Curriculum Leadership Series:
Ongoing Renewal of the School Curriculum for English Panel Chairpersons
N O V 2 0 1 7 E N G L I S H L A N G UA G E E D U C AT I O N S E C T I O N C U R R I C U LU M D E V E LO P M E N T I N S T I T U T E E D U C AT I O N B U R E A U
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Objectives
To enhance English Panel Chairpersons’ understanding of their roles as curriculum leaders and their capacity to incorporate the major updates of the English Language Education Key Learning Area under the ongoing renewal of the school curriculum (ELE KLACG)(2017);
To provide suggestions on how to lead the English Panel to incorporate the major updates, in particular, promoting Language across the Curriculum (LaC) in the school English Language curriculum; and
To share strategies and experiences on planning and implementing LaC at the secondary level (by the Principal and LaC Coordinator from Methodist College)
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What is the role of the English Panel Chairperson?
Share with your group members:
‐Three most important duties
‐Three most time‐consuming duties
Go to www.menti.com and use the code 44 54 14
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The role of the English Panel Chairperson
Collaborate with other KLA panels and promote a culture of
collaboration English Panel
Chairpersons Plan, implement and evaluate the curriculum
Keep abreast of latest
developments in the curriculum &
initiate changes as necessary Build capacity
Manage resources
Assist in implementing the whole‐school
curriculum
Provide appropriate student‐centred language programmes
Create a language‐rich environment in the
school Ensure
vertical and horizontal curriculum coherence Enhance
assessment literacy
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Curriculum Management and Leadership
Management Leadership
staff and resources deployment
implementing the school EL curriculum and other related initiatives
adaptable to changes
goal setting
re-evaluating goals and modifying the school EL curriculum
Maintenance Development
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Tasks for English Panel Chairpersons
Leading and managing staff
Effective deployment of staff and resources
Source: Turner, C. (2005). How to Run Your Department Successfully. London: Continuum, p.6.
English Panel Chairpersons Strategic direction and development of the subject
Managing learning and teaching
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Curriculum Planning
Learning
&
Teaching
Resources Management
Curriculum Leadership &
Management
• Enhancing students’ language and generic skills that contribute to the success of their study
• Developing a reading programme to support students’ literacy skills development across levels
• Promoting reading / writing across the curriculum
Leading and working with panel members to
• teach reading and writing skills explicitly
• enrich students’ English learning experiences through promoting LaC
• integrate e‐learning into the English Language classroom
• Collaborating with the school librarian to identify suitable reading texts and organising cross‐curricular learning activities
• Seeking external resources and support (Applying for funds from the school sponsoring body / alumni / Quality Education Fund)
For example:
Curriculum Leadership and Management
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Curriculum Planning
• teachers aligning what is taught, and discussing the
progress of learning and conduct of assessments to ensure key concepts are covered in every classroom at the level
Horizontal coherence
• learning logically sequenced across all levels so that
students are building on what they have previously learnt and progress to more challenging, higher‐level work
Vertical coherence
• ensuring the curriculum is well‐planned to facilitate
learning in the subject, and enabling communication and collaboration among all teachers in the panel
Subject‐area coherence
• focusing on skills and habits that students need to succeed in their study, such as reading and writing skills
Interdisciplinary coherence
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School‐based Professional Support Section Language Learning Support Section
Native‐speaking English Teacher Section Quality Education Fund Thematic Network English Language Education Section
Information Technology in Education Section Professional
Support Services
Professional Support
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Resources
EDB
• One‐stop Portal
• ETV
• English Language Education Learning and Teaching Resources
• Radio Programmes
Others
• Public Libraries
• Internet, e.g. YouTube, TED‐Ed, BBC, British Council
• Application Software (e.g. tools for polling, organisation, collaboration and production)
• Lexile
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Professional Development Programmes (2017/18) Professional Development Programmes (2017/18)
http://www.edb.gov.hk/en/curriculum‐development/kla/eng‐edu/professional‐development‐programmes.html
Literacy Skills
• Enhancing the Interface: Developing Reading Skills of Secondary Students with Reference to the Learning Progression Framework
• Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level
• Developing Secondary Students’ Writing Skills with Reference to the Learning Progression Framework
e‐Learning • e‐Learning Series: Adopting e‐Learningto Enhance Students’ Grammar Knowledge and Promote Self‐directed Learning
• e‐Learning Series: Effective Use of IT to Explore Literary Texts in the Junior Secondary English Classroom
• e‐Learning Series: Effective Use of e‐Resources for Communication – Tapping into Students’ Creativity, Critical Thinking and Problem‐solving Abilities
• e‐Learning Series: Media Literacy in the Junior Secondary English Classroom – Enhancing Critical Thinking Skills through the Use of Digital Texts
Assessment Literacy
• Effective AssessmentPractices in the English Language Curriculum
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Professional Development Programmes (2017/18) Professional Development Programmes (2017/18)
Catering for Learner Diversity
• Catering for Learner Diversity Series: Adopting e‐Learning to Cater for Students with Special Educational Needs in the Junior Secondary English Classroom
• Catering for Learner Diversity Series: Stretching the Potentials of Advanced Learners in the Secondary English Language Classroom
• Catering for Learner Diversity Series: Effective Strategies for
Accommodating Diverse Needsof Students in the Secondary English Classroom
Senior Secondary Studies
• Effective Learning and Application of Grammar Knowledge in the Senior Secondary English Language Classroom
• Developing Students’ Creativity and New Literacy Skills through Language Arts Elective Modules
• Developing Students’ Thinking Skills through the Non‐language Arts Elective Modules
New Teachers • Understanding and Interpreting the English Language Curriculum for New English Teachers
http://www.edb.gov.hk/en/curriculum‐development/kla/eng‐edu/professional‐development‐programmes.html
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Useful Websites
Learning and teaching resources
Curriculum Documents
http://www.edb.gov.hk/en/curriculum-development/kla/eng- edu/curriculum-documents.html
Resources developed by the English Language Education Section, CDI http://www.edb.gov.hk/index.aspx?nodeID=2773&langno=1
Resources developed by the Native-speaking English Teacher Section, CDI http://www.edb.gov.hk/en/curriculum-development/resource-support/net/enet- resources.html
Resources developed by the Language Learning Support Section, CDI http://cd1.edb.hkedcity.net/cd/languagesupport/resource/index_e.htm
One-stop Portal for Learning and Teaching Resources
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html
ETV Programmes
http://etv.edb.gov.hk/home.aspx
RTHK Teen Time Radio Programme
http://app3.rthk.hk/special/teentime/mainpage.php
HKedCity English Campus http://www.hkedcity.net/english
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Useful Websites
English Language Education Section, EDB
http://cd1.edb.hkedcity.net/cd/languagesupport/resource/index_e.htm Central Resources by Curriculum Development Institute, EDB
http://www.edb.gov.hk/crc
Standing Committee on Language Education and Research (SCOLAR) http://www.language-education.com/eng/index.asp
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(CDC, 2002)
(P1 – S3)
(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)
9 years
(CDC, 2017)
(P1 – S6)
12 years
(CDC, 2004) (TBC) (CDC & HKEAA, 2007) with updates in 2015 Supplement
to ELE KLACG (JS)
Ongoing Renewal of the School Curriculum
http://www.edb.gov.hk/en/curriculum‐development/renewal/
Updating of the ELE KLACG
Catering for Learner Diversity
Promoting Assessment for Learning
Generic Skills
Reading to Learn
IT for Interactive Learning
Moral & Civic Education
Project Learning Grammar in Context
(P1‐S3) 2002
ELE KLACG (P1‐S3) (2002)
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Catering for Learner DiversityCatering for the Needs of Students with SEN and Gifted Students in the Mainstream English Classroom
Promoting Assessment for Learning
Generic Skills
Reading to Learn
IT for Interactive Learning
Moral & Civic Education
Project Learning (P1‐S6) 2017
Grammar in Context
Learning and Teaching of Text Grammar
Extending Formative Assessment from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills
Literacy and Language across the Curriculum
e‐Learning & Information Literacy
Values Education
STEM Education (including Entrepreneurial Spirit)
Major Updates of the ELE KLACG (P1‐S6) (2017)
Grammar in Context or Text Grammar?
Grammar in
Context
Complementary ConceptsText Grammar
• beyond the sentence level
• grammar items typical of a particular text type
• how grammar contributes to the coherence & the structure of a text
• how to apply grammar knowledge to create texts of different text types
• the link between form and function and how grammar makes
meaning and varies in different contexts
• how contexts shape the choice of
language used
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Situation
Your teacher wants you to plan a tour and write an itinerary for the tour. Your class is learning about things to do in Hong Kong. Your teacher has given you some information about places to explore in Hong Kong, e.g. an itinerary.
