Holistic Planning and Implementation of the Secondary English Language Curriculum for English TeachersCURRICULUM LEADERSHIP AND MANAGEMENT FOR THE ENGLISH LANGUAGE EDUCATION KEY LEARNING AREA:

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Holistic Planning and Implementation of the Secondary English Language Curriculum

for English Teachers

CURRICULUM LEADERSHIP AND MANAGEMENT FOR THE ENGLISH LANGUAGE EDUCATION KEY LEARNING AREA:

English Language Education Section Curriculum Development Institute

Education Bureau

(2)

Objectives

• To enhance teachers’ understanding of

holistic planning and implementation

of the school English Language curriculum in secondary schools; and

• To share strategies and practices on

holistic curriculum planning and management, including suggestions on how to incorporate:

vthe major updates of the English Language Education Key Learning Area Curriculum Guide (ELE KLACG)(P1-S6)(2017)

under the ongoing renewal of the school curriculum; and

vthe directional recommendations

of

the Task Force on Review of School Curriculum

in the school English Language curriculum through

examples, experience sharing and knowledge building.

(3)

Programme

Time Content

3 hours 1) English Language Teachers as an Agent for Innovation &

Change

2) Holistic Planning and Implementation of the School English Language Curriculum

• Major updates of the ELE KLACG (P1-S6) (2017)

• Recommendations of the Task Force on Review of School Curriculum

3) Experience Sharing (STFA Yung Yau College) 4) Summary and Resources

5) Assignment

(4)

Warm-up Activity

How much do you know about the major updates of the ELEKLACG(P1-S6) updated in 2017 and the

measures to optimise senior secondary English Language released in 2021?

https://forms.gle/cBfXBTPJEzVXcMXU6

(5)

Part 1:

English Language

Teachers as an Agent for

Innovation and Change

(6)

As an English Language teacher, how can you contribute to the effective planning & implementation of the school English

Language Curriculum?

Plan, lead, manage and evaluate the school curriculum and its implementation

Ensure vertical and horizontal curriculum coherence

Collaborate with other KLA panels and promote a culture of collaboration Build capacity in panel members and students

Manage resources

Adopt appropriate pedagogical approaches to motivate students

Try out innovative teaching strategies Make use of a variety of authentic

language learning materials to foster a broader range of literacy skills

Engage in professional development and lifelong learning Enhance assessment literacy

Make use of community resources and expose students to

Roles of English Language

Curriculum Leaders

(7)

Curriculum Planning

• Aligning with what is taught, and discussing the progress of learning and conduct of assessments to ensure key concepts are covered in every classroom at the same level

Horizontal coherence

• Ensuring the curriculum is logically sequenced across all levels so that students are building on what they have previously learnt and progress to more challenging, higher-level work

Vertical coherence

• Ensuring the curriculum is well-planned to facilitate learning in the subject, and enabling communication and collaboration among all teachers in the panel

Subject-area coherence

• Focusing on skills and habits that students need to succeed in their study, such as reading and writing skills, generic skills

Interdisciplinary

coherence

(8)

Part 2:

Holistic Planning and Implementation of the School English Language

Curriculum

(9)

Are there any references regarding the directions, approaches and strategies

for planning and

implementing the school

English Language curriculum?

(10)

Major updates of the ELE

KLACG (P1-S6) (2017)

(11)

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

(12)

(CDC, 2002)

(P1 – S3)

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

9 years

Ongoing Renewal of the School Curriculum

Updating of the English Language Education Key Learning Area Curriculum Guide

(CDC, 2017)

(P1 – S6)

12 years

(CDC, 2004) (CDC, 2018) (CDC & HKEAA, 2007) with updates in 2015 Supplement

to ELE KLACG (JS)

(CDC & HKEAA, 2021) [Effective from S4 in the

2021/22 s.y.]

(13)

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

Reading across the Curriculum e-Learning & Information Literacy

Major Updates of the ELE KLACG (P1-S6)

(14)

Literacy Development

Major Updates of the ELE KLACG (P1-S6)

(15)

What is ”Literacy”?

Literacy

-the ability to read and write

New Literacy

- the ability to understand and

create

a range of texts that integrate linguistic, audio, visual,

gestural

and spatial elements as well as the ability to use different

media and technological tools

for effective communication and information management

15

Literacy A linear form of

presentation limited to words

New Literacy

• Various modes of communication

• Involving understanding &

production of multimodal texts

References:

p.8, ELE KLACG (P1-S6) (2017)

(16)

Reflection:

Apart from textbook materials,

what kinds of resources can

help enhance students’ reading

and writing skills?

