Curriculum Leadership Series –
Ongoing Renewal of the School Curriculum (English Panel Chairpersons)
December 2018
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
Fanling Assembly of God Church Primary School
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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)
KLA Curriculum Guides
&
Subject curriculum guides/
supplements
BECG 2014 (P1-P6)
5
Ongoing Renewal of the
School Curriculum
(CDC, 2002) (P1 – S3)
(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)
9 years
(CDC, 2017) (P1 – S6)
ELE KLACG
12 years
(CDC, 2004) (CDC, 2018)
Draft (CDC & HKEAA, 2007) with updates in 2015
6
Updating of the ELE KLACG
http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum-documents.html
Roles of a Curriculum Leader
7
8
Activity 1
What are the roles of an EPC as a curriculum leader?
1. Watch a video.
2. Pay attention to the roles of a curriculum leader introduced.
3. Discuss with a partner after watching the video:
(a) Which role do you find most challenging?
(b) Are there other roles which an EPC assumes?
https://www.powtoon.com/m/bTZfmVgJqXr/1/p
ACTIVITY 1
9Which role do you find most challenging?
Curriculum
Specialist Resource
Provider Team Builder Learner Mentor Culture
Builder
Can you think of other roles which an EPC assumes?
9
Roles of an English Panel Chairperson in Planning a School English Language Curriculum
10 What are the
major concerns in 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?
How teachers in the panel can be
supported in discharging their
respective roles?
11
In groups,
(1) study the curriculum plan; and
(2) comment on the strengths and weaknesses of the plan
Activity 2
Reviewing a school English
language curriculum
Task-based 12
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
Narratives More non- print texts?
More information
texts?
Cater for learner diversity
Allow flexibility in
output?
Updating of the
English Language Education Curriculum Guide (P1-S6)
(ELE KLACG)
13
Major Updates of the ELE KLACG (P1-S6)
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
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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
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
16 Processing & creating
multimodal texts - audio
- visual - gestural - spatial - linguistic
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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:
E-books platforms
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
Interactive books with technological features
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Longman Express 5A Unit 5 20
Teaching the structure of different text types explicitly and
Providing opportunities for application
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
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 readers to enrich their writing ideas and language used
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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
Level: Lower Primary
Major Updates of the ELE KLACG (P1-S6)
23
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
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
• 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
25
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
27
Exposure
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
Notic in g a nd Pr a c tice
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
Structuring
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
28
Exposure
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
Noticin g a nd Pra ctic e
Identifying andcategorising 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
Structuring
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
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’
awareness of 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)
29
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
The relationships between
learning, teaching and assessment
Learning-teaching- assessment Cycle
30
English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.84
Three complementary assessment concepts
Learner Independence
Assessment as Learning (AaL)
AaLengages 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)
AfLintegrates assessment into learning and teaching. It assists studentsto 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.
FormativeSummative
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PLANNING/
IMPLEMENTING THE L-T-A
CYCLE
32
Setting learning objectives
Analysing and using the assessment
data effectively
Designing tasks to help
students achieve the
learning objectives Providing
opportunities for students to
demonstrate what they have
learnt
Aim for a balanced and comprehensive coverage
Take the following into consideration:
- what students can do currently;
- what we should expect our students to be able to do next?
33
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)
35
Think about how we can help students achieve the target learning objectives (appropriate input, various modes, scaffolding, support…)
Think about appropriate/effective teaching strategies
36
37
Providing concrete
and diagnostic
feedback Incorporating
different modes
Involving different stakeholders
Providing follow-up
work Assigning
suitable amount Catering for
learner diversity Having clear
assessment objectives
Deciding on appropriate
frequency
Make use of various assessment tasks/activities 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 feedbackon how to improve (linked to success criteria)
Collect evidence of student learning
Oral presentations
Homework
etc.
Shared writing and Process writing
Portfolios Learning tasks and
activities
(e.g. performance tasks)
Conferencing
Questioning
Projects
Different Modes of
Assessments in Schools
Dictation
Tests / Examinations
39
Sharing learning intentions and success criteria with students through the use of assessment rubrics/forms
Example
Peer assessment rubrics:
• familiarising students with the success criteria of the task (points summed up from what are taught in the lessons)
• providing opportunity for students to make reflection on their own learning
Constructive feedback:
(Teachers)
• pointing out the area for improvement
• identifying students’
strengths and weaknesses (Students)
• showing their understanding on the requirement of the task
• helping them make improvement based on feedback/comments from teachers and peers
40
Upper primary
Purposes of using
assessment rubrics
Points to note in designing
assessment rubrics
Sharing the learning objectivesand assessment criteria with students
Helping students understand their strengths and weaknesses
Providing guidelines for students to make progress through
indicating the areas for improvement
helping them reflect on their learning strategies
facilitating them to self-regulate their work so as to move to the next stage of learning
Making reference to the assessment rubrics of public exam paperswhen designing school-based ones
Aligningthe rubrics with the learning objectives of the task
Setting task specific assessment criteria for each task
Making sure that students understand the criteria
41
Evaluate students’ performance against the success criteria
Identify students’ strengths and weaknesses
Analyse the underlying causes of students’
learning difficulties
Review teachers’ expectations on students
Modify teaching strategies
Explore ways to help students improve
Design activities to address students’
problems
Revise the school-based curriculum design/content
42
43
Assessment Data
—Evidence of student learning in terms of knowledge, skills and
values and attitudes
Formative assessment throughout the learning and teaching process
Making effective use of assessment data to inform learning and teaching
Example
Teachers make use of
assessment data to evaluate students’
learning.
