English Panel Chairpersons in

Curriculum Leadership for

English Panel Chairpersons in Learning to Learn 2.0

December 2016

English Language Education Section Curriculum Development Institute

Education Bureau

Objectives

• To introduce the key emphases of the English Language curriculum in Learning to Learn 2.0 at primary level

• To explore the roles of curriculum leaders in planning and implementing the school-based curriculum in English classrooms under Learning to Learn 2.0

• To share good practices on planning and implementing the school-based English Language curriculum

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Learning to Learn 2.0

To Focus

- To focus on learning and teaching

effectiveness

To Deepen

- To deepen the positive impact of the

curriculum reform

To Sustain

- To sustain the quality of

learning

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What is Learning to Learn 2.0

• An enhanced version of “Learning to Learn”, capitalising on achievements and challenges, for further enhancement of students’

whole-person development and lifelong learning capabilities

• An act to keep abreast of the global and local contextual changes as well as the latest developments in other education systems for the ultimate benefit of student learning

• More school-based curriculum initiatives building on strengths for

enhancing learning and teaching

Roles of a Curriculum Leader

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Curriculum Leadership

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Everyone is a Leader:

Leading by the side

Leading from behind Leading from within

Leading in front

“Remember the

difference between a boss and a leader; a boss says “Go!”; a leader says “Let’s go!”

“It is better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is danger. Then people will appreciate your leadership.”

“Leading means

running fast enough to keep ahead of your people.”

“As we look ahead into the

next century, leaders will

be those who empower

others.”

Leadership is more a

Role than a

Position

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”

LEADERSHIP is ACTION

not POSITION.

Roles of an English Panel Chairperson in Planning a School-based English Language Curriculum

What are the major concerns of your School Development Plan?

What is the latest development of the English Language curriculum?

What are the needs, interests and abilities of your students?

What are the learning experiences for students?

School- based English Language Curriculum

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Updating of the

English Language Education Curriculum Guide (P1-S6)

(ELE KLACG)

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Updating of the ELE KLACG (P1-S6)

Direction of Learning to Learn 2.0

Meeting the changing needs of the society in the 21st century

Equipping students with the skills required in a complex, competitive, knowledge-based, information-age economy

Findings & recommendations obtained from KLA surveys conducted in 2011 & 2012 (Pri & Sec)

NAS review CD visits

Focus group meetings

Contacts with teachers, e.g. through PDPs, networking activities

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Major Updates of the ELE KLACG (P1-S6)

Planning and implementing a school-based

curriculum

Adopting a variety of

learning activities

Creating an English-rich environment Promoting

reading to learn

 Increasing learners’ motivation in learning English

 Strengthening learners’ ability to learn independently

 Supporting learners with diverse learning needs, e.g. students with special educational needs (SEN) and gifted students

 Stepping up learners’ literacy skills to meet the needs in study and everyday life, and the challenges in society and around the world

 Heightening learners’ awareness of appropriate language use in various contexts

 Enhancing learners’ ability in collecting and managing the vast amount of information brought about by advancement of technology and promoting ethical use of information

 Helping learners develop the essential qualities and positive values and attitudes required in the 21st century

Further effort required in the implementation of the ELE KLA curriculum:

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Strengthening Literacy Development and Reading across the Curriculum

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

Extending from Assessment for Learning to Assessment as Learning

Learning and Teaching of Text Grammar

Information Technology Education (including e-Learning & Information Literacy)

Values Education

STEM Education

Integrative Use of Generic Skills

Major updates of

the ELE KLACG (P1-S6)

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Key Stage 1 Students Key Stage 2 Students

• Enjoyparticipating in meaningful English learning activities

• Develop phonics skills and vocabulary-building skills

• Use simple grammar structures in familiar contexts

• ...

• Have more opportunities for reading, writing, speaking and listening to English

• Develop dictionary and information skills

• Communicate effectivelyby using suitable grammar structures

• …

Teachers’ role:

 create a language-rich learning environment

 make flexible use of textbooks and other resource materials

 use tasks and projects to facilitate the integrative use of language

 make greater use of open-ended questionsto stimulate thinking

 strengthenliteracy skills development (reading and writing)

 facilitate grammar learning through the use of a wide range of texts, materials and activities

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Expectation on Primary Students’ Performance

Key Emphases of the English Language Curriculum

Strengthening students’

literacy skills development

Literacy Development in the English Classroom

Lifelong learning

Challenges in the 21st century

The ability to read and write effectively Literacy Development in the English Classroom

Promoting Literacy across the Curriculum

(LaC)

Promoting Reading across the Curriculum (RaC) Communicative

Functions for General Purposes

Rhetorical Functions for Academic Purposes

Equipping Students with New Literacy Skills

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Processing & creating multimodal texts - audio

