School-based Plan on the Use of the English Enhancement Grant for Primary Schools

 

Name of School Lam Tin Methodist Primary School

( I ) A holistic school-based plan

A.          To enhance a smooth curriculum continuity through implementing a School-based Reading Programme for KS2

B.          To cater for the diverse needs of our students in KS2

C.          To develop the professional capacity of the English panel and English teachers

 

Proposed Measures	Benefits anticipatedand how they can be sustained	Time scale(month/year)	Resources Required	Methods of progress –Monitoring and evaluation
A School-based Reading Programme for KS2	4    Students enjoy learning English through reading.4    Students share successful reading experiences.4    Effective bridging between KS1and KS2.4    The developed reading program could be adapted for future generations of students which could be tied-in with the existing curriculum.4    A collection of stimulating and graded reading materials (more variety in topics & text types) built up for use in different classes at KS2 in future.4    Systematic planning of reading skills progression among members of English Panel, Curriculum Developer, KS2 English teachers and a team of English language experts to be taught in the Reading Programme and Reading Week. It is estimated that around 14 teaching packages will be developed for each level during the first year. We will focus on teaching pupils’ reading strategies and vocabulary building skills.	Sept /2010To June /2012	4  Hire services 4  Teacher resources:a)        An anthology of school based reading materials which fully integrate with existing text books b)        Corresponding PowerPoint materials for classroom teaching purposes c)     Corresponding guidelines on and complete sets of materials for subsequent reading assessments 4  Student resources:a)       Complete sets of reading materials b) Graded readers for home reading	a) On a term basis, reading assessment will be carried out.   b) Results from such evaluations will be analyzed. Discussion on corresponding suggestions for improvement will be held. c) Questionnaires will be given to English teachers in order to collect comments for improvement. d) Questionnaires will be given to the students in order to gather feedback on their level of interest, participation, and the  benefits the reading programme brings them in improving their reading.

 

( B )  To cater for the diverse needs of our students in KS2

Proposed Measures	Benefits anticipated and how they can be sustained	Time scale(month/year)	Resources Required	Methods of progress –Monitoring and evaluation
To differentiate the curriculum²  To identify the core and extended curriculum for stretching more-able and supporting less-able students (e.g. vocabulary, key language structures and reading texts)	4    Positively cater for learners’ diversity4    Effective bridging between KS1 and KS2	Sept /2010ToJune/2012	4    Students of different ability groups will be assigned readers/ reading materials of an appropriate level   4    Graded readers for home reading program are assigned to students twice a month    4    In-class activities, class work and worksheets are graded so to cater for the different abilities of students	a)       Reviewing the differentiated curriculum produced by members of the English Panel, Curriculum Developer,  KS2 level coordinators and a team of English language experts  b)       Teachers’ feedback on the impact of the tailored curriculum on enhancing teaching and learning through questionnaires  c)       Students’ feedback on the suitability of the readers and associated materials to their level of reading through questionnaires

 

( C )  To develop the professional capacity of the English panel and English teachers 

Proposed Measures	Benefits anticipated and how they can be sustained	Time scale(month/year)	Resources Required	Methods of progress –Monitoring and evaluation
Provide train-the-trainer workshops by the service provider or Professors from Universities ²  To identify level coordinators to be equipped with leadership skills ²  To equip teachers with  explicit teaching methods for teaching reading skills, strategies and vocabulary	4    Teachers will acquire the skills for developing a reading program; they will be able to extend and expand future programs based on the initially developed plan and materials4    Bring in professionals to offer teachers training on the different approaches in teaching reading skills and vocabulary building skills4    Having KS2 teachers to co-plan lessons for in-class Reading Programme with a team of English language experts4    Having English teachers to work with an ELTA in class to enrich the language environment for KS2 students.	July 2010        August 2010To July 2011	4  1-2 external education consultants4  Professors from Universities4  All English Teachers	a)           All English teachers attend at least 15 hours of professional training over two years. b)           Conduct Post-workshop teacher survey on the effectiveness of the training program c)           Assign questionnaire to evaluate the level of confidence of teachers in using the teaching skills learnt  d)           Conduct lesson observations to evaluate i.                     the extent ofcooperation between the service provider and the school teachers,ii.                   the level of applicationof the reading skills and strategies learned in the teacher-training workshops in classiii.                 how well teachersimplement the methods of teaching reading in classiv.                 the confidence level ofteachers in using the varies reading-teaching skills

 

( III )  Targets to be attained

A.              A school-based Reading Program for KS2

a.        The school-based Reading Program for KS2 should be implemented in a systematic way with regular meetings and evaluations.

b.        Reading lessons should be prepared by a team of English language experts provided by the service provider and the school’s English teachers through co-planning meetings.

c.         Reading lessons should be co-taught by the English teachers of the school and an ELTA ( ELTA should be provided and trained by the service provider).

d.        The program should cater for the diversity of students’ English language abilities through developing a school-based curriculum that contains a      wide variety of language arts materials and communicative elements that suit more of our students’ life experiences and their English learning patterns.

e.         The program should sustain students’ interest in English learning through interactive, animated and authentic reading materials.

 f.         The program should enhance teachers’ knowledge in developing and implementing a school-based curriculum through professional development    training, and in introducing various effective teaching methods to boost the students’ learning interests.

g.        After the Scheme, teachers should learn explicit teaching methods for teaching reading skills, strategies and vocabulary. Teachers will feel more confident in teaching reading in future.

h.        Sustainability of the program will occur by teachers incorporating the teaching of reading strategies into their general English teaching when the program is finished.

i.          Reading assessment will be held once a term in order to assess the progress of teaching and learning. Teachers will analyse the data to get insight regarding the students’ weaknesses, and then choose the specific relevant improvement activity to provide for the students.

j.          Students of different ability groups will be assigned readers/materials of an appropriate level which will enhance their reading ability and students will gain more confidence in reading English materials as well. Students will have greater knowledge of a wide variety of text types and learning resources.