1
Curriculum Leadership for English Panel Chairpersons in
Learning to Learn 2.0 (New)
March 2016
English Language Education Section Curriculum Development Institute
Education Bureau
Seminar Objectives
• To explore the roles of English Language curriculum leaders in planning the school-based curriculum in primary schools under Learning to Learn 2.0
• To introduce the major updates proposed for English Language curriculum
• To provide suggestions on planning and implementing the school-based English Language curriculum with a focus on
▫ catering for learner diversity through effective leadership and management
• To introduce the Learning Progression Framework as a reference tool for identifying students’ strengths and weaknesses
2
Today’s Programme
3
• About Learning to Learn 2.0
• The roles of an English Panel Chairperson
• Major Updates for the English Language Curriculum
• Catering for Learner diversity through effective leadership and management
Break
• Extending from Assessment for Learning to Assessment as Learning
• Using the Learning Progression Framework as a reference tool for identifying students’ strengths and weaknesses
• Major Updates for the English Language Curriculum (other key emphases)
• Q & A
3
Learning to Learn (2001)
Learning to Learn 2.0
• All students can learn and succeed
• Open and flexible
curriculum framework
• Broad and balanced learning experiences
• Lifelong learning – generic skills, values and attitudes
• School-based management and accountability
• …
Moving Forward to Excel
• To focus
• To deepen
• To sustain
Enhancing the quality of student learning in school
Equipping our students for the future
4
Learning to Learn 2.0
To Focus
- To f ocus on
learning and teaching
effectiveness
To Deepen
- To deepen the positive impact of the
curriculum reform
To Sustain
- To sustain the quality of
learning
5
• 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
What is Learning to Learn 2.0
6
Activity 1
What are the roles of curriculum leaders?
Roles of the Curriculum Leaders
Cultivating a reading culture Keeping abreast of
the latest curriculum development
Promoting Assessment for / as
learning
Promoting cross- curricular learning,
e-learning and self-directed
learning Setting
instructional and assessment
policies Managing
resources Supporting the
professional development of
teachers
Create a language-rich
environment
8
Role of the English Panel Chairperson in Planning for a School-based English Language Curriculum
What are the major concerns of
your
School Development Plan?
What are the needs, interests
and abilities of your students?
What are the learning experiences for
students?
What is the latest development of
the English Language curriculum?
9
10
Rationales for Updating
English Language Education KLA:
To review the ELE KLA Curriculum (P1-S6) holistically in order to strengthen vertical continuity and coherence within and across KLAs
To bridge the gaps identified in the implementation of the ELE KLA Curriculum over the past decade
To keep abreast of the latest development in English Language Education
Ongoing Renewal of the School Curriculum:
To align with the guiding principles for the ongoing renewal of the school curriculum and the updated learning goals of
school education
To incorporate the key emphases for ongoing renewal of the school curriculum
To address the challenges arising from the needs of society and the advancement of technology
11
Updating of the ELE KLACG
(CDC, 2002)
(P1 – S3)
(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)
years 9
(CDC, 2016)
(P1 – S6)
Including
• supplements for JS level
• Literature in English as elective subject
ELE KLACG
(CDC, 2004) (CDC & HKEAA, 2007)
years 12
12
Overall Aims of the
English Language Education Curriculum
To provide every learner of a second language with further opportunities for extending their knowledge and experience of the cultures of other people as well as opportunities for personal and intellectual
development, further studies, pleasure and work in the English medium; and
To enable every learner to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the interpretation, use and production of materials for pleasure, study and work in the English medium.
*The overall aims of the ELE KLA curriculum remain unchanged.
13
Diagrammatic Representation of the English Language Education KLA
Curriculum Framework
The overall aims are spelt out.
The learning targets and objectives are included.
Upward arrows are used.
14
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:
15
Catering for Learner Diversity
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted
Learners in the Mainstream English Classroom Promoting Assessment for Learning
Generic Skills
Reading to Learn
IT for Interactive Learning
Moral & Civic Education
Project Learning
(2016, P1-S6)
• English Language
• Literature in English ELE KLACG
(P1-S6)
Learning & Teaching Grammar in Context Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills
Strengthening Literacy Development and Reading across the Curriculum
e-Learning & Information Literacy
Values Education
STEM Education (including entrepreneurial spirit)
Implementing a School-
based Curriculum
Creating an English-rich Environment Promotin
g Reading to Learn
Adopting a Variety Learning of Activities
16
Making use of a text for learners to notice the use of the target grammar items and
structures in context
Engaging learners in exercises & activities focusing on the practice of the forms and functions of the grammar items and structures
Providing meaningful tasks for learners to apply their grammar knowledge & use the target grammar items &
structures for purposeful communication, where
grammar learning goes beyond sentence grammar to text grammar
Learning & Teaching of Text Grammar
Going beyond Sentence Grammar to Text Grammar
Adopting a
Task-based Approach
17
Mainstream English classroom
E N
S G I F T E D
Accommodating diverse learners’needs in the mainstream English classroom
Catering for the Needs of SEN & Gifted Learners in the Mainstream English Classroom
Gifted Learners
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 learners to pursue independent projects or study based on their interests and abilities Guiding learners to set individual goals and assume ownership of their learning
Learners 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
Besides adopting effective strategies, such as flexible grouping,
differentiating learning tasks and promoting self-access learning, to cater for learners’ diverse needs, due consideration should also be given to support learners with special educational needs (SEN) and gifted learners.