- visual - gestural - spatial - linguistic

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Junior Secondary

• Exposure to a wide range of text types (both print and non-print)

• Introduce elements of Language Arts

• Extensive reading and viewing

Senior Secondary

• Exposure to a wider range of more complex text (both print and non-print)

• Elective modules (Language Arts & Non-Language Arts)

Reading Journey across Key Stages

Primary

• Exposure to a range of text types (both print and non-print)

• Incorporation ofReading Workshopsinto 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

Longman Express 5A Unit 5 19

Teaching the structure of

different text types explicitly

Interactive Books

 Narrations, pictures and/or animations provided

 Basic interactions which allow students to touch screen and 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

Interactive books Free Apps

for tablets

Non-print paired books

Audio Books

 Reading text/script provided

 Audio file with narrations and simple sound effects

 Examples:

 Naxos Spoken Word Library (HK Public Library)

 Free audio books online http://lightupyourbrain.com/stories/

Audio books

Non-print Reading Resources

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Enhancing the

implementation of

READING Workshops

 Ensuring progressive development of reading skills

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

 Introducing the features of different text types explicitly

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From Reading to Writing

Connecting students’

READING and

WRITING experiences

 Making alignment between the GE programme and Reading Workshops to design writing tasks with meaningful contexts

 Exposing students to authentic readers to enrich their writing ideas and language used

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Writing (The most unforgettable day)

Self-assessment checklist

Setting

Who: Stanley

When: Crazy Hair Day Where: Bald Eagle

What: He mixed up the schedule

Connect Reading and Writing experiences:

 providing appropriate input (reading / viewing)

 stimulating students’ writing interest

 helping students to connect the story to their own life experience

 borrowing ideas and language items from the e-book to do the recount

 helping students to reflect on the lesson learnt

 nurturing positive values and attitudes

Graphic organiser Example

Useful phrases and text structures

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School-based Major Concerns:

 Creating a caring school campus

 Nurturing responsible and considerate students

Curriculum planning in different KLAs/subjects

English Language

 Nurturing positive values and attitudes through reading and identifying values, attitudes and beliefs expressed in the text

Promoting Reading across the Curriculum at the Primary Level

Achieving the aims of education

Life-long Learning and Whole- person Development

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Major Concern of the School

 Creating a caring school campus

 Nurturing

responsible and considerate students

Nurturing positive values and attitudes through reading and identifying values and attitudes expressed in the text

Module:

Caring for others

English Language Reading

Workshops

Storytelling Supported Reading

General English

Units:

- Good manners - Getting on with others

Bali – Everything is connected. / We should care about others.

24 Example

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Before storytelling

During Storytelling

After Storytelling

• Use a world map to show students the geographical location of Bali.

• Give some brief

information about Bali or invite students to share what they know about Bali.

• Tell students that it rains a lot in Bali and ask them to guess why.

• Tell students that they are going to listen to a story which explains it.

• Employ onomatopoeia and actions to motivate students to participate in storytelling.

• Use picture cards of animals to enhance

students’ understanding of the characters.

• Select some students to role play the characters and mime their actions in the story.

•

• Choose a few dialogues said by the main characters from the story.

• Print the dialogues out and cut them into strips.

• Ask students to work in groups and arrange the dialogues according to the sequence of the

story plot.

• Ask the class to read aloud the story.

Bali

Using a story with a theme that can promote Reading across the Curriculum

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Key Emphases of the English Language Curriculum

Catering for Learner

Diversity

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Administrative measures:

 …

 …

Curriculum planning:

 …

 …

Learning & teaching strategies:

 …

 …

Activity 2

What has been done at your school to cater for learner

diversity?

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Is your school doing these?

What else can you

do to cater for

learner diversity?

Strategies to Cater for Learner Diversity

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Can we further enhance the effectiveness of the

strategies through effective use of e- learning repertoire?

Textbook unit:

Primary 5 Having fun together

Problems identified in the textbook unit and the main writing task:

 The reading text is not related to the context of the other learning activities.

 The language practice focused mainly on present perfect tense.

 The main writing task is not purposeful.

Effective Use of Learning and Teaching Resources to Cater for Learner Diversity

Example

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Adaptations:

 Keeping the theme of the unit, i.e. a surprise party

 Exposing students to more narrative texts to familiarise them with the features of a story

 Creating a new writing task

Supplementary Resources

A Surprise Party

•setting of a story

•sentence building

•vocabulary building

•learning of language items

Supplementary Resources

A Surprise Party for a Dog, ‘Bibi’

•present perfect tense in context

A Party Planner

•surprise elements

•word collocation

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1. Making use of graphic organisers and visual aids

Understanding the setting of a story

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Vocabulary building

2. Enhancing students’ participation through kinesthetic learning activities

Whole class activity:

Matching game

Individual work:

Graphic organiser

Group work:

Pelmanism game

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Longman Express 5A Unit 5

3. Introducing the text features of a story

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4. Appropriate scaffolding for less able students and greater flexibility for more able students

Open-ended Task:

Creative story writing about a special party

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Characters Setting Problem

Who When Where What

picnic Lost the

present/

no present

◊ 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:

•To remind students what they need to achieve in every paragraph of the writing

•Part of the self

assessment and peer assessment

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Self-directed learning - e-dictionary

- reading and grammar practices - language games

Inside the classroom - e-books

- websites

(e.g. WLTS, PEERS, One-stop portal) - video clips

Should we mainly use the print resources?

