1 / 30

From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning

From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning. Sung Tak Wong Kin Sheung Memorial School (AM & WD) Speakers: Ms. Monty Chan : Ms. Janet Yeung. Teachers’ Concerns. The English Curriculum in 2002-2003.

avram-tucker
Download Presentation

From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. From Textbook Curriculum to School-based Curriculum :Whole-year English Curriculum Planning Sung Tak Wong Kin Sheung Memorial School (AM & WD) Speakers: Ms. Monty Chan : Ms. Janet Yeung

  2. Teachers’ Concerns The English Curriculum in 2002-2003 Around 90% of materials= Textbooks • Limited chances for students to integrate and apply what is learnt in different chapters • Little room for flexible planning - bound by the design of the textbook

  3. The P1 English Curriculum in 2003-2004 • Rearranging the units in the textbook • Using a wide variety of L/T materials other than textbooks • Adopting the Task-based approach

  4. 1. Rearranging the units in the textbook Module (Me, my family and friends) Unit: My favourite things Unit: Knowing myself and my family Chapter 7 (Toys 1 ) Chapter 8 (Toys 2 ) Chapter 9 (We like dolls) Task Another unit

  5. 2. Using a wide variety of L/T materials • To give students more exposure to • different text types

  6. Riddles

  7. Happy birthday, John! I have a birthday card for you. See! It is a bear. It is happy and fat. It is brown and pink. It can talk. Do you like it? Birthday Cards Dear John Happy Birthday! Love, Tom Happy Birthday Name: _______________________ Class: ___________________( ) Date: _________________________

  8. 2. Using a wide variety of L/T materials b. To produce our own teaching materials to stimulate students’ interests Headbands Picture cards Word cards

  9. A Crazy Classroom 2. Using a wide variety of L/T materials b. To produce our own teaching materials to stimulate students’ interests Electronic story books

  10. 3.Adopting the Task-based Approach • Considerations in designing a task: • Setting clear L/T objectives • 2. Designing a wide range of activities to maximize students’ participation • 3. Exploring ways to display students’ work / let students share their work among peers

  11. (Unit: My favourite things) Theme: Toys Task • Vocabulary • names of toys • -adjectives e.g. big • -colours • -verbs e.g. talk Language Items -I like/don’t like books. -I have five dolls. -It is brown and black. -It can talk. 1. Setting clear L/T objectives when designing a task

  12. 1. Setting clear L/T objectives when designing a task Task: Preparing a birthday card for your friend • Vocabulary • names of toys • -adjectives e.g. big • -colours • -verbs e.g. talk Language Items -I like/don’t like books. -I have five dolls. -It is brown and black. -It can talk. • Interviewing a friend about his/her favourite toy b. Writing a birthday card for your friend

  13. Yes, I like __. No, I don’t like ___. cars What does your friend like ? Now, do an interview with your friend. Ask him / her and put “” in the boxes. bears balls dolls robots kites • Setting clear L/T objectives when designing a task • Interviewing a friend about his/her favourite toy

  14. Setting clear L/T objectives when designing a task b. Writing a birthday card for your friend

  15. 2. Designing a wide range of activities to maximize students’ participation in class • a)Raising students’ motivation – e.g. guessing games, matching games, action games, etc. a blackboard a bottle

  16. b) Maximizing opportunities for students to speak – reading aloud, pair/group work, mini-presentation, etc.

  17. 3. Exploring ways to display students’ work / let students share their work among peers Class zoo

  18. 3. Exploring ways to display students’ work / let students share their work among peers McDull’s birthday party

  19. Impact on student learning Group writing • Higher motivation • to learn

  20. 2. More confidence in speaking English Impact on student learning Teachers' views Students' performance

  21. Impact on teachers’ development • A better understanding of students’ • abilities Textbook

  22. Impact on teachers’ development • A better understanding of students’ abilities

  23. Impact on teachers’ development 2. More autonomy in curriculum design – less reliance on textbooks

  24. Impact on teachers’ development 3. Knowledge / Skills in creating more meaningful learning opportunities for students

  25. Panel Head’s Roles A. Planning: 1. Curriculum space for new initiatives chapter 3

  26. Panel Head’s Roles A. Planning: 1. Curriculum space for new initiatives chapter 4

  27. Panel Head’s Roles A. Planning: 1. Curriculum space for new initiatives 2. External resources e.g. CDI 3. Manageable goals

  28. Panel Head’s Roles B. Implementation: 1. Presence to monitor progress 2. Mechanism to involve / train every member

  29. Panel Head’s Roles • C. Dissemination: • Disseminating good practices through • internal sharing in the panel

  30. Implementing new initiatives in school-based curriculum • 1. Vision of both short-term & long-term goals for curriculum planning • 2. Mechanism for facilitation the communication and planning work among teachers • 3. Curriculum space with consensus from different parties

More Related