Ongoing Renewal of the School Curriculum

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Curriculum Leadership and Management for English Language Education Key Learning Area –

Ongoing Renewal of the School Curriculum

December 2016 English Language Education Section Curriculum Development Institute Education Bureau



 To enhance teachers’ understanding of the key emphases of the English Language Education Key Learning Area under the ongoing renewal of the school curriculum;

 To provide suggestions on how to lead the English Panel to

incorporate the new emphases, in particular, promoting reading across the curriculum and e-learning in the school-based English Language curriculum; and

 To share strategies and experiences on new literacy practices and the use of information technology in the English classroom for supporting English learning and teaching (by representatives from two secondary schools)




Ongoing Renewal of the School Curriculum



Ongoing Renewal of the School Curriculum

• An enhanced version of “Learning to Learn”, capitalising on achievements and challenges, for further enhancement of students’

whole-person development and lifelong learning capabilities

An act to keep abreast of the global and local contextual changes as well as the latest developments in other education systems for the ultimate benefit of student learning

• More school-based curriculum initiatives building on strengths for enhancing learning and teaching



To Focus

- To focus on learning and teaching


To Deepen

- To deepen the positive impact of the

curriculum reform

To Sustain

- To sustain the quality of


Rationale for Curriculum Development


Ongoing Renewal of the School Curriculum


(CDC, 2002)

(P1 – S3)

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

9 years

(CDC, 2016)

(P1 – S6)


• English Language

• Literature in English


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

12 years

Updating of the ELE KLACG


Ongoing Renewal of the School Curriculum


Catering for Learner Diversity Catering 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

(2016, P1-S6)

• English Language

• Literature in English ELE KLACG (P1-S6)

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 Reading across the Curriculum

e-Learning & Information Literacy

Values Education

STEM Education (including Entrepreneurial Spirit)

Task-based approach

Promoting reading to


Learner- centred instruction

2002 (P1-S3 )

Cross- curricular


Major Updates of the ELE KLACG (P1-S6)



Literacy Skills Development - 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


– students learning to read

• the subject matter of pedagogic texts

• the associated language patterns

(Martin & Rose, 2005) Academic

content awareness


Academic language awareness

Promoting Reading across the Curriculum

Speaking Writing

Language across the Curriculum

Listening Reading

Reading across the Curriculum (RaC)



Promoting Reading across the Curriculum

Lifelong learning

Challenges in the 21st century

The ability to read and write effectively

Literacy Development in the English Classroom

Promoting Literacy across the Curriculum

Equipping Students with New Literacy Skills

Processing and creating multimodal texts



1) the language policy of your school

2) your experience in coordinating with teachers of other panels in promoting cross-KLA activities to support students’ learning of English

Share with your group members:


Promoting Reading across the Curriculum



Rhetorical Functions & Language Features

Rhetorical functions Language features (e.g.) PSH



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?

* *







Changing Modes of Communication

Collaborative interaction mediated by mobile technology and application software

Access to authentic information and resources on the Internet beyond the classroom

Co-construction of knowledge and instant feedback on social learning platforms, online forums and web logs

Processing and producing multimodal texts for various communicative purposes and contexts


Changing Modes of



Technological Knowledge

Content Knowledge Pedagogical


Mastery of Multimodal Literacy Skills

Equipping teachers with the TK to support students in processing and creating multimodal texts

Highlighting the function of the e- features that

• support

understanding &

interpretation of the reading text

• facilitate the transfer of multimodal literacy skills in the production of multimodal texts

Development of ideas

Understanding abstract


Speaking skills

Meaning of unfamiliar


Reading / Writing

The Technological Pedagogical Content Knowledge (TPACK)* Framework

Koehler and Mishra (2009)

*Formerly known as TPCK (2006) 15



Reading across the Curriculum with e-Learning



English for general purposes

English for academic purposes Language Content

Using the relative clause to give elaboration

Making descriptions

Promoting RaC in the English Language Curriculum


Theme: Living Things

A dog has a good nose that is many times more sensitive than that of a human.

…He wanted to breed bees that produced more honey…

…Within all living organisms is a chemical reaction, which produces

substances that have

to be gotten rid of…


Resources -

Planning and Implementation of the English Language Curriculum



Curriculum Planning




Resources Management

Curriculum Leadership &


• Developing a reading culture

• Developing a school-based reading programme to support students’ literacy skills development across levels

• Promoting reading / writing across the curriculum

• Teaching reading and writing skills explicitly

• Connecting reading and writing in the design of learning tasks

• Integrating e-learning into the English Language classroom

• Working with the school librarian / different subject panels to identify suitable reading texts

• Applying for funds from the school sponsoring body / alumni / Quality Education Fund (QEF)

For example:


Curriculum Leadership and Management


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





• One-stop Portal


• English Language Education Learning and Teaching Resources

• Radio Programmes


• Public Libraries

• Internet, e.g. YouTube, BBC, British Council

• Application Software (e.g. tools for polling, organisation, collaboration and production)

• Lexile



Professional Development Programmes (2016/17) edu/professional-development-programmes.html

Literacy Skills

• Enhancing the Interface: Developing Reading Skills of Junior 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 Junior Secondary Students’ Writing Skills with Reference to the Learning Progression Framework


• Adopting e-Learning to Enhance Students’ Grammar Knowledge and Promote Self-directed Learning

• Effective Use of IT to Explore Literary Texts in the Junior Secondary English Classroom

• Effective Use of e-Resources for Communication – Tapping into Students’

Creativity, Critical Thinking and Problem-solving Abilities

• Media Literacy in the Junior Secondary English Classroom – Enhancing Critical Thinking Skills through the Use of Digital Texts

Assessment Literacy

• Enhancing Assessment Literacy in the English Language Curriculum at the Secondary Level: (I) Reading and Listening Skills

• Enhancing Assessment Literacy in the English Language Curriculum at the Secondary Level: (II) Speaking and Writing Skills


Professional Development Programmes (2016/17) edu/professional-development-programmes.html

Catering for

Learner Diversity

• Adopting e-Learning to Cater for Students with Special Educational Needs in the Junior Secondary English Classroom

• Catering for Learner Diversity in the English Language Curriculum at the Secondary Level: (I) Reading and Listening Skills

• Catering for Learner Diversity in the English Language Curriculum at the Secondary Level: (II) Speaking and Writing Skills

Senior Secondary Studies

• Effective Learning and Application of Grammar Knowledge in the Senior Secondary English Language Classroom

• Critical and Analytical Writing about Film in the Literature in English Classroom

• Critical and Analytical Writing about Poetry in the Literature in English Classroom

• Developing Students’ Thinking Skills through the Non-language Arts Elective Modules

New Teachers

• Understanding and Interpreting the English Language Curriculum for New English Teachers




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