Focusing, Deepening and Sustaining – English Language Education KLA Curriculum (For Primary Schools)

Consultation Seminar on

the Ongoing Renewal of the School Curriculum:

Focusing, Deepening and Sustaining – English Language Education

KLA Curriculum

(For Primary Schools)

English Language Education seeks to:

develop learners’ English proficiency for study, work and leisure;

provide them with opportunities for personal and intellectual development;

extend their knowledge and experience of other cultures through the English medium; and

help them overcome the challenges of the rapidly changing and keenly competitive knowledge-based society of Hong Kong

Position of ELE KLA in the School Curriculum

Further studies, work

etc

Lifelong language

learning

Continuity of Progression in English Language across Key Stages

KS1 & KS2 KS3 KS4

English Language Literature in English

(Elective) English

Language English

Language

English Language Education KLA

Lesson Time (over 3 years) P1- P3

(KS1)

P4-P6 (KS2)

S1-S3 (KS3)

S4-S6 (KS4) English

Language

404-499 hours (17-21%)

404-499 hours (17-21%)

468-578 hours (17-21%)

310-375 hours

(12.5% to 15%) Literature in

English - - - 250 hours

(10%)

Suggested Time Allocation

Rationales for Updating

English Language Education KLA:

To review the ELE KLA Curriculum (P1-S6) holistically in order to strengthen vertical continuity and coherence within and across KLAs

To bridge the gaps identified in the implementation of the ELE KLA Curriculum over the past decade

To keep abreast of the latest development in English Language Education

Ongoing Renewal of the School Curriculum:

To align with the guiding principles for the ongoing renewal of the school curriculum and the updated learning goals of school education

To incorporate the key emphases for ongoing renewal of the school curriculum

To address the challenges arising from the needs of

society and the advancement of technology

Interface between KS3 and KS4

(CDC, 2002)

(P1 – S3)

9 years

(CDC, 2016)

(P1 – S6)

Including

• supplements for JS level

• Literature in English as elective subject

ELE KLACG

12 years

Making use of the learning targets and objectives provided to plan and develop a coherent school-based English Language Education curriculum with built-in

pedagogical approaches which facilitate learning progression and which suit learners’

needs, interests and abilities at different key stages of learning

Providing a language-rich environment to encourage learners to learn and use English, and to support their learning of other subjects in English

Making use of a broad range of activities and materials to enhance learners’

motivation, and to develop, inter alia, their creativity as well as critical thinking and problem-solving skills

Promoting a culture of reading among learners

Developing skills of learning how to learn as well as positive values and attitudes conducive to independent and lifelong language learning

Providing additional support to prepare classes for the switch to the English medium of instruction at Secondary 4

Updating of the ELE KLACG

(CDC, 2002)

(P1 – S3)

(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)

9 years

(CDC, 2016)

(P1 – S6)

Including

• supplements for JS level

• Literature in English as elective subject

ELE KLACG

(CDC, 2004) (CDC & HKEAA, 2007)

12 years

To be proficient in biliterate & trilingual communication for better study & life;

To acquire & construct a broad & solid knowledge base, & to be able to understand contemporary issues that may impact on learners’

daily lives at personal, community, national & global levels;

To develop & apply generic skills in an integrative manner, & to

become independent & self-directed learners for future study & work;

To be an informed & responsible citizen with a sense of national &

global identity, appreciation of positive values & attitudes as well as Chinese culture, & respect for pluralism in society;

To use information & information technology ethically, flexibly, &

effectively;

To understand one’s own interests, aptitudes & abilities, & to develop

& reflect upon personal goals with aspirations for further studies &

future career;

To lead a healthy lifestyle with active participation in physical &

aesthetic activities, & be able to appreciate sports & the arts.

Updated Learning Goals of School Education

Overall Aims of the

English Language Education Curriculum

To provide every learner of a second language with further opportunities for extending their knowledge and experience of the cultures of other people as well as opportunities for personal and intellectual development, further studies, pleasure and work in the English medium; and

To enable every learner to prepare for the changing socio- economic demands resulting from advances in information technology; these demands include the interpretation, use and production of materials for pleasure, study and work in the English medium.