(17)

Multimodal texts

Sound effects

Images

Written texts Spoken

language Music

Literacy Development

Why should

multimodal texts be used in teaching?

- To make English learning more authentic, engaging and fun

- To develop students’ new literacy skills

(18)

Examples of multimodal texts

Advertisement Animation Audio book Blog Comics Diagram

Infographics Instruction

manual Leaflet Movie News article Podcast

Poster Picture book Photo caption Song Storyboard Video clip

ü Integrate multimodal texts in English lessons to - foster language skills development

- promote self-directed learning - cater for learner diversity

How to use multimodal texts in English Language teaching?

(19)

Lifelong learning

Challenges in the 21stcentury

The ability to read and write effectively

Literacy Development in the English Classroom

Equipping Students with New Literacy Skills

Processing and creating multimodal texts

Multimodal texts Sound effects

Images

Written texts Spoken

language Music

Promoting Language across the Curriculum

(LaC)

Enhancing information and media literacy skills

(20)

Pedagogy to Enhance Literacy Development

Access

Understand

Analyse &

Explore

Evaluate

Express &

Create

Interacting with Multimodal Texts

Producing Multimodal Texts

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

Access information from a variety of sources

(21)

Online Resource Package on Developing Students’

Multimodal Literacy in the Secondary English Language Classroom (2021)

ü Theories and practices in the adoption of multimodal texts in the English classroom ü L&T materials in modules and units

ü Suggested teaching steps

(22)

e-Learning &

Information Literacy

Major Updates of the ELE KLACG (P1-S6)

(23)

e-Learning & Information Literacy

e-Learning

an open and flexible learning mode involving the use of the electronic media, digital resources

and communication tools to achieve the learning objectives

Information literacy

the essential abilities and attitudes that lead to effective and ethical

use of information for lifelong

learning and self-directed learning

(24)

Reflection:

Is the use of e-learning effective in the following situation?

Mr Chan began the lesson with “Kahoot!” to revisit the knowledge taught in the previous lesson.

Students had great fun playing the game. Some of them had difficulty in understanding the answers, but they were excited to move on to the remaining questions.

After the game, Mr Chan started a new module.

(25)

e-Learning & Information Literacy

Some suggestions for Mr Chan

• Provision of feedback by teachers to consolidate learning

• Inviting further responses from students verbally or via e-platforms (e.g. Padlets) to cater for learner diversity

• Including an extended task in which students collect further

information about the topic using different e-learning tools

to promote self-directed learning

(26)

e-Learning & Information Literacy

The use of e-learning tools in the English classroom is not just for making the lesson fun and motivating students to learn, but it also serves different pedagogical purposes.

Examples Coggle

Edpuzzle Google Form Google Slides

Kahoot!

Keynote Nearpod

Mentimeter Plickers

Padlet Quizlet Quizizz Socrative Wordwall

For collecting instant responses

For enhancing interaction/

assessment/self-learning

For brainstorming ideas/collaboration

(27)

e-Learning & Information Literacy

How to enhance interactions in the English classroom?

Enhancing interactions in

the English classroom

Design of interactive

learning activities

Effective use of learning &

teaching materials

Effective use of learning &

teaching strategies Making use of

e-environment Effective u

se of e-resources

Effective use of e-learning tools, e.g. PC, projector,

screen

(28)

Information Literacy for Hong Kong Students

Category Eight Literacy Areas Effective and Ethical use of

information for lifelong learning

1 Use, provide and communicate information ethically and responsibly

Generic Information Literacy 2 Identify and define a need for information 3 Locate and access relevant information

4 Evaluate information and information providers, in terms of authority, credibility and current purpose

5 Extract and organise information and create new ideas

Information World 6 Be able to apply IT skills in order to process information and produce user- generated content

7 Recognise the roles and functions of information providers (e.g. libraries, museums, internet) in the society

8 Recognise the conditions under which reliable information could be obtained

Information users Information providers

Information need Locate information

Organise & Create Evaluate information

IT skills

Media Literacy:

Information providers

Conditions for reliable information

e-Learning & Information Literacy

(29)

Integrative Use of Generic Skills

Major Updates of the ELE KLACG (P1-S6)

(30)

Reflection:

What are the nine generic skills?