Reading
Reading an Itinerary Coherence
Language &
context
Communi‐
cative purposes Tone, style &
register
Grammar learning goes beyond sentence grammar to
text grammar
Level: Junior secondary Unit: Out and About
Introduction Information about
the tour
Body Description of
the scenic spots
Closing Invitation to readers
Title
Scenic spot
Visiting time
Activities How to get there Organising structure
across paragraphs
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Text
Writing
Applying Grammar Knowledge in Context
Writing an Itinerary
Using repetitive
structure across paragraphs
Using subheadings
to organise the events
Using connectives to sequence
events Using
imperatives to make invitation
Grammar Learning goes Beyond Sentence Grammar toText Grammar
Scenic spot Visiting time Activities
Organisation across paragraphs
How to get there
• Automatising the grammar rule and using it naturally
Automatising Structuring and
Restructuring
• Structuring the grammar rule in mind
• Restructuring it and applying it in new contexts
Reasoning &
Hypothesising
• Hypothesising the grammar rule
Noticing
• Noticing the specific language patterns in texts
Hedge, T. (2000) Teaching and learning in the language classroom . Oxford University Press.
Inductive
/ Discovery ApproachProcess of Learning Grammar
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What learners can find out for themselves is better remembered than what they are simply told. (Ellis, 2003)
The discovery process can promote greater depth of processing and engagement on the part of the learners, which in turn results in more significant learning.
(Larsen‐Freeman, 2003)
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Lifelong learning
Challenges in the 21stcentury
The ability to read and write effectively Literacy Development in the
English Classroom
Processing and creating multimodal texts
Equipping Students with New Literacy Skills
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Using e‐resources to develop writing skills
Using e‐resources to facilitate the development of students’
literacy skills and the creation of multimodal texts
Tellagami Popplet
http://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in- edu/IL_for_HK_Student_2016(Draft)_Eng_20161116.pdf
Information Literacy Framework for HK Students
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Making predictions about the content using pictorial cues (e‐feature: mask) Working out the meaning of words / phrases,
i.e. ‘blend into’ by clicking on the words in bold(e‐feature: word definition)
i.e. ‘blend into’, ‘sways like a flower in the breeze’, ‘shaped like petals’, ‘behave like giants’ by using semantic clues (e‐feature: video clip)
Multisensory Input
Supporting independent reading with the use of technology
Using e‐resources to develop reading skills
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Making predictions about the content using pictorial cues (e‐feature:
mask)
Working out the meaning of words / phrases:
‘camouflag e’
(e‐
feature:
word
definition)
Working out the meaning of words / phrases
• ‘blend into’,
‘sways like a flower in the breeze’,
• ‘shaped like petals’,
• ‘behave like giants’ by using semantic clues (e‐feature:
video clip)
Enhancing Interactions in the English
Classroom
Design of interactive
learning activities
Effective use of learning and teaching
materials
Effective use of learning &
teaching strategies Making use
of e‐
environment
Enhancing Interactions in the English Classroom
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Promoting Assessment
for/as Learning
Strengthening AfL:
- Adopting diversified modes of assessment - Making use of
various assessment tools
- Making effective use of assessment data
Extending from AfL to AaL:
- Enhancing learners’
self-directed learning capabilities through introducing
metacognitive strategies
Learner Independence
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Formative assessment
Assessment as
Learning
enhances learners’ role and responsibility in reflecting on, monitoring and evaluating their own progress of learning
Assessment for
Learning
integrates assessment into learning and teaching process to inform and facilitate learning and teaching
Summative assessment
Assessment of
Learning
reports on previous learning of learners
Extending from Assessment for Learning (AfL) to Assessment as Learning (AsL)
Learner Independence
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Catering for Diversity
Differentiated Curriculum
Differentiated Materials
Differentiated Instruction Differentiated
Assessment
• Graded worksheets
• Authentic context
• Self‐access
learning materials
• Scaffolding
• Multisensory input
• Organisation tools
• Tip boxes/
Challenges
• Bloom’s taxonomy
• Revising and recycling
• Multiple
representations
• Creative tasks
• Rubrics for assessment
• Reducing / increasing word limit
• Peer assessment
• Core section
• Remedial programme
