Ongoing Renewal of the School Curriculum for English Panel Chairpersons

Ongoing Renewal of

the School Curriculum for English Panel Chairpersons

English Language Education Section Curriculum Development Institute Education Bureau

24 December 2021

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Objectives

• To introduce the major updates of the English Language Education Key Learning Area Curriculum Guide (ELE KLACG) (2017) and the recommendations of the Task Force on Review of School Curriculum

• To explore the roles of an EPC as a curriculum leader in planning and implementing the school English Language curriculum under the major updates

• To share good practices on planning and implementing the school English Language curriculum

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2:00 – 2:05 PM Registration 2:05 – 3:45 PM Part 1

• The roles of an EPC as a curriculum leader

• Ongoing renewal of the school curriculum

• Recommendations of the Task Force on Review of School Curriculum

• Major updates of the English Language Education Key Learning Area Curriculum Guide (P 1 – S6) (2017)

3:45 – 4:00 PM Break 4:00 – 5:00 PM Part 2

• Sharing of good practices

Ms Stella LEUNG, English Vice Panel Chairperson of Jordan Valley St. Joseph’s Catholic Primary School

Rundown of Today’s Programme

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Please share with us your answers to the following questions.

(a) What are the roles of an EPC as a curriculum leader?

(b) Which role(s) do you find most challenging?

Warm-up activity

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Roles of English Panel Chairpersons

English Panel Chairpersons

with English panel members in developing

a balanced school English language

curriculum Formulate school-

based assessment policies in light of the

direction of school development, the school

context and students’

needs

Cultivate a reading culture by setting reading as a key task of the school

Create a conducive language learning environment to promote

the learning and use of English Language

Provide space and support to facilitate the

professional

development of English teachers

Manage resources to facilitate L& T of

English Work closely with panel members and promote a culture of

collaboration

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Ongoing Renewal of

the School Curriculum

Respond to local, regional and global contextual

changes

Build on existing strengths and

practices of schools

Curriculum enhancement to

benefit student learning

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Ongoing Renewal of

the School Curriculum

BECG (2002) / SSCG (2009)

8 KLA Curriculum Guides (2002)

Various Subject Curriculum Guides Learning to Learn Report (2001)

SECG 2017 (S1-S6)

（2017)

KLA Curriculum Guides

&

Subject curriculum guides/

supplements

BECG 2014 (P1-P6)

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(CDC, 2002)

(P1 – S3)

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

9 years

12 years

(CDC, 2004) (CDC, 2018) (CDC & HKEAA, 2007) with updates in 2015 (CDC, 2017)

(P1 – S6)

Updating of the ELE KLACG

(CDC & HKEAA, 2021) [Effective from S4 in

the 2021/22 s.y.]

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Holistic Review of the Primary and Secondary Curricula

The Task Force on Review of School

Curriculum was set up in Nov 2017 to holistically review the primary and secondary curricula.

To collect views, the Task Force met with different stakeholder groups and individuals extensively and conducted a 3-month public consultation between late June and mid-October 2019.

The Task Force also took into consideration the impact of

“suspending classes without suspending learning” during the outbreak of COVID-19.

The review report entitled

“Optimise the curriculum for the future, Foster

whole-person development and diverse talents” was released in Sep 2020.

The report presents a set of directional and

interconnected recommendations.

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Directional Recommendations of

the Task Force on Review of School Curriculum

I. Whole-person Development II. Values Education and Life Planning Education III. Creating Space and Catering for Learner Diversity

IV. Applied Learning

V. University Admissions VI. STEM Education

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Relevant Examples of Interconnected Recommendations

Whole-person Development (WPD)

• promote professional sharing among teachers on assessment literacy and homework design;

• advise schools to review the formulation and implementation of school-based homework and assessment policy for the purpose of creating space, as well as the transformation of the modes of homework and assessment;

• strengthen the interface between different levelsat school in planning for WPD;

• consider trimming the curriculum content of subjects where appropriate at the primary level in the long run

Values Education (VE) and Life Planning Education (LPE)

• provide multifarious VE-related learning experiencesin the curriculum to broaden students’ perspective

Creating Space and

Catering for Learner Diversity

• enrich the existing curriculum, with more emphasis on the academic and creative use of the language; and

• provide more opportunities for students to enhance their language competency through Language across the Curriculum and Reading across the Curriculum.