Why are they essential for 21 st

century learners? How do I

integrate them into English

Language teaching?

(31)

Nine Generic Skills

Essential for 21 st Century Learners

Basic Skills Thinking Skills Personal and Social Skills Communication

Skills Critical Thinking Skills

Self-

management Skills

Mathematical

Skills Creativity Self-learning Skills

IT Skills Problem Solving

Skills Collaboration

Skills

(32)

Integrative Use of Generic Skills

Two examples of integrative use of generic skills

To prepare students for authentic

& more complicated tasks

e.g. Project Learning

- S2 students take part in a “Jumble Sale”

activity of a charity project on the theme “Charities and Helping Others”

to promote students’ integrative use of language skills and generic skills.

• Writing a proposal à holistic thinking skills

• Raising funds in the “Jumble Sale” at school à collaborative problem solving skills

Holistic thinking skills

critical thinking skills problem solving skills+

creativity +

Collaborative problem solving skills collaboration skills

+

communication skills problem solving skills+

(33)

Values Education

Major Updates of the ELE KLACG (P1-S6)

(34)

Values Education

Did you know…

(35)

National identity

Values Education

Integrity

Perseverance

Commitment

Respect for others

Responsibility

Constitution and Basic Law

education

Life education

Media education Sex

education

Human rights education

Health &

anti-drug education Environmental

education

National security education

Care for others

10 Priority Values and Attitudes Values education in different domains

Moral and civic education

Law-abidingness

Empathy

Diligence

(36)

School development plan and

major concerns

Cross-KLA or Cross-departmental

collaboration

Life-wide learning School mission

and/or

religious background

Curriculum planning and

task design

Things to consider when incorporating values education

in the school English Language curriculum

(37)

Reflection:

Due to the tight teaching schedule,

I can only focus more on the

teaching of subject knowledge

(e.g. vocabulary and grammar

teaching). How can I set aside time

for values education?

(38)

• Not additional time, but integration

Promoting Values Education in the

School English Language Curriculum

(39)

Values Education

Choice of materials — Examples

Language arts materials (e.g. short stories, poems, lyrics, films) which deal with universal issues such as interpersonal relationships, nature, love and growing up

Non-fiction materials (e.g. documentaries, biographies, news/magazine articles) which present students with inspiring stories of people, controversial issues and thought- provoking happenings in the world

The Road Not Taken -Robert Frost

Count on me ¯ -Bruno Mars

LIFE WITHOUT

LIMITS Nick Vujici

I Am Malala Malala Yousafzai

(40)

Values Education

– Examples of Learning and Teaching Activities

Examples of L&T Activities Values

storytelling and reader’s theatre on books or texts about interpersonal relationships

discussions and writing a letter to the editor on social issues raised in an editorial

comparing the life stories of two successful people and discussing different ways to face adversities in a group discussion

designing pamphlets and posters which introduce the cultures and traditions of different countries

writing a short story from the perspective of an abandoned pet

Care for others Respect for others Empathy

Law-abidingness Integrity

Perseverance Diligence

Commitment National identity Respect for others

Responsibility Empathy

(41)

Strategies for Integrating Values Education into the School English Language Curriculum

üConnecting the ten priority values and attitudes with the themes and topics of

teaching modules/units in the

English Language curriculum

(42)

ü Integration of cognition, affection and action

Strategies for Integrating Values Education into the School English Language Curriculum

Figure 6A.1 Integration of Cognition, Affection and Action (p.10, Booklet 6A,

(43)

Integrating Values Education into

the School English Language Curriculum An Example

Module The World of Sports

Level S4 students

Connection with the

school’s major concern To develop a positive outlook on life through nurturing perseverance and grit

Topic The success stories of Paralympic athletes Positive values and

attitudes Perseverance, respect for others, empathy, grit Integrative use of generic

skills Holistic thinking skills

– critical thinking skills, problem solving skills, creativity

Read/View a text about motivational

Paralympic athletes who beat the odds in

their sporting career

Outline the positive attributes of the

athletes and analyse the reasons for their

success using a graphic organiser

Empathise and reflect on the

challenges faced by athletes with a

disability by giving a short

presentation

Research on underprivileged groups in society

and write a proposal to suggest how the

Government can support people with

disability

Learning and teaching

activities

(44)

ü Provision of holistic and balanced learning experiences through integrating classroom learning, practical experience and

learning environment

Strategies for Integrating Values Education into the School English Language Curriculum

Example

(45)

Implementing a School-based Reading/Viewing Programme to Promote Values Education

An Example

46

“What Happens Next?”

