Curriculum Leadership Series – Ongoing Renewal of the School Curriculum
(English Panel Chairpersons)
December 2017
English Language Education Section Curriculum Development Institute
Education Bureau
Objectives
▰ To introduce the major updates of the English Language Education Key Learning Area Curriculum Guide (ELE KLACG) (2017)
▰ 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
2
Today’s Programme
2:00 - 3:45 p.m.
Part I
• Ongoing renewal of the school curriculum
• The roles of an EPC as a curriculum leader
• Major updates of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (2017)
3:45 - 4:00 p.m.
Break
4:00 - 5:00 p.m.
Part II
• Sharing of good practices
Pentecostal Gin Mao Sheng Primary School
3
4
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
BECG (2002) / SSCG (2009) (2009)
8 KLA Curriculum Guides (2002)
Various Subject Curriculum Guides Learning to Learn Report (2001)
SECG 2017 (S1-S6)
(2017 onwards)
KLA Curriculum Guides
&
Subject curriculum guides/
supplements
BECG 2014 (P1-P6)
Ongoing Renewal of the School Curriculum
5
6
(CDC, 2002) (P1 – S3)
(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)
9 years
(CDC, 2017) (P1 – S6)
ELE KLACG
12 years
(CDC, 2004) (TBC) (CDC & HKEAA, 2007) with updates in 2015 Supplemen
t to ELE KLACG
(JS)
Updating of the ELE KLACG
http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum-documents.html
7
Activity 1
What are the roles of an EPC as a
curriculum leader?
8
Pick a letter card from the table.
Think of a word that relates to the role of a curriculum leader.
A letter of your choice Activity 1
9
C
Change agent
Coordinator
Culture Builder
D
Decision maker
F
Facilitator
Friend
I
Innovator
L
Listener
M
Motivator
Mentor
Monitor
S
Student
Strategist
T
Team builder
Teacher Activity 1
Curriculum Leadership
Everyone is a Leader:
10 Leading by the side
Leading from behind Leading from within
Leading in front
Leadership is more a Role than a Position
Roles of an English Panel Chairperson in
Planning a School English Language Curriculum
What are the major concerns of your School Development Plan?
What is the latest development of the English Language curriculum?
What are the needs, interests and abilities of your students?
What are the learning experiences of students?
School English Language Curriculum
11
How teachers in the panel can be supported
in discharging their respective roles?
Reviewing a school English Language curriculum
12
Activity 2
In groups,
- study the curriculum plan; and
- comment on the strengths and
weaknesses of the plan
Updating of the
English Language Education Curriculum Guide (P1-S6)
(ELE KLACG)
13
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
14
15 60% of
English lesson time
40% of English
lesson time
English Language Curriculum Guide (Primary 1-6) (CDC, 2004)
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 Literacy across the Curriculum
(LaC)
Promoting Reading across the Curriculum (RaC)
Communicative Functions for General Purposes
Rhetorical Functions for Academic Purposes
Equipping Students with New Literacy Skills
Multi- modal texts
Processing and creating multimodal texts
16
17
Junior Secondary
• Exposure to a wide range of text types (both print and non- print)
• Introduce elements of Language Arts
• Extensive reading and viewing
Senior Secondary
• Exposure to a wider range of more complex text (both print and non- print)
• Elective modules
(Language Arts & Non- Language Arts)
Reading Journey across Key Stages Primary
• Exposure to a range of text types (both print and non-print)
• Incorporation of Reading Workshops into the School-based English Language Curriculum
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
Text Types
Examples of Text Types for Key Stage 1 Additional Examples of Text Types for Key Stage 2
Advertisements
Cartoons and comics
Captions
Cards
Charts
Conversations
Coupons
Diaries
Directions
Fables and fairy tales
Forms
Illustrations
Instructions
Labels
Leaflets
Lists
Menus
Notes and messages
Notices
Personal descriptions
Personal letters
Personal recounts
Picture dictionaries
Poems
Postcards
Posters
Product information
Rhymes
Riddles
Rules
Signs
Songs
Stories
Tables
Timetables
Accounts
Announcements
Autobiographies
Biographies
Blogs
Brochures
Catalogues
Children’s encyclopaedias
Dictionaries
Directories
Discussions
Emails
Explanations of how and why
Formal letters
Informational reports
Jokes
Journals
Maps and legends
Myths
News reports
Pamphlets
Plays
Procedures
Questionnaires
Recipes
Telephone conversations
Tongue twisters
Weather reports
Web pages
English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017) (Draft)
18
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)
Basic interactions which allow students to have more control in the reading process
Examples:
PEER http://peer.edb.hkedcity.net/
Free apps for tablets
Non-print paired books of related themes
Naxos Spoken Word Library (HK Public Library)
Free audio books online
http://lightupyourbrain.com/stories/
Using Non-print Reading Resources
19
Longman Express 5A Unit 5 20
Teaching the structure of
different text types explicitly
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
21
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
Exposing students to authentic readers to enrich their writing ideas and language used
21
Self-assessment checklist Setting Who: Stanley
