OPTIMISING SENIOR SECONDARY

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OPTIMISING SENIOR SECONDARY ENGLISH LANGUAGE

ELE Section, CDI

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Rundown

Introduction – Summary of the Optimising Measures Integration of the Compulsory and Elective Parts Academic Use of English

Creative Use of English

Learning, Teaching and Assessment

School Sharing – Effective Use of Released Time

Q&A

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SUMMARY OF OPTIMISING MEASURES

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Measures to optimise senior secondary English Language - Curriculum

Curriculum Time and Design

Existing Curriculum Optimising Arrangements

 A total of 313-375 hours of lesson time  Up to 50 hrs to be freed up to allow greater flexibility in curriculum planning through reducing the overlap of the Compulsory and Elective Parts

 75% of the lesson time allocated to the Compulsory Part

 25% of the lesson time allocated to the Elective Part for the teaching of 2 – 3 elective modules

 the Elective Part components to be fully integrated into the Compulsory Part

 the Elective Part to be taught as enrichment/extension components, with emphasis on thecreative use of English through the language arts components

Cross-curricular Links

 strengthening cross-curricular links and collaboration by:

 promoting theacademic use of languagethrough RaC and LaC, as well as co-curricular and life-wide learning activities

 offeringApplied Learning (Vocational English)from the 2021–23 cohort and expanding the range of English-related Applied Learning courses in the future

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Measures to optimise senior secondary English Language – Public Assessment

Component Weighting Duration

Public Examination

Paper 1 Reading 20% 1 hours

Paper 2 Writing 25% 2 hours

Paper 3 Listening & Integrated Skills 30% About 2 hours

Paper 4 Speaking 10% About 20 minutes

School-based Assessment 15%

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Measures to optimise senior secondary English Language – Public Assessment

Existing Design Design under Optimising Measures

Paper 2 (Writing)

Part B

 Part A: 1 compulsory topic

 Part B: eight topics, each on one elective module of the Elective Part for students’ choice in Part B

 Part A: No change

 Part B: delinking questions in Part B from the eight elective modules; and cutting down on the number of questions from 8 to 4 to reduce the reading load on students during the examination and enhance the effectiveness of assessment

SBA

 two marks to be submitted, one from the reading/viewing programme, one from the Elective Part, each accounting for 7.5 % of the total subject mark

 4 texts to be read/viewed in the course of 3 years in preparation for the SBA

 streamlining the SBA to facilitate more focused learning and teaching:

- two marks submitted based only on the reading/viewing programme

- the number of texts to be read/viewed adjusted from4 to 2–4 texts.

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How to integrate the Elective Part into the Compulsory Part?

Can I reallocate the released hours back to teaching English Language?

What is Academic and Creative Uses of English?

Any support for implementing RaC/LaC in senior secondary English Language?

With the delinking of Paper 2 (Writing) from the elective

modules, should I teach all the elective modules or not teach

them at all?

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INTEGRATION OF

COMPULSORY AND ELECTIVE PARTS

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Integration of Compulsory and Elective Parts

Review the learning and teaching elements of the existing school-based EL curriculum

Identify learning elements in elective modules

Map elements of elective modules to the Compulsory Part of the school-based senior secondary EL curriculum

Adjust the breadth and depth of learning and teaching

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Review the learning and teaching elements of the existing school-based EL curriculum

What are the organising principles

of your schemes of work?

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How are they different from each other?

Skills

Textbooks/

assignment

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Review the learning and teaching elements of the existing school-based EL curriculum

Entry points:

(1) Text types (purpose) e.g. narratives,

exposition

(2) Language skills

e.g. connecting ideas, summarising

(3) Theme (topic)

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Identify learning elements in elective modules – existing support

Suggested Schemes of Work for the Elective Part of the Three-year Senior Secondary

English Language Curriculum

Resource Packages on the eight elective modules

https://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/references-resources/resource%20ss.html

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Identify learning elements in elective modules

Read, analyse and present the causes of a social

problem

Read, analyse and present the effectsof a social

problem

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Map elements of elective modules to schemes of work