Predicting the Storyline of Inspirational Short Animations

Select and play an inspirational short animation for the

first time.

Pause the video at specific times and engage students

in making predictions of the plot at different stages.

Have students identify the unpleasant experience or challenges (e.g. a disability, a challenging task) faced by the characters in the short

animation.

Discuss how the characters handle/overcome the adversities. Ask students to

put themselves in the shoes of the characters and

share what they would do and how they would feel if

they faced similar Play the short

animation multiple times as necessary to

analyse the fictional elements (e.g. themes)

and cinematic techniques (e.g.

camera shots).

Conclude the lesson by eliciting from students the

positive messages learnt from the short animation.

Get them to reflect on how they can apply those

positive values and attitudes in the daily life.

(46)

Implementing a School-based Reading/Viewing Programme to Promote Values Education - An Example

46

“What Happens Next?”

Predicting the Storyline of Inspirational Short Animati

ons

Name of Animation Positive Values and Attitudes Synopsis

Hair Love Hope, love, perseverance A heart-warming story of an African American father learning to do his daughter’s hair for the first time for a special occasion.

The Present Empathy, hope, love A story about a boy who receives a life-changing present from his mom – apuppy with three legs.

Ormie the Pig Wants

a Cookie Perseverance,

determination, grit An animation capturing Ormie’s quest for a jar of cookies

My Shoes Empathy, gratitude,

care for others A story with a twist which teaches us about gratitude and empathy.

(47)

ü Strategies for promoting Values Education ü L&T ideas with lesson procedures

ü Ideas on creating a language-rich environment to promote values education

ü Games

A Resource Kit for Promoting Positive Values and Attitudes

through English Sayings of Wisdom (e-version) (2021)

(48)

Learning and Teaching of Text Grammar

Major Updates of the ELE KLACG (P1-S6)

(49)

Reflection:

How do I usually teach grammar?

- Grammar drills?

- Introduce language items through texts ?

Drilling

- Only a mechanical practice of language forms

Mostly form-focused exercises

Text Grammar

- Authentic contexts help students make meaningful connectionsbetween language forms and functions, hence

effective use of the language

Beyond sentence level

Understanding and application of the functions of language

items are equally important

(50)

Grammar in Context and Text Grammar

Grammar in

Context Complementary

Concepts Text Grammar

beyond sentence level

• grammar items typical of a particular text type

• how grammar contributes to the structure, coherence, tone, style and register 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

(51)

Extending from

Assessment for Learning to Assessment as Learning

Major Updates of the ELE KLACG (P1-S6)

(52)
(53)

Strengthening Assessment for Learning (AfL)

Homework

Quiz/

Test/Exam

Project

Portfolio Learning

Task &

Activity Online

Assessment Performance

Task

Process Writing

Oral Presentation

Adopting Diversified Modes

of Assessment

Observation

Assessment tools

Assessment data

(54)

Reflection:

Why should we extend from

Assessment for Learning to

Assessment as Learning?

(55)

Extending from AfL to AaL

• AaL empowers students to reflect on their own learning, and develop their habit of mind and skills to monitor and evaluate their own progress of learning.

• AaL allows greater involvement of students in the Learning-Teaching- Assessment process.

Enable students to take charge of

their own

learning!

(56)

Extending from AfL to AaL

Monitoring the learning process

Reflecting on learning performance &

effectiveness of strategies adopted

Formulating plans to attain goals

Setting personalised learning goals

(57)

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

self-reflection

guiding students to keep track of their own

learning

(58)

Catering for the Needs of SEN and Gifted Students in the

Mainstream English Classroom

Major Updates of the ELE KLACG (P1-S6)

(59)

Reflection:

There are a few students who are very talented in English in

my class. How can I stretch their potential in the

mainstream English classroom?

