Curriculum Leadership Series –

(1)

Curriculum Leadership Series – Ongoing Renewal of

the School Curriculum (Primary)

(English teachers)

January 2018

English Language Education Section Curriculum Development Institute Education Bureau

(2)

1. To introduce the major updates of the English Language Education Key Learning Area Curriculum Guide (P1-S6) (2017);

2. To provide suggestions on the learning and teaching activities, strategies and resources for incorporating the major updates in the school English language curriculum;

and

3. To share good practices on designing meaningful learning activities to enhance learning and teaching effectiveness in the English classroom

OBJECTIVES

2

(3)

2:00 - 3:45 p.m.

Part I

• Ongoing renewal of the school curriculum

• Major updates of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (2017)

• Suggestions on the L&T activities, strategies and resources

• The roles of an English Language teacher as a curriculum leader

3:45 - 4:00 p.m.

Break

4:00 - 5:00 p.m.

Part II

• Sharing of good practices

Delia English Primary School & Kindergarten

Today’s Programme

3

(4)

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

(5)

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)

5 Ongoing Renewal of the

School Curriculum

(6)

6 Updating of the ELE KLACG

http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum-documents.html (CDC, 2002)

(P1 – S3)

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

9 years

(CDC, 2017)

(P1 – S6)

12 years

(CDC, 2004) (TBC) (CDC & HKEAA, 2007) with updates in 2015 Supplement

to ELE KLACG

(JS)

(7)

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)

7

(8)

Components of a School

English Language Curriculum at the Primary Level

60% of English lesson time

40% of English lesson time

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

8

(9)

9

9 Reading Journey across Key Stages 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)

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

(10)

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)

10

(11)

11 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)

 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/

(12)

12 From Reading to Writing

Enhancing the

implementation of READING Workshops

 Ensuring progressive development of reading skills and strategies

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

 Introducing the features of different text types explicitly

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

(13)

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"

13

(14)

14

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

(15)

15

Interacting with a variety of texts

Producing messages using different modes of

communication

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

(16)

16

20

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

16

(17)

17 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

(18)

National Identity

Values Education

18 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 education Sex

Human rights education

Health &

anti-drug education Environmental

education Road

safety education

Moral and Civic

education

(19)

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

19

(20)

20

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

integrated with teaching the curriculum – students learning to read

• the subject matter of pedagogic texts

• the associated language patterns

(Martin & Rose, 2005) Academic

content awareness

+

Academic language awareness

(21)

21

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

(22)

22

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

(23)

23

23 Curriculum planning in

different KLAs/subjects

Achieving the aims of education

Life-long Learning and Whole-person Development

Reading across the Curriculum at the Primary Level

Major Concern of the school

English Language

 Nurturing positive values and attitudes through reading and

identifying values, attitudes and beliefs expressed in the text

(24)

An example – Reader’s Handbook (Yellow)

(A reference reading for teachers/KS2 students to connect their reading and writing experiences)

• Reading non-fiction, e.g. a magazine article about earthquake

• Reading fiction

• Making connection and self-reflection using graphic organisers

• Showing practical examples to help students develop reading

strategies, e.g. pause and reflect, making notes, asking questions and making evaluation

Reading across the Curriculum at the Primary Level

24

3. Making an evaluation about the magazine article

1. Making notes 2. Self-questioning

(25)

25

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

(26)

26

• 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

(27)

27

Purposes of Assessment

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

(28)

28

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

(29)

29

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.

(30)

30

Extending from AfL to AaL:

(31)

31

Learning styles

Visual (Learn best by seeing) Auditory

(Learn best by hearing)

Kinesthetic (Learn best by doing)

Characteristics

maturity, gender, personality,

aspiration, interest, learning motivation

Abilities Gifted Special

education needs Prior knowledge

Level of readiness

Social Economic

Cultural Backgrounds

NCSNAC

CBS Low family

income

Catering for Diverse Learning Needs and Styles

Learners' diversity exists naturally

(32)

32

Supporting Students with

Special Educational Needs (SEN)

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

Suggestions:

- Organising a variety of activities

- Each activity lasts for 10 – 15 minutes

- Allowing time for students to learn and explore

independently using e- resources

(33)

33

Strategies to Cater for Learner Diversity

Promoting assessment for/as learning

- giving verbal and written feedback in lessons / for homework

- guiding students to understand their performance and setting goals

(34)

Catering for learner diversity Administrative Measures

Early Identification - Understanding the

weakness and strength of students - Understanding their learning background

Time-tabling for different programmes

- Organising enrichment programme for more able and gifted learners

- Organising intervention programmes for SEN students

Diversified assessments - Formative, e.g. student

learning profile,

differentiated dictation - Summative (not only limited to pen-and-paper) - Recognising non-

academic achievements in report cards

34

Professional Development

Human Resource Deployment

Flexible grouping - Providing timely support

- Providing quality feedback

- Engaging students in a variety of learning

activities

- Mixed ability grouping - Streaming students according to abilities - Grouping students

according to the purposes and requirements of tasks

- PDPs provided by

education psychologists - PDPs on curriculum planning

- PDPs on teaching strategies

34

(35)

In groups, share a school-based initiative of your school which has incorporated plans to address the curriculum updates.