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Major Updates of the ELE KLACG (P1-S6)

Values Education

Integrative Use of Generic Skills

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

Learning and Teaching of Text Grammar Literacy Development

Extending from Assessment for Learning to Assessment as Learning

E-Learning & Information Literacy Reading across the Curriculum

ELE KLACG (P1-S6) (2017)

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60% of English lesson time

40% of English lesson time

English Language Curriculum Guide (Primary 1-6) (CDC, 2004)

Components of a School English Language Curriculum at the Primary Level

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Literacy Development in the English Classroom

Lifelong learning

Challenges in the 21st

century

The ability to read and write effectively Literacy Development in the

English Classroom

Promoting Reading across the Curriculum

Equipping Students with New Literacy Skills

Multi- modal texts

Processing and creating multimodal texts

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Multi- modal texts

Sound effects

Images

Written texts Spoken

language Music

Reading Journey across Key Stages

Junior Secondary

• Exposure to a wide range of text types (both print and non-print)

• Promoting Reading across the Curriculum and Language

across the Curriculum

• Exposure to a wide spectrum of reading and viewing

materials

Senior Secondary

• Exposure to a wider range of more complex texts (both print and non-print)

• Language Arts & Non- Language Arts

• Extending students’ language exposure and use of English for academic purposes

Primary

• Exposure to a range of reading materials

(including information books)

• Incorporation of Reading Workshops into the

school-based English Language curriculum and teaching reading skills explicitly

Using real books with a variety of text types

Using non-print reading resources

Connecting students’ reading and writing

experiences Promoting Reading across the Curriculum

Developing students’ reading and viewing skills

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Using Non-print Reading Resources

Digital Multimodal Texts

(e.g. Interactive books, audio books)

 Animations and/or audio files with narrations (reading texts provided)

 Technological features (e.g. interactive tools,

embedded video clips, built-in dictionary, interactive activities)

Interactive books with technological features

Audio books

Using real books with a variety of text types

Using multimodal texts to address

the different learning styles and needs of students

Using Print Reading Resources

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Enhancing the

implementation of READING Workshops

 Ensuring progressive development of reading skills

 Providing opportunities for students to develop their creativity and critical thinking skills

 Introducing the features of different text types explicitly and providing opportunities for

application

From Reading to Writing

Connecting students’

READING and WRITING

experiences  Making alignment between the GE programme and Reading Workshops to design writing tasks with meaningful contexts

Connecting students’ reading and writing experiences

Creating space by organising the school English Language curriculum more coherently

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Connect reading and writing experiences:

 connecting GE programme with the Reading Workshop

 providing appropriate input (paired texts/ sample writing/ information from the website/ posters)

 borrowing ideas and language items from the sample writing to write the article

Writing about “My Favourite Transport”

A narrative text from the

textbook – “Lost in the city” Paired texts

**Paired texts are

thematically related texts but of different text types.**

An information book (e-book) – “This is the way we go to school”

A sample writing –

“My Favourite Transport”

Use of graphic organiser to organise writing ideas

Posters about transport

Different technological features

For more writing ideas:

authentic reading materials from the Transport

Department website

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Reading across the Curriculum (RaC) —

What is it and why is it relevant to us as English Teachers?