18
19
Administrative measures:
…
…
Curriculum planning:
…
…
Learning & teaching strategies:
…
…
Catering for learner diversity
Activity 2
What has been done at your school to cater for learner diversity?
Catering for learner diversity Administrative Measures
Professional Development
Human Resource Deployment
Flexible grouping Early
Identification
Time-tabling for different programmes
Diversified assessments
20
Design remedial /
developmental / preventive / intervention / enhancement / integration programmes for the target students
Explore effective,
interactive or innovative pedagogy to cater for the diverse learning needs
Develop formative /
summative/ differentiated / multiple assessment in
enhancing learning effectiveness
School-based Curriculum
Capacity Building
Assessment Strategies Update of knowledge,
skills & attitude :
Training or professional exchange programmes (e.g. Co-teaching,
Collaborative Lesson planning, Building professional
Community) Pedagogy
Catering for learner diversity Professional Development
21
Phonics
Literacy programmes
social-emotional skills
Learning strategies
Enrichment
Higher order thinking skills, e.g. creativity, critical thinking
Reading across the curriculum
Acceleration strategies
Phonics
Basic conventions
Classroom routines and social skills
Learning strategies
SEN
Programmes
NAC/CBS Gifted
Catering for learner diversity Programmes for Target Students
Update of knowledge, skills & attitude :
Understanding the learning needs and styles of different types of learners
NAC - Children newly arrived from the Mainland CBS - Cross-boundary students
22
Catering for learner diversity Curriculum Planning
Graded worksheets
Tailored materials Differentiated
instruction
23
Differentiated Instruction
The framework in planning the curriculum and designing learning tasks
Use of different texts at a reading level
appropriate for each student
All students are working towards the same
standards and objectives
Differentiating
instructions based on students’ learning styles
Providing scaffolding for the average and less able students
Giving more flexibility and challenges for the more able students
The student product which demonstrates the mastery of the content:
tests, evaluations, projects, reports or other activities, e.g.
writing,
presentation, role- play
Giving choices for students
24
Catering for learner diversity Learning and Teaching Strategies
Catering for diverse
learning needs and style Making use of e-learning resources
Promoting Assessment As Learning
Improving the questioning and feedback techniques
25
“Note that differentiation relates more to addressing students’ different phases of learning from novice to
capable to proficient rather than merely providing different activities to different groups or students.”
“Visible learning for teachers: Maximizing impact on learning.”
(Hattie, J. (2012)
Catering for learner diversity Conclusion
26
Break
27
Strengthening Assessment for Learning
Adopting diversified modes of assessment to: generate broad and balanced
information about students’
achievements in relation to the Learning Targets & Objectives
provide appropriate contexts for carrying out assessment for learning Making use of assessment tools (e.g. the Learning Progression Framework (LPF)) to:
develop school-based criteria or descriptors
communicate learning performance to students and parents
Making use of data from internal
assessment, TSA, Pre-S1 HKAT and online assessment platform (e.g. STAR) to:
review school-based curriculum and effectiveness of learning & teaching strategies
plan remediation & progression
Homework
Quiz/
Test/Exam
Project
Portfolio Learning
Task &
Activity Online
Assessment Performanc
e Task
Process Writing
Oral Presentation
Adopting Diversified
Modes of Assessment
Observation
28
Major Updates of the ELE KLACG (P1-S6)
Extending from Assessment for Learning to Assessment as Learning
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
29
30
What is a Learning Progression Framework (LPF)?
The LPF:
• represents the growth of learners on a developmental continuum as they work
towards the Learning Targets and Objectives of the English Language curriculum;
• is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment;
• helps teachers better understand and articulate learners’ performance; and
• helps teachers plan strategically how to
enhance English Language learning, teaching and assessment.