• Extended
section/Enrichment
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Adopt a multi‐
sensory approach
Supporting Students with Special Educational Needs (SEN)
Differentiate in terms of Content, Process, Product&
Learning Environment
in t erne t Encourage personalised learning goals based on students’
own needs
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Unleashing Potentials for Gifted Learners
• Higher order thinking skills
• Multiple intelligence
• Thinking skills (e.g. SCAMPER, thinking hats)
• Transformation of ideas, divergent thinking, multiple perspectives (e.g. sociological, scientific, historical)
• Social issues and real world knowledge
• Enrichment programmes
•External competitions
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National Identity
Integrity Perseverance
Commitment
Respect for Others
Responsibility
Care for Others
Values education in different domains
Basic Law education
Life education
Media education Sex
education
Human rights education
Health &
anti‐drug education Environmental
education Road
safety education
Moral and Civic education
Values Education
Seven Priority Values and Attitudes
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Integrative Use of Generic Skills
Two examples of integrative use of generic skills:
‐Holistic thinking skills: involving the use of critical thinking skills, problem solving skills and creativity
‐Collaborative problem solving skills: involving the use of collaboration skills, communication skills and problem solving skills
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In the ELE KLA context, STEM education can be best promoted through RaC / LaC and project learning
Whole‐school initiative:
STEM education
ELE KLA supports the implementation of STEM education through RaC/LaC activities, e.g.
‐ introduce STEM‐related reading materials
‐ design tasks, activities and projects to create new things or work out innovative solutions to problems
‐ connect learning experiences through life‐
wide learning
‐ infuse elements that help nurture an entrepreneurial spirit
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Considerations when implementing the major emphases in the school curriculum
School Development Plan and Major
Concerns
Cross‐KLA or Cross‐
departmental Collaboration
Teachers’
Readiness School Mission
/Background /Culture
Curriculum Planning and
Task Design
Students’
Ability
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Promoting
Language across the Curriculum
your experience in coordinating with teachers of other panels in promoting Language across the Curriculum
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Share with your group members:
Discussion
Support learning &
teaching Build
leadership capacity
Allocate resources Student Motivation, Engagement &
Attitude
An effective whole‐school approach steers actions on many levels related to the following areas:
School policies and environment
Enhancing literacy development across KLAs
Supporting learning and teaching
Building leadership capacity to facilitate collaboration
Implementing LaC:
A whole‐school approach
Adapted from: Taking Action on Adolescent Literacy by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes http://www.ascd.org/publications/books/107034/chapters/Develop‐and‐Implement‐a‐Schoolwide‐
Literacy‐Action‐Plan.aspx
Language across the Curriculum (LaC)
An LaC approach is one that integrates language learning and content learning
coordinate and facilitate the collaboration among teachers
communicate with other KLAs, plan the curriculum and lead the members in the panel
introduce and teach the skills, reinforcing them from time to time in English lessons
re‐teach those skills or introduce related skills / concepts in their lesson, integrating language and content
Example:
After the concept “suffixes” is covered in the English lessons, the Integrated Science teachers introduce common suffixes that can be found in Science texts, such as ‘‐logy’ in ‘radiology’
and ‘zoology’, and ‘‐ium’ in
‘sodium’ and ‘calcium’.
Books for reference:
Book title: Language Across the Curriculum
& CLIL in English as an Additional Language (EAL) Contexts
Author: Angel M.Y. Lin
Book title: Cross‐curricular Resources for Young Learners
Author: Immacolata Calabrese & Silvana Rampone
How to promote Language across the Curriculum
Create a language rich environment
Foster a culture of collaboration among KLAs
Promote reading across the curriculum
Promoting Language across the Curriculum‐
Creating a Language‐rich Environment
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School language policy
Achieve a consensus among the teachers on what should be the school language policy, e.g.:
Which subjects would be taught in English?
Where should students speak English?
Should all staff use English when communicating with students?
To what extent should school assemblies or extra‐curricular activities be conducted in English?
