Grant Scheme on Promoting Effective English Language Learning in Primary Schools
|Round||Dates for submission||Original Quota||Updated Quota||Schedule for implementing the initiatives|
|1||24th – 28th April 2017||125||115||2017/18 school year (second term) – 2019/20 school year (first term)|
|2||6th – 10th November 2017||125||129||2018/19 school year – 2019/20 school year|
|3||5th – 9th November 2018||125||128||2019/20 school year – 2020/21 school year|
|4||4th – 8th November 2019||125||128||2020/21 school year – 2021/22 school year|
Headstart Group’s Target Areas of Development
In many circumstances, students may find learning English mechanical because they are primarily
engaged in the learning of the four language skills separately.
Additionally, students may lack the understanding of English culture which has become dissociated
from the learning of the English language. This hinders their language development and the nurturing of interest in learning the subject.
This project-based learning based on particular literature, e.g. Shakespeare’s The Merchant of Venice, will be structured into 3 stages in order to equip students with the knowledge and the skills to complete the project:
Stage 1: Project Preparation
Stage 2: Enquiry Process
Stage 3: Concluding Stage
At each stage, the tasks allocated help enhance students’ literacy and language skills, deepen their understanding of the English culture, and develop the 3 project-learning skills: problem management, information management, and self-management.
- Providing students with an alternative learning experience which leads to the enhancement of their literacy and language skills.
- Nurturing a reading culture in the school enabling students to gain access to a variety of learning materials.
- Deepen students’ understanding of the English culture.
- Improvement in students’ reading and literacy skills.
- Development of the 3 important project-learning skills and research skills.
- Appreciation of English literature nurtured.
- Students’ creativity enhanced through activities such as brainstorming promotional ideas for the performance and production of promotional materials.
- Students’ writing ability improved and genre widened as demonstrated by the adaptation of the play and writing of the script.
- Students’ ability to conduct self-directed learning enhanced.
- Students’ sense of ownership of duties developed.
- Students’ speaking skill and speech delivery skill improved with practice of both speaking and speech making.
- Reusable and modifiable teaching materials.
- Shareable and transferable experience experience of conducting project-based learning.
- Foundation of project-based learning to be adopted into the main curriculum.
Students in today’s digital era and knowledge-based society are expected to master the skills in “Read to Learn”. Students should read beyond comprehension through calling on their prior knowledge, learning experiences and interests in wider issues to deepen their understanding of the texts and to make sound interpretation and analysis of them. In face of the new expectations and demands, students should cumulate their skills in “Learn to Read” and move forward to “Read to Learn” through purposeful reading schema and activities.
The programme reinforces skills in “Learn to Read” and guides students to “Read to Learn” as a
cumulative development of their foundational reading ability. The reading materials vary in genre and text types and are based on varied subjects. Reading practices such as paired reading, reading circle, and reader’s theatre will be utilised. Through these practices, students’ interests in reading will be sustained.
- Strengthens students’ reading ability to understand, analyse and interpret texts.
- Broaden students’ scope of interests and cultivate a reading habit among students.
- Boost their confidence in using English to enrich their knowledge of different subjects.
- Provide opportunities for students to connect their reading materials with their personal experience and issues in a wider context.
- Students are able to perform the “Learn to Read” skills.
- Students’ reading interests are enhanced and broadened.
- Students’ time spent on reading increases.
- Students are able to do pair reading in which the more fluent readers can help the less fluent readers.
- Students can make use of English reading to acquire new knowledge.
- Students can express their ideas in English with confidence.
- Students are able to produce reading circle summaries.
- refined and developed teaching methodology to be applied in future class.
- Materials develop can serve as references for the future planning of the school-based curriculum.
To stimulate young students’ interest in learning English, making learning English an interactive, purposeful and relevant experience is paramount. Therefore the challenge is to augment and to strengthen the existing curriculum by injecting desirable elements to allow the lessons to effectively achieve the learning objectives.
Headstart’s NET will work side by side existing English teachers to evaluate students’ level of English. He/she will:
- Research and seek new resources and new thinking to enhance the existing lessons.
- Co-plan and complement the existing curriculum making good use of his/her experience, knowledge and exposure to alternative English teaching methodology.
- Engaged in conducting English activities in order to provide students with authentic contexts to learn and use English.
- Strengthen and enrich the existing English curriculum through in-depth and purposeful co-planning and co-teaching with the team of existing English teachers.
- Cultivate and sustain the atmosphere of English learning at the school.
- Mainstream curriculum and lesson plans strengthened and enriched with the addition of well-researched, interactive tasks and activities.
- Complementation of learning and teaching resources.
- The school’s English learning culture and atmosphere nurtured by the comprehensive collection of fun and appealing co-curricular activities conducted by the NET.
- Authentic English teaching context enhanced by the lessons conducted by the NET.
- Experience transferred from NET to existing English teachers through curriculum and materials co-development.
- Established co-curricular activities which can be continues by school.
To learn more about our Primary Regular and Summer Springboard programme please visit the following pages.
Progress Monitoring and Evaluation
PEEGS Early Bird Campaign
We endeavor to work closely with you to design an initiative that best suits your students’ needs. To show our deep appreciation, for any enquiries received before 6th October 2017, which result in our collaboration and a successful grant of no less than HK$150,000, we shall provide ‘complimentary’
a) 10 after-school Creative Writing lessons for 15 P.5 – P.6 students or
b) a full day excursion for the whole grade of P.1 students
*Details of the operation of these complimentary programmes will be subject to discussion between the school and the company.