………
………
1
………
………
2
………
………
3
………
………
4
………
………
5
………
………
6
………
………
7
………
………
ATM
8
Learning Outcomes
30
Relationship between the
Curriculum Framework, LPF and BC
Curriculum Framework
(What students are expected to learn )
Values and attitudes
Skills
Knowledge
Learning Progression Framework
(What students can do
as a result of learning and teaching)
Basic Competency
31
Curriculum Framework,
Learning, Teaching and Assessment,
and Learning Progression Framework (LPF)
Curriculum Framework (What students are
expected to learn)
Goals
(What students can do as a result)
Learning Progression
Framework
Attainment Process
32
What are the purposes of developing the LPF?
For identifying students’ strengths and areas for improvement
For enhancing learning and teaching
▫ providing quality feedback to students
▫ reviewing expectations of student learning
▫ revising learning content
▫ improving teaching strategies
For reflecting on whether opportunities have been provided for students to demonstrate their
performance
Not for summative assessment
Not for benchmarking students
33
Aspects of Progression shown in the Productive and Receptive Skills
Speaking Writing
• Content, Organisation and Communication Strategies
• Language
• Pronunciation, Stress, Rhythm and Intonation
• Content
• Organisation
• Language and Style
Underlying Principles Underlying Principles Productive
Skills
The outcome statements show the progression in terms of:
Reading Listening
The outcome statements show the progression in terms of:
• Depth of processing information, ideas and feelings
• Text complexity
• Range and application of strategies
Receptive Skills
Underlying Principles
34
Using the LPF to Enhance Students’ Writing Skills
35
In groups,
1. study the pointers of the LPF for Writing;
2. sequence them so that they form a developmental continuum of eight
attainment milestones, based on your personal / teaching experience;
3. Study one sample writing and use the pointers to comment on the writing.
Activity 3
36
Writing task:
Which festival do you like best?
What do you do at the festival?
Why do you like it? You can use the ideas and information in the lessons. You may also add some of your own ideas.
Remember to put in a title (e.g.
Mid-Autumn Festival).
37
What should we do to help our students make the
most of the writing programme?
Using the LPF to Enhance Students’
Writing Skills – Teachers’ concerns
What are the teaching strategies
we could use?
What are the strategies that our students could
learn to approach writing tasks?
38
Procedures Leading to the Development of the First Draft
4. Developing the First Draft through Shared Writing or Independent Writing
Task Requirements Procedures
Content • Clear topic & purpose
• Relevance of ideas
• Elaboration of ideas
1. Highlighting Keywords
2. Drawing a Mind Map
3. Structuring the Text Language &
Style
• Range of vocabulary
• Range of sentence patterns
• Appropriate stylistic features Organisation • Appropriate paragraphing
• Appropriate use of cohesive devices
39
1. Highlighting Keywords
You won a drawing competition. Your prize was one thousand dollars. You want to
write about this competition for a children magazine.
Text type?
Source: Territory-wide System Assessment, 2011
(Primary 6, English Language, Writing 6ERW1/6ERW2)
What about?
Audience?
Why?
40
Write about 80 words. Use the following ideas for your composition.
2. Drawing a mind map
41
3. Structuring the Text
What?
Why? - purpose
Give a proper ending / concluding remark
A magazine article
Introduction
Body 2. Express how to use the money
Conclusion
1. Describe the drawing
42
writing problems
Lack of motivation
Incoherent unit plan
Poor language Lack of
ideas
Poor organisation
Insufficient vocabulary Inconsistent
use of tenses
43
Making use of the LPF to enhance students’
writing skills
1. Language development strategies, generic skills, and positive values and attitudes are essential to English Language learning and should form an integral part of the learning- teaching-assessment cycle.
2. The meaningfulness and appropriateness of the written texts to the context, purpose and audience are implicit in and apply across all the learning outcomes .
Underlying Principles
Lack of Motivation
Designing meaningful writing tasks
44
45
Making use of the LPF to enhance students’
writing skills
3. The development of writing strategies does not readily lend itself to descriptions in all of the eight levels of learning outcomes, e.g.,
•
generating ideas by brainstorming or seeking and selecting information and ideas from different sources
•
revising drafts by adding, deleting, substituting or linking ideas
•
editing drafts by correcting errors in language
•
reflecting on own writing based on feedback from teachers or peers
4. Teacher support is essential to helping learners express and organise their ideas
during the learning and teaching process. As learners progress, the amount of support
provided could be gradually reduced to promote learner independence
Underlying Principles
Incoherent unit plan
Reflect on current teaching
practice
Provide support in the L&T
process
45
1.
Write and reply to short and simple letters to share personal experiences
2.
Write short and simple descriptions of objects, people, places and events
3.
Write short and simple stories
4.
Write and reply to simple letters to share personal experiences
5.
Write simple descriptions of objects, people, places and events with some details
6.
Write some formal letters to make simple requests and enquiries
7.
Write a range of simple texts to describe, recount, record, explain and propose with some
supporting details
8.