Decide on the use of language in, e.g.:
notices and announcements
display boards
circulars
Make the school language policy explicit to teachers and students
Literacy materials
Reading materials
Providing access to reading materials that cater for the interests and needs of students
Format: Print form
Examples: books, booklets, newspapers, newsletters, journals, posters, leaflets, flip cards
Functions: (1) to record and convey knowledge and information (2) to help students develop ideas
(3) to enable students to express themselves
Literacy materials
Digital / Audiovisual materials
Today’s world has become more visual “The ability to understand images and symbols is just as important as understanding words” (Lim 2010)
Format: digital / non‐print format
Examples: e‐books, e‐magazines, online articles, DVDs
Functions: (1) to arouse students’ motivation
(2) to provide sources of knowledge and information
(3) to complement and supplement print materials
Providing multimodal reading experiences
Literacy materials should provide students with multiple means of communication as multimodal texts help students retain information.
According to Rief (1993), students retain:
10 % of what they read 20 % of what they hear 30 % of what they see
50 % of what they see and hear 70 % of what they say
90 % of what they say and do
e‐Resources: Epic, CSI Literacy
Literacy activities
Interactive and enjoyable activities can be combined with reading to:
enrich English learning experience
encourage learners to interact with their environment
enhance their higher order thinking skills such as creativity and critical thinking
Literacy activities: An example
increase students’ exposure to English and enhance their ability to learn non‐language subjects through:
Inside classroom
(English Lessons)
Teachers introduce subject‐specific vocabulary and common language structures / features used in texts on different subjects.
Teachers introduce subject‐specific vocabulary and common language structures / features used in texts on different subjects.
Outside classroom
(English / LaC Days)
Students take part in activities that develop their interest and knowledge in learning non‐language subjects through English.
Students take part in activities that
develop their interest and knowledge in
learning non‐language subjects through
English.
Inside Classroom
Programme design
Learning materials (e.g. reading texts, worksheets, resource packages) are designed with reference to the modules of the school English curriculum to equip students with language skills in non‐language subjects
Teachers
involved & roles
English teachers
developing learning materials
conducting lessons
Non‐language teachers
giving advice on the content related topics to be covered
Outside Classroom
Programme design
Cross‐curricular activities of different KLAs (e.g. drama, interclass competition, book exhibition, game booth)are organised during lunch time to increase and widen students’ exposure to the language used in non‐language subjects.
Teachers
involved & roles
English teachers
giving advice on the language elements
Non‐language teachers
proposing the topic and content to be included
taking the lead to guide student helpers to design the activities
Physical environment
An attractive, organised and inviting reading environment can accelerate students’ literacy development and promote good reading habits.
The availability of appropriate, adequate and accessible literacy
materials as well as how they are organised can influence the
acquisition of reading skills.
Physical environment: An example
Collaborate with the School Library
source suitable books for different KLAs (based on teachers’
suggestions and students’ needs)
organise learning activities to
motivate student to read
develop students’ reading skills
promote LaC
maintain an organised and encouraging reading environment
Physical environment: An example
Create a Class Library
a balance of fiction and nonfiction texts
a variety of text types
match the school curricula of different KLAs
keep the books organised, e.g. by
Theme
Level of difficulty
Physical environment: An example
Organise a Class Library – Theme (Con’t)
Books selected with reference to the school curriculum
Books on the same theme graded and put in the same box
Promoting Language across the Curriculum‐
Collaboration among KLAs
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Collaboration among KLAs
Curriculum mapping
the process of indexing or diagramming a curriculum to identify and address academic gaps, redundancies, and misalignments for purposes of improving the overall coherence of a course of study and, by
extension, its effectiveness
https://soyouthinkyoucanteachesl.com/2015/03/20/why‐is‐curriculum‐mapping‐important‐focus‐on‐curriculum‐part‐5/
Curriculum mapping
Bridging pedagogy in language development across the curriculum
Language is the building blocks of cognitive development
“… children first build on what they know before language, and then use language as well in constructing additional categories.”
“Adding in systemic teaching of academic language skills helps in further developing the knowledge structure”
https://soyouthinkyoucanteachesl.com/2015/03/20/why‐is‐curriculum‐mapping‐important‐focus‐on‐curriculum‐part‐5/
Rhetorical Functions & Language Features
Rhetorical functions Language features (e.g.)
PSHE ME SE TE AE PEComparison Connectives: (KS3 – KS4)
However, on the contrary, despite, whereas
* *
Procedure Imperatives: (KS1 – KS4):
Hold the racket vertically.
* * * * *
Recount Past tense: (KS1 – KS4)
World War II lasted from 1939 to 1945.
