Park View Building c. Pat Hill Building d. Pat View Building

Street:

a. 13 Temple Street b. 30 Semple Street c. 30 Temple street d. 13 Semple Street

3. Telephone no: _________________

4. Email address:

a. tom@starnet.com b. tom@starmat.com c. tome@starbat.com 5. Team T-shirt:

a. small b. large

c. Extra large

49

(50)

Learning outcomes

& pointers

Script Answer Key

(51)

Learning outcomes

& pointers Script

Answer Key

51

(52)

Enhancing Learning and Teaching of Listening with the Help of the LPF

Setting specific learning objectives, designing appropriate questions, conducting listening activities and providing focused feedback on learners’ performance Referring to the LPF for listening

for the learning outcomes &

identifying learners’ strengths &

weaknesses

Consolidating and developing

learners’ listening skills and strategies

From

understanding what learners need to achieve as they progress in the development of Listening

to

provide suitable support and challenges that may take

(53)

Identifying students’

strengths and weaknesses

Setting reasonable learning objectives in listening activities for students

Identifying the listening skills & strategies that students should develop, and providing necessary support to them

Identifying level

appropriate listening texts/materials for students

Designing listening

activities/Improving the design of listening activities by

- reviewing/setting questions - conducting listening

activities

- providing feedback on students’ performance

Use of the LPF for Listening

Strategies Assessment

53

(54)

Providing support to develop students’

Listening Skills and Strategies

Top-down strategies

Providing background information to facilitate students’

understanding of the listening activities, e.g. situation, context, topic

Bottom-up strategies

Providing language support, e.g. explaining the new vocabulary

items, introducing the sentence patterns, to help students decode

the sounds and interpret meaning

(55)

Developing students’ listening strategies

LPF Listening Exemplar – Survey on Favourite Cartoons

Activity 5 – Listen to an interview between Billy and Sarah about her favourite cartoon.

Suggest ways to provide support to students before and during the listening activity.

55

(56)

A Survey on Favourite Cartoons Task Description

In this listening activity, students listened to an interview between Billy and Sarah about her favourite cartoon. They then filled in a survey form.

Preparation

Before the listening activity, the teacher aroused students’ interest in cartoons and helped them predict the setting and characters of the cartoon by asking the following questions:

− Do you like watching cartoons?

− Which is your favourite cartoon?

− What is it about?

(57)

57

57

(58)

• Expose students to examples of surveys, e.g. a survey on health and daily life habits.

• Guide students to glance through the questions and predict answers.

Lack of

experience in doing surveys

• Activate students’ prior knowledge by asking them to share their favourite cartoon

programmes, including the name of the

programme, characters and unforgettable stories.

• Ask students to share the cartoon characters they like best.

Unfamiliar with the features of

narrative texts

• Remind students to note down the key words only, not every word they hear in the audio file.

• They can complete the sentence when they have

Weak at noting down reasons

Foreseeable problems Support before the listening

Get students familiar with the text features, e.g. characters, plot, problem, ending.

Ask students to predict the interview questions and answers.

Support during the listening

Provide language support for students to complete the

Remind students to pay attention to the key words and phrases to choose the correct picture.

(59)

Steps in Improving Students’ Listening Skills at KS2 with Reference to LPF

- Analysing students’

performance in

listening assessment papers

- Observing students’

performance in daily assessment tasks, e.g.

dictation, listening activities

- Providing language support and background information when the context is less familiar to students

- Providing opportunities for students to do simple note-taking

- Encouraging students to justify their choices

- Providing diagnostic feedback to students - Making adaptations to the existing

listening materials to suit students’ learning needs

Plan Strategy Evaluation

59

(60)

1. Provide opportunities to engage students in a range of tasks that cover a variety of purposes and text types in the school-based English programme.

2. Identify the requirements for each task/the question intent of each item with reference to the LPF.

3. Develop a task-specific feedback sheet to provide constructive feedback to students.

4. Develop students’ speaking/listening strategies in an integrative manner, e.g.

Steps in Using the LPF to

Enhance Students’ Speaking and Listening Skills

 engaging students in task-based learning activities to interact and share information

 providing background information and language support for students to approach less familiar topics

 strengthening students’ phonics skills in decoding less familiar words

 guiding students to use mind maps to organise/note down ideas

(61)

Recap of Today’s Message

Help students progress to the next

level of learning

Plan strategically for effective learning, teaching & assessment

Identify students’

strengths & weaknesses

LPF

61

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