Dual goals:

 To broaden students’ knowledge base, help them connect their learning experiences and provide opportunities for integrating and applying knowledge and skills developed in different KLAs/subjects (ELE KLA CG, CDC, 2017, p.9)

 To provide opportunities for students to develop a wide range of reading skills, extend learning of the content and connect their

learning experiences across KLAs (ELE KLA CG, CDC, 2017, p.47)

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In implementing RaC, English teachers are encouraged to:

collaborate with teachers of other KLAs to develop learning activities that provide students with opportunities to consolidate the knowledge and skills

acquired across KLAs and avoid unnecessary repetitions of learning arrangements

design reading activities that reinforce students’ ability to

integrate the knowledge, skills and learning experiences

gained in different KLAs identify reading materials in

both print and non-print forms with suitable entry points (e.g.

themes, text types, language features and vocabulary) for connecting students’ learning experiences in different KLAs

help students develop the reading skills and strategies necessary for understanding and analysing language use in English texts (e.g. text structures and vocabulary)

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Promoting Reading across the Curriculum

 Seeking advice from teachers of other KLAs on:

- the choice and appropriateness of reading materials

- the schedule of teaching a certain topic

 Involving teachers of other KLAs in the conduct of cross-

activities or project work,

e.g. assessing students’

performance

Cross-curricular collaboration to facilitate RaC

 Working with teachers of other KLAs to conduct curriculum mapping e.g.

designing cross-curricular learning tasks and activities together

 Adjusting the

English Language and the content

subject to teach the same theme/topic at around the same time

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Possible directions when planning for RaC

1. Themes/topics/ issues 2. Text types

3. Skills/Strategies - Reading strategies

- Generic skills (e.g. mind mapping, graph plotting, drawing graphic organisers)

Promoting Reading across the Curriculum

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From General English

From other subjects What are some common features?

A recipe Procedures for doing an experiment

• to tell others how to do something

• list of materials and steps

An article in a guidebook

A description about the features of an animal

• to describe something in detail

• present tense is used

• to use quite a lot of adjectives

A recount An article about WWII

• to recall what

happened in the past

• past tense is used

• follow the time sequence

(chronological order)

An argumentative essay on studying

abroad

An article discussing different opinions about

globalisation

• to discuss some issues from different sides/ perspectives

Materials developed by Dr. Yuen Yi Lo & LAC team@HKU

Promoting Reading across the Curriculum

Possible directions when planning for RaC

1. Themes/topics/ issues 2. Text types

3. Skills/Strategies - Reading strategies

- Generic skills (e.g. mind mapping, graph plotting, drawing graphic organisers)

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a) Making connection with the learning experience in GS through reading an article about the cause and effect of water shortage in HK in the 1960s

b) Guiding students to read an expository text on the water cycle and helping students visualise the text by using a flowchart to illustrate the different stages of the water cycle

c) Conducting shared reading with students on the narrative text “A World without Water”

and guiding students to use pictorial and contextual clues to predict the content of the story and understand the meaning of new words

d) Conducting a speaking activity in groups to generate ideas about how people can save water in everyday life

e) Responding to the experience of the characters in the story by rewriting the ending and providing tips on ways to save water

f) Inviting GS teachers to assess the content of the writing

Connecting students’ learning experiences in English Language and General Studies

Paired texts*

Topic: Wonderful Water Common teaching points:

Content

• Water rationing

• 3 forms of water

• Uses of water

• Ways to conserve water Text type

• Flowcharts Skills development

• Problem-solving

*Paired texts, which are thematically related texts but of different text types, are used to deepen students’ understanding of the issue and develop different reading strategies.

Level: Upper Primary

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Leaflet on RaC

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Learning styles Visual (learn best by seeing)

Auditory (learn best by hearing)

Kinesthetic (learn best by doing)

Characteristics

interest, learning motivation, maturity, gender,

personality, aspiration

Abilities

gifted,

special educational needs,

prior knowledge, level of readiness

Social Economic

Cultural Backgrounds non-Chinese speaking (NCS) students

newly Arrived Children (NAC)

cross-boundary students (CBS) low family income ethnic minorities

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General Principles

• Adopt a multi-sensory approach

• Differentiate in terms of:

 Content - what students need to learn or how the student will get access to the information