*The overall aims of the ELE KLA curriculum remain unchanged.

Diagrammatic Representation of the English Language Education KLA

Curriculum Framework

The overall aims are spelt out.

The learning targets and objectives are included.

Upward arrows are used.

Increasing learners’ motivation in learning English Strengthening learners’ ability to learn independently

Supporting learners with diverse learning needs, e.g. students with special educational needs (SEN) and gifted students

Stepping up learners’ literacy skills to meet the needs in study and everyday life, and the challenges in society and around the world Heightening learners’ awareness of appropriate language use in various contexts

Enhancing learners’ ability in collecting and managing the vast

amount of information brought about by advancement of technology and promoting ethical use of information

Helping learners develop the essential qualities and positive values and attitudes required in the 21st century

Further effort required in the

implementation of the ELE KLA curriculum:

Catering for Learner Diversity

Major Updates of the ELE KLACG (P1-S6)

Catering for the Needs of SEN and Gifted Learners in the Mainstream English Classroom

Promoting Assessment for Learning

Generic Skills

Reading to Learn

IT for Interactive Learning

Moral & Civic Education

Project Learning

(2016, P1-S6)

• English Language

• Literature in English ELE KLACG (P1-S6)

Learning & Teaching Grammar in Context Learning and Teaching of Text Grammar

Extending from Assessment for Learning to Assessment as Learning

Integrative Use of Generic Skills

Strengthening Literacy Development and Reading across the Curriculum

e-Learning & Information Literacy

Values Education

STEM Education (including entrepreneurial spirit)

Implementing a School-based

Curriculum

Creating an English-rich Environment Promoting

Reading to Learn Adopting a

Variety of Learning Activities

Making use of a text for learners to notice the use of the target grammar items and structures in context

Engaging learners in exercises & activities focusing on the practice of the forms and

functions of the grammar items and structures

Providing meaningful tasks for learners to apply their grammar knowledge & use the target grammar items &

structures for purposeful communication, where grammar learning goes beyond sentence grammar to text grammar

Learning & Teaching of Text Grammar

Going beyond Sentence Grammar to Text Grammar

Adopting a

Task-based Approach

Mainstream English classroom

E N

S G I F T E D

Accommodating diverse learners’needs in the mainstream English classroom

Catering for the Needs of SEN & Gifted Learners in the Mainstream English Classroom

Gifted Learners

Allowing flexibility with the curriculum to address

differences in the rate, depth and pace of learning

Providing enrichment activities which encourage creativity and original thinking

Encouraging learners to pursue independent projects or study based on their interests and abilities Guiding learners to set individual goals and assume ownership of their learning

Learners with SEN

Adapting the learning content

Adopting a multisensory approach to learning and teaching

Using multimodal learning and teaching aids and materials

Adjusting the pace and linguistic load of instruction Setting realistic assessment goals/objectives

Besides adopting effective strategies, such as flexible grouping, differentiating learning tasks and promoting self-access learning, to cater for learners’ diverse needs, due consideration should also be given to support learners with special educational needs (SEN) and gifted learners.

Strengthening Assessment for Learning

Adopting diversified modes of assessment to:

generate broad and balanced information about students’

achievements in relation to the Learning Targets & Objectives provide appropriate contexts for carrying out assessment for learning

Making use of assessment tools (e.g. the Learning Progression Framework (LPF)) to:

develop school-based criteria or descriptors

communicate learning performance to students and parents

Making use of data from internal

assessment, TSA, Pre-S1 HKAT and online assessment platform (e.g. STAR) to:

review school-based curriculum and effectiveness of learning & teaching strategies

plan remediation & progression

Homework

Quiz/

Test/Exam

Project

Portfolio Learning

Task &

Activity Online

Assessment Performance

Task

Process Writing

Oral Presentation

Adopting Diversified

Modes of Assessment

Observation

Values and Attitudes

Skills Knowledge

Relationship between the

Curriculum Framework and Basic Competencies (BC)

BC refers to the basic standard that learners should attain in relation to the Learning Targets and Objectives set out in the curriculum by the end of each key stage of learning (KS1-3).