Target students: S4

Module Technology

Unit

It’s a cyber world

Final Task

Writing a letter of advice to a victim of cyber-bullying

Task 1 Comparing two replies to a letter to

the editor

Task 2

Understanding why photos are shared on

social media and privacy protection

Task 3

Viewing a video and analysing a suspected

cyber-bullying case

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Map elements of elective modules to schemes of work

Task 1: Compare 2 replies to a Letter to the Editor

Language features of giving advice:

 Using modals

 Using imperatives

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Map elements of elective modules to schemes of work

• Integrate the relevant componentsfrom the

elective module to the core part

• Need not teach the language arts or non- language arts elements from cover to cover

Task 1: Compare 2 replies to a Letter to the Editor

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• Breadth: cover elements from not only 2 – 3 but 8 elective modules

• Depth: Selected learning elements can be taught in isolation to suit various pedagogical purposes

Adjust the breadth and depth of learning and

teaching

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Teaching elements of elective modules as extension components

Module Technology

Unit

It’s a cyber world

Final Task

Writing a letter of advice to a victim of cyber-bullying

Task 1 Comparing two replies to a letter to

the editor

Task 2

Understanding why photos are shared on social media and

privacy protection

Task 3

Viewing a video and analysing a suspected cyber-

bullying case

A thematically linked

extended task: : conducting a survey on cyberbullying - Identify the features of a

survey

- Write a simple survey - Carry out a survey

- Report on survey findings

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Teaching elements of elective modules as extension components

A school-based life-planning education programme

“Reaching out to your dream job”

• Understand the dynamics of an interview and how to prepare for one

• Demonstrate oral English skills in a job interview A job fair

Workshop on writing a CV

Workshop on analysing job advertisements

and writing an application letter

Workshop on job interview etiquette

2 lessons 4 lessons 2 lessons

Activity: Having a mock job interview

An after-school activity

Add elements that suit students’ need

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Recap – Integration of the Compulsory and Elective Parts

How to integrate the Elective Part into the Compulsory Part?

Review the learning and teaching elements of the existing school-based EL curriculum

Identify learning elements in elective modules (no longer limited to 2-3 elective modules) that suit the interests / needs of students or complement OLE/LWL/co-curricular activities

Map the elements of elective modules to the Compulsory Part of the school- based Senior Secondary EL curriculum

Adjust the breadth and depth of learning and teaching

Curriculum restructuring

Effective

task design

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ACADEMIC USE OF ENGLISH

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What is Academic English?

Academic English is the language required for studying other subjects, particularly those with English as the medium of

instruction.

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Why should we emphasise academic English?

Support students’

studies of other senior secondary

subjects

Prepare

students for

further studies

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Characteristics of Academic Texts

Formal Objective

Precise

Technical

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Language features

Academic vocabulary Hedging words Nominalisation The passive voice Complex sentences

Cohesive devices

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Academic vocabulary

Diction (choice of words)

•

General vs Specific

•

 “teenagers”,  “young people”

•

 “in 2018”,  “ a few years ago”

•

Informal vs Formal

•

 “injection/vaccination”,  “jab”

•

 “seek assistance”,  “get help”

•

Layman vs Technical

•

 “deforestation”,  “cutting down trees”

•

 “hypertension”,  “high blood pressure”

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Reporting verbs

Statement

• State

• Declare

• Observe

• Report

• Remark

• Point out

Description

• Describe

• Define

• Illustrate

• Demonstrate

View

• Believe

• Suggest

• Claim

• Assume

• Presume

Analysis

• Analyse

• Consider

• Estimate

• Examine

• Evaluate

• Judge

Argument

• Argue

• Disagree

• Challenge

• Disclaim

• Insist

• Assert

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Instruction verbs

Instruction verbs Explanation

Account for Give reasons for; explain

Analyse Break the information into constituent parts; examine the relationship between the parts; question the information.

Compare Look for similarities and differences between; perhaps conclude which is preferable; implies evaluation.

