3 D e c e m b e r 2 0 1 9
Curriculum Leadership Series –
Ongoing Renewal of the School Curriculum (English Panel Chairpersons)
English Language Education Section Curriculum Development Institute
Education Bureau
Objectives
K e y t o p ic s f o r d is c u s s io n
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
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
SKH Yuen Chen Maun Chen Jubilee Primary School
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
BECG 2014 (P1-P6)
Ongoing Renewal of the School Curriculum
4
Respond to local, regional and global contextual changes
Build on existing
strengths and
practices of
schools
Curriculum
enhancement to
benefit student
learning
(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
Updating of the ELE KLACG
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?
Activity 1
What are the roles of an EPC as a curriculum
leader?
Activity 1
Which 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?
Roles of an English Panel Chairperson in Planning a School English Language Curriculum
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 can teachers in the panel be
supported in discharging their
respective roles?
In groups,
(1) study the adapted version of schemes of work; and (2) comment on their strengths and weaknesses
Activity 2
Curriculum Planning
Task-based
10approach
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
10
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
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 and Teaching of Text Grammar
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 Reading across the Curriculum
(RaC)
Equipping Students with New
Literacy Skills
Processing and creating Sound
effects
Images
Written texts Spoken
language
Music Multi-
modal texts
Junior Secondary
• Exposure to a wide range of text types (both print and non-print)
• Promoting Reading across the Curriculum (RaC) 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)
• Elective modules (Language Arts & Non-Language Arts)
• Extending students’
language exposure and use of English for academic purposes
Reading Journey across Key Stages 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
Developing students’ reading and
viewing skills
Using Print Reading Resources 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)
Using multimodal texts to address the different learning
styles and needs of students Using real books with a variety
of text types
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
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 connect the story to their own experience
borrowing ideas and language items from the e-book to write the recount
helping students reflect on the lesson learnt
nurturing positive values and attitudes
Graphic organiser
Useful phrases and text structures
Level: Lower Primary
E-book: Crazy Hair Day
Promoting Reading across the Curriculum
‘Teachers who use cross-curricular themes create active readers by engaging students in authentic literacy tasks that emerge naturally from interesting and worthwhile topics and ideas.’
Aslan, Y. (2016). The Effect of Cross-curricular Instruction on Reading
Comprehension. Universal Journal of Educational Research, 4(8), 1797-1801.
‘Because our lives require us to integrate what we have learned in an interdisciplinary manner, teaching children through merged disciplines better prepares them for applying new knowledge and experience. In addition, when students view their learning as having personal relevance, they put more effort into their schoolwork and achievement.’
Willis, S. (1995). Refocusing the curriculum: Making interdisciplinary efforts work. ASCD Education Update, 37 (1), 1-8.
collaborate with teachers of other KLAs to develop learning activities that provide students with opportunities to
consolidate the knowledge and skills acquired across KLAs
design reading activities that reinforce students’ ability to integrate the knowledge, skills and learning experiences
gained in different KLAs In implementing RaC, English teachers are encouraged
to:
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)
p.61
Seeking advice from teachers of other KLAs on:
- the choice and appropriateness of reading materials - the schedule of teaching a certain topic
Promoting Reading across the Curriculum
Involving teachers of other KLAs in the conduct of cross-curricular learning 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 teaching schedules of English Language and the content subject
to teach the same theme/topic at around the same time
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)
Promoting Reading across the Curriculum
From General English From other subjects What are some common features?
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 - use quite a lot of
adjectives
A recount An article about WWII
- to recall what happened in the past - past tense is used - followed the time
sequence (chronological order) An argumentative
essay on studying abroad
An article discussing the different opinions about
globalisation
- to discuss some issues from different sides/
perspectives
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)
Connecting students’ learning experiences in English Language and
General StudiesReading input:
Task: Writing a short description to introduce Chinese culture
Taking photos and writing captions about the special events
Recording the cultural activities in their daily lives
Introducing the history or traditions in HK
Reading blog articles of students from different places
(PLE 2nd Ed. 4A Chapter 1 Be my friend)
Understanding the lives and cultures of people in different places
Reading an information book about traditions around the world
- cultural activities such as sports, eating habits, festival celebrations
Knowledge and
skills learnt from GS Connection with English Language Example
Level: Upper Primary
Grammar in Context or Text Grammar?