(60)

Accommodating diverse students’ needs in the mainstream English classroom

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

Gifted students

Allowing flexibility with the curriculum to address differences in the rate, depth and pace of learning

Providing enrichment activities which encourage creativity and original thinking

Encouraging students to pursue independent projects or study based on their interests and abilities

Guiding students to set individual goals and assume ownership of their learning

Students with SEN

Adapting the learning content

Adopting a multisensory approach to learning and teaching

Using multimodal learning and teaching aids and materials

Adjusting the pace and linguistic load of instruction

Setting realistic assessment goals/objectives

Mainstream English classroom

E N

S G I F TE D

(61)

Reading across the Curriculum

Major Updates of the ELE KLACG (P1-S6)

(62)

Reflection:

“Promoting Reading across the Curriculum is about providing

and teaching a glossary of

thematic vocabulary commonly used in content subjects.”

Do you agree?

(63)

Reading across the Curriculum (RaC)

RaC, a component of LaC, is

more than provision of a glossary.

• It helps students connect

learning experiences between English Language & non-

language subjects by

establishing meaningful links

between language features and concepts acquired across

different KLAs.

language Non- subjects provide a context for

language learning.

Effective language development facilitates the

learning of content subjects.

Language across the Curriculum (LaC)

(64)

Challenges for Secondary School Students

Primary Junior Secondary

Senior Secondary Formality

Ranging from everyday

life to formal situations

Text Complexity

Ranging from simple texts to complex

texts

English Language Education

Fine-tuned MOI arrangements

Academic content awareness

+

Academic language awareness

Language demand grows in terms of

formality

and

text complexity

(65)

Reading across the Curriculum (RaC)

Chinese

English

Liberal Studies/

Citizenship &

Social Development

Mathematics

In terms of

topics / themes

(66)

Reading across the Curriculum (RaC)

Chinese

English Mathematics

Liberal Studies/

Citizenship &

Social Development

In terms of

reading

skills and

strategies

(67)

Reading across the Curriculum (RaC)

Academic content awareness

+

Academic language awareness

(Martin & Rose, 2005)

• Reading across the curriculum (RaC) helps students establish meaningful links among concepts and ideas acquired in different KLAs.

• RaC

– explicit teaching of reading skills and

strategies to be integrated

with the curriculum

– students learning to read

• the subject matter of pedagogic texts

• the associated language patterns

– develop students’

literacy skills, positive values and attitudes, deep learning

and

world knowledge

(68)

Reading across the Curriculum (RaC)

English for General Purposes

VS

English for Academic Purposes

(69)

Rhetorical Functions & Language Features

Rhetorical functions Language features (e.g.) PSHE ME SE TE AE PE

Comparison Connectives: (KS3 – KS4)

However, on the contrary, despite, whereas

* *

Procedure Imperatives: (KS1 – KS4):

Hold the racket vertically.

* * * * *

Recount Past tense: (KS1 – KS4)

World War II lasted from 1939 to 1945.

* * *

Explanation Connectives: (KS2 – KS4)

Due to, because, since; therefore, so, as a result

* * *

Description Adjectives: (KS1 – KS4)

Postmodern, romantic, three-dimensional Passive construction: (KS3 - KS4)

Water is pumped to the water treatment station.

* * *

Conclusion To summarise, to conclude * *

Suggestion Modal verbs: (KS2 - KS4) Can, may, could, might, should

* *

Instructions Wh-words: (KS1 – KS4)

What is the sum of the numbers from 1 through 1000000?

Imperatives: (KS1 – KS4)

Discuss the impacts of Meiji Restoration.

* * * * * *

Presentation of facts Present tense: (KS1 – KS4)

The Earth rotates around the Sun.

* * *

Assumption If, let, suppose: (KS2 – KS4)

The value of a gold coin is $3 200. If its value increases by 6%

* *

Examples

(70)

Strategies for Promoting RaC

Explicit Teaching of Learning Strategies

Features of different text types

(e.g. text structures, rhetorical functions &

the related language items)

Use of visual representation to deconstruct the structure,

language & content of the

texts Reading & enabling skills

(e.g. vocabulary building strategies, phonics skills)

Communication / Interaction strategies that students can

apply in presentation &

discussion activities across

KLAs

(71)

Promoting W riting across the Curriculum (WaC)

u establish meaningful links among

concepts and ideas in other KLAs

Helping students

u develop a better

understanding of the language features of texts on cross-

curricular subjects

WaC is a meaningful follow-up on RaC

(72)

üCurriculum mapping

• Take into consideration students’ learning needs across KLAs at the same year level or across levels

