English Enhancement Grant Scheme for Primary Schools · our curriculum and introduce e-learning into our classroom facilitation. Rationale When we reviewed our existing curriculum,

School Name: SKH Yan Laap Primary School P. 1

Grant Scheme on Promoting Effective English Language Learning in Primary Schools (PEEGS)

School-based Implementation Plan

School Name: SKH Yan Laap Primary School (English)

Application No.: A 019 (for official use)

(A) General information:

1. No. of English teachers in the regular staff establishment (excluding the Native-speaking English Teacher): 18

2. No. of approved classes in the 2016/17 school year:

P.1 P.2 P.3 P.4 P.5 P.6 Total

No. of approved classes 5 5 5 5 5 5 30

3. No. of operating classes in the 2016/17 school year: (if different from the number of approved classes)

P.1 P.2 P.3 P.4 P.5 P.6 Total

No. of operating classes

4. Programmes/projects implemented or support service(s) in relation to English Language curriculum received in the past five years (more rows can be

added if needed):

Name of

programme/project/

support service

Grade

level

Focus(es) of programme/project/ support service External support

(if any)

PLPR/W Programme

2012-2017

P.1-P.3 1. To enhance the reading proficiency of students through a sustainable literacy programme with a focus on reading.

2. To support English teachers with intensive professional development linked to the curriculum.

3. The programme also provided teachers with directions and guidance for the teaching of literacy with a focus on reading as well as the tools necessary for the assessment of student needs and the knowledge of how they read.

NET Section, EDB


(B) SWOT Analysis related to the learning and teaching of English:

Strengths Opportunities

1. Successful experience in doing school-based projects

2. Committed professional English panel team and teachers

3. Existing reading culture through buddy reading scheme

4. Parental support is relatively strong.

1. Students and teachers are familiarized with English online

programmes.

2. Learner diversity is addressed through tiered reading tasks

3. Writing skills are developed through intensive reading

Weaknesses Threats

1. Some students lack interest in learning and reading English. 1. P.4 – P.5 students do not enjoy English activities with ELTA.

2. Students need to learn how to organize and elaborate ideas for their

writings.

3. Writing tasks suggested in the textbooks are limited in both text types and

cannot arouse students’ interest

4. P.4 – P.6 curriculum is not coherent in design, level of difficulties and

implementation.

2. Interface from our senior primary to secondary schools is not

sufficiently linked and planted within our curriculum.

(C) Measure(s) taken through the grant under the English Enhancement Grant Scheme for Primary Schools, if any:

(more rows can be added if needed):

Area(s) of Development Usage(s) of the grant Grade Level

1. Implementation of a reading programme for P.4 1. Hiring an ELTA through service

provider to assist teachers in the

lessons, train students with better

English proficiency

P.4

2. Implementation of a speaking programme for P.5 and P.6 P.5 – P.6

3. Create an English-speaking environment through the implementation of English

Ambassadors Programme, Speech and Presentation Competition and English Talent Quest P.2 – P.6

4. Improve teachers’ skills on teaching reading and writing through teachers workshop

(themes: Reading through Language Arts & Speech and Drama & Language Arts)

2. Hiring of service provider to

provide workshops, lessons

observation and demo.

All English

teachers


(D) Focus(es) of the school’s proposed school-based English Language curriculum initiative(s) to be funded under PEEGS

Proposed target area(s) of development (Please the appropriate box(es) below)

Proposed usage(s) of the Grant (Please the appropriate box(es) below)

Time scale (Please the

appropriate

box(es) below)

Grade level (Please the

appropriate

box(es) below)

Enrich the English language environment in school through

- conducting more English language activities*; and

- developing more quality English language learning

resources for students*

(*Please delete as appropriate)

Promote reading* across the curriculum in respect of the

updated English Language Curriculum (Primary) under

“Ongoing Renewal of the School Curriculum – Focusing,

Deepening and Sustaining”


