Curriculum Planning
Primary
Ensuring that the range of tasks provided in the school writing programme covers a variety of purposes and text types
Content (ATMs 4‐6) Organisation (ATMs 4‐6) Language & Style (ATMs 3‐5)
Developing students’ writing skills and strategies across levels
Junior Secondary
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Junior Secondary
• Learning topics with contexts related to their everyday life and some formal situations
• Reading & writing texts with some degree of complexity
• Understanding, interpreting
& analysing different texts
• …
Senior Secondary
• Learning topics with contexts related to their everyday life and formal situations
• Reading & writing complex texts
• Understanding,
interpreting, analysing &
evaluating a variety of texts
• … Primary
• Learning topics with contexts related to their daily experience
• Reading & writing simple texts
• Understanding &
constructing meaning from texts
• …
Curriculum Planning
Formality
Enhancing the interface across key stages
Curriculum Expectations in Literacy Development (English Language)
/ Text complexity / Thinking skills
To enrich the language environment
To increase students’
opportunities to use English
Whole-school Language Policy
The Fine-tuned MOI Arrangements
English Extended Learning Activities (ELA) EMI by subject(s)
EMI by class(es)
EMI for all subjects 32
Language Content
Academic content awareness
+
Academic language awareness
Speaking Writing
Language across the Curriculum Listening Reading
Curriculum Planning
Enhancing the interface across key stages
Optimising English Language
Curriculum Planning
Enhancing the interface across key stages
Context Integrated Science
Rhetorical function To compare/contrast Related language items Both, Like / Unlike, But
Writing across the Curriculum
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Curriculum Planning
Enhancing the interface across key stages
Context History
Rhetorical function To compare/contrast
Related language items but, bigger (comparative adjective), however, while
Writing across the Curriculum
Senior Secondary
An example
Curriculum Planning
Primary
Enhancing the interface across key stages
Junior Secondary
Providing opportunities to support students in Writing across the Curriculum
Curriculum Planning
Enhancing the interface across key stages
36 Writing – ATM 4 Writing – ATM 5 Writing – ATM 6 Writing – ATM 7 Writing – ATM 8
Content Writing short texts to
convey simple information, ideas, personal experiences and opinions on familiar topics with some elaboration
Writing texts to convey simple information, ideas, personal
experiences and opinions on familiar topics with some elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with substantial elaboration Pointers
Learners can, for example,
write and reply to simple letters to share personal experiences
write simple descriptions of objects, people, places and events with some details
Pointers
Learners can, for example,
write some formal letters to make simple requests and enquiries
write a range of simple texts to describe, recount, record, explain and propose with some supporting details
Pointers
Learners can, for example,
write some formal letters to make requests and applications with supporting details
write a range of texts to describe, recount, record, explain, propose and summarise with supporting details
Pointers
Learners can, for example,
write formal letters for a range of purposes quite effectively
write a range of texts to describe, recount, record, explain, propose, summarise, review, compare and contrast with
supporting details quite effectively
Pointers
Learners can, for example,
write formal letters for a range of purposes effectively
write a range of texts for various purposes with supporting details effectively
Increase in formality
Writing for
different purposes
The
learning &
teaching of rhetorical functions
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Curriculum Planning
Enhancing the interface across key stages
Examples of Rhetorical Functions and their Related Language Items Commonly Found across KLAs
CDC Supplement to the English Language
Education Key Learning Area Curriculum Guide (Secondary 1 — 3) 2018 – Chapter 6
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Curriculum Planning
Enhancing the interface across key stages
Integrating Writing across the Curriculum in the English Language Curriculum
Writing objectives
ATM 7.2
– write a range of texts to describe, recount, record, explain, propose, summarise, review, compare and contrast with supporting details quite effectively
Writing – ATM 6 Writing – ATM 7 Writing – ATM 8 Content
Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with substantial elaboration Pointers
Learners can, for example,
write some formal letters to make requests and applications with supporting details
write a range of texts to describe, recount, record, explain, propose and summarise with supporting details
Pointers
Learners can, for example,
write formal letters for a range of purposes quite effectively
write a range of texts to describe, recount, record, explain, propose, summarise, review, compare and contrast with
supporting details quite effectively
Pointers
Learners can, for example,
write formal letters for a range of purposes effectively
write a range of texts for various purposes with supporting details effectively
An example
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Chinese or Western Parenting: Which is Best for You?