Write stories with a setting, a simple plot and simple characterisation
Pointers from ATMs 3 – 5
Raising
awareness of text type features
Using graphic organisers to expand/elaborat
e ideas
Lack of ideas
47 1. Use a small range of vocabulary on
familiar topics, with most words correctly spelt and some word collocations correct
2. Use a range of adjectives/adjective phrases to describe and compare with some consistency
3. Use a small range of adverbs/adverbial clauses for some communicative
functions with some consistency
4. Use a small range of tenses and passive voice with some consistency
5. Use modals for some communicative functions with consistency
6. Show an awareness of using some stylistic features (e.g. using dialogues in stories to create interest, use
headings and sub-headings to clarify presentation) to support the purpose of text
Pointers from ATMs 3 – 5
Inconsistent use of tenses Insufficient
vocabulary
Poor Language
47
48 1. Establish links using some simple
cohesive devices with some consistency
2. Arrange ideas in a short text using short and simple means (e.g.
sequencing events chronologically) to show a generally clear focus
3. Arrange ideas in a short text using simple means (e.g. providing
illustrations or explanations) to show a generally clear focus
4. Structure the text using paragraphs, including a brief introductory and/or concluding statement
5. Establish links within some paragraphs using a range of cohesive devices with some consistency
6. Arrange ideas in some paragraphs using different means (e.g. using topic sentences)
7. Structure the text using paragraphs Pointers from ATMs 3 – 5
Poor
organisation
48
1. Provide opportunities to engage students in a range of tasks that cover a variety of purposes and text types in the school’s writing programme.
2. Identify the requirements for each task in terms of the three domains in the LPF.
3. Develop a task-specific feedback sheet based on the task requirements.
4. Help students develop strategies to approach the
writing tasks, e.g. highlighting keywords, drawing a mind map, structuring the text.
5. Ask students to complete the first draft independently. OR 6. Help students develop the first draft through appropriate
teaching strategies, e.g. shared writing.
7. Guide students to improve the first draft based on
constructive feedback from teachers and/or peers.
Steps in Using the LPF to Enhance Students’ Writing Skills
49
Lifelong learning
Challenges in the 21st
century
Literacy and Reading across the Curriculum (RaC)
The ability to read and write
effectively Literacy Development in the English Classroom
Promoting RaC
Communicative Functions for General Purposes
Rhetorical Functions for Academic Purposes
Equipping Students with New Literacy
Skills
Multi- modal texts
50
Major Updates of the ELE KLACG (P1-S6)
Promoting Literacy across the Curriculum
Processing and creating multimodal texts
To achieve the
learning objectives:
• Language Forms and Communicative Functions
• Language Skills
• Language Development Strategies
• Generic Skills
• Attitudes Specific to English
Language Learning
• …
Roles of English Language Teachers
Strengthening Literacy Development and Reading across the Curriculum
To achieve the overall aims of education:
• Lifelong learning
• Whole-person development
51
e-Learning
e-Learning is an open and flexible learning mode involving the use of electronic media such as digital resources and communication tools to achieve the learning objectives.
Advantages of e-Learning
Catering for learner diversity
Allowing flexibility to
learn inside/outside
the classroom
Allowing flexible use of e-resources,
IT tools & mobile devices Engaging learners
in understanding their own learning
progress Applying IT skills
for presentation, information evaluation … Engaging learners in participating in
interactive &
collaboration work
Enhancing teachers’ technological knowledge in equipping learners with the knowledge & skills to process &
create multimodal texts
Enhancing teachers’ pedagogical
repertoire in making effective use of e- learning resources, e.g. digital texts and e-learning tools, to facilitate learning, teaching & assessment
Promoting e- Learning in the
Context of the Implementation of
the
English Language Education Curriculum
52
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 classroom to allow flexibility for learning outside the classroom and to cater for learner diversity
Encouraging quality interactions on social networking platforms among learners and between learners and teachers
Engaging learners in the application of IT skills in presenting their work
Making effective use of software/applications to foster
collaboration among 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
53
• perseverance
• respect for others
• integrity
• national identity
• commitment
• responsibility
• care for others
Values Education
e.g.
• common good
• justice
• respect for rule of law
Nurturing in learners 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)
54
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
STEM
Education
+ -
Mathematicsx =
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
55
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 and Study 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
56
Roles of Curriculum Leaders
in your school’s English Language Education
Curriculum Leaders
Initiate curriculum changes, collaborate with the English Panel in developing a
balanced school- based English language
curriculum
Formulate school- based assessment policies with the
English Panel in light of the direction of school development, the
school context and students’ needs
Cultivate a reading culture by setting
reading as a key task of the school
Create conducive language learning environment to promote the learning and use of English Language
Provide space and support to support the professional development of English teachers
Manage
resources to facilitate L& T of English
57
