Major Concerns for the Year 2017-2018

  1. To sustain opportunities for the development of the core values of Catholic Education in the English Language Education Curriculum
    (Responding to major concern 1, School Development Plan 2017-18)

    Strategies / Implementation Plans

    Time Schedule

    Success Criteria/ Expected Outcomes

    Means of Evaluation

    Task Coordinator

    • To co-plan on learning tasks and activities to develop pupils’ core values of Catholic Education (Love, Life / Environmental Protection, Truth, Justice and Family)
    8/17-6/18
    • P.1-6 teachers co-plan and design at least 4 learning tasks for the PLE curriculum to develop the core values of Catholic Education, focusing on Truth. Pupils complete the classroom tasks and activities to acquire the core values.
    • The five core values of Cathoic Education are showed in the Scheme of Work (P.1-6).
    • Pupils behave according to the core values of Catholic Education.
    • Co-planning lesson plans
    • Lesson observations and evaluations
    • Scheme of work
    • Observation of pupils’ behaviour
    • Panel Heads
    • English teachers
    • modify and implement the learning and teaching materials, tasks and activities about the core values of Catholic Education (Love and Family) in the second term in connection English with different KLAs.
    1/18-6/18
    • P.1-6 teachers modify and implement the learning and teaching materials, tasks and activities to strengthen the core value, Love and Family, in the scond term.
    • Pupils are equipped with input of a combination of ideas, language items and structures to connect English with different KLAs.
    • Co-planning lesson plans
    • Scheme of work
    • Pupils’ work (2nd Term)
    • PSMCD
    • Panel Heads
    • English teachers

  2. To deepen pupils’ capabilities for self-directed learning and to embrace learner diversity
    (Responding to major concern 2 & 3, School Development Plan 2017-18)

    Strategies / Implementation Plans

    Time Schedule

    Success Criteria/ Expected Outcomes

    Means of Evaluation

    Task Coordinator

    • To develop a coherent GE programme that helps connect students’ learning experience (learning tasks and materials with increased task demand for P.5-6 higher-ability classes)
      • Pre-task, using pre-task worksheets and/or a wide variety of pre-tasks activities
      • Vocabulary building skills
      • Teaching of reading skills (refer to the reading progression framework)
      • Good questioning techniques
        (Knowledge, Comprehension Application, Analysis, Synthesis, Evaluation
      • Learning and teaching of text grammar
      • Pair work or group work (Main task):
        application of text grammar
        (Differentiated tasks / task sheets for P.5-6 streamed classes)
      • Developing core values of Catholic Education (Truth)
      • Speaking task (Peer assessment)
        (refer to the speaking progression framework)
      • Conclusion
      • Post task / Writing Task
        (refer to the writing progression framework)
        (Extended tasks for P.5-6 higher- ability classes)
      • Level teachers conduct peer observations, evaluate and modify the lesson plans
    9/17-6/18
    • Lesson plans for all PLE chapters are developed.
      (as shown in the overview of co-planned PLE chapters)
    • Most of the learning tasks can show the vertical language curriculum.
    • The pre-task activities can prepare pupils well for more demanding work during lessons.
    • Differentiated learning tasks and acitivities are designed.
    • Co-operative learning approach is widely adopted in all levels.
      Pupils play an active role in learning.
    • Lesson study is implemented in 2 levels.
    • Overview of co-planned PLE chapters
    • Co-planning lesson plans
    • Co-planning lesson plans
    • All-round assignment scrutiny
    • PSMCD
    • Panel Heads
    • English teachers
    • modify at least 6 pre-tasks worksheets with different modes of pre-task activities
    • ntroduce school-based codes / abbreviations for pupils to use in proof-reading activities / worksheets
    • promote specific and constructive feedback to help pupils understand their strengths and weaknesses to enhance their learning
    • use “TouchEnglish” online exercises as formative assessment for P.4-6
    9/17-6/18
    • At least half of the PLE pre-task worksheets are modified. Different modes of pre-tasks prepare pupils for more demanding work during lessons.
    • Pupils are able to use the school-based codes / abbreviations to complete the proof-reading worksheets.
    • P.5-6 high ability classes adopt focused marking in 4 writing tasks
    • 70% of P.4-6 pupils get marks for formative assessment in term tests
    • Lesson observations and evaluations
    • Scrutiny of the self-learning booklets
      (PLE pre-task worksheets)
    • Scrutiny of proof-reading worksheets
    • Co-planning lesson plans
    • “TouchEnglish” result
    • Panel Heads
    • English teachers
    • To make good use of IT tools, adaptive devices and e-learning resources to increase students’ learning motivation
    • To conduct Guided Reading in the P.2-3 PLP-R/W lessons (according to their reading benchmark levels), using leveled commercial readers for higher ability groups
    • To use the app - “Reading Town” series in Guided Reading to motivate learning for lower ability groups
    • To organize professional development training (s) on e-learning
    • To integrate other language activities, such as drama-related activities in the P.4-6 GE programme
    • To organize other English activities outside the classrooms
    10/17-6/18
    • 6 / 8 guided reading sessions are conducted for P.2 / P.3, using the commercial readers or “Reading Town” series app.
    • 50% of pupils of higher ability groups are 2-3 reading benchmark levels higher at the end of the school year.
    • 1 or 2 professional development training(s) on e-learning is/are organized.
    • Leveling students, using, PM Benchmark Assessment Kit
    • Reading records
    • Lesson observations and evaluations
    • Professional development evaluation forms
    • Panel Heads
    • NET
    • ELTA
    • English teachers

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