Enhance e-learning in respect of the updated English

Language Curriculum (Primary) under “Ongoing Renewal of

the School Curriculum – Focusing, Deepening and Sustaining”

Cater for learner diversity with equal emphasis on more able

and less able students in respect of the updated English

Language Curriculum (Primary) under “Ongoing Renewal of

the School Curriculum – Focusing, Deepening and Sustaining”

Strengthen assessment literacy in respect of the updated

English Language Curriculum (Primary) under “Ongoing

Renewal of the School Curriculum – Focusing, Deepening and

Sustaining”

Purchase learning and teaching resources

Employ full-time* or part-time* teacher


Procure service for conducting English language

activities

2017/18

(second

term) to

2018/19

(first term)

2018/19

(second

term) to

2019/20

(first term)

P.1

P.2

P.3

P.4

P.5

P.6

Others,

please

specify

(e.g. P1-3,

P5-6):

________

________

________


(E) How to implement the proposed school-based English Language curriculum initiative(s) funded by PEEGS?

(more rows can be added if needed)

Proposed school-based English Language

curriculum initiative(s)

Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

(1) Purchase learning and teaching resources to develop school-based teaching plan to promote reading across the curriculum and enhance e-learning at P.4

to P.5

Project Objectives

Promote reading across the curriculum as well as

enhance language output for our Primary 4 and Primary

5 students to ultimately enhance our school-based

English curriculum through purchasing resources (by

PEEGS) and development of our in-house teaching

resources.

1. Review and enhance our existing English curriculum

with new supporting resources in both reading and

writing skills

2. Introduce and incorporate mobile blended learning to

enrich our teaching pedagogy and arouse learning

interests

3. Provide our teachers opportunities to learn, design

and practise different teaching and learning strategies

for incorporating reading across the curriculum into

P.4-P.5 Feb 2018

to Jan 2020

Carry on for

future years

Feb to Jul

2018

Co-planning

and

development

of resources

supporting

classroom

teaching

24 cross-curricular

e-books purchased for

P.4 and P.5

respectively

School-based reading

across the curriculum,

with 24 sets of lesson

plans, learning

tasks/activities

developed per level

for P.4 to P.5

70% of P.4 to P.5

students’ confidence

and skills in reading

enhanced per year

Assessment results on

reading of over 70 %

of students at P.4 to

P.5 will improve.

All the e-books

purchased period

will belong to our

school and we

will use them in

the future years.

All the teaching

plans and related

resources will be

developed by our

teachers. We will

document them

for other teachers

and to revise in

the future.

Our teachers will

develop new

resources based

on the e-books so

we can have the

skills and

Co-planning and

lesson observation

will be conducted at

each level.

Monitoring of the

use of the

e-Learning

resources developed

under this project

Reflection meetings

for each level for

each term will be

conducted to collect

feedback and

identify the areas for

further enhancement

of the resources and

lesson design.

Survey for students

will be used to

1 The deliverables/outputs should be measurable and closely related to the purposes of related initiatives.

2 Sustainability of the initiative could be maintained through the knowledge transfer/capacity building of teachers and the utilisation of the deliverable produced.

3 Both qualitative and quantitative tools should be employed to evaluate the effectiveness of the initiative.




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

our curriculum and introduce e-learning into our

classroom facilitation.

Rationale

When we reviewed our existing curriculum, we found

that our reading curriculum which based on the

textbooks and traditional readers could not arouse

students’ learning interests and their exposure to English

reading is relatively limited. Those contents are either

out of learners’ interest, not connected to their everyday

lives or do not prepare them for secondary schooling.

Therefore, we would like to review and enhance our

curriculum, especially pertaining to reading and the

infusion of cross-curricular content.

For this project, we will introduce the practice of

blended learning to our classroom and home learning.

Blended learning refers to learning or classroom

facilitation that combines the best of online learning and

face-to-face instructions to enhance learning. Using this

pedagogy, we need to review which part of the

curriculum, which content, which situation and which

groups of students should adopt conventional classroom

teaching or e-learning.