BC describes the essential subject knowledge and skills which learners should possess in order to progress to the next stage of learning.

(HKEAA) TSA

Assessments for Basic Competency

TSA

BC

Curriculum Framework

http://www.bca.hkeaa.edu.hk/web/TSA/en/2015QuickGuidePri/QG_P_BC_E.pdf

Extending from Assessment for Learning to Assessment as Learning

Enhancing learners’ self-directed learning capabilities through introducing metacognitive strategies:

Monitoring the learning process Reflecting on

learning performance &

effectiveness of strategies

adopted

Formulating plans to attain

goals Setting

personalised learning goals

Promoting AaL

Lifelong learning

Challenges in the 21st

century

Literacy and Reading across the Curriculum (RaC)

The ability to read and write

effectively Literacy Development in the English Classroom

Promoting RaC

Communicative Functions for General Purposes

Rhetorical Functions for Academic Purposes

Promoting Literacy across the Curriculum

Equipping Students with New Literacy Skills

audio

visual

gestural spatial

linguistic

Processing & creating multimodal texts

To achieve the learning objectives:

• Language Forms and Communicative Functions

• Language Skills

• Language Development Strategies

• Generic Skills

• Attitudes Specific to English Language Learning

• …

Roles of English Language Teachers

Strengthening Literacy Development and Reading across the Curriculum

To achieve the overall aims of education:

• Lifelong learning

• Whole-person development

e-Learning

e-Learning is an open and flexible learning mode involving the use of electronic media such as digital resources and communication tools to achieve the learning objectives.

Advantages of e-Learning

Catering for learner diversity

Allowing flexibility to learn inside/outside the

classroom

Allowing flexible use of e-resources,

IT tools & mobile devices

Engaging learners in understanding their

own learning progress Applying IT skills for

presentation, information evaluation … Engaging learners in

participating in interactive &

collaboration work

Enhancing teachers’ technological

knowledge in equipping learners with the knowledge & skills to process & create multimodal texts

Enhancing teachers’ pedagogical repertoire in making effective use of e-learning

resources, e.g. digital texts and e-learning tools, to facilitate learning, teaching &

assessment

Promoting e-Learning in the Context of the Implementation of the

English Language Education Curriculum

Information Literacy

Enabling learners to make effective and ethical use of information for lifelong learning

Equipping learners with the skills in:

• applying IT skills to process information and produce user-generated content

• locating, evaluating, extracting, organising and

presenting information

e-Learning and Information Literacy

e-Learning and Information Literacy can be promoted in the ELE KLA through:

Providing opportunities for learners to process and create multimodal texts

Introducing flipped classroom to allow flexibility for learning outside the classroom and to cater for learner diversity

Encouraging quality interactions on social networking platforms among learners and between learners and teachers

Engaging learners in the application of IT skills in presenting their work

Making effective use of software/applications to foster collaboration among learners and develop their creativity and problem-solving skills

Providing opportunities for learners to collect, organise and manage information from different sources and create new ideas of their own

• perseverance

• respect for others

• integrity

• national identity

• commitment

• responsibility

• care for others

Values Education

e.g.

• common good

• justice

• respect for rule of law Nurturing in learners

the seven priority values and attitudes

Nurturing in learners the other essential positive values and attitudes

Promoting values education in the ELE KLA through activities such as:

• selecting texts and viewing materials for discussion on how people face adversities in life positively (e.g. perseverance, commitment, common good)

• organising co-curricular activities to promote good personal qualities and virtues (e.g. integrity, respect for others, justice)

• collaborating with professionals to organise talks, forums and debating activities on social/global issues (e.g. respect for rule of law, care for others, national identity)

STEM Education (including entrepreneurial spirit)

Enhancing learners’ creativity, innovativeness, entrepreneurship and problem solving skills

Strengthening learners’ integrative learning and application of skills Enhancing learners’ interest in science, technology and

mathematics and understanding of the world of work

STEM

Education

+ -

^{x =}

Promoting STEM education in the ELE KLA through activities such as:

• designing activities and projects to encourage learners to work out innovative solutions to problems or create new ideas

• collaborating with other KLAs to enrich and connect experiences through RaC and life-wide learning activities

• introducing relevant materials about issues and people in the fields of science, technology and mathematics to guide learners to think critically about them

Generic Skills

Basic Skills Thinking Skills Personal & Social Skills

Communication Skills Critical Thinking Skills Self-management Skills

Mathematical Skills* Creativity Self-learning Skills*

Information Technology Skills Problem Solving Skills Collaboration Skills

• Generic skills are grouped to facilitate holistic curriculum planning and a review of learners’ generic skills development over time.