Discuss Investigate or examine by argument; debate; give reasons for and against; examine the implications of the topic.

Evaluate Appraise the worth of something in the light of its truth or usefulness;

assess and explain.

Justify Show adequate grounds for decisions, a particular view or conclusions and answer main objections likely to be made to them.

https://www.kent.ac.uk/ai/ask/documents/step_1_Instruction_verbs.pdf

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There are many models of tennis racquets in the market these days that one might be spoilt for choice, but making the right choice is very important because it could mean years of pleasure and satisfaction in playing the game.

When you choose a tennis racquet, there are a number of things to think about. You

could consider your skill level and playing style. Based on these factors, you then choose a racquet with the weight, balance and size that is likely to give you the best

performance.

First of all, perhaps you should choose the heaviest racquet you can handle easily. You might want to avoid racquets that are too light as the lightness could mean more shock will go to your arm and wrist, leading to pain in the joints over time…

Hedging words

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Nominalisation / Use of Noun Phrases

• Underweight people can eat more protein and carbohydrates to gain weight.

• A higher intake of protein and carbohydrates helps underweight people to gain weight.

• Obsolete information should be removed from the website to keep it up to date.

• Removal of obsolete information is needed to keep the website up to date.

-er / -eur / -or

-tion / -sion

-ity

-ment

-ness

-ship

-ance

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Complex sentences

Relative clauses e.g.

• which

• that

• who Subordinators

To express:

• reasons e.g.

because

• conditions e.g.

when

• contrast e.g.

although

Embedded modifiers e.g.

• no matter what…

• subject to…

• in accordance with…

• with due consideration to

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Cohesive devices

Link similar / contrasting ideas e.g. and, although

Show choices or alternatives e.g. either…or

Give reasons e.g. since, because

Show results e.g. so

Show purposes e.g. so that

Express time e.g. when, while

Express sequences e.g. first, next, then

Express conditions e.g. if, unless

Show two things that are not true or possible e.g.

neither…nor

Connectives Signposting words

Give reasons e.g. due to the fact that…

Show addition e.g. in addition, furthermore

Show results e.g. consequently, thus

Show purposes e.g. in order for…

Show comparison e.g. similarly, likewise

Show contrast or opposition e.g. despite this, on the other hand

Show the writer’s stance e.g. clearly, arguably

https://www.canterbury.ac.uk/students/docs/study-skills/resource-8- Signposting-Words.pdf

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How to promote Academic Use of English and implement it from Sept 2021?

Language across the Curriculum

(LaC)

Reading across the Curriculum

(RaC)

Co-curricular or life-wide

learning activities

Other Learning Experiences

(OLE)

At the school/cross-curricular level:

School contexts

Students’

needs

Collaboration and communication with other

departments

Subject choice

Time/Schedule

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At the subject level:

^Module

Study, School Life and Work

Unit

Teens’ Health Problems

Final Task

Creating an Audio Visual Presentation on Weight Problems in Your School

Task 1

Understanding Obesity (reading + speaking)

Task 2

Analysing the Overall Fitness of Students in

Your School (identifying different types of charts, graphs and diagrams + learning

the language for reporting and analysing

findings)

Task 4

Viewing and Analysing a Slide Video on Youth Smoking in Hong Kong

(understanding the structure of presentation

+ using hedging) Task 3

Reviewing Your Overall Fitness and Setting

Goals on Weight Management

(reviewing overall fitness + setting goals on weight management)

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Task 2 Identifying different types of charts, graphs and diagrams

pie chart

bar chart/graph paired bar chart/graph

line graph (single) line graph (multiple)

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Task 2 Learning the language for reporting and analysing findings

•

Talk about percentages

•

Describe changes/trends in charts/graphs

•

upward/downward/horizontal movement

•

words that describe the movement

•

Comparing objects (similarity and differences)

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Writing descriptions of different charts/graphs

1. The pie charts below show the percentage of 4D boys and girls in different Body Fat Percentage categories. Write a description of 120 words to analyse the findings and make comparison where appropriate.