* * *
Explanation Connectives: (KS2 – KS4)
Due to, because, since; therefore, so, as a result
* * *
Description Adjectives: (KS1 – KS4)
Postmodern, romantic, three‐dimensional Passive construction: (KS3 ‐ KS4)
Water is pumped to the water treatment station.
* * *
Conclusion To summarise, to conclude * *
Suggestion Modal verbs: (KS2 ‐ KS4) Can, may, could, might, should
* *
Instructions Wh‐words: (KS1 – KS4)
What is the sum of the numbers from 1 through 1000000?
Imperatives: (KS1 – KS4)
Discuss the impacts of Meiji Restoration.
* * * * * *
Presentation of facts Present tense: (KS1 – KS4)
The Earth rotates around the Sun.
* * *
Assumption If, let, suppose: (KS2 – KS4)
The value of a gold coin is $3 200. If its value increases by 6% each year, what will be its value after 4 years?
* *
An example: Curriculum mapping on Rhetorical Functions
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Collaboration among KLAs
Planning of curricula and collaborative development of learning materials
Teachers of different KLAs working closely to match the language needed as well as the content for different subjects
Planning the English curriculum to facilitate and enhance reading and writing skills for non‐language subjects
Working on the scheme of work of English Language to incorporate language skills and features needed for non‐language subjects
Producing learning and teaching materials for the use in the non‐language
subjects
Collaboration among KLAs
Conduct of cross‐curricular projects
Small‐scale cross‐curricular projects:
Subjects Suggested Projects
English + Mathematics
Conduct a survey, e.g. to find out the favourite extra‐curricular activities of S1 students and present the findings in the form of statistical presentation and oral presentation.
English + Geography Describe the land use in the district where the school is located and suggest alternative uses of the land.
English + Computer Literacy
Use of apps (e.g. “Explain Everything”, “Book Creator”) to produce English digital multimodal texts
Collaboration among KLAs
Conduct of cross‐curricular projects
Large‐scale cross‐curricular projects:
Collaboration of several KLAs on one project
Example: A project on a school tour to the Mainland
History:
Students study the history of the place
Geography:
Students read the map of the place and plan the tour.
Mathematics &
Computer Literacy:
Students prepare a statistical presentation.
English:
Students present their findings in English.
Promoting Language across the Curriculum ‐ R eading across the Curriculum
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Reading across the Curriculum
Promoting reading across the curriculum
Promote leisure reading of non‐fiction books among various subjects
Incorporate “reading” in teaching – language subject and non‐language subject
Reading across the Curriculum
Reading across the curriculum (RaC) is a component within Language across the Curriculum
RaC
– reading as a fundamental mode of learning
– explicit teaching of reading to be integrated with teaching the curriculum
– students learning to read
• the subject matter of pedagogic texts
• the associated language patterns
(Martin & Rose, 2005) Academic
content awareness
+ Academic
language awareness
Speaking Writing
Language across the Curriculum
Listening Reading
Facilitating reading across the curriculum
Provide different levels of materials on the same theme
Model good reading strategies
Focus on text structure and text grammar
Encourage learner independence
Reading in Mathematics
Math comes with its own vocabulary
many mathematical terms have different meanings in everyday use e.g.
“times”, “product”, “function”
Math texts contain more concepts per sentence and paragraph than other text types, and words as well as numeric and non‐
numeric symbols to decode
Need to guide students to understand the non‐linear
presentation of information, and very often with graphics
(Barton & Heidema, 2002);
http://www.ascd.org/publications/books/105137/chapters/Reading‐in‐the‐Mathematics‐Classroom.aspx
Book recommendation
Book title: The Number Devil Related KLA: Mathematics
Related topics in History: Prime Number
Reading in History
“Historical vocabulary” is difficult to students e.g. “Constitutional Monarchy”, “Feudal System”.
Reading primary sources may be challenging.
Background knowledge is important to the understanding of the
concepts e.g. “Thanksgiving”.
Book recommendation
Book title: A Children’s Introduction to Art Related KLA: History
Related topics in History: Life in Ancient Greece
Extended reading for Reading across the Curriculum
For the Junior Secondary Level
http://www.edb.gov.hk/attachment/en/curriculum‐development/kla/eng‐
edu/references‐resources/BL_for_KS3_2015.pdf
For the Senior Secondary Level
http://www.edb.gov.hk/attachment/en/curriculum‐development/kla/eng‐
edu/references‐resources/BL_for_KS4_2015.pdf
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