• Integrative use of generic skills is encouraged, e.g. holistic thinking skills, collaborative problem-solving skills.

*Numeracy Skills and Study Skills were used in “Learning to Learn: The Way Forward in Curriculum Development” (2001).

Promoting the integrative development and application of generic skills in the ELE KLA through tasks, projects, drama performance and debating competitions on specific themes/topics

Holistic Thinking

26

Collaborative Problem Solving

Integrative use of generic skills

Strengthening Literacy Development & Reading

across the Curriculum

• Making connection between reading and writing activities

Integrative Use of Generic Skills

• Thinking critically about qualities of famous people and writing creatively

e-Learning &

Information Literacy

• Using an app for creating e- books

Example (Primary) - Follow Your Dream

Level: Upper primary

Learning Tasks: • Reading an information book How to be a Sports Star and the biographies of famous people

• Creating an e-book about their dream job for display on the school Open Day

Learning Objectives:

Learning Activities:

• Predicting the content

• Identifying imperatives used in an advertisement

1. Reading an information book

• Designing a one-day menu for an athlete 2. Studying a pamphlet about calorie and energy

• Engaging in a jigsaw reading activity to find out important qualities to become a successful person

• Adding and drawing appropriate

images/pictures with captions to illustrate the intended messages 4. Learning the function and operation of an app for creating an e-book

• Learners are provided with quality and constructive feedback on the digital multimodal texts.

• They display their e-books on the school Open Day.

5. Providing students with quality and constructive feedback

3. Reading the biographies of famous people

Other Examples

Baby Duck and the New Glasses

illustrating how collaborative problem-solving skills can be promoted in the English classroom

It’s a Small World

illustrating how values education can be integrated into

the English classroom

• Guiding Principles for Quality Textbooks

• Other learning and teaching materials

• EDB resources, e.g. resource packages, ETV programmes, One- stop Portal

Quality Learning &

Teaching Resources

• Government departments and non-government organisations

• Museums, libraries, theatres

• Parents, alumni, employers

• Community resources

Partnership

• PDPs provided by schools and EDB

• Seed Projects

• School-based Support, including NET Section, Language Learning Support Section (LLSS), University-School Support Programmes (USP), Professional Development Schools (PDS) Scheme , QEF Thematic Network (QTN)

Professional Development of Curriculum Leaders &

Teachers

What are the supporting strategies?

Sustaining

- Implementing a School- based Curriculum - Adopting a Variety of

Learning Activities

- Promoting Reading to Learn - Creating an English-rich

Environment

Deepening

- Learning and Teaching of Text Grammar

- Catering for the Needs of SEN and Gifted Learners in the Mainstream Classroom

- Extending from Assessment for Learning to Assessment as Learning - Strengthening Literacy Development and Reading across the Curriculum

Focusing

- e-Learning and Information Literacy

- Integrative Use of Generic Skills

- STEM Education (including entrepreneurial spirit)

- Values Education

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Ongoing Curriculum Renewal –

Focusing, Deepening and Sustaining

Collection of Feedback on the Updating of the ELE KLA Curriculum (P1-S6) (2-month Consultation from 7 Dec 2015 to 15 Feb 2016)

To collect views from schools on the major updates of the ELE KLA

Schools are expected to refer to the Consultation Brief on Updating the ELE KLA Curriculum (P1-S6), complete and return the questionnaire on or before 15 February 2016.

Questionnaire survey (ALL schools)

Consultation Brief on Updating the

English Language Education KLA Curriculum

(P1-S6)

Link for downloading:

www.edb.gov.hk/en/curriculum-development/renewal/