• Develop a horizontal or vertical curriculum map that highlights possible entry points (e.g. learning and teaching strategies, themes, text structures, rhetorical functions, language items) for the implementation of RaC and WaC

RaC & WaC – Collaboration among KLAs

(73)

RaC & WaC – Collaboration among KLAs

Curriculum mapping – Example

(74)

üPlanning of curricula and collaborative development of learning materials

• Teachers of different KLAs

working closely to match the language needed

as well as the content for different subjects

• Planning the English curriculum

to facilitate and enhance reading and writing skills for non-language subjects

• Working on the scheme of work of English Language to incorporate

language skills and features needed for non-language subjects

• Producing learning and teaching materials for the use in the non- language subjects

RaC & WaC – Collaboration among KLAs

(75)

üConduct of cross-curricular projects Ø Small-scale cross-curricular projects:

Subjects Suggested Ideas

English +

Mathematics

Conduct a survey, e.g. to find out the favourite extra- curricular activities of S1 students and present the findings in the form of statistical presentation and oral presentation.

English +

Geography

Describe the land use in the district where the school is located and suggest alternative uses of the land.

English +

Computer Literacy

Use of apps (e.g. “Explain Everything”, “Book Creator”) to produce English digital multimodal texts

RaC & WaC – Collaboration among KLAs

(76)

üConduct of cross-curricular projects

Ø Large-scale cross-curricular projects:

Ø Collaboration of several KLAs on one project

Example: A project on a school tour to the Mainland History:

Students study the history of the place.

Geography:

Students read the map of the place and plan the tour.

Mathematics &

Computer Literacy:

Students prepare a statistical

presentation.

English:

Students present their findings in English.

RaC & WaC – Collaboration among KLAs

(77)

Connecting Students’ Learning Experiences through Promoting Reading and Writing across the Curriculum in the Junior Secondary English

Classroom (2020) (printed & e-version)

Concepts related to R/WaC

Strategies for Promoting R/WaC

Learning and Teaching Materials for Promoting R/WaC (3 Learning Tasks)

http://www.edb.gov.hk/RWaC_JS

(78)

Recommendations of the

Task Force on Review of

School Curriculum

(79)

• The Task Force was set up in November 2017 to holistically review the primary and secondary curricula.

• It examines how to:

• make the school curricula rigorous and forward-looking in enhancing

students’ capacity to learn and nurturing in them the values and qualities which are essential for learners of the 21st century;

• better cater for students’ diverse abilities, interests, needs and aspirations;

• optimise the curriculum in creating space and opportunities for students’

whole-person development; and

• better articulate learning at the primary and secondary levels.

Task Force on Review of School Curriculum

(80)

Whole-person Development Values Education and Life Planning Education

Creating Space and Catering for Learner Diversity

Applied Learning

University Admissions

STEM Education

Final Report of Task Force on

Review of School Curriculum (2020)

Six Directions of

Recommendations

(81)

Final Report of Task Force on

Review of School Curriculum (2020)

Recommendations for English Language

Catering Learner for Diversity

Creating

Space

(82)

further streamline the SBA and review how the Elective Part could be better assessed in the Writing Paper of the HKDSE

offer English-related Applied

Learning (ApL) courses as an elective

enrich the existing curriculum, with more emphasis on the academic and creative uses of the language

provide more opportunities for students to enhance their language competency through LaC and RaC

Final Report of Task Force on

Review of School Curriculum (2020)

ü

ü

(83)
(84)

Measures to Optimise Senior Secondary

English Language - Curriculum

(85)

Measures to Optimise Senior Secondary English Language – Public Assessment

No chan ge

(86)

Measures to Optimise Senior Secondary English

Language – Public Assessment

(87)

Offering English-related ApL Courses

Applied Learning (Vocational English)

Applied Learning (Translation Studies)

(88)

Academic English

Help students understand lessons, lectures,

seminars, study materials

Support students in learning other subjects through

English

Prepare students

for further studies Facilitate students’

completion of assignments and assessments of other

subjects

Promoting the Academic Use of English

(89)

Promoting the Academic Use of English

Characteristics of academic texts

Objective

Precise

Technical

Formal

(90)

Language Features of Academic English

Academic vocabulary Nominalisation

- Subject-specific & formal

- e.g. carbon footprint, global warming, marine conservationist

- e.g. Many correspondents opined that, deplorable conditions

- Use of nouns / noun phrases à objective & impersonal tone

- e.g. A higher intake of protein & carbohydrates helps underweight people to gain weight.

