Learner Independence

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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

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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)

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Grammar in Context or Text Grammar?

Grammar in

Context

Complementary Concepts

Text 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

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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

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• 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 Approach

Process 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 21^stcentury

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

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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)

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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

^Encouragepersonalised 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

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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

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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

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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’.

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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

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How to promote Language across the Curriculum

 Create a language rich environment

 Foster a culture of collaboration among KLAs

 Promote reading across the curriculum

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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

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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

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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

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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

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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

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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.

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.

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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

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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.

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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

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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

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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

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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/

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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/

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Rhetorical Functions & Language Features

Rhetorical functions Language features (e.g.)

^PSHE ^ME ^SE ^{TE AE} ^PE

Comparison 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

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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

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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.

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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

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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

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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

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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

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Book recommendation

Book title: The Number Devil Related KLA: Mathematics

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”.

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Book recommendation

Book title: A Children’s Introduction to Art Related KLA: History

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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