2. The bar chart below shows the percentage of

students with the standard Body Mass Index range in XXX Secondary School over the last 3 years. Write a description of 150 words on the key findings, trends, similarities and differences identified.

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Task 4 Hedging – use of cautious language

Compare the two texts below. How does each of them make you feel? What

cause(s) the difference(s)?

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There are several ways to hedge:

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Using hedges to make suggestions/recommendations

Study the following paragraph on the recommendations for schools to stop teenage smoking.

Rewrite the following recommendations with the use of hedges.

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Useful tools/references

•

Features of academic writing:

•

http://www.uefap.com/writing/featur e/complex.htm

•

https://academic-

englishuk.com/academic-style

•

The Academic Word List (AWL)

•

https://www.eapfoundation.com/voc ab/academic/awllists/

•

Instruction verbs & Signposting words

•

https://www.kent.ac.uk/ai/ask/docum ents/step_1_Instruction_verbs.pdf

•

https://www.canterbury.ac.uk/studen ts/docs/study-skills/resource-8-

Signposting-Words.pdf

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•

Vocabulary Profiler

http://www4.caes.hku.hk/vocabulary/profile.htm

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CREATIVE USE OF ENGLISH

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What is Creativity?

‘Creativity brings in changes or transformations and is manifested in new ideas, acts or products.’

(A73, English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6))

• novelty

and

innovation

• think out of the box

Must students create or invent something new?

e.g. writing a poem or short story

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Demystifying Creativity

Transformation – refreshing change (new perspective/presentation) Re-create old things to add a breath of freshness and break conventions

Invention – imaginative ideas + practical know-how Come up with new ideas and present them in original ways

Discovery – new knowledge and understanding (awareness & sensitivity) Realise or find out something unnoticed before

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Promoting Creative Use of Language in Senior Secondary English Language Classroom

Example of Activities

Discovery

Close reading and textual analysis (comprehension to appreciation)

• Read texts (e.g. a poem, an advertisement, a flyer) to discuss the themes and give personal responses (e.g. choose the most powerful line / impressive part).

• Analyse how words(e.g. sensory language, rhyming words, pun) and literary techniques(e.g. symbolism) are used to convey meaning and create effects.

Transformation

Adaptation into another form Rewriting of existing texts

(re-creation and re-presentation)

• Turn an extract from a novel / short-story into a script / conversation.

• Draw a picture on a poem.

• Rewrite the lyrics to present another theme

• Create a parody of an existing text

• Change a part of the story (add a new character, give a new ending).

• Re-write a story using another point of view / narrative voice / plot sequence.

Invention

Generation of ideas and

presentation in engaging ways (production of written and multimodal texts)

• Brainstorm ideas and select quality ones to develop

• Learn and practise using different writing techniques in focused ways

• Edit writing to polish language, add variety and achieve effects

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What to do in the Senior Secondary English Language Classroom

•

Encourage students to play and experiment with the language (fun and risk taking VS. rules and accuracy)

•

Help students see things and present ideas from fresh perspectives (developing thinking and language skills )

•

Design learning activities to heighten awareness and sensitivity to creative use of language and provide opportunities for application

Explicit teaching and focused practice of writing techniques Limited rules can produce unlimited sentences – Chomsky

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Common Techniques in Creative Writing

Narrative Techniques (Fictional narratives) Literary Devices

• Characterisation (e.g. round or flat characters, portrayal of their look, thoughts, speech and actions)

• Use of setting

• Dialogue

• Narrative perspectives and point of view (e.g. 1

^st

or 3

^rd

person)

• Plot development (e.g. conflict, climax)

• Narrative sequence (e.g. foreshadowing, flashback and flashforward)

• Strategies for opening (e.g. into the middle or from the end of the event) and closing (e.g.

resolution, twist, enigma, cliff-hanger)

• Imagery (vivid & sensory descriptions)

• Similes and metaphors

• Personification

• Symbolism

• Contrast

• Repetition of words / sentence structures (e.g. parallel structure)