When: Crazy Hair Day Where: Bald Eagle School
What: He mixed up the activity schedule
Writing about the most unforgettable day
Connect Reading and Writing experiences:
providing appropriate input (reading/viewing)
stimulating students’
writing interest
helping students to connect the story to their own life experience
borrowing ideas and
language items from the e- book to do the recount
helping students to reflect on the lesson learnt
nurturing positive values and attitudes
Graphic organiser
Useful phrases and text structures
Example
Level: Lower Primary
22
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
23
Longman Express 5A Unit 5 24
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"
Longman Express 5A Unit 5 25
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 2016
Longman Express 5A Unit 5 26 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 under
teachers’ guidance
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-books, websites
Pearson Bug Club PEER
Starfall.com
Oxford Owl Free Kids Books
Free Guided Reading
Epic…
Storybird
Voting and interactive
tools
Mentimeter PingPong
Kahoot
Vote Everywhere
Zeetings
Socrative
Others…
Templates / graphic organisers
Read Write Think
Class Tools
Educreations
bubble.us
Coogle
Popplet
Others…
Reference Tools
Google translate Voki
Google images
Flikr
learnersdictionary .com
Wolfra-Alpha
Others…
Creative tools
Toondoo Makebeliefs
Story Jumper
Explain Everything
Puppet Pals 2
Glogster
My Little Bird Tale
27
Longman Express 5A Unit 5 28
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
29
30
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
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
31
National Identity
Values Education
32 Integrity
Perseverance
Commitment
Respect for Others Responsibility
Care for Others
Seven Priority Values and AttitudesValues 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
33
An example – What if Everybody Did That?
(Positive values: Be considerate, 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 behavior
• Analysing the consequences of the bad behaviour
• Suggesting what should be done to correct the bad behavior
• Designing a booklet about good behavior in different settings
Incorporating Values Education into the
School English Language Curriculum
Writing Task: Producing an e-book about their dream job for display on the school Open Day
Pre-writing Task 1 Engaging students in
a jigsaw reading activity to find out the important qualities to become a successful
person
Pre-writing Task 2
• Identifying and
researching on student’s own dream jobs
• Compare and contrast the choices and select the best one
• Learning to use the features of the app to produce an e-book
Writing Task Producing an e- book about their
dream job for display on the school Open Day
Integrative use of generic skills and development of new literacy
Application of new knowledge and skills Values
Education
Example
Creation of a multimodal text Level: Lower/Upper Primary
34
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
35
Listening
Speaking Writing
Reading
Language 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 integratedwith teaching the curriculum
– students learning to read
• the subject matterof pedagogic texts
• the associated language patterns
(Martin & Rose, 2005) Academic
content awareness
+ Academic
language awareness
36
37
Maximise students’
exposure to text types to increase awareness of the
structures and features of different text
types
Develop students’
ability in
understanding and producing English
texts for a variety of purposes Collaborate with
teachers of other
KLAs
38
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
Major Concern of the school
Curriculum planning in different KLAs/subjects English Language
Nurturing positive values and attitudesthrough reading and
identifying values, attitudes and beliefs expressed in the text
Achieving the aims of education
Life-long Learning and Whole-person
Development
Reading across the Curriculum at the Primary Level
39
Reading input
Teaching focus in English lessons
• Concepts of a balanced diet
• Facts about the diet of an athlete
• Text types: a pamphlet, a leaflet and a profile
• Language structures: the use of the simple present and simple past tense to talk about facts and past events respectively
• Vocabulary about food items and nutrients
A unit about food and drink in English textbook
A pamphlet about calorie and energy
A profile of Michael Phelps
Connecting students’ learning experiences in different subjects, e.g.General Studies andPhysical Education
A leaflet about meals for athletes
Task: Design a healthy menu for the
athlete you admire and give reasons
• Providing students with the
opportunity to apply and integrate the knowledge/skills learnt and learning experiences
gained in different KLAs
Level: Upper Primary
A unit about Growth and Health in General Studies textbook
Major Concern of the School:
• Living a healthy life Example
40
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
41
42
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 functionand how grammar makes meaning and varies in different contexts
• how contexts shape the choice of
language used
• 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
43
44
You are a classmate of Peppa Pig. Your school held the Sports Day last week.