Our strategy is to purchase resources and to develop our

school-based teaching plan based on the purchased

Mar to Apr

2018

Trial lessons

in classroom

and through

self-learning

Apr 2018

Lesson

observation

and reflection

meeting

Jul to Sept

2018

Revising our

school-based

teaching and

learning

resources

Sept 2018 to

May 2019

1st year

monthly

lesson

observation

School-based

teaching resources

(lesson plans,

vocabulary

worksheets and

e-learning resources

on different apps),

self-direct learning

resources

Our new school-based

P.4 and P.5

cross-curricular

curriculum will be

integrated into our

school-based English

curriculum.

70% of students are

more engaged in

reading and are able

to build connection

between texts and

their real life.

100% of students are

exposed to more text

types, cross-curricular

contents and topics.

70% students are

engaged in English

lessons under mobile

know-how to

conduct any

adaptations and

refinement

ourselves after

the project

period.

collect their

feedback on the

contents of the

e-books, their

attitudes towards

e-learning and their

learning through

flipped learning

approach.

Conduct a teacher

survey and a group

reflection meeting to

collect teachers’

feedback especially

their willingness to

continue blended

learning and the

positive impact on

learners’ reading

interests.




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

resources. We aim to promote reading across the

curriculum through various teaching strategies as well

as introducing a new way of e-learning into our school.

Our school has purchased tablets for mobile learning but

we lack e-resources with suitable contents. Having

access to these appropriate e-book resources will boost

our capability to address our needs.

Support from school to promote e-learning

We have completed our Wi-Fi infrastructure under

Wi-Fi 900 in 2015/2016 (Wi-Fi 100 Stage 1). We also

upgraded our broadband internet speed to 1GB so the

connection will be good to support e-learning in

classrooms. All of our classrooms, the school hall and

all the special rooms are covered with Wi-Fi.

Other than Wi-Fi connection, there are 82 iPads (16 GB)

and 2 tablet charging carts that can be allocated for this

project. Mobile Device Management (MDM) provided

by the University of Hong Kong is used to manage the

iPads by the school technical team. Our school has also

committed to purchase 2 Apple TVs for teachers to

display students’ work easily. There are also 180

computers available.

Sept 2018 to

Jan 2020

Classroom

use and

self-learning

for the 24

e-books per

form

Sept 2019 to

Jan 2020

2nd

year

bi-monthly

lesson

observation

Jul to Aug

2019

Revising our

school-based

teaching and

learning

resources

learning.

Over 95% of students

complete the e-books

exercises and related

assignments.

100% of teachers

involved are equipped

with skills and are

experienced in

designing

school-based

curriculum based on

purchased resource

and writing up

school-based teaching

plans.

80% of teachers

involved have greater

understanding and are

more capable to apply

blended learning,

flipped learning and

mobile learning for

classroom facilitation.

All e-books purchased

are used at classroom

facilitation and

take-home learning.

Teachers successfully

develop lesson plans

with appropriate




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

Details of the e-books to be purchased

Primary 4 e-books

The e-books proposed to be purchased will cover

cross-curricular content with rich language features and

multi-media enriched presentations.

24 e-books (8 e-books per term x 3 terms) will be

purchased. Our school has 3 examinations in one school

year so our teaching schedule will be divided into 3

phases. All of the e-books to be purchased will be

available as long as we like to use. Each year each P.4

student will use 24 e-books.

Domains to be covered by e-books:

Technology

Nature & Environment

Culture of the world

History

Geography

English Language

Arts

Primary 5 e-books

The e-books proposed to be purchased will cover

cross-curricular content with rich language features and

multi-media enriched presentation.

learning tasks and

activities for each

e-book and they are

used, reviewed and

enhanced so all the

resources are ready

for future use.

