Curriculum Leadership and Management for the English Language Education
Key Learning Area:
Holistic Planning and Implementation of the Secondary English Language Curriculum
for English Panel Chairpersons
English Language Education Section Curriculum Development Institute
Education Bureau
Objectives
• To enhance teachers’ understanding of the role of curriculum leaders in holistic planning and implementation of the school English Language curriculum in secondary schools; and
• To share strategies and practices on holistic curriculum planning and management, including
suggestions on how to incorporate:• the 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
• the directional recommendations of the Task Force on Review of School Curriculum
Today’s Programme
14:30 – 14:35 Housekeeping
14:35 – 16:00 • Role of English Language curriculum leaders
• 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
16:00 – 16:15 Break
16:15 – 17:00 Experience sharing
(STFA Yung Yau College)
1) In THREE words, describe your role as an English Language curriculum leader in planning and
implementing the school English Language curriculum.
2) What is the biggest challenge you face as an English Language curriculum leader?
On Mentimeter, share the following:
Ice-breaking
Role of English Language Curriculum Leaders
www.menti.com
Role of English Curriculum Leaders
Collaborate with other KLA panels and promote a culture
of collaboration English
Curriculum Leaders Plan, implement and
evaluate the curriculum
Keep abreast of latest developments in the curriculum and initiate changes as necessary
Build capacity Manage resources
Assist in implementing the whole-school
curriculum
Provide appropriate student-centred language programmes
Create a language-rich environment in the
school Ensure
vertical and horizontal curriculum coherence Enhance
assessment literacy
Curriculum Leadership and Management
Management Leadership
Staff and resources deployment
Implementing the school curriculum and other related initiatives
Adaptable to changes
Goal setting
Re-evaluating goals and modifying the school curriculum
Maintenance Development
Source: Turner, C. (2005). How to Run Your Department Successfully. London: Continuum
Curriculum Planning
Learning and Teaching
Resources Management Curriculum
Leadership and Management
• Enhancing students’ language and generic skills that contribute to the success of their study
• Developing a reading programme to support students’
literacy skills development across levels
• Promoting reading / writing across the curriculum
Leading and working with panel members to
• teach reading and writing skills explicitly
• enrich students’ English learning experiences through promoting LaC
• integrate e-learning into the English Language classroom
• Collaborating with the school librarian to identify suitable reading texts and organising cross-
curricular learning activities For example:
Curriculum Leadership and Management
Curriculum Planning
• Teachers aligning 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
• Learning 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
Are there any references regarding the directions, approaches and strategies for planning and
implementing the school English Language
curriculum?
Respond to local,
regional and global
contextual changes
Build on existing
strengths and practices of
schools
Curriculum enhancement
to benefit student learning
Ongoing Renewal of the
School Curriculum
(CDC, 2002) (P1 – S3)
(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)
9 years
Updating of the English Language Education (ELE) Key Learning Area (KLA) 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.]
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students
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
Literacy Development
Which of the following are frequently used in teaching by your panel members? Please choose 3.
News article Story book Poster
Comics Advertisement Song
Radio programme Podcast Video clip
Leaflet Instruction manual Audio book
Movie Infographic
Multi- modal
texts
Sound effects
Images
Spoken Music
“Literacy” has taken on a new meaning as texts are no longer a linear form of presentation limited to words, but are composed of various modes of communication.
Lifelong learning
Challenges in the 21stcentury
The ability to read and write effectively Literacy Development in the English Classroom
Promoting Language across the Curriculum
(LaC)
Equipping Students with New Literacy Skills
Processing and creating multimodal texts Enhancing information and media literacy skills