Curriculum Leadership and Management for English Language Education Key Learning Area –
Progressing Towards “Learning to Learn 2.0”
April 2016 English Language Education Section Curriculum Development Institute Education Bureau
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To enhance teachers’ understanding on the role of English Language curriculum leaders in planning the school-based
curriculum with reference to the “Learning to Learn 2.0” emphases;
To provide suggestions on how to lead the English Panel to
incorporate the new emphases, in particular, the development of literacy skills; and
To share strategies and experiences on new literacy practices and the use of information technology in the English classroom for supporting English learning and teaching (by representatives from Notre Dame College)
Objectives
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2:00 – 2:45 Learning to Learn 2.0: Key Emphases 2:45 – 3:30 Literacy Skills Development
3:30 – 3:45 Break
3:45 – 4:45 Experience Sharing by Representatives from Notre Dame College
4:45 – 5:00 Q & A
Today’s Programme
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Learning to Learn 2.0
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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
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Ongoing Renewal of the School Curriculum
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
Rationale for Curriculum Development
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(CDC, 2002)
(P1 – S3)
(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)
9 years
(CDC, 2016)
(P1 – S6)
Including
• supplements for JS level
• Literature in English as elective subject
ELE KLACG
(CDC, 2004) (CDC & HKEAA, 2007)
12 years
Brief on Major Updates in English Language Education
KLA
Updating of the ELE KLACG
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Ongoing Renewal of the School Curriculum http://www.edb.gov.hk/en/curriculum-
development/renewal/
(2016, P1-S6)
• English Language
• Literature in English ELE KLACG (P1-S6)
Task-based approach
Promoting reading to
learn
Learner- centred instruction
Cross- curricular
learning
Major Updates of the ELE KLACG (P1-S6)
Catering for Learner Diversity Catering for the Needs of Learners with 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 Grammar in Context
Learning and Teaching of Text Grammar
Extending Formative Assessment from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills
Literacy and Reading across the Curriculum
e-Learning & Information Literacy
Values Education
STEM Education (including Entrepreneurial Spirit) 8
Rationale for School-based Curriculum Renewal
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
Discussion Focus: Identify one area of strength that needs to be sustained and deepened and one area that needs to focus more attention on for future curriculum development
in your school
9Discussion 1
Literacy Skills Development
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Further studies, work
etc
Lifelong language
learning
KS1&KS2
Reading Workshops
Reading to Learn
KS4
Reading Skills Writing Skills
KS3
Developing Basic Reading and Writing Skills & Strategies
• 40% of English lesson time on Reading Workshops
• Using literary & information texts to facilitate the
development of reading skills in context
• Applying the vocabulary and language items from the reading texts in follow-up writing activities
Consolidating the Reading and Writing Skills & Strategies Acquired
• Facilitating the application and consolidation of literacy skills in an integrated and creative manner
• Providing opportunities for students to reflect on, monitor and evaluate their own
reading/writing progress, and enhancing their metacognitive awareness to become
independent language learners Expanding the Repertoire of
Reading and Writing Skills &
Strategies
• Building on students’ learning experience and helping them progress further in the
development of literacy skills
• Extending students’ learning experience through promoting RaC and using WaC activities as a follow-up
Literacy Skills Development across Key Stages
Interface
11 Elective Part (2-3 modules)
Junior Secondary
• Learning topics with contexts related to their everyday life and some formal situations
• Exposure to a wide range of print and non-print texts
• Reading and writing texts with some degree of complexity
• Understand, interpret and analyse different texts
Senior Secondary
• Learning topics with contexts related to their everyday life and formal
situations
• Exposure to a widened range of text types and more complex and formal texts
• Reading and writing complex texts
• Understand,
interpret, analyse and evaluate a variety of texts Primary
• Learning topics with contexts related to their daily experience
• Exposure to a range of text types
• Reading and writing simple texts
• Understand and construct meaning from texts
Curriculum Expectations across Key Stages
Interface
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Curriculum Leadership and Management
Curriculum Planning
• Measures for administrative support
• A suitable entry point
• Strategic integration of different focusses / emphases
Learning
&
Teaching
• Pedagogical strategies
• Design of classroom activities
Resources Management
• Selection of learning & teaching resources
• External support & funding
• Deployment of staff
Curriculum Leadership &
Management
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Literacy Skills Development
Curriculum Planning
Learning
&
Teaching
Resources Management
Curriculum Leadership &
Management
• Developing a reading culture
• Developing a school-based reading programme to support students’ literacy skills development across levels