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Facilitating understanding

Motivating resources Catering for learners’

interest

Promoting learner autonomy

Giving immediate feedback

Scrambled sentence

• forms and functions

E-book

• forms & functions

• main idea Learning and teaching (Inside the classroom)

Surprise

• forms & functions

• main idea

http://zimmertwinsatschool.com

5. Integrating e-learning resources into the unit plan

Grammar practice

• forms & functions Scrambled sentence

• forms & functions

Self-directed learning Activities (Outside the classroom)

Typing practice

• typing conventions

http://www.freetypinggame.net/

Online-dictionary

• spelling

• pronunciation

http://online.macmillandictionar y.com/mc_au2/macmil.htm

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Key Emphases of the English Language Curriculum

Promoting Assessment

for / as Learning

The relationships between

learning, teaching and assessment

Learning-teaching-assessment Cycle

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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-correctionor 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 _L^ear

ner Independence

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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

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Activity 3

Can you name the modes of assessment adopted by your school?

How many of them are geared towards

assessment of/for/as learning?

Strengthening AfL

Oral presentations

Homework

etc.

Shared writing and

Process writing

Portfolios Learning tasks

and activities Conferencing

Projects

Assessments in Schools

Dictation

Adopting diversified modes of assessment

Quizzes / Tests

Examinations Performance tasks

Questioning

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Strengthening AfL

Making use of various assessment tools

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Curriculum Framework

(What students are expected to learn

Goals

(What students can do as a result)

Learning Progression

Framework

Attainment Process

Curriculum Framework,

Learning, Teaching and Assessment,

and Learning Progression Framework (LPF)

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 Areas for improving the design of the

assessment

• Is it too easy?

• Is it too tricky/difficult?

• (for assessment papers) Is it necessary to allow more flexibilities when marking open-ended questions?

• Which areas do they do well?

• Which areas are challenging to students?

• Why do they make those mistakes?

• What can be done to strengthen students’

learning?

• What are the follow-up learning activities?

 Students’ strengths and weaknesses

 Reviewing the learning objectives and teaching strategies

Strengthening AfL

Making effective use of assessment data

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Enhancing learners’ self-directed learning capabilities through introducing metacognitive strategies:

Monitoring the learning

process Reflecting on

learning performance &

effectiveness of strategies

adopted

Formulating plans to attain goals Setting

personalised learning

goals

Promoting AaL

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Extending from AfL to AaL:

Formative assessment (after lesson 5)

Role of teacher: Role of students:

- Effective use of assessment data to evaluate students’ learning

- Making reflection on their own learning, especially the target language structure

49 Example

Making effective use of assessment data to inform learning and teaching

Giving feedback / Peer assessment (Lesson 10)

Give one suggestion:

Group work

Providing quality feedback to enhance learning

Giving feedback through peer assessment

Individual work

Peer assessment

51 Checklist:

• The points are summed up from what we taught in the lessons and simplified from the writing tips printed on the writing worksheet

• To get students be more familiar with the requirements of the writing

Sharing learning intentions and success criteria with learners

Constructive feedback

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

Example

Key Emphases of the English Language Curriculum

52 ITE (e-Learning

& Information Literacy)

Values Education STEM

Education

Integrative Use of Generic

Skills

e-Learning and Information Literacy

e-Learning and Information Literacy can be promoted in the ELE KLA through:

Providing opportunities for learners to process and create multimodal texts Introducing flipped classroomto allow flexibility for learning outside the classroom and to cater for learner diversity

Encouraging quality interactions on social networking platformsamong learners and between learners and teachers

Engaging learners in the application of IT skillsin presenting their work Making effective use of software/applications to foster collaborationamong learners and develop their creativity and problem-solving skills

Providing opportunities for learners to collect, organise and manage information from different sources and create new ideas of their own

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• perseverance

• respect for others

• integrity

• national identity

• commitment

• responsibility

• care for others

Values Education

e.g.