 Process - activities in which the student engages in order to master the content

 Product - work in which students demonstrate their learning

 Learning Environment - the operation of the classroom

• Encourage personalised learning goals based on students’ own needs

Catering for Learner Diversity

Mainstream English classroom

E N

S G I F T E D

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•understanding the

strengths/weaknessesand the learning backgroundof students

•understanding the learning interests, styles and needs of students

•designing open-ended tasks Catering for

diverse learning styles and abilities

•adopting flexible grouping/

mixed ability grouping

•grouping students according to the purposes and

requirements of tasks

•providing opportunities for students to share and discuss in groups

Facilitating peer learning

• using questioning

techniques to elicit students’

responses

• giving quality verbal and written feedback in lessons/

homework

• adopting various modes of assessment

Promoting assessment for/as

learning

•motivatingstudents’ interest

•facilitating understanding and providing support

•giving immediate feedback

•engaging students in active/self- directed learning to enhance learning autonomy and allow them to learn at their own pace

Effective use of e- learning repertoire

•providing timely support

•providing scaffoldingfor students to complete the task

•providing different modes of support in learning tasks (e.g.

visual cues for visual learners)

Providing support and scaffolding

•setting challenging yet

manageable tasksfor students

•putting more emphasis on the creative use of language

Giving challenges

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Mainstream English classroom

E N

S G I F T E D

Some strategies to Cater for Learner Diversity

•putting more emphasis on the creative use of language

•making use of English-related life-wide learning activities

Enriching the existing curriculum

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Leaflet on Let’s Make a Difference:

Unleashing Students’ Potential in Learning English at Primary Level

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Topic of the unit:

Festivals around the World

Context : You are the editor of the information book “Let’s Celebrate!”

and you would like to add one more festival to this children’s book.

Task: Choose one kind of festival you like most and write an article to talk about it.

Target vocabulary and language items:

• Vocabulary: names of different festivals and their celebration activities

• Grammar: tenses – the use of simple present tense and past tense

Learning and teaching activities:

• Reading an information book “Let’s Celebrate!”

and learning the text features

• Grammar practice

• Conducting information search on different festivals (reading

blogs/listening to songs)

• Posting their findings of information search

activities on an app (written and recorded)

• Reading an e-book about festivals at home and answering questions

• Writing an article about their favourite festival

Upper primary

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Reading an information book

“Let’s Celebrate!” and learning the text features

Conducting information search on different festivals (reading

blogs/listening to songs)

Posting their findings of information search activities on an app

- Make use ofdifferent blogs / songs to:

(More able students read blogs while less able students listen to songs)

 Provide multimodal input and writing ideas to students

 Cater for different learning styles (e.g. audio, visual learners)

- Use different graphic organisers to help students organise information - Use the KWL chart to check students’

prior knowledge and guide them to summarise their learning in the reader - Use different graphic organisers to

help students understand how the information is organised in the book - Visualise the scene of the book (e.g.

showing students a real piñata when going through the festival “Cinco the Mayo” and inviting students to hit it with a stick when they can answer the questions correctly  cater for

different learning styles, e.g.

kinesthetic learners)

Use an app (Padlet) to make audio recordings of their findings in the information search activities, which allows students to make multiple attemptsand do the work at their own pace

Reading an e-book about festivals at home and answering questions

- Assign an e-book to students for home reading to promote self-directed learning

- Create a quiz with the use of Google Form, which can provide instant feedback to students

Grammar practice

awareness on the use of different tenses

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• Making use of a range of learning activities that

incorporate different modes of representation

• Providing different support through the use of

multimodal texts

• Providing scaffolding by

breaking the tasks into small steps to facilitate learning

• Engaging students in active learning through the use of IT to enhance learning

autonomy

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English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.84

Lea rner Inde pen den ce

Self- directed Learners

Assessment as Learning (AaL)

AaL engages students in reflecting on and monitoring their progress of learning through strengthening their roles and responsibilities in

relation to their learning. Students are actively involved in regulating the learning process, evaluating their own performance against the learning goals, and planning for the next step in learning.

Assessment for Learning (AfL)

AfL integrates assessment into learning and teaching. It assists

students to understand what they are learning, what they have attained, and what is expected of them, and helps teachers collect evidence of students’ learning so that teachers can provide students with timely feedback and refine their teaching strategies.