• Pun

• Repetition of sounds (e.g. alliteration, assonance, rhyming words)

• Rhythm (patterns of intonation and stress)

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Planning and Implementation

Module

Cultures of the World

Unit Marriages

Final Task

Rewriting a part from Lu Xun’s “The New Year Sacrifice” (祝福)

Task 1

Describing a character’s appearance and facial

expression

Task 2

Describing a character’s action

Task 4

Presenting part of the story from a fresh perspective Task 3

Crafting the character’s speech, dialogue and

thoughts

Approach 1 : Infusing elements of creative use of English in Task-based modules

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Task 1: Sensory Description

Language used:

• simile and metaphor

• adjectives (colour) Effects created?

How to describe a character’s physical appearance?

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Task 2: Showing not Telling

Showing feelings through actions

54

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Task 2: Using Precise Verbs

• Revealing character’s personality/feelings through thoughts and dialogues

• Using precise verbs

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Task 4: Narrative Sequence

Opening

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Task 4: Point of View

Point of View Narrator:

- Anonymous - Scholar

- Nephew of

Xianglin’s wife’s boss

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Approach 2: Incorporating elements of creative use of English into regular teaching

(2018 HKDSE Writing)

Poems about birds, e.g.:

• Maya Angelou’s “Caged Birds”

• Emily Dickinson’s “A Bird Came Down”

Denotation & Connotation of birds Literal vs figurative

(metaphorical / symbolic meaning)

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2.

Incorporate elements of creative use of English into regular teaching

(2018 HKDSE Writing)

• Repetition

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Creative use of language is not only for story writing

(2020 HKDSE Writing)

• Parallel structures

• Rhetorical questions

• Personification

• Metaphors

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Bite-size Activity 1 - Coin New Words

Compound and blended words Affluenza (affluent + influenza)

- lack of motivation and empathy caused by one’s wealthy status Netiquette (network + etiquette)

- proper online behaviour and manners Glocal (global + local)

kidult (kid + adult)

Guess the meaning of these words created by students

“warmily” “frienemy” “biztory”

-friendly _ -savvy

3. Through bite-size activities

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Bite-size Activity 2 – Fresh Metaphors

Create fresh metaphors, kill dead metaphors Compare love to … …

Things in Festival Walk Things in Your Schools Things in Your Kitchen

62

• An escalator

• An ice-skating rink

• An unseen dictation

• A blender

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Bite-size Activity 3: Word Scale

Use strong verbs

Instead of ‘say’, you can …

whisper

roar

murmur

???

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Bite-size Activity 4: Text Remake

• Erasure poetry

• 5 second video haiku

• Poem to picture

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Bite-size Activity 5: Parody

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Bite-size Activity 6 -New Wine in Old Bottles

SOW Campaign – Sayings of Wisdom

Use old sayings in new contexts and ways

To buy or not to buy – that’s the dilemma (To fly or not to fly, to leave or not to leave)

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Bite-size Activity 7 –

Speaking to/as an Inanimate Object

Write a letter to COVID 19 to express your gratitude

Dear COVID-19

Thank you for …

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To bring creative use of English into your SS English Language Classroom

• Recognise and exploit the creative potential in you and your students

• Set up a positive atmosphere to encourage creative thinking and expression

• Select texts and language art materials that speak to you

• Be ready to explore a kaleidoscopic range of creative activities

68

Creativity does not occur in a vacuum. It

is not a talent. It is an aptitude for

exploration and experimentation, a

passion to draw upon a wide canvas of

human experience.

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LEARNING, TEACHING AND ASSESSMENT

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Too Much Too Little

To Cover Lesson Time

How can we cover so many teaching items with lesson

time reduced?

Teachers’ Worries

Core Part

SBA ^RaC

LaC

OLE

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What is the role of the Elective Part?

The Elective Part can be used for extension,

application and consolidation of what has been learned in the

Compulsory Part.