• common good

• justice

• respect for rule of law

the seven priority values and attitudes

Nurturing in learners the other essential positive values and attitudes

Promoting values education in the ELE KLA through activities such as:

• selecting texts and viewing materials for discussion on how people face adversities in life positively(e.g. perseverance, commitment, common good)

• organising co-curricular activities to promote good personal qualities and virtues (e.g.

integrity, respect for others, justice)

• collaborating with professionals to organise talks, forums and debating activities on social/global issues(e.g. respect for rule of law, care for others, national identity)

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STEM Education (including entrepreneurial spirit)

Enhancing learners’ creativity, innovativeness, entrepreneurship and problem solving skills Strengthening learners’ integrative learning and application of skills

Enhancing learners’ interest in science,

technology and mathematics and understanding of the world of work

Promoting STEM education in the ELE KLA through activities such as:

• designing activities and projects to encourage learners to work out innovative solutions to problems or create new ideas

• collaborating with other KLAs to enrich and connect experiences through RaC and life- wide learning activities

• introducing relevant materials about issues and people in the fields of science, technology and mathematics to guide learners to think critically about them

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Generic Skills

Basic Skills Thinking Skills Personal & Social Skills

Communication Skills Critical Thinking Skills Self-management Skills

Mathematical Skills* Creativity Self-learning Skills*

Information Technology Skills Problem Solving Skills Collaboration Skills

• Generic skills are grouped to facilitate holistic curriculum planning and a review of learners’ generic skills development over time.

• Integrative use of generic skills is encouraged, e.g. holistic thinking skills,

collaborative problem-solving skills.

*Numeracy Skills andStudy Skills were used in “Learning to Learn: The Way Forward in Curriculum Development” (2001).

Promoting the integrative development and application of generic skills in the ELE KLA through tasks, projects, drama performance and debating competitions on specific themes/topics

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Integrative use of generic skills

Critical

Thinking Creativity

Problem Solving

Holistic Thinking Skills

Communication Collaboration

Problem Solving

Collaborative Problem

Solving Skills

Strengthening Literacy Development & Reading

across the Curriculum

• Making connection between reading and writing activities

Integrative Use of Generic Skills

• Thinking critically about qualities of famous people and writing creatively

e-Learning &

Information Literacy

• Using an app for creating e- books

Example (Primary) - Follow Your Dream

Level: Upper primary

Learning Tasks: • Reading an information book How to be a Sports Star and the biographies of famous people

• Creating an e-book about their dream job for display on the school Open Day

Learning Objectives:

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Learning Activities:

• Predicting the content

• Identifying imperatives used in an advertisement

1. Reading an information book

• Designing a one-day menu for an athlete 2. Studying a pamphlet about calorie and energy

• Engaging in a jigsaw reading activity to find out important qualities to become a successful person

3. Reading the biographies of famous people

• Adding and drawing appropriate

images/pictures with captions to illustrate the intended messages

4. Learning the function and operation of an app for

creating an e-book

• Learners are provided with quality and constructive feedback on the digital multimodal texts.

• They display their e-books on the school Open Day.

5. Providing students with quality and constructive

feedback

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Managing Resources

Human resources:

- Appoint level coordinators to help with horizontal coordination

- Deploy the NET effectively

Learning and teaching resources:

- Build up a resource bank

with teaching plans, learning tasks and resource materials developed by teachers - Introduce EDB resource packages to teachers

Management of funds and grants:

- Different grants provided by the government to focus on critical tasks

-

for projects that promote effective learning

http://www.qef.org.hk/e_index.html

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E-learning English Resources EDB One-stop Portal

http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html

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E-learning English Resources

Primary English E-learning Resources (PEER)

http://peer.edb.hkedcity.net/ 62

Audio Books

https://www.hkpl.gov.hk/en/e-resources/

E-learning English Resources

Hong Kong Public Libraries Resource

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PDP 2016-17

• Enriching KS2 Students’ Reading Experiences through the Use of Multimodal Texts

• Using Information Texts in the Primary English Classroom:

Developing KS2 Students’ Reading and Writing Skills

• Effective Strategies for Catering for Learner Diversity in the Primary English Classroom

• Effective Strategies for Teaching Grammar in the Primary English Classroom

• Effective Use of the Learning Progression Framework to

Enhance English Language Learning, Teaching and Assessment in Reading at Primary Level

• Designing Quality English Language Papers to Enhance

Learning, Teaching and Assessment

Curriculum Leaders

Initiate curriculum changes,

collaborate with the English Panel in

developing a

based English language curriculum

Formulate school-based

the English Panel in light of

the direction of school development, the school context and students’ needs

Cultivate a reading

reading as a key task

of the school

Create conducive

environment to

promote the learning

and use of English Language

Provide space and support to support the professional

development of

English teachers

Manage

facilitate L&T of

English

Roles of Curriculum Leaders

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• Quicker access to information regarding the

English Language Education Key Learning Area – training opportunities, references & resources, etc.

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

edu/index.html

Sharing of Good Practices

 LST Leung Kau Kui Primary School (Branch)

 The ELCHK Ma On Shan Lutheran Primary

School

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Thank You

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