Grammar in
Context
ComplementaryConcepts
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
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
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
Text type: an expository text which includes a description of the animal chosen for the relay team and a comparison of its features with those of other animals
Grammar items to be used:
- Description: adjectives to describe the
features of animals - Comparison: comparative
and superlative adjectives
An opportunity for
students to practise and
apply the respective
27
Exp os ur e 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
N o ti ci n g an d H y p o th esi si n g Identifying and categorising the forms/patterns of the target
language
items/structures
Practising the target language items/structures in an information gap activity about the winners of the Sports Day
(R e)str u ctu ri n g 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
Expo sur e 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
N o ti ci n g an d H y p o th esi si n g 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
(Re )s tru ct uri ng 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 multimodallearning and teaching aids and materials
Providing opportunities for students to practise and reinforce the form of the target grammar items
Raisingstudents’ 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
The relationships between
learning, teaching and assessment
Learning-teaching- assessment Cycle
29
Three complementary assessment concepts
Learne r Ind ep en d en ce
Assessment as Learning (AaL)
AaLengages students in reflecting on and monitoring their progress of learningthrough 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, andhelps teachers collect evidence of students’ learning so that teachers can provide students with timely feedback and refine their teaching strategies.
Assessment of Learning (AoL)
AoLdescribes 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.
For ma tiv e Summ at iv e
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?
31
Make use of various assessment tasks/activitiesto gauge students’
performance
Sharethe learning intentionsand task-specific success criteria with students
Observestudents’ performance
Use effective questionsto elicit students’
responses
Provide students with quality feedbackon how to improve (linked to success criteria)
Collect evidence of student learning
Evaluatestudents’ performance against the success criteria
Identify students’ strengths and weaknesses
Analysethe 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
Revisethe school-based curriculum design/content
Learning Progression Framework
Think about how we can help students achieve the target learning objectives (appropriate input, various modes, scaffolding, support…)
Think about
appropriate/effective teaching strategies
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)
33
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
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.
Assessment Data —
Evidence of student learning in terms of knowledge, skills and values and
attitudes
What is Assessment as Learning (AaL)?
Assessment as learning (AaL) focusses on students and emphasises assessment as a process of metacognition. (Earl & Katz, 2006)
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 students’
self-directed learning capabilities through introducing
metacognitive
strategies
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
guiding students to keep track of their own
learning
Some reflection strategies
“Traffic Light”
Have students examine their work and highlight where 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…”
Example
Level: P4
Context: The “Good Deeds Month” is coming. Your English teachers are preparing a P4 magazine called “Good People Good Deeds”. They would like you to write a description about the person you admire most for the magazine.
Module topic / theme:
People and places around me
Watching a video for lesson preparation
Self-reflection and setting generic
goals Reading a text
in textbook
Pair work: Reading and comparing 2 pieces of descriptions and choosing the better one (Understanding the learning
outcomes)
Setting task- specific goals Group work: Putting
pieces of paper in order to form a text Reading the teacher’s
feedback form (Sharing of success
criteria)
Self- monitoring Brainstorming ideas and writing the draft Self-
evaluation
Revising the draft for publishing
Promoting Assessment as Learning
Development of metacognitive learning strategies
Guiding students to
self-reflect on their previous writing experience
identify their strengths and areas for improvement
set their own generic goals by making reference to the areas for
improvement
set their own task-specific goals by making reference to the checklist
“What should you write in your description?”
plan how to achieve the goal set
Self-reflection and setting generic goals
Setting task- specific goals
Modelling of learning strategies (e.g. the skills
of self-reflection) through thinking aloud
41
Identifying expected learning outcomes and creating criteria of good practices with the students
(Pair work: Reading and comparing two descriptions and choosing the better one)
Development of metacognitive learning strategies
Enhancing students’
understanding about the expected learning outcomes through co-construction (S+S, T+SS)
Explicit teaching of writing skills
Enriching students’ skills in identifying and writing main and supporting ideas
Brainstorming ideas and writing the
draft
Development of metacognitive learning strategies
Equipping students with learning strategies to self- monitor and self-evaluate their own learning
Using different kinds of assessment tools (e.g.
reflection checklist, PMI table, Traffic Light, Feedback
Sandwich) to facilitate self- reflection
Guiding students to keep track of their own learning
and do self-reflection
Promoting Assessment as Learning
Brainstorming ideas and writing the
draft
Development of metacognitive learning strategies
Equipping students with learning strategies to self- monitor and self-evaluate their own learning
Using different kinds of assessment tools (e.g.
reflection checklist, PMI table, Traffic Light, Feedback
Sandwich) to facilitate self- Guiding students to keep track of their own learning
and do self-reflection
Development of metacognitive learning strategies
Providing opportunity for students to make improvement based on teachers’ feedback / comments (draft publishing)
Emphasising students’ active involvement in the learning process
Helping students visualise the metacognitive process (i.e. self-reflection, self-monitoring and self-evaluation)
Helping students develop a greater Revising the draft for publishing
based on self-reflection and
teacher’s comments
Activity 3
Finding out more about the major updates
1. Form groups of 4.
2. Assign a role to each member of the group (A, B, C and D).
3. Get the respective worksheet.
4. Each member visits a different workstation.
5. Complete the worksheet.
6. Return to your home group and share with your group members:
(a) What activity did you do at the workstation?