35

Time for discussion:

15 minutes

Time for sharing:

10 minutes

(36)

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

Creation of a multimodal text

Level: Lower/Upper Primary

36

e-Learning & Information Literacy Values Education

Integrative Use of Generic Skills

(37)

37

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

Connecting students’ learning experiences in different subjects, e.g. General Studies and Physical Education

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

Major Concern of the School:

Living a healthy life

Reading across the Curriculum

A unit about food and drink in English

textbook

A pamphlet about

calorie and energy A profile of

Michael Phelps A leaflet about

meals for athletes

A unit about Growth and Health in General Studies textbook

Values Education Literacy Development

(38)

38

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

Learning and Teaching of Text Grammar e-Learning & Information Literacy

Values Education

(39)

• 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

39

(40)

• 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

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

understanding of the use of the target language items and structures in another context

Providing students with the autonomy to complete the task

40

(41)

Writing Task: Writing about a surprise party for a special person

• Helping students learn the present perfect tense through reading different

stories/recounts about parties, e.g. an e-book about a special birthday present, a party for a dog

• Helping students learn the vocabulary items about organising a

party through a variety of learning activities

• Learning about the setting of a

story/recount

• Helping students to reflect on their

learning using 3-2-1 summariser

Writing Task

• Conducting group writing to help

students develop ideas and

collaborate in groups

• Writing a creative story about a

birthday

celebration with a special person

Catering for the needs of students in

the mainstream English classroom Assessment for/as learning e-learning

41

e-Learning & Information Literacy

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

Extending from Assessment for Learning to Assessment as Learning

(42)

42

Supplementary Resources

2. A Surprise Party

•setting of a story

•sentence building

•vocabulary building

•learning of language items

3. A Surprise Party for a Dog, ‘Bibi’

•present perfect

tense in context 4. A Party Planner

•surprise elements

•word collocation

Textbook unit:

Primary 5 Having fun together Theme: A Surprise Party

Adaptations:

 Exposing students to more narrative texts to familiarise

them with the features of a story

 Creating a new writing task

1. An e-book about a birthday gift

•introducing the theme

•present perfect tense in context

(43)

43

1. Making use of graphic organisers and visual aids

Vocabulary building Understanding the setting of a story

(44)

2. Enhancing students’ participation through kinesthetic learning activities

Whole class activity:

Matching game

Individual work:

Graphic organiser

Group work:

Pelmanism

game

44

(45)

45

3. Making use of the text features of a story to help

students understand/construct the story

(46)

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

46

(47)

◊ 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

47

(48)

48 Extending from Assessment for Learning to Assessment as Learning

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

Sharing learning intentions and success criteria with

learners

Checklist:

• Assessment rubrics summed up from have been taught in the lessons

• Raising students’

awareness of the

requirements of the writing task

Assessment AS learning occurs when students reflect on and monitor their progress to inform their future learning goals.

(49)

49

Setting learning goals

Specific learning goals

• Short term goals within the over-arching context of a particular unit/module in the learning process

• Relate to learning output

• e.g. use 5 adjectives learnt in the article, use the

simple past tense and present perfect tense correctly in the story

Generic learning goals

• More general goals and of longer term

• Continued to be addressed across several units/areas and over time

• e.g. listen when my friends talk, read longer books

(50)

- from more able student

- from less able student

Some reflection strategies

50

Graphic

Organisers

(51)

51

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

“Feedback Sandwich”

(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…”

(52)

52

What is the role of an English teacher?

 Going beyond the role as a major provider of linguistic input to helping students make sense of language data;

 Capitalize on students’ existing and diversified resources – make school experience positive;

let students develop a sense of achievements;

 Share learning experiences, identify critical facilitative/debilitative features, and demonstrate effective strategies in the processes of becoming an effective language user.

Prof Jasmine LUK, Faculty of Education, HKU EDB Empowerment Workshop on Effective English Language Learning

at Primary Level, March 2015

(53)

53

Failure to learn well

Four major factors/questions: