English Enhancement Grant Scheme for Primary Schools

English Enhancement Grant Scheme for Primary Schools

Final Report

School Name: ChunTokSchool File number: A043

A Implementation Progress

1. Hire IT service provider, support teachers to produce teaching resources

1. Hire IT service provider, support teachers to produce teaching resources

1. Hire a supply teacher to release all local English teachers (about 10 teachers) to

B Benefits Obtained

(Remarks: The examples below are for illustration only. Schools are strongly advised to critically review the teaching and learning of English (and where applicable, the English language environment) in their schools andevaluate the effectiveness of the enhancement measuresaccordingly.)

1. To improve students’ phonics skills and reading skills in using a range of reading strategies in KS1
2. To improve students’ reading skills and writing skills in using a range of reading and writing strategies that cater for learner diversity in KS2

1. According to the framework of the reading skills, writing skills and phonics skills, the skills descriptors of the school-based phonics and reading curriculum were developed in a coherent way.
2. For each level, about 15-18 reading workshops were incorporated in the 5-6 unit plans of the theme-based reading programme.Each student read at least 15 texts yearly.
3. According to the teachers’ questionnaires, all the teachers claimed that most of the students (about 80%) enjoyed reading the books of the reading workshops. The reading materials were suitable
4. According to the teachers’ questionnaires, all the teachers claimed that most of the students (about 80%) could complete the tasks.
5. With reference to the reading passports, the reading rate increased by 15% by comparison with last year.
6. Comparing the first exam with the third exam, the average marks of the reading part (P.1-6) increased by 7.1%.
7. Comparing the first exam with the third exam, the average marks of the writing part (P.4-6) increased by 4.9%.
8. According to the exam evaluation meeting, teachers claimed that most of the students could recognize the text features and extract the main ideas. The number of students who could master the questions required higher order thinking skills increased slightly. The students could write more ideas and words in their writing.

1. To develop the professional capacity of the English panel through equipping subject teachers with the strategies of curriculum planning and the teaching strategies of phonics, reading and writing

1. 100% of the teachers claimed that the workshops were useful.
2. All the teachers claimed that the lesson observation and the co-planning meetings of the theme-based reading programme could help brainstorm more ideas of teaching reading and they took an active role of curriculum planning. The strategies they acquired include

• planning the school-based curriculum: the framework of reading, writing and phonics skills, the framework of e-Vocabulary and eGrammar
• developing resources according to learner diversity: lesson plans, tasks and teaching aids of the reading unit plans
• teaching strategies such as shared reading, supported reading, independent reading and questioning techniques (Bloom’s Taxonomy)

1. According to the records of the lesson observation, most of the teachers (80%) could apply the questioning techniques such as asking higher order thinking questions to provoke students’ critical thinking.
2. All the English teachers took part in sharing the unit plans during the panel meetings. They could evaluate the outcomes of the reading programme and give useful ideas for improvement.

C Self-evaluation on the Implementation of the Measures

1. What are the focuses of the enhancement measures? (You may tick more than 1 option)

Enhancing teachers’ professional development

 Refining or developing a school based English curriculum

 Catering for learner diversity

 Strengthening the learning and teaching of English for SEN/ NAC/ NCS students

 Creating a rich English language environment

2.Please consider whether the following statement is true: (Please explain if the rating is “1” or “2”)

Explanation:

DDissemination of Good Practices

1.Would you like to share the good practices with other schools? Yes  No (Please tick)

2. Please give a brief account of the good practice(s) you would like to share with other schools:

1. Generate the framework of the reading skills
2. Choose the books according to the theme. (various text types)
3. Generate the lesson plans, tasksheet and teaching resources.
4. Vary the difficulty the teaching and learning materials to cater for learner diversity.
5. For the Whole Class Subject Teaching, the higher order thinking skills such as lateral thinking, critical thinking, problem solving, evaluation and creativity are incorporated into the reading tasks.
6. The proper use of eResources (eVocabulary and eGrammar) and authentic reading materials in the reading workshops.

1. To improve students’ reading skills and writing skills in using a range of reading and writing strategies that cater for learner diversity in KS2..
2. To improve students’ higher order thinking skills and consolidate students’ basic language knowledge through adjusting the learning target and varying the organization of the contents.
3. To use eVocabulary for initiating self-learning.

Please submit the completed reportwith Principal’s signature on or before30November 2012.

1. by post (please state “EEGS” on the envelope) to SCOLARRm 1702, 17/F, SkylineTower, 39 Wang Kwong Road, Kowloon Bay, or;
2. by faxFax No. 3184 0417, or;
3. by

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[1]Findings obtained from surveys/ questionnaires, analysis of students’ work, observation of their daily performance and review of their performance in formal assessments etc.