(b) What is/are the purpose(s) of the activity?
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
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
45
•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
Mainstream
English classroom
47
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) they 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 the tasks into small steps to facilitate learning
Engaging students in active learning through the use of IT to enhance learning autonomy
Lower primary
Making use of songs on YouTube to:
- check students’ prior knowledge about the topic
- cater for different learning styles (e.g. audio, visual learners)
Making use of visual aids to
consolidate the learning of the target vocabulary items
Making use of gamesto:
- increase students’ motivation - address the needs of the
kinesthetic learners
- consolidate learning of target vocabulary items in a fun way - assess students’ learning
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 the tasks into small steps to facilitate learning
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
Practising the target grammar structures before completing the
end task
49
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
E-books, websites
Starfall.com
Free Kids Book
Free Guided Reading
Epic
Storybird
Voting and interactive tools
Mentimeter
Socrative
PingPong
Kahoot
Vote Everywhere
Zeetings
Creative tools
Toondoo
Make Beliefs Comix
Draw and Tell
Explain Everything
Puppet Pals 2
Glogster
Templates / graphic organisers
Read Write Think
ClassTools
Educreations
Bubble.us
Popplet
Coogle
Reference tools
Voki
Wolfra-Alpha
Google images
Flickr
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
Values Education
National Identity
Integrity Perseverance
Commitment
Respect for Others
Responsibility
Seven priority values and attitudes
Promoting values education in different domains
Basic Law education
Life education
Media education Sex
education
Human rights education
Health &
anti-drug 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
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
Task 1 Students are guided to understand:
• the text structure and plot through drawing a story map; 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 Baby Duck is facing;
• how Baby Duck feels and ways to help Baby Duck.
Writing Task
Students listen to the new and imaginative ideas from the different groups and use them to write a diary entry from the perspective of Baby Duck.
Example
Problem solving
Level: Upper Primary55
Task 3
Students propose different ways to solve Baby Duck’s problem and each group selects the best solution to share with the class.
Unit: Baby Duck and the New Eyeglasses
In the Reading Workshops, students read the narrative text Baby Duck and the New Eyeglasses, which is about how upset Baby Duck is because he does not like his new eyeglasses and how other family members try to cheer him up. Students then write a diary entry from the perspective of Baby Duck.
Collaborative problem solving skills
problem solving, communication Generic skills involved:
collaboration, communication
Activity 4
Planning a school English Language curriculum
In groups, design learning and teaching activities for the
textbook unit assigned. Complete the scheme of work.
English Panel Chairpersons
Initiate curriculum changes, collaborate
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 support the
professional development of English teachers
Manage resources to facilitate L& T of
English
Roles of English Panel Chairpersons
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
E-learning English Resources EDB One-stop Portal
https://www.hkpl.gov.hk/en/e-resources/
E-learning English Resources
Hong Kong Public Libraries Resource
The English Language Education Section Webpage
http://www.edb.gov.hk/ele
Curriculum Documents PDPs (Slides) References &
Resources
Primary English e-Learning Resources (PEER)
61
https://www.edb.gov.hk/en/curriculum-
development/kla/eng-edu/references-
resources/peer.html
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)
Parents’ Guide to Effective English Language Learning (2019)
Promotion of Readingin Schools (2019)
e-Learning
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)
PDPs for 2019/20 s.y. (Primary)
63
Curriculum Leadership
• Ongoing Renewal of the School Curriculum for English Panel Chairpersons (Dec 2019)
• Ongoing Renewal of the School Curriculum: Adopting an Integrated Approach in Planning and Implementing the Major Updates in the English Language Education Key Learning Area (Apr – Jun 2020)
Promoting Reading across the Curriculum
• Promoting Reading across the Curriculum in the Primary English Classroom
(Jan – Mar 2020)
PDPs for 2019/20 s.y. (Primary)
Catering for Learner Diversity
• Catering for Learner Diversity in the English Language Curriculum: Stretching the Potential of the More Able Learners in the Primary English Classroom (Dec 2019)
Assessment Literacy
• Enhancing Assessment Literacy in the Primary English Classroom (Apr- Jun 2020)
• Effective Use of the Learning Progression Framework to Enhance English Language
Learning, Teaching and Assessment in Speaking and Listening at Primary Level
(Mar - May 2020)
PDPs for 2019/20 s.y. (Primary)
65