Assessment of Learning (AoL)

AoL describes the level students have attained in learning and shows what they know and can do over a period of time. It gives an overview of the previous learning of students and is mainly used for reporting

purposes.

Formativ e Sum mativ e

Three complementary assessment concepts

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The relationships between

learning, teaching and assessment

Learning-teaching- assessment Cycle

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• Aim for a balanced and comprehensive

• Take the following into consideration:

- what students can do currently;

- what we should expect our students to

• Make use of various assessment

to gauge students’

performance

• Share

the learning intentions and task- specific success criteria with students

• Observe

students’ performance

• Use effective questions to elicit students’

responses

• Provide students with quality feedback on how to improve (linked to success criteria)

• Collect evidence of student learning

• Evaluate

students’ performance against the success criteria

• Identify students’ strengths and

• Analyse

students’ learning difficulties

• Review teachers’ expectations on students

• Modify teaching strategies

 Explore ways to help students improve

 Design activities to address students’

problems

• Revise

 Learning Progression Framework (LPF)

• Think about how we

(appropriate input, various modes,

scaffolding, support…)

• Think about

appropriate/effective teaching strategies

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The Learning Progression Framework (LPF) for English Language

Listening Skills Reading Skills

Writing Skills Speaking Skills

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What is the Learning Progression Framework (LPF)?

The LPF:

• represents the growth of learners on a developmental continuum as they work towards the Learning Targets and

Objectives of the English Language curriculum;

• is made up of Attainment Milestones

organised under the four language skills and divided into eight levels of attainment;

• helps teachers better understand and articulate learners’ performance; and

• helps teachers plan strategically how to enhance English Language learning, teaching and assessment.

……… ………

1

……… ………

2

……… ………

3

………

4 ………

……… ………

5

……… ………

6

……… ………

7

……… ………

Level

8

Learning Outcomes

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Considerations when designing quality homework and learning, teaching and assessment tasks/activities

Providing concrete and

diagnostic feedback

Incorporating different

modes

Involving different stakeholders

Providing follow-up

work Catering for

learner diversity Having clear

assessment objectives

Deciding on appropriate quantity and frequency to create space for promoting WPD

Using e-learning to

promote AfL and AaL

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Different Modes of Assessment

in Schools

Questioning

Shared Writing &

Process Writing

Dictation Projects

Portfolios

Examinations

Quizzes/

Tests

Homework

Oral

Presentations Conferencing

Learning Tasks &

Activities (e.g.

performance tasks)

etc.

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Assessment Data ^—

Evidence of student learning in terms of knowledge,

skills and values and attitudes

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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:

- Greater involvement of students in LTA process - Enhancing learners’ self- directed learning

capabilities through

introducing metacognitive strategies

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Strategies to promote Assessment as Learning

In order to enable students to take charge of their own learning, teachers can do the following:

identifying expected learning outcomes

creating criteria of good practices with the students

guiding students to set goals

teaching enabling skills (e.g. dictionary skills, research skills, phonics

skills and vocabulary building strategies)

providing opportunities for students to practise the skills that need to be learned or mastered

modelling of

learning strategies (e.g. the skills of self-

reflection)

through think-aloud discussing

sample student work and providing

constructive feedback to students as they learn

using different kinds of assessment forms

(e.g. KWHL Table, SWOT, PMI, Traffic Light,

Feedback Sandwich) to facilitate self-reflection

guiding students to keep track of their own

learning

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Some reflection strategies

Graphic Organisers

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Some reflection strategies

“Traffic Light”

Have students examine their work and highlight how they feel

• stopped

• cautious

• they can go straight ahead

“Concept Circle”

Instruct students to

• sketch a concept circle with as many spikes as they like;

• brainstorm and recall the key concepts/ideas learnt;

• highlight, or draw a box around, any concept that they have trouble understanding; and

• write down who/where to resort to in order to solve the problems

“The Feedback Burger”

(Good news) “I did really well on …”

(Bad news) “I think …need to be changed because…”

(Good news) “Some ways I can improve this are…”

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Leaflet on Beyond Testing and Grading:

Adopting Effective Assessment Strategies to Enhance English Learning and Teaching

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Context: The Science Week is coming. Your English teacher will guide you to read the inspiring life stories of some famous scientists to understand their qualities and achievements. After that, you have to choose a scientist you like and write a biography about him/her.

