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
Objectives
• To enhance teachers’ understanding of
holistic planning and implementationof 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 Curriculumin the school English Language curriculum through
examples, experience sharing and knowledge building.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
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
Part 1:
English Language
Teachers as an Agent for
Innovation and Change
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
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
Part 2:
Holistic Planning and Implementation of the School English Language
Curriculum
Are there any references regarding the directions, approaches and strategies
for planning and
implementing the school
English Language curriculum?
Major updates of the ELE
KLACG (P1-S6) (2017)
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
(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.]
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)
Literacy Development
Major Updates of the ELE KLACG (P1-S6)
What is ”Literacy”?
Literacy
-the ability to read and write
New Literacy
- the ability to understand and
createa range of texts that integrate linguistic, audio, visual,
gesturaland 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)
Reflection:
Apart from textbook materials,
what kinds of resources can
help enhance students’ reading
and writing skills?
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
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?
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
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
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
e-Learning &
Information Literacy
Major Updates of the ELE KLACG (P1-S6)
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
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.
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
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
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
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
Integrative Use of Generic Skills
Major Updates of the ELE KLACG (P1-S6)
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?
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
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+
Values Education
Major Updates of the ELE KLACG (P1-S6)
Values Education
Did you know…
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
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
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?
• Not additional time, but integration
Promoting Values Education in the
School English Language Curriculum
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
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
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
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,
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
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
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.
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.
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)
Learning and Teaching of Text Grammar
Major Updates of the ELE KLACG (P1-S6)
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
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
Extending from
Assessment for Learning to Assessment as Learning
Major Updates of the ELE KLACG (P1-S6)
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
Reflection:
Why should we extend from
Assessment for Learning to
Assessment as Learning?
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!
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
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
Catering for the Needs of SEN and Gifted Students in the
Mainstream English Classroom
Major Updates of the ELE KLACG (P1-S6)
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?
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
Reading across the Curriculum
Major Updates of the ELE KLACG (P1-S6)
Reflection:
“Promoting Reading across the Curriculum is about providing
and teaching a glossary of
thematic vocabulary commonly used in content subjects.”
Do you agree?
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)
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
formalityand
text complexityReading across the Curriculum (RaC)
Chinese
English
Liberal Studies/
Citizenship &
Social Development
Mathematics
In terms of
topics / themes
Reading across the Curriculum (RaC)
Chinese
English Mathematics
Liberal Studies/
Citizenship &
Social Development
In terms of
reading
skills and
strategies
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 integratedwith 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 learningand
world knowledgeReading across the Curriculum (RaC)
English for General Purposes
VS
English for Academic Purposes
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
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
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
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
RaC & WaC – Collaboration among KLAs
Curriculum mapping – Example
üPlanning of curricula and collaborative development of learning materials
• Teachers of different KLAs
working closely to match the language neededas 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
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
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
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
Recommendations of the
Task Force on Review of
School Curriculum
• 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
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
Final Report of Task Force on
Review of School Curriculum (2020)
Recommendations for English Language
Catering Learner for Diversity
Creating
Space
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
Measures to Optimise Senior Secondary
English Language - Curriculum
Measures to Optimise Senior Secondary English Language – Public Assessment
No chan ge
Measures to Optimise Senior Secondary English
Language – Public Assessment
Offering English-related ApL Courses
Applied Learning (Vocational English)
Applied Learning (Translation Studies)
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
Promoting the Academic Use of English
Characteristics of academic texts
Objective
Precise
Technical
Formal
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
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
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)
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
Strategies to promote
Academic and Creative Uses of English
Language across the Curriculum (LaC)
Reading across the Curriculum (RaC)
Examples will be shared.
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
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
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
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
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
Part 3:
Experience Sharing
(STFA Yung Yau College)
Part 4:
Summary
Resources and
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?
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
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
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
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
A Treasury of Literary Classics
(Secondary Level)
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
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
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)
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
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-
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.