80 % of teachers

involved are confident

and equipped with

skills to adapt and

further develop any

part of the resources

to address any future

needs.

80 % of the teachers

involved will acquire

knowledge/pedagogy

of promoting reading

across the curriculum.

80 % of the teachers

involved will apply

the new teaching

strategies of

promoting reading

across the curriculum

to English teaching at

P.4 to P.5.




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

24 e-books (8 e-books per term x 3 terms) will be

purchased. Our school has 3 examinations in one school

year so our teaching schedule will be divided into 3

phases. All of the e-books to be purchased will be

available as long as we like to use. Each year each P.5

student will use 24 e-books.

Domains to be covered by e-books:

STEM

Environment

Arts

Social Issues (use of technology on human life,

pollution and etc.)

Music (Song, Lyrics)

History

Religion (Christian values)

All of the e-books proposed to be purchased have to

meet our school-based needs and cover different

text-types (fictions and non-fictions). Examples of text

types of the e-book proposed to be purchased for our

Primary 4 and Primary 5 include (at least):

E-mails

Formal Letters

Diaries or Journals




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

Short Stories

Biographies

Receipts and Procedures

Discussion

Book Review

File Review

Reports

Songs

Articles

The resources will be used for our P.4 and P.5 reading

lessons. Our teachers will co-plan and develop our

school-based lesson plans for classroom facilitation

based on the purchased resources.

We will be able to reuse all the e-books and related

resources after the completion of this project to sustain

the teaching and learning benefits without any extra

cost.

The e-books will be stored at our department’s resources

folder under our intranet. For individual teachers, we

may allow them to save at the Google drive but we have

to consult our school’s IT team for the safety procedure.

We will purchase the resources after proper

procurement exercises.




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

Using e-books

Blended learning will be our strategy for applying

e-books. Firstly, teachers will assign students to read

some background information of the topics. Our

teachers will develop and prepare a study note for each

reader. The study note will contain some core

vocabulary items related to the readers, some facts about

the readers or the topic or the background of the readers.

The study note is a pre-lesson note for students to

pre-learn some vocabulary items about the topic or the

subject. It also contains some relevant information so

our students can study and read before the lessons. For

students who are keen to learn more about the topics,

they can read more and prepare themselves with more

relevant language items and knowledge before the

lessons. It is important because our students need more

support to cope with the cross-subject topics and

language features. This study note can be in note format

and in Nearpod or Quizlet format so that students can

pre-learn at home, which is also a practice of blended

learning.

Teachers will use the e-books purchased to teach in the

classrooms. Unlike our traditional teaching methods, we

will maximize the benefits of e-books by using their




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

special features such as audio, visual elements and some

functions such as reading aloud for different reading

activities.

For reading strategy (both fictions and non-fictions), we

will adopt the THINK LITERACY: Cross-curricular

Approaches.

It provides us the framework for:

Getting Readers to Read

Engaging in Reading (reading between the lines to

infer meanings, identify important ideas and

information, sorting ideas using a concept map)

Before Reading (asking Questions, understanding the

text)

Reacting to Reading (understanding the Text,

making Inferences, visualizing, making connections,

thinking to read, etc.)

Reading Different Text Forms

After Reading (finding the main ideas, thinking

about the text, drawing conclusion)

During our co-planning meetings, we will also make

reference to the resources we have from the e-books and

the teaching aids provided to customize and develop our

own resources (different learning tasks to support the

reading process) to support the need of our students. For




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

example, we will have the following forms of learning

activities and resources to be developed to support our

facilitation:

Question Sheet (before reading)

Word Wall

Concept map

Game sheet

Conclusion / Reflection sheet

Both Sides Now (Support and Oppose)

Classroom Facilitation – Mobile learning & Flipped

learning

1. The e-books purchased will be used in classroom

teaching with tablets.

2. We will guide our students to read the e-books to

understand some simple facts or the storyline.