• Promoting Reading / Writing across the Curriculum
• Teaching reading and writing skills explicitly
• Connecting reading and writing in the design of learning tasks
• Integrating e-Learning into the English Language classroom
• Working with the School Librarian / different subject panels to identify suitable reading texts
• Applying for funds from the school sponsoring body / alumni / Quality Education Fund (QEF)
For example:
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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
Equipping Students with New Literacy Skills
Literacy Skills Development
Processing and creating multimodal texts
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1) the language policy of your school
2) the school-based cross-KLA activities in promoting an English-rich environment
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Share with your group members:
Discussion 2
Promoting Literacy across the Curriculum
Reading across the Curriculum (RaC) is a component within Language
across the Curriculum RaC
– reading as a fundamental mode of learning
– explicit teaching of reading to be integrated with teaching the
curriculum
– students learning to read
• the subject matter of pedagogic texts
• the associated language patterns
(Martin & Rose, 2005) Academic
content awareness
+
Academic language awareness
Promoting Literacy across the Curriculum
Speaking Writing
Language across the Curriculum
Listening Reading
Reading across the Curriculum (RaC)
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Rhetorical Functions & Language Features
Rhetorical functions Language features (e.g.) PSH
E
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% each year, what will be its value after 4 years?
* *
Examples
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English for general purposes
English for academic purposes Language Content
Using the relative clause to give elaboration
Making descriptions
Promoting RaC in the English Language Curriculum
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Theme: Living Things
A dog has a good nose that is many times more sensitive than that of a human.
…He wanted to breed bees that produced more honey…
…Within all living organisms is a chemical reaction, which produces
substances that have
to be gotten rid of…
Changing Modes of Communication
Collaborative interaction mediated by mobile technology and application software
Access to authentic information and
resources on the Internet beyond classroom
Co-construction of knowledge and instant feedback on social learning platforms, online forums and web logs
Processing and producing multimodal texts for various communicative purposes and contexts
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Changing Modes of
Communication
New Literacy Skills
Developing students’ ability in reading, viewing, analysing and responding to digital media texts (RECEPTIVE SKILLS)
Developing students’ ability in producing multimodal texts to express ideas and convey messages using different modes of
communication (PRODUCTIVE SKILLS)
Enhancing students’ critical thinking skills, creativity and IT skills (GENERIC SKILLS) and information literacy
Generic Skills
Information Literacy Reading
and Writing
Processing and Creating Multimodal
Texts
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Technological Knowledge
Content Knowledge Pedagogical
Knowledge
Mastery of Multimodal Literacy Skills
Equipping teachers with the TK to support students in processing and creating multimodal texts
Highlighting the function of the e- features that
• support
understanding &
interpretation of the reading text
• facilitate the transfer of multimodal literacy skills in the production of multimodal texts
Development of ideas
Understanding abstract
ideas
Speaking skills
Meaning of unfamiliar
words
Reading / Writing
The Technological Pedagogical Content Knowledge (TPACK)* Framework
Koehler and Mishra (2009)
*Formerly known as TPCK (2006) 22
Integrating e-Learning into the English Language Curriculum
• Working out the meaning of unfamiliar words, e.g. booming voice (audio clues), wearing braces (pictorial clues)
• Working out the pronunciation of
unfamiliar words, e.g. striped (audio clues, subtitles)
• Following the development of main ideas and making connection between ideas, e.g.
why isn’t “Cat” one of the Chinese zodiac (animation)
• Understanding abstract ideas, e.g. the tone , style and register of the text, e.g.
people screamed when they saw the elephant (background music, tone and emotion of the speakers)
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I find it difficult to
understand the vocabulary; and read long texts.
Before
Impact on Students
After
I can make use of the features of the
multimodal text to guess meaning of unfamiliar words;
understand the content of the text as I can replay
different parts of the text again; and
find out the
pronunciation of words.
Reading is made easy through the use of multimodal texts
Using multimodal texts as input
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I wouldn’t bother
reading my
composition work again or ;
asking my teacher questions about English.
Before
Impact on Students
After As my work will be posted online, I tried my best to
add interesting
elements to my work, e.g. animation;
read / read aloud my work over and over again to make sure the language is accurate;
ask my teachers about the pronunciation of words to ensure my recording
is good.The process of creating multimodal texts
Promoting Self-directed Learning and Assessment as Learning through writing
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