- e.g. Her craving for junk food is the cause of obesity.

Passive voice Complex Sentences

- Absence of the agent

- e.g. It is observed that… - Use of subordinate clauses

- Relative clause - Noun clause - Adverbial clause

Hedging words Cohesive devices

- Cautious tone

- Modals

- Adjectives (e.g. possible, unlikely)

- Introductory verbs (e.g. appear to be,

- Use of signpost/ discourse markers to link up sentences and paragraphs

(91)

91

Creative Use of English

Fluency

Students respond and give expression to experiences, events or characters

within a time limit (e.g. giving a two- minute impromptu speech on a given

topic).

Sensitivity

Students identify and appreciate novel ideas and language use in imaginative texts (e.g. poems and short stories), and are sensitive to sounds, word choice, images and figurative use of language.

Flexibility

Students adapt ideas and present arguments from multiple

perspectives and explore alternative approaches to

solving problems.

Originality

Students exercise their imagination to produce novel ideas in the form of spoken, written or multimodal texts,

or through performative means (e.g. creating a new

Elaboration

Students exercise their imagination to enrich and expand ideas (e.g. using different

characterisation techniques to enrich the description of a

character in a short story).

Promoting the Creative Use of English

(92)

How to promote the Creative Use of English?

Examples of Learning and Teaching Activities

poster presentations on the theme/subject of the text

discussion of photos/pictures related to the text

personal reactions to the theme(s) which occur in the text

choosing from a list of adjectives the one which best describes a certain character, and supplying reasons

discussing the language used in the text (e.g. selecting the most beautiful line/best written part, explaining the

craft/techniques used and the effects created)

(93)

How to promote the Creative Use of English?

Examples of Learning and Teaching Activities

reading aloud the text with feelings and an appropriate tone

reading/listening to an extract, and writing and/or presenting the dialogue between the characters

rewriting the text as a different text type (e.g. turning a story into a film script)

writing diary entries or a letter reflecting on the events of

the story from the point of view of the reader or one of

the characters

(94)

Strategies to promote

Academic and Creative Uses of English

Language across the Curriculum (LaC)

Reading across the Curriculum (RaC)

Examples will be shared.

(95)

Topic: Earth

Writing an argumentative essay on the use of alternative energy sources for generating electricity Grammar items and

structures, skills

development… Reading Skills

& Strategies

Information about the Earth and

environmental protection

Rhetorical functions:

To explain, To describe Language items:

Participle phrases, noun phrases, adjectives

Text structures:

poem and essay

Extended Reading:

The Earth

(An information book)

Discover and Experience

(A government pamphlet – Electrical &

Mechanical Services Department)

Textbook:

The Beautiful Planet – poem and essay

Enhancing Students’ Language Competency through LaC and RaC

An Example

(96)

Enhancing Students’ Language Competency through LaC and RaC An Example

Curriculum mapping

Identifying suitable reading materials

Identifying entry points such as text types,

rhetorical functions, etc.

Establishing meaningful links between language features and concepts acquired across different KLAs

(97)

Enhancing Students’ Language Competency through LaC and RaC An Example

Reading material (a feature article):

“A Guide to the Impact of Cow's Milk, Almond Milk, and Soy Milk on Your Health and the Environment”

Academic use of English

(98)

Enhancing Students’ Language Competency through LaC and RaC An Example

Pre-reading

Understanding the text type (feature article)

While-reading

• Jigsaw reading:

Comparison of milk

• Identifying the target language items

Post-reading

• Data presentation (relevant language features)

Writing

Developing a multimodal feature article with Google Site

(99)

Enhancing Students’ Language Competency through LaC and RaC An Example

Reading Writing

An Article An Article

An Article Content

• Going Green

• Text structures

• Data presentation (In graphic forms)

• Rhetorical function (To Compare) and the related

language items Language Features

Science + Mathematics

Science

(100)

Part 3:

Experience Sharing

(STFA Yung Yau College)

(101)

Part 4:

Summary

Resources and

(102)

Ma jor up date s of the ELE

KLA CG

Task Fo rce’s recom menda tions

School’s majo concerns r

Vertica l and ho

rizonta l cohere

nce of le arning and te aching

How to incorporate all these elements in the

English classroom?