You and your classmates enjoyed it very much. Peppa Pig has become so keen on sports that she decides to join a relay race in the Inter-school Sports Day next month. However, only two of her classmates are going to join the race with her. She needs one more team member.
Help Peppa Pig choose ONE member for her team and write a description about the new team member by explaining why he/she should be chosen.
Module: Happy Days Unit: Sports Days
Example
Level: Upper Primary
• Viewing/reading different texts, including a blog entry in the textbook and a video clip to gain some exposure to the target language items/structures (i.e.
adjectives,
comparative and superlative
adjectives) and learn the
vocabulary items
about sports
Exposure• Identifying and
categorising theforms/patterns of the
target language
items/structures
• Practising the target language
items/structures in an information gap activity about identifying the winners of the Sports Day
Noticing and Practice
• Choosing ONE
animal from the four given to be Peppa Pig’s new team member
• Writing a
description about the new team member and explaining the
reasons for choosing him/her by using the target language items/structures
Structuring
45
• Viewing/reading different texts, including a blog entry in the textbook and a video clip to gain some exposure to the target language items/structures (i.e.
adjectives, comparative and superlative adjectives) and learn the vocabulary items about sports
Exposure
• Identifying and categorising the forms/patterns of the target language
items/structures
• Practising the target language items/structures in an information gap activity about identifying the winners of the Sports Day
Noticing and Practice
• Choosing ONE animal from the four given to be Peppa Pig’s new team member
• Writing a description about the new team member and
explaining the reasons for choosing him/her by using the target language
items/structures
Structuring
46
Learning and teaching grammar at text level (illustrating how grammar makes meaning beyond sentence level in different contexts)
Using multimodal learning and teaching aids and materials
Providing opportunities for students to practise and reinforce the form of the target grammar items Raising students’
awarenessof the forms/patterns and the connections between form and meaning
Applying the
understandingof the use of the target language items and structures in another context
Providing students with the autonomyto complete the task
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
47
The relationships between
learning, teaching and assessment
Learning-teaching- assessment Cycle
48
Purposes of Assessment
49
Purpose Key Assessor
Assessment for/as Learning (AfL / AaL)
• Quality feedback for learners, which entails
timely support and enrichment
• Information for teachers to review the learning
objectives, lesson plans and teaching strategies• Students’ self-monitoring & self-correction or adjustment
Teacher / Students
Assessment of Learning
(AoL)
• Assessment of learners’ performance and progress against the learning targets and objectives
• Judgments about placement, promotion and attainment
Teacher
Learner Independence
49
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
50
51
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.