Students reflect on their own learning and
make improvement.
Upper primary
What is Assessment as Learning (AaL)?
To empower students to ask reflective questions and
consider a range of strategies for learning
To enhance students’
development of self- monitoring skills for their
learning process
Setting learning goals
Relating to prior knowledge
Considering a range of
learning strategies Evaluating
performancethe Making
adjustment to learning strategies, goals set, etc.
Self-reflection/
monitoring process
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Assessment as learning (AaL) focusses on students and emphasises assessment as a process of metacognition. (Earl & Katz, 2006)
STRATEGIES TO PROMOTE ASSESSMENT AS LEARNING
In order to enable students to take charge of their own learning, teachers can do the following:
46
identifying expected learning outcomes
creating criteria of good practices with the students
sharing of learning intention and 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
Example
•Reader: Rude Ralph (a story)
•Reading text in textbook:
How to behave in public places (a magazine article)
Reading texts
•Board Game
•Role play
Learning teaching and activities
•Group writing
•Individual writing
Writing tasks
• To learn English and practise the target structures learnt through games/activities
• To make use of the vocabulary items and target structures learnt
• To gather information and ideas about the task in groups (peer collaboration)
• To provide scaffolding for the task To learn about:
• the use of target structures in daily contexts
• the features of a magazine article
• the meaning of signs with the help of a mind map
Adopting various modes of assessment
Adopting peer assessment
Analysing and using assessment data effectively Lower
primary
47
Good Student Guide - writing about a school place and draw
a sign about it
Module topic / theme:
Be a good child
Students understood the success/assessment criteriaand evaluated the role play with reference to them.
They gavefeedback in a fair manner under teachers’ support.
Role play (performance task):
• suitable for young learnerswho may not be too advanced in writing skills development
• allow students to demonstrate their learning and understandingof the target language items learnt in a variety of ways
Adopting various modes of assessment
Sharing learning objectives and success criteria with students through the assessment rubricsto:
• deepen their understanding of the task requirements;
• actively involve students in learning; and
• facilitate peer/self-assessment.
Adopting peer assessment
(Involving different stakeholders)
48
Analysing and using assessment
data effectively
Promoting Assessment for/as Learning by setting task-specific assessment criteria for students’ self-assessment (strengthening their rolesand responsibilitiesin relation
to their learning)
49
Identify students’ strengths and weaknesses
Analysethe underlying causes of students’ learning difficulties
Modifyteaching strategies
Explore ways to help students improve
Design activities to address students’ problems
Major Updates of the ELE KLACG (P1-S6)
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
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
51
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
EN
S G I FTED
Some Strategies to Cater for Learner Diversity
•understanding the
strengths/weaknessesand the learning backgroundof students
•Understanding the learning interests, stylesand 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 tasks for students
Giving challenges
53
Mainstream English classroom
E N
S G I FTED
54
Example
Topic of the unit: Know more about animals Context : We are going to build a School Zoo. The Principal would like the P1 students to tell him what animal(s) you want to keep in the zoo.
Task: Complete a map of the School Zoo by adding a drawing of the animal(s) you want to keep and a short description about the animal(s).
Target vocabulary and language items:
Vocabulary: types of animals, body parts
Grammar: singular &
plural form of nouns, demonstrative pronouns
Learning and teaching activities:
Listening to a song on YouTube
Vocabulary games
Reading a story (Jigsaw reading) and learning the text features
Grammar games and practices
Making audio
recordings using an app
Writing a description
Providing different support through the use of multimodal texts
Making use of a range of learning activities that incorporate different modes of representation
Providing scaffolding by breaking tasks into small steps to facilitate understanding and learning
Engaging students in active learning through the use of IT to enhance learning autonomy
Lower primary
PROVIDING DIFFERENT SUPPORT THROUGH THE USE OF MULTIMODAL TEXTS
55
Making use of songs on YouTube to:
- check students’ prior knowledge about the topic
- develop reading skills (making prediction about the animals) - provide input on target
vocabulary and language structures
- cater for different learning styles (e.g. audio, visual learners)
Making use of visual aidsto consolidate the learning of the target vocabulary items:
- posting them on the board for easy reference and retention - quick reference for revision at
the beginning of lessons Making use of games to:
- increase students’ motivation - address the needs of the
kinesthetic learners
- consolidate learning of target vocabulary items in a fun way - assess students’ learning
Students played the vocabulary game in groups. They listened to the teachers’
questions (e.g. “Can I have a cat, please?”) and some descriptions about the animals(s) (e.g. “They are brown and white. They have long tails.”), and then picked the right animal card. They also tried playing the game in pairs and took turns to give descriptions.