3. Different groups of students will then be engaged in

different activities (features) of the e-books. Our

strategy is to accelerate capable students’ learning by

making more connections and applications of the

text to themselves and to the community while less

capable learners will focus more on understanding

and connecting the text to their everyday lives.

4. Less capable students will go through the readers




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

page by page with more teachers’ guidance to

understand the text with the read-aloud function.

There may be other activities to consolidate their

understanding and build up their personal connection

with the text.

5. More capable students will then progress to other

tasks such as recording or retelling the story,

drawing mind maps and more high-order thinking

skills activities.

6. Our teachers will develop school-based teaching

plans based on the purchased e-books to better cater

for learning diversity.

7. To cater for learning diversity, we plan to structure

our vocabulary, text features and grammar into

different tiers. Different groups of learners will be

suggested to focus on the same set of learning

resources. Capable groups will be able to work on

more challenging tasks and extended activities. We

plan to practice flipped learning for some of the

non-fiction e-books. Before the mobile reading

lessons, students will be assigned with more learning

tasks to pre-read and conduct researches before

lessons. Those pre-lesson activities and learning will

mainly prepare students’ with background




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

understanding, simple theme-based vocabulary items

and arouse their interest of the topic.

8. Collaborative learning will also be applied. We will

select 1 topic under one e-book (e.g. pollution) for

extended group learning activities. Some groups will

re-tell or record of the texts while some groups will

publish their book review. Others will prepare a

school poster to promote awareness of protecting our

nature or write a list of actions to reduce pollution.

Details of the printed readers to be purchased

We will plan and decide the printed titles to be

purchased. Since the printed titles will be used to

support more capable learners, we will choose those

books which are related to the topics or themes or

text-types of our e-books. Capable learners can read

additional printed books on the same topics to sharpen

their language skills, deepen their understanding and

connect their learned knowledge with their daily lives

through reading extra printed readers.

Those titles will be served as pre-lesson learning or

post-lesson extension depending on the text types and

topics. Teachers will also co-plan and provide some

inquiry questions to the capable group to facilitate their

reading. During classroom time, this group of learners




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

will share their ideas to other students and stimulate

other students’ thinking. This could set out a good

foundation for classroom learning.

Using printed readers

Printed readers with specified topics or subjects will be

selected and purchased to extend our elite students’

reading horizon. This is one of the resources that can

allow us to better cater for learning diversity. Our elite

students can read more and enhance their reading skills

through providing more high-order thinking tasks by

teachers. As elite students are usually fast learners,

reading extra readers can help them excel.

Titles and copies of the readers proposed to purchase

P.4-P.5: 17 titles x 36 copies

Home-learning (e-learning and printed based learning

activities)

Home learning under this project has 2 meanings. First,

to extend the learning from classroom to home. Second,

to pre-learn and warm up before the lessons.

Students will be assigned with extended learning tasks

at home. They will be required to read the text aloud at




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

home to deepen their understanding of the text, practise

pronunciation and learn about the expressions and

different text features. This will then be followed by the

recording of the text.

For pre-learning at home, learners will be assigned to

read some texts to know more about the background, fill

in a form, look up dictionary for some subject words or

research some relevant news about the topics.

Follow up exercises will be provided. Some will be

online exercises and some will be printed according to

the topics, activities and students’ needs. Our panel

chairs and the project team will design and develop

them through our biweekly co-planning meetings. The

project team includes the Vice Principal, 2 English

Panel Chairs, 1 level co-ordinator, level English

teachers and one support teacher.

To better promote e-learning at our school and create a

favourable e-learning activities, the e-books will be used

in 3 ways; namely, listening to the story, participating in

a recorded read-aloud process and completing reading

comprehension tasks. To facilitate a better learning

outcome, we will keep students’ read-aloud record at

our department server so we can review, share among

teachers and share with parents in the end-of-term




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

meeting. We will also listen to students’ recording of

read-aloud regularly to help them improve their

pronunciation, fluency and speaking confidence. Their

performance will be monitored on a regular basis before

the lessons by our core team members and teachers.