Strengthening AfL
Making use of various assessment tools
52
The Learning Progression Framework
Curriculum Framework (What students are
expected to learn)
Goals
(What students can do as a result)
Learning Progression
Framework
Attainment Process
Curriculum Framework,
Learning, Teaching and Assessment,
and Learning Progression Framework (LPF)
Strengthening AfL
Making use of various assessment tools
53
54
Assessment Data
—Evidence of student learning
in terms of knowledge, skills and
values and attitudes
Strengthening AfL
Making effective use of assessment data
Analysing and Using the
Assessment Data
55
• Reviewing the assessment objectives (an appropriate and balanced coverage)
• Adjusting the level of difficulty
Identifying areas for improvement in the design of the assessment activity/paper
• Identifying their strengths and weaknesses
• Analysing the underlying causes of students’ learning difficulties
Evaluating students’ performance against the success criteria
• Modifying teaching strategies (e.g. exploring ways to help students improve, designing activities to address students’ problems)
• Revising the school curriculum design/content (e.g.
reviewing teachers’ expectations on students)
Reviewing the learning objectives and teaching strategies
Strengthening AfL
Making effective use of assessment data
56
Extending from AfL to AaL:
Peer assessment
Constructive feedback
Good news
“I did really well on…”
Bad news “I think these parts need to be
changed…because…”
Good news
“Some ways I can improve it are…”
Giving feedback through Peer assessment
Individual work:
Peer assessment
Checklist:
• The points are summed up from what we taught in the lessons and simplified from the writing tips printed on the writing worksheet
• To make students more familiar with the requirements of the writing
Sharing learning intentions and success criteria with learners
Constructive feedback
Role of teacher: Role of students:
- Identifying students’
strengths and weaknesses
- Providing constructive feedback
- Making reflection on their own learning, especially the writing skills
- Making improvement based on feedback from teachers and peers
Example
57
Formative assessment (after lesson 5)
- from more able student
- from less able student
Role of teacher: Role of students:
- Effective use of
assessment data to evaluate students’ learning
- Making reflection on their own learning, especially the target language structure
Making effective use of assessment data to inform learning and teaching Example
58
Giving feedback through peer assessment (Lesson 10)
Give one suggestion:
Group work:
Providing quality feedback to enhance learning Example59
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
ELE KLACG (P1-S6)(2017)
60
61
Supporting Students with
Special Educational Needs (SEN)
Teachers should:
show empathy for SEN students
understand that they may not be able to meet the same standard as others
review and modify their
expectations based on students’
needs and abilities
Adopt a multi-sensory
approach
Differentiate in terms of Content, Process, Product
& Learning Environment
Encourage personalised learning goals based on students’
own needs
Content- what students need to learn or how the student will get access to the information
Process - activities in which the students engage in to master the content
Product- work in which students demonstrate their learning
Learning Environment - the operation of the classroom
General Principles
62
Strategies to Cater for Learner Diversity
Self-directed learning
- e-dictionary - reading and grammar practices - language games
Inside the classroom - e-books - websites
(e.g. WLTS, PEERS, One-stop portal) - video clips
Should we mainly use the print resources?
63 Facilitating
understanding
Promoting learner autonomy
Motivating resources Catering for
learners’ interest
Giving immediate feedback
Textbook unit:
Primary 5 Having fun together Theme: A Surprise Party
Effective Use of Learning and Teaching Resources to Cater for Learner Diversity
Example
64 Adaptations:
Exposing students to more narrative texts to familiarise them with the features of a story
Creating a new writing task
Supplementary Resources
A Surprise Party
•setting of a story
•sentence building
•vocabulary building
•learning of language items
A Surprise Party for a Dog, ‘Bibi’
•present perfect tense in context
A Party Planner
•surprise elements
•word collocation
65
1. Making use of graphic organisers and visual aids 2. Enhancing students’ participation through
kinesthetic learning activities
Longman Express 5A Unit 5
3. Making use of the text features of a story to help students understand/construct the story
66
4. Appropriate scaffolding for less able students and greater flexibility for more able students
Open-ended Task:
Creative story writing about a special party
Lost the present / no present
picnic 67
◊ Greater learner autonomy
For more able students
Product
◊ All students achieve the learning objectives / targets
◊ The products varied in breadth and depth
For less able students
◊ Break into steps
◊ Provide prompts Provide scaffolding
Support to students:
Writing Tips:
•To remind students what they need to achieve in every paragraph of the writing
•Part of the self
assessment and peer assessment
68
Scrambled sentence
• forms and functions E-book
• forms & functions
• main idea
Learning and teaching (Inside the classroom)
69
Surprise
• forms & functions
• main idea
http://zimmertwinsatschool.com
5. Integrating e-learning resources into the unit plan
Grammar practice
• forms &
functions Scrambled
sentence
• Forms &
functions
Self-directed learning Activities (Outside the classroom)
Typing practice
• typing conventions http://www.freetypinggame.net/
Online-dictionary
• spelling
• pronunciation
http://online.macmillandictionar y.com/mc_au2/macmil.htm
Planning a school English Language curriculum
70
Activity 3
In groups, complete the plan for
P6 based on the L&T materials
provided.