Module topic / theme: Relationships (Fantastic People)

Promoting Assessment as Learning Level: Upper Primary

Watch a video and search information about Jonas Salk on the Internet for lesson preparation

Conduct self-reflection and set generic goals

Pair work: Read a biography about Jonas Salk and give subheadings to the paragraph(s)

Pair work: Re-read the biography to understand the

text features of a biography Set task-specific

goals Read self-assessment checklist

(Sharing of success criteria)

Self-monitoring Brainstorm ideas and write the draft

Self-evaluation

Revise the draft

for publishing ⁴⁶

Interacting with Multimodal Texts

Producing Multimodal Texts

Access information from a variety of

sources

To develop learning, teaching and assessment activities for a unit of work:

Understand the ideas in the multimodal texts

Analyse and explore how messages are

presented

Evaluate the messages and values embedded in

the multimodal texts Express and create

messages using different modes of

communication

Pedagogy to Enhance Literacy Development

e-Learning refers to an open and flexible learning mode

involving the use of the electronic media, including the use of digital resources and communication tools to achieve the

learning objectives.

“Pedagogy empowered by digital technology"

Technological Pedagogical Content Knowledge

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E-books, websites

HK Public Libraries e-Resources

eRead Scheme by

HKEdCity

Free Kids Book

Epic

Storybird

Voting

interactive

tools

Mentimeter

Nearpod

Padlet

Kahoot

Poll Everywhere

Creative tools

Shadow Puppet Edu

Google Docs, Slides,

Forms

Draw and Tell

Answer Garden

Puppet Pals 2

Glogster

Templates / graphic organisers

Read Write Think

ClassTools

Educreations

Bubbl.us

Popplet

Coogle

Reference tools

Voki

e-Dictionaries

Google images

Flickr

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Involving good models of English use

Supported by teaching approaches based on

sound pedagogical principles

Consisting of user-friendly design, and appropriate

graphics, sound and animation to increase students’ motivation and

support learning

Promoting the integrated use of language skills

Promoting interactive learning by encouraging

student input, allowing students to work at their

own pace and providing feedback to them

Characteristics of Quality e-Learning Resources

English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.103

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Promoting Information Literacy

Creating a favourable learning

to a wide variety of information and reading

materials

Providing students with

to process and create multimodal texts, and share information and ideas through

online platforms

Facilitating discussion and evaluation of the power ,

and reliability of

information, and the effectiveness of different

sources

Guiding students to identify

conveyed in different kinds of

texts

Designing learning activities and projects that require students to evaluate, extract,

organise

and synthesise

different sources, and create

new ideas of their own

Promoting ethical use of

acknowledging sources of information properly,

preventing cyberbullying) and respect for intellectual

property rights

English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), pp.34-35

Ways to help students manage the vast amount of information in the digital age:

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Quizlet

 Recap the vocabulary learnt about personality through a matching game.

Nearpod

 Watch a video about what acrostic poems are.

 Introduce the features of acrostic poems.

 Co-construct an acrostic poem with students.

Padlet

 Ss create their own acrostic poems and upload their work (written/spoken) on Padlet.

 Ss read and comment on each other’s work.

Pre-lesson While-lesson Post-lesson

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Values Education

Providing multifarious values education related learning experiences in the curriculum

Constitution and Basic Law

education

Life education

Media education Sex

education

Human rights education

Health &

anti-drug education

Environmental education National

Security education

Moral and Civic education National Identity

Integrity Perseverance

Commitment

Respect for Others Responsibility

Care for Others

Positive values and attitudes

Law-abidingness Empathy

Diligence

An example – What if Everybody Did That?