For some of the e-books, we will also upload the

learning tasks to different mobile apps for consolidation

on targeted vocabulary items, text features and language

functions.

We hope to scaffold students’ learning through

e-learning and develop their language skills by reading

and other learning tasks.

(2) Procure service to conduct co-curricular English language workshops to promote reading across curriculum for P.4-P.5

Objectives:

To introduce a new teaching strategy from reading to

text interpretation through conducting workshops

To develop our students’ language skills from

reading to high-level thinking and applications of

speaking, writing skills and other forms (multimodal

texts)

To learn, observe and integrate the new teaching

strategies and skills into our school-based curriculum

P.4

1 elite

group

P.5

1 elite

group

and 1

average

group

Feb to May

2018

Co-planning

Mar to May

2018

Workshops

conducted

Feb to May

10 sets of resource

materials on reading

activities per level for

P.4 to P.5 will be

developed.

Language activities

on reading will be

conducted for P.4 to

P.5 students. 10

sessions will be

conducted in 10 to 12

weeks.

The developed

workshop

resources will be

integrated into

our school-based

co-curricular

activities and be

used after the

project period.

Our teachers will

learn through

Lesson observation

will be conducted by

our Vice Principal

and panel chairs.

Demonstration

lessons will be

video-taped for our

review. All the

reflection will be

documented in the

Teachers’ Handbook

for this project.




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

and classroom facilitation

P.4 elite group, P.5 elite group and P.5 average group

will be chosen because of the time limitation. These

three groups are the class ability groups. The rest of

the groups will be taken care of by our own teachers

after learning the teaching skills. Our panel team

believes teaching these 3 groups can generate different

experience for our development and can best benefit

the students.

Details of the workshop

The workshop will focus on different text types. The

texts will be chosen from articles, short stories, letter,

diaries, and e-mails. Rich features in terms of language

and text with engaging stories or topics with different

talking points will be used for in-depth discussion. The

texts will be chosen by our school and the service

provider for each level. We will allocate co-curricular

time to conduct the workshops on Tuesday afternoons

(13:45-14:45). The workshops will integrate literacy,

language and arts that aim to increase students’

confidence, creativity and motivation for learning and

using language.

For the workshops, we want to base on different texts,

2018

Workshops

conducted

by our own

teachers

Publishing of

students’ multimodal

presentations of

learning outputs (e.g.

writing,

video-recording of

presentations or

drama, presentations,

drawings and etc.) to

share with parents and

the community.

New school-based

resources to be

integrated into the

curriculum or

co-curricular learning

activities.

70% of P.4 to P.5

students’ confidence

and skills in reading

across the curriculum

enhanced

Assessment results on

reading of over 70 %

of students at P.4 to

P.5 will be improved

by 2 years’ time.

Over 70% students

believe that they are

more engaged in

related co-curricular

co-planning,

implementation,

review, lesson

observation,

sharing among

teachers and

reflection to

enhance their

capacity in

reviewing and

adapting

curriculum in the

future. This

experience will

help us to

conduct any

enhancement in

the future.

Teacher survey will

be used to collect

feedback from both

observers and

teachers for

evaluation.

Student survey will

be used to collect

their feedback on

their engagement

and perception of

this new introduced

teaching pedagogy.

Comparison of

scores and quality of

writing pieces under

the project year and

from previous years.




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

like language art and non-language art. This can help us

better prepare students for secondary school learning.

Tentatively, we will use:

Primary 4

- Narnia (Short Stories, involves History, Religion,

Moral and Value and Arts)

- The workshop will cover 1 text selected from

language art (short stories or poems) and 1 from a

non-language art (a news article, an editor’s letter

or a commentary).

Primary 5

- A Christmas Carol (Short Stories, involves Culture

of the World, History, Music, Moral and Values)

- The workshop will cover 1 text selected from

language art (short stories or poems) and 1 from a

non-language art (a news article, an editor’s letter

or a commentary).

