Jointly organised by the English Language Education Section, Curriculum Development Institute,

1. In-service Teacher Development Course on Task-based Language Learning, Teaching and Assessment for Primary School English Teachers Jointly organised by the English Language Education Section, Curriculum Development Institute, Education and Manpower Bureau, and the Language Center, Hong Kong University of Science and Technology SESSION 1

2. What does Task-based Language Learning, Teaching and Assessment mean to you? Tell the person sitting in front of or behind you. How similar or different are your ideas, feelings and experiences?

3. Curriculum Curriculum: ‘A set of activities and content planned at the societal level, the school level, the classroom level, and the individual level to foster teachers’ teaching and students’ learning.’ Cheng, 1994.

4. Curriculum ‘The term ‘curriculum’ is defined as the set of total learning experiences through which students learn.’ Basic Education Curriculum Guide Building on Strengths (P1-S3), CDC, 2002: p.8

6. The Intended Curriculum vs. The Curriculum in Practice ‘A curriculum plan is like a blueprint for a building which may never be constructed, may not be constructed as planned, or if constructed may not serve its intended functions.’ Cornbleth, 1990.

7. Developing and Organizing a School-based English Language Curriculum ‘The English Language curriculum framework allows space and flexibility for schools to develop a balanced and coherent school-based English Language curriculum for their learners.’ Draft CDCEnglish Language Curriculum Guide (Primary 1 – 6) (2003:88)

8. Developing and Organizing a School-based English Language Curriculum ‘The development of a school-based English Language curriculum is a collaborative venture involving all teachers in the English panel…takes into consideration the school context, learners’ needs, interests and abilities as well as parents’ and societal expectations.’ Draft CDCEnglish Language Curriculum Guide (Primary 1 – 6) (2003:88-89)

9. Curriculum Development and Effectiveness in HK ‘School environment may hinder individual teacher’s performance in implementing the intended curricula at school level. (School facilities and resources, leadership and team support are the key factors that would influence individual teachers’ performance in implementing the intended curricula.)’ Tsui and Cheng, 2000.

10. Approaches to Curriculum Change

11. Strand Targets Threelearning targets/Strands: Interpersonal To develop an ever-improving capability to use English * to establish and maintain relationships; * to exchange ideas and information; and * to get things done.

12. Strand Targets Knowledge To develop an ever-improving capability to use English *to provide or find out, interpret and use information; * to explore, express and apply ideas; and * to solve problems. Experience To develop an ever-improving capability to use English * to respond and give expression to real and imaginative experience.

13. Five intertwining ways of learning and using knowledge Language is learnt by communicating, conceptualising, inquiring, reasoning and problem-solving through language.

14. A Task-based Approach ‘Tasks are purposeful and contextualised activities in which learners draw together a range of elements in their framework of knowledge and skills to fulfil the task set.’ Draft CDCEnglish Language Curriculum Guide (Primary 1 – 6) (2003:117)

15. A Task ‘A good learning task should: * have a purpose which involves learners in the use of English for the various purposes in the Learning Targets and Objectives; * have a context in which the purpose for using English emerges; * involve learners in a mode of thinking and doing; * require learners to draw upon their framework of knowledge and skills in the process; and

16. A Task * engage learners in carrying out a purposeful activity leading towards a product.’ Draft CDCEnglish Language Curriculum Guide (Primary 1 – 6) (2003:118)

17. What else do they gain from being involved in tasks? ‘Language Development Strategies include, among others, study skills and ways to plan, manage and evaluate one’s own learning. All of these are very important because they enable learners to become motivated, independent and become responsible for their own learning.’ Draft CDCEnglish Language Curriculum Guide (Primary 1 – 6) (2003:54)

18. What else do they gain from being involved in tasks? Altogether, nine types of generic skills have been identified: ·collaboration skills; ·communication skills; ·creativity; ·critical thinking skills; ·information technology skills; ·numeracy skills; ·problem-solving skills; ·self-management skills; and · study skills.

19. What else do they gain from being involved in tasks? ‘The English Language Education KLA provides greater opportunities for the development of collaboration skills, communication skills, creativity, critical thinking skills, problem-solving skills and study skills.’ Draft CDCEnglish Language Curriculum Guide (Primary 1 – 6) (2003:58)

20. What else do they gain from being involved in tasks? Opportunities for the development of positive values and attitudes are provided through learning tasks. ‘Examples of positive values include self-esteem, perseverance, interdependence and tolerance.’ ‘Instances of positive attitudes are responsibility, open-mindedness, confidence in using English and respect for the different cultures of the English-speaking world.’ Draft CDCEnglish Language Curriculum Guide (Primary 1 – 6) (2003:59)