MAKING USE OF A RANGE OF LEARNING ACTIVITIES THAT INCORPORATE DIFFERENT MODES OF REPRESENTATION
PROVIDING SCAFFOLDING BY BREAKING TASKS INTO SMALL STEPS TO FACILITATE UNDERSTANDING AND LEARNING
56
Practising the target grammar structures before completing the end task
ENGAGING STUDENTS IN ACTIVE LEARNING THROUGH THE USE OF IT TO ENHANCE LEARNING AUTONOMY
Using an app (Draw and Tell) to make audio recordings in grammar practices and the end task to allow students to make multiple attempts
and do the work at their own pace when completing a task
Each student got a map of a zoo. They picked a role card from the teacher. Based on their role, they described the animals around them using the target structures:
“This is/These are (animal(s)). It is/They are (colour).
It has/They have (body parts).”
Students used Draw and Tell to draw the animal(s) they like to put in the school zoo and made an audio recording to describe the animal(s) using the target structures.
Exercises/practices in the textbook
A mini-speaking
task A worksheet
Activity 3
Finding out more about the major updates
57
1. Divide into 4 sub-groups at each table.
2. Each sub-group visits a different workstation.
3. Complete the worksheet.
4. Return to your home group and discuss:
(a) What did you do and see at the workstation?
(b) What is the intention of the activities?
Major Updates of the ELE KLACG (P1-S6)
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
• Reading across the curriculum (RaC) is a component within Language across the Curriculum
• RaC
– reading as a fundamental mode of learning – explicit teaching of reading to be
integrated with teaching the curriculum – students learning to read
• the subject matterof pedagogic texts
• the associated language patterns
(Martin & Rose, 2005) Listening
Speaking Writing
Reading
Language across
the Curriculum
Academic content awareness
+ Academic
language awareness
59
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
61
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
Reading input
Teachin g 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 and Physical 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
63
Major Updates of the ELE KLACG (P1-S6)
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Longman Express 5A Unit 5 65
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
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 66
Information Literacy Framework for
HK Students 2016
Longman Express 5A Unit 5
67
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 Starfall.com
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
Longman Express 5A Unit 5
69
Major Updates of the ELE KLACG (P1-S6)
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
National Identity
Values Education
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Integrity Perseverance
Commitment
Respect for Others
Responsibility
Care for Others
Seven Priority Values
and Attitudes Values education in different domains
Basic Law education
Life education
Media education educationSex
Human rights education
Health &
anti-drug education Environmental
education Road
safety education
Moral and Civic education
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
Major Updates of the ELE KLACG (P1-S6)
73
Integrative Use of Generic Skills
e-Learning & Information Literacy
Values Education Literacy Development
Reading across the Curriculum Learning and Teaching of Text Grammar
ELE KLACG (P1-S6)(2017)
Extending from Assessment for Learning to Assessment as Learning
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
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
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
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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
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Roles of Curriculum Leaders
in your school’s English Language Education
77
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
Creating a Conducive Language
Learning Environment
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
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E-learning English Resources EDB One-stop Portal
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html
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E-learning English Resources
Hong Kong Public Libraries Resource
https://www.hkpl.gov.hk/en/e-resources/
The English Language Education Section Webpage
Curriculum Documents PDPs (Slides)
References &
Resources
http://www.edb.gov.hk/ele
Literacy Development / Values Education
RESOURCES IN SUPPORT OF THE ELE KLACG (2017)
Using Storytellingto Develop Students' Interest in Reading - A Resource Package for English Teachers (2015)
Teaching Phonicsat Primary Level (2017)
e-Learning
ETV on “Effective Use of Multi-modal Textsin Developing Primary Students' Language Skills”
(2016)
Cross-curricular Learning
Suggested Book Lists for Reading to Learn across the Curriculum (KS1 – KS4)
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PDPS FOR 2018/19 S.Y.
e-Learning and Information Literacy
• e-Learning Series: Media Literacy in the Junior Secondary English Classroom – Enhancing Critical Thinking Skills through the Use of Digital Texts
• e-Learning Series: Effective Use of e-Resources for Communication – Tapping into Secondary Students’ Creativity, Critical Thinking and Problem-solving Abilities
• e-Learning Series: Effective Use of Multimodal Materials in Language Arts to Enhance the Learning and Teaching of English at the Junior Secondary Level
• Incorporating e-Learning into the Learning and Teaching of Grammar at Primary Level
• Literacy Skills Development Series – Effective Use of Information Technology to Develop Literacy Skills in the Primary English Classroom
Language across the Curriculum
• Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level
• Literacy Skills Development Series - Promoting Reading across the Curriculum
in the Primary English Classroom 91