(103)

Example

Promoting Values Education through Reading and Viewing

Level Proposed ideas

KS 3 S1: Stories – to experience the life of abandoned animals (Empathy) S2: Interviews – to get inspired by successful athletes (Grit)

S3: Video clips – to find out the struggles of the underprivileged groups (Care for others)

KS 4 S4: Infographics – to know more about the recycling projects in Hong Kong (Responsibility)

S5: Feature articles – to raise awareness of fake news and cyber bulling (Law-abidingness)

S6: Songs – to encourage people in face of adversity (Resilience)

Vertical coherence ü Values ü Text

types

(104)

Example

Level Proposed ideas

KS 3

S1: Learning similes and metaphors through famous sayings

(e.g. Life is like riding a bicycle. To keep your balance you must keep moving.)

S2: Creating slogans in parallel structures

(e.g. No pain, no gain)

S3: Applying the rule of three in oral presentations

(e.g. blood, sweat and tears)

KS 4

S4: Identifying analogies, repetition and rhetorical questions through analysing famous speeches

S5: Incorporating literary devices in informal writing

(e.g. narrative writing, blog entry, photo caption)

S6: Incorporating literary devices in formal writing

(e.g. argumentative writing, letter to the editor)

Promoting Values Education & Academic and Creative Uses of English

through Sayings of Wisdom

(105)

Supplement to the ELE KLACG (S1 – 3)

Aims to provide teachers with further suggestions on the implementation of the English Language curriculum at KS3 (S1 – 3)

Revisits the curriculum emphases provided in the Syllabus for English Language (S1 – 5) (1999) for renewal and puts forth new emphases to reflect the changing contexts

Serves as a supplement to the ELE KLACG (2017)

http://www.edb.gov.hk/elecg

(106)

Supplement to the ELE KLACG (S1 – 3)

The Supplement consists of six chapters:

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6

The Learning and Teaching of Listening

The Learning and Teaching of Speaking The Learning and Teaching of Reading The Learning and Teaching of Writing

The Learning and Teaching of Language Arts Promoting Language across the Curriculum at Secondary Level

(107)
(108)

A Treasury of Literary Classics

(Secondary Level)

(109)

Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom 2021/22”

Learning and Teaching Resources

109

A Resource Kit for Promoting Positive

Values and Attitudes through English Sayings of

Wisdom

Videos on

“Fantastic People”

and “Fantastic People Videos Activity Booklet”

Learning and Teaching Materials for Poetry Remake

Competition

A Resource Kit on Inspirational

Speeches

(110)

Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom 2021/22”

SOWIT Videos and SOWIT

Videos Resource Kit Posters and Wallpapers

Interactive Games

Learning and

Teaching Materials

(111)

Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom 2021/22”

Competitions

SOW Creativity

Contest: A Moment in Time

(Pri & Sec)

Nov 21 - Feb 22

SOW Creative Singing Contest (Sec)

Feb - May 22

Poetry Remake Competition (Sec)

Dec 21- Mar 22

Filmit 2022 (Pri &

Sec)

Nov 21 - May 22

“Time to Talk” Public Speaking Competition (Sec)

(112)

SOW Creativity Contest:

A Moment in Time

• One of the signature events of the SOW Campaign 2021/22

• Requirements and Regulations

• Four divisions: the Lower Primary Parent-child Division (P1-P3), the Upper Primary Division (P4-P6), the Junior Secondary Division (S1-S3) and the Senior Secondary Division (S4-S6).

• Each entry should be submitted on an individual basis.

• Students are invited to create a 2D multimodal artwork and write a description illustrating a special moment related to a SOW of their choice.

For details, please refer to:

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-

edu/SOW/competitions.html

(113)

Poetry Remake Competition

• a cross-curricular activity which integrates literary appreciation and art creation jointly organised by the English Language

Education Section and Arts Education Section

• aims to enhance students' awareness of and interest in English poetry by poets in Hong Kong, encourage artistic and creative expression and provide opportunities for cross-curricular

collaboration in the promotion of reading

• Students create a two-dimensional artwork in response to one of the selected poems, and then write an artist statement in English to explain the ideas in their work.

• For details, please refer to:

https://www.edb.gov.hk/attachment/en/curriculum-

(114)

Resources and References

on English Language Education

ELE KLA Website

www.edb.gov.hk/ele

All learning & teaching resources and references for

ELE can be accessed at the ELE KLA website.

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References

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