(Positive values: Consideration, self-discipline, responsibility, respect for others)

• Connecting learning experiences between GE Programme & Reading Workshops (P4 Modules: We can be better! / Good habits)

• Prediction: Reading the page on the left and guessing the impact brought by the bad behaviour

• Analysing the consequences of the bad behaviour

• Suggesting what should be done to correct the bad behaviour

• Designing a booklet about good behaviour in different settings

Incorporating Values Education into the School English Language Curriculum

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Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom”

The SOW Website ^Videos

Wallpapers and Posters

Interactive Games

Learning and Teaching Materials

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Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom”

Activities under the campaign in the 2021/22 school year (for primary students)

Activity Time period Remarks

SOW Creativity Contest: A Moment in Time

Nov 2021 – Feb 2022

A creative design competition inviting students to

capture a special moment which illustrates the meaning of a SOW related to positive values by taking a photo or creating a 2D artwork and writing a short description about it

Filmit 2022: A Student Film Competition Nov 2021 – May 2022

A digital filmmaking competition which engages

students to create a short film of 1-minute duration or 3-5 minute duration based on the theme selected for the year

School-based activity: Week of Hope 28 Mar – 8 Apr 2022

A school-based activity week staging a variety of

English learning activities which reflect schools’ unique focuses and initiatives in promoting positive values and attitudes

Story to Stage Puppetry Competition Mar – Jun 2022 A puppetry competition which invites teams of KS2 students to stage and film a puppetry performance

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Resource Kit on “Promoting Positive Values and Attitudes through English Sayings of Wisdom”

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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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Exposure

Noticing and hypothesising

(Re)structuring

Stages involved in learning grammar

• Noticing the structure and being aware of the connections between form and meaning

• Structuring the grammar rule in mind

• Exposure to the specific language patterns in texts

• Restructuring it and applying it in new contexts/using it naturally

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Module: Changes Unit: A Fun Library

Target language structures:

Using the comparative and superlative forms of adjectives (e.g. more interesting than, the most interesting) to compare different types of books and express views

Exposure Suggested steps:

• Tell students that they are going to learn how to make comparisons using the correct forms of adjectives.

• Instruct students to use pens of different colours (Blue: the comparatives;

Red: the superlatives) to highlight/underline the adjectives in the reading passage.

• Show students how to identify the comparative and superlative adjectives by giving an example each, e.g. more touching than, the most touching.

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Level: Upper Primary

Module: Changes Unit: A Fun Library

Target language structures:

Using the comparative and superlative forms of adjectives (e.g. more interesting than, the most interesting) to compare different types of books and express views

Suggested steps:

Guide students to explore the form and the use of comparatives and

superlativesby using a graphic organiser:

• to report examples of comparatives and superlatives highlighted;

• to generalise the form: (i) three- syllable adjectives always form the comparative with “more…than” and the superlative with “the most …”; (ii) two-syllable adjectives ending in

“ing”, e.g. boring, share the same rule;

• to generalise the use: we use

comparatives to compare two things and superlatives to compare a group of things.

Noticing and hypothesising

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Level: Upper Primary

Module: Changes Unit: A Fun Library

Target language structures:

Using the comparative and superlative forms of adjectives (e.g. more interesting than, the most interesting) to compare different types of books and express views

Suggested steps:

• Provide opportunities for students to use the target language structures in new contexts.

Making sentences based on polling results

• Conduct a survey on students’ favourite readers using Google Form.

• Have students make sentences using comparatives and superlatives based on the polling results.

Playing a board game

• Ask students to take turns to throw the dice.

• Ask them to make a sentence based on the instruction on the square that the chess piece lands on and read it aloud.

• The one who makes the most sentences wins.

(Re)structuring

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Level: Upper Primary

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

English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.25

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Level: Upper Primary

In the Reading Workshops, students read the narrative text Library Mouse. Sam, a library mouse whose home is in a little hole in the wall behind the children’s reference books, loves reading and writing story books. Sam then shares his books with other library visitors by placing them on a bookshelf at night secretly. But there comes a time when people want to meet this talented author. Sam is afraid that if the children know he is a mouse, they will be scared and never read his stories again. What should Sam do?

Task 1

Students are guided to understand:

 the story elements, e.g.

setting, characters, problem, climax and ending, through a story map;

 the text features of the story; and

 the language features of the text through

identifying the speaking verbs and the use of the simple past tense.

Task 2

In groups, students discuss:

 the problem Sam is facing;

 how Sam feel; and

 what Sam can do to solve the problem.

Students then propose

different ways to solve Sam’s problem and share with the class.

Task 3

In groups, students write a new climax and ending for the story.

Students can make use of the story dice for more inspiration.

Task 4

In groups, students

conduct Readers’ Theatre and perform in front of the class.

Generic skills involved:

Problem solving, communication

Problem solving, collaboration, creativity Stop reading the story

at the problem part to create a suspense.

Collaboration, communication

Collaborative problem solving skills

Activity: Curriculum Planning

Study the adapted version of a scheme of work for P4-P6 and comment on the strengths and

weaknesses.

development of reading and writing skills?

the L&T resources?

assessment?

generic skills development?

text types?

strategies to cater for learner diversity?

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development of reading and writing skills?

the L&T resources?

assessment?

generic skills development?

text types?

strategies to cater for learner diversity?

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 Task-based approach

 Familiar topics

 Sufficient input for learning

L&T resources

Lack of authentic materials & e-

resources

Assessment

 Mostly form-focused exercises

Opportunities for use in meaningful contexts?

Variety of text types

 Print

 Narratives

 Information texts

More non- print texts?

Cater for learner diversity

Allow flexibility in

output?

Generic skills

 Awareness Integrative use of generic skills?

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Managing Resources

Human resources

- Appoint level coordinators to help with horizontal coordination - Deploy the NET effectively

Learning and teaching resources

- Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers

- Introduce EDB resource packages to teachers

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References and Resources

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Curriculum Documents

PDPs (Slides)

References &

Resources

Resource kit for “Promoting Positive Values and Attitudes through English Sayings of Wisdom”

Learning and teaching resources on “Sayings of Wisdom”

Leaflet on catering learner diversity

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Learning and teaching resources on “Fantastic People”

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Learning and teaching

resources related to COVID-19

Learning units

with e-learning

resources

 Literacy Development

Resources in support of the ELE KLACG (2017)

 Using Storytelling to Develop Students' Interest in Reading - A Resource Package for English Teachers (2015)

 Teaching Phonics at Primary Level (2017)

 Parents’ Guide to Effective English Language Learning (2019)

 Promotion of Reading in Schools (2019)

 Cross-curricular Learning

 Suggested Book Lists for Reading to Learn across the Curriculum (KS1 – KS4)

 Suggested Book Lists for Theme-based Reading (KG, Pri, Sec)

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Leaflets

EDB One-Stop Portal

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Audio Books E-learning English Resources

Hong Kong Public Libraries Resource

Naxos Spoken Word Library

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Catering for Learner Diversity

• Catering for Learner Diversity in the Primary English Classroom through Effective Use of e-Learning Resources and Developing Students' Self-directed Learning Capabilities

Assessment Literacy Series

• Effective Use of Assessment for and as Learning to Enhance Students’ Learning Effectiveness and Self-directed Learning in the Primary English Curriculum

• Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Speaking and Listening at Primary Level

• Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Reading and Writing at Primary Level

Curriculum Leadership

• Ongoing Renewal of the School Curriculum for English Panel Chairpersons

PDPs to be Conducted in the 2021/22 s.y.

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Effective Learning and Teaching

• Phonics Teaching Series: (1) Enhancing Teachers’ Knowledge and Skills in Teaching Phonics at Primary Level

• Phonics Teaching Series: (2) Enhancing Students’ Reading and Speaking Skills through the Learning and Teaching of Phonics and Storytelling at Primary Level

• Effective Strategies for Teaching Grammar in the Primary English Classroom

Literacy Skills Development Series

• Effective Use of Information Technology to Develop Literacy Skills in the Primary English Classroom

• Promoting Reading across the Curriculum and Progressive Development of Reading Skills in the Primary English Classroom

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PDPs to be Conducted in the 2021/22 s.y.