Reading texts will be the used as the input. After

reading, different strategies will be used to engage

students to interpret the texts in various means including

mini-drama, writing, speaking, presentation, drawing

etc. We will publish their work after the workshop to

English learning

activities and show

more creative ways of

interpretation of a text

and can build

connection with a

topic and text to

everyday lives. It

will be assessed by

teachers’ review on

students’ learning

outcome.

80% of students are

engaged in English

learning activities at

the workshops.

Cross-curricular

reading is promoted

among the target

groups and extended

to expression

(interpretation,

writing, debate,

presentation and the

other forms of

expressions).

Students’ responses

and their participation

in different activities

from teachers’

observation




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

share with other students, parents and the other

stakeholders in the community. Learners with talent as

narrators or illustrators will contribute their parts to

enrich the outstanding writing pieces from the other

students for the publication for each year online and in

print.

Teacher’s participation

Co-planning and observing lessons

Our teachers will co-plan with the service provider, give

input and learn from the process. They will also

participate as lesson observers to learn and then develop

the teaching resources and lesson plans for the other

classes. After this project, our teachers will be able to

conduct the same workshop with revised teaching

resources.

Panel chairs, P.4 and P.5 teachers and the instructors of

the workshop will conduct co-planning meetings to

choose reading texts and discuss the lessons. The

service provider needs to customize their workshops

cater for the students’ needs. 10 sessions of co-planning

meetings will be conducted per form, each has 2 hours.

After each co-planning meeting, they will develop

teaching plans and teaching resources. Our panel chairs

will review on the level of difficulties and related

activities and suggest for the further enhancement to

build the finalized version.

The teaching plans of

the workshops are

fully developed, used

and enhanced.

100% of teachers

integrate 100% of the

resources into our

school-based

co-curricular

workshops and

implement the

resources by

ourselves after the

pilot run facilitated by

the service provided.

70% of the teachers

agreed that the quality

of students’ writing

pieces is up to our

teachers’ expectation.

This evident should

be support by our

school-based

assessment result.

Reading activities

infused into English

teaching at P.4 to P.5.

100% of the existing

English teachers who

are assigned to teach

this part of the




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

Service provider should send their NET teachers/

experienced English teachers to facilitate the

workshops. Our teachers will sit in and learn from a

lesson observer role and then have debriefing meetings

with the provider for enhancement of lesson resources.

Trial Run

After the pilot run, our panel chairs, P.4 and P.5 teachers

will customize the lesson materials and further enhance

them into a new version so that we can run similar

workshops at classroom within our school-based

curriculum. The facilitator from the service provider

will observe the same workshop conducted by our

teachers and give feedback, discuss the possible

enhancement or solution to overcome the difficulties

and modify the lesson resources with the teachers

together. Our teachers will then share the experience

with all the other English teachers and also participate in

the resources enhancement so that we can be equipped

with skills for future enhancement.

Evaluation meetings

For the project evaluation, we will have 3 evaluation

meetings. All the important feedback addressed and to

be enhanced will be recorded in our Teacher’s

Handbook for this workshop. So, we can use the

Handbook as reference to review our teaching and

fine-tune teaching strategies every year. Key barriers

for achieving our expected learning outcomes will be

curriculum will

acquire

knowledge/pedagogy

of conducting reading

activities for P. 4 to

P.5 per year.




Grade

level

Time scale

(month/

year)

Expected outcomes/

Deliverables/

Success criteria1

(preferably

measurable)

Sustainability2

Methods of

progress-monitoring

and evaluation3

identified. Teachers will work together to try and

suggest some possible alternatives to overcome them in

the following years.

We will list out the rights to use the materials in the

contract after the contract period.

English Enhancement Grant Scheme for Primary Schools · our curriculum and introduce e-learning into our classroom facilitation. Rationale When we reviewed our existing curriculum,

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