…Ms Chua was both too strict with her children and too critical of western parenting methods…
…Instead, they said that “good parents make sure their children get top grades”…
…Other studies show that, compared to western parents, Chinese parents spend 10 times longer every day doing homework and other academic activities with their children…
…Chinese parents, however, believe that they know best for their children, and therefore make their choices of activities and courses of study for them…Chinese parents, on the other hand, believe that their children can…
Curriculum Planning
Enhancing the interface across key stages
Source: ELE KLA CG 2017 (Example 2) http://www.edb.gov.hk/eleklacgexamples
Activity 2
Study the excerpt from a text below. Can you identify some learning focuses to support students in learning across the curriculum?
(You may type your ideas in the chat box.)
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Curriculum Planning
Enhancing the interface across key stages
Integrating Writing across the Curriculum in the English Language Curriculum, e.g.
Making use of a graphic organiser (i.e. a Venn diagram) to deconstruct
the main ideas of the reading text; and
the rhetorical function “to compare/contrast”.
Curriculum Planning
Enhancing the interface across key stages
• the main ideas of the reading text
To compare:
• the similarities between Chinese and western parents
• the differences between Chinese and western parents Making use of a graphic organiser (i.e. a Venn diagram) to deconstruct
the main ideas of the reading text; and
Focussing on Content
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Chinese or Western Parenting: Which is Best for You?
…Ms Chua was both too strict with her children and too critical of western parenting methods…
…Instead, they said that “good parents make sure their children get top grades”…
…Other studies show that, compared to western parents, Chinese parents spend 10 times longer every day doing homework and other academic activities with their children…
…Chinese parents, however, believe that they know best for their children, and therefore make their choices of activities and courses of study for them…Chinese parents, on the other hand, believe that their children can…
Curriculum Planning
Enhancing the interface across key stages
the related language items, e.g. “both”, “compared to”, “more/-er…than”, “however / but”, “on the other hand”
Source: ELE KLA CG 2017 (Example 2) http://www.edb.gov.hk/eleklacgexamples
Drawing students’ attention to
the communicative / rhetorical function, i.e. “to compare/contrast”
Focussing on Language
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Curriculum Planning
Enhancing the interface across key stages
Guiding students to plan for their
writing task using a Venn diagram Apply the language items to compare the different views and behaviour between Amy’s parents and the students’
parents in the writing task
Integrating Writing across the Curriculum in the English Language Curriculum, e.g.
Secondary 2 English Language History Science
R e a d i n g
Learning and teaching strategies Rhetorical functions Language items
Teaching focus Topic
W r
i t i n g
Providing relevant contexts for the application of the target language items (e.g.)
Use of visual representation (e.g. a Venn diagram) to help students deconstruct the text To compare/contrast
Showing similarities Both, like, similarly
Showing differences
Unlike, while, however/but, instead of Introducing the forms and functions
of the target language items
Reinforcing the use of the target language items Cultures of the World Industrial Revolution Respiration
“Unlike western parents, Hong Kong parents tend to focus much on their children’s academic performance…”
“Water power was a
source of energy before the Industrial Revolution, while the steam engine has become an important source of energy after the Revolution…”
“Like respiration, burning also produces heat energy…”
Curriculum Planning
Enhancing the interface across key stages
Curriculum Mapping
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Curriculum Planning
Enhancing the interface across key stages
More examples
(Junior Secondary Level) (Senior Secondary Level)
https://www.edb.gov.hk/RWaC_JS https://www.edb.gov.hk/Academic_English
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