71 Example
Activity 3
• The theme: Caring for others
• Text type features::website, newsletter, story, article, leaflet,
• Target vocabulary items: natural disasters, charity work, adjectives describing disadvantaged people
• Target language items and structures: …
• A video on hunger/poverty/
tsunami
• A printed reading text from the GE textbook (Unit 5)
• Leaflets on natural disasters by charities
• A printed reading text from the GE textbook (Unit 6)
• Videos on different
disadvantaged groups (elderly, homeless, stray animals, patients of chronic illness)
• An information sheet about the disadvantaged groups
• Designing a poster to promote the charity event
• Doing a presentation to introduce the charity campaign (the target group to benefit + the charitable organisation + the charity event)
• Identifying a target disadvantaged group to support
• Researching on charitable organisations in Hong Kong and identifying one to donate the proceeds to
• Proposing a charity event to organise to raise money for the charitable organisation
Task: Doing a group presentation on a charity campaign
Creation of a multimodal text
Application of new knowledge and skills Multimodal input
Integrative use of generic skills and development of
information literacy
Values education
Assessment for learning, peer assessment
• Any input from the General
Studies textbooks? RaC Authentic texts
Roles of Curriculum Leaders
in your school’s English Language Education
Curriculum Leaders
Initiate curriculum changes, collaborate
with the English Panel in developing a balanced school English language
curriculum Formulate school-
based assessment policies with the English Panel 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 support the
professional development of English teachers
Manage resources to facilitate L& T of
English
72
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
Management of funds and grants:
- Different grants provided by the government to focus on critical tasks
- Quality Education Fund for projects that promote effective learning
http://www.qef.org.hk/e_index.html
73
Creating a Conducive Language Learning Environment
74
Design learning activities that
encourage students to communicate with
one another in meaningful
contexts
Organise English- speaking activities (e.g.
song dedication, storytelling competition,
drama) Display
English materials (e.g.
posters, students’ work,
signs) in the classroom
Speak in English inside
and outside the classroom
E-learning English Resources EDB One-stop Portal
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html
75
E-learning English Resources
Primary English E-learning Resources (PEER)
http://peer.edb.hkedcity.net/ 76
PDPs to be Conducted in 2017/18 s.y.
77
e-Learning
• Enriching KS2 Students’ Reading Experiences through the Use of Multimodal Texts
Catering for Learner Diversity
• Catering for Learner Diversity in the Primary English Classroom at KS1
86
Assessment Literacy
• Assessment Literacy Series: Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Writing at Primary Level
• Assessment Literacy Series: Enhancing the Learning-Teaching-
Assessment Cycle through Assessment of/for/as Learning in the
Primary English Classroom
Effective Learning and Teaching
• Enhancing Students’ Reading and Speaking Skills through the Learning and Teaching of Phonics at Primary Level
PDPs to be Conducted in 2017/18 s.y.
78
Curriculum Leadership Series
• Curriculum Leadership Series – Ongoing Renewal of the School Curriculum (English Teachers) (Primary)
• Curriculum Leadership Series – Ongoing Renewal of the School Curriculum (English Panel Chairpersons) (Primary)
Reading across the Curriculum
• Connecting Reading and Writing Experiences in the Primary
English Classroom at KS1
• Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc.
http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/index.html
79
80