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Learning, Teaching and Assessment

Revamp the school- based curriculum:

 Cover all eight elective modules and text types

Release time

Need more time

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Tips for ‘Packing’

Review School-based Curriculum Plan School-based Curriculum

 Vertical Curriculum

(Knowledge and skills to be learnt across different year levels)

 Horizontal Curriculum

(Knowledge & skills to be learnt throughout the same year level)

Core Part +

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Review School-based Curriculum – Horizontal Curriculum

1. Are the different language skills to be learnt in the same term purposefully put together to facilitate the learning and teaching of certain types of texts?

2. How can elements of elective modules enrich / complement the learning and teaching?

Reading Skills

Writing Skills

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Format vs.

Purpose/Feature

Examples of Text Types for Key Stages 1 – 4 (P1 – S6)

What are the differences between these two text types?

More importantly, what

similarities can you identify in

these two text types?

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Format vs. Purpose/Feature

Letters to the Editor Speeches

Purpose(s) of Text

Language Feature(s) / Item(s)

• to express opinions

• to give suggestions

• to call to action

• to express opinions

• to give suggestions

• to call to action

• to express opinions

 e.g. adjectives

• to give suggestions

 e.g. hedging

• to call to action

 e.g. language appealing to emotions

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Common and Transferable Skills

Social Issues

Analyse issues, identify and define problems,

consider related factors, justify views/arguments

and draw conclusions

Debating

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Q4. You work for the Park Hotel in Hong Kong. You would like to apply for a work transfer to the Shanghai branch of the hotel.

• Write a letter to Mr Wong, your manager.

• Highlight your work experience, why you would like to transfer and how your transfer will benefit the organisation.

2020 HKDSE Paper 2 (Writing) Part B

Q5. Some people think that the International Olympic Committee (IOC) should include a greater variety of sports in the Olympic Games. However, for a sport to be considered a new Olympic event, it must meet the following criteria: 1) appeal to young people; 2) promote gender equality; 3) attract media coverage.

The IOC is inviting the public to suggest sports to be included in future Olympics. You would like to propose Dragon Boat Racing.

• Write a letter to the President of the IOC.

• Give reasons to support your opinion.

Q6. To raise public awareness of healthy eating, some countries now legally require food manufacturers to put warning labels on foods that are high in sugar, saturated fat and salt.

• Write an argumentative essay.

• Argue either for OR against the effectiveness of food warning labels in changing people’s eating habits.

Purpose: to persuade

Purpose: to propose & persuade

Purpose: to argue and persuade

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Persuasive Writing – Questions 4,5 & 6

Similarities Differences

Purpose To persuade Format

(Text-type)

Letters/ An Essay

Tone

^Formal

Audience Manager / President of IOC / the Public

Structure Text & Paragraph Levels 1. Introduction

• Title

• Hook

• Background 2. Body Paragraphs

• Topic Sentences

• Explanation/Elaboration

• Evidence / Examples

• Link (back to the sentence / to the next point)

3. Conclusion

Language Job Application

 More personal, high level of confidence

Sport Suggestion Letter:

 Impersonal, with some features of a proposal (Propose a sport 

reasons  benefits)

Argumentative Essay for OR Against Food Warning Labels:

 More authoritative with a lot of evidence, more complex language, with jargon

Structure of a Paragraph

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Reading & Viewing

e.g. E-info/Leaflets/Magazine articles about Healthy Eating &

Nutrition Labels + Video: Super Size Me

Writing & Speaking Writing

 Healthy Eating Slogan Writing

 Comparing food labels

 Opinion board (Should junk food be banned in the school tuck shop?)

 Letter to the Principal (Junk food should be banned in the school tuck shop)

 Letter to the Editor (Proposing healthy school meals)

 Mini debate speech

Speaking

 Discussion: Should junk food be banned in the school tuck shop?

 Mini debate/Inter-class debate

Module: Healthy Eating

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Should junk food be banned in school tuck shop?

I think the school should definitely ban all junk food in the tuck shop. Students rush to the tuck shop during recess for one reason: to buy something delicious to eat.

We can find a range of healthy and less healthy food but of course students will go straight for the ‘not-so-healthy’ junk food, e.g. deep-fried chicken wings, even

though they know it is not good for their health. So, the only way to stop them from

eating unhealthy food is to ban it.

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Speaking

Connection with SBA

 Print/Non-print Non- fiction

Connection with

 Creative Use of English

 Different text types - Formal letters (One

with features of proposals)

- Debate speech

 Academic Use of English

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Academic Use of English (e.g. Hedging Words)

Source: https://www.cfs.gov.hk/english/programme/programme_nifl/programme_nifl_public_Resources.html

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Speaking

Connection with SBA

 Print/Non-print Non- fiction

Connection with

 Creative Use of English

 Different text types - Formal letters (One

with features of proposals)

- Debate speech

 Academic Use of English

Connection with OLE

LaC Connection with other subjects:

- Biology

- Technology &

Living

Connection with Elective Modules: Social Issues & Debating

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WHAT TO DO WITH THE RELEASED TIME

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I can name 20 more activities.

The question is how?

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Background information

X

Offer 1 more elective subject

/ M1/M2 in the time table

ENG

Eng: 9 7

School’s responses to the optimisation of the four SS core subjects:

X1 X2 X3 X4 X5

Y1 Y2 Y3 Y4

Z1 (Sc)

Z2 (non-

Sc)

School-based Programme

Criteria set

Y5

M1 / M2

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Background information

X1 X2 X3 X4 X5

Y1 Y2 Y3 Y4 Y5

Z1 (Sc)

Z2 (non-

Sc)

7 7

7 7 2 2

English Language

3

Chinese Language

Mathematics M1 /

M2

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Teacher deployment

A B C D E

English Lessons

School-based Programme

F4(1) F4(2) F4(3) Curriculum and L&T

materials development 1. P-I-E

2. Monitoring 3. Co-teaching 4. Organising

related activity

Collaborative lesson planning

period

(90)

School-based English Programme

Reading across the Curriculum Programme

Extensive reading

Reading across the Curriculum

(2013HKDSE Paper 1)

(2018 HKDSE Paper 1)

(91)

School-based English Programme

• [language skills] Revisit school- based S4 English Language

curriculum for relevant language skills

• Re-sequence the order of the

units in the anthology

(92)

School-based English Programme

S4 1

^st

term S4 2

^nd

term

• Around 6 lessons for each unit

• An extended task designed for more able students

• A reflection journal to reflect on skills and vocabulary learnt

• A portfolio to collect students’ work

Mini project (1) – multimodal production Mini project (2) – multimodal production

To be displayed on campus / during

English Week

(93)

Discussion in progress …

X1 X2 X3 X4 X5

Y1 Y2 Y3 Y4

Z1 (Sc)

Z2 (non-

Sc)

What about those who will not take the school-

based programme?

Evidence of

learning?

Y5

M1 / M2

(94)

Discussion in progress …

Student’s motivation Weighting of

assessment

0

(95)

In response to the reduction in

the number of lessons …

(96)

In response to the reduction in the number of lessons …

•

Forge connections between learning points to facilitate spiral learning

Written / multimodal

text(s) on information technology

Writing (1) on information technology

Text type: a speech in the morning assembly

Writing (2) on information technology

Text type: a letter to the principal Ideas

and language

input

1. Recycle the ideas / vocabulary

2. Recycle the language for persuasion 3. Heighten students’ awareness of

• the use of tone and register (different target readers)

• the use of formal and informal

language

(97)

Remarks

• Review existing school-based English Language curriculum

• Select materials that suit the needs and interests of students

• Plan learning time effectively to enable effective use of lesson time

• Start small

• Internalise P-I-E cycle

(98)

A Well-designed School- based

English Language Curriculum

What

How Why

Review of School-based Curriculum + Integration of Different Components

Effective Use of Lesson Time + Learning Time

Embracing Differentiation with

Effective Use of Time, Space and Flexibility

Recap of Key Ideas

Less is more

Connection, connection and connection

Think big, start mall

(99)

More information on Optimising Measures

https://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/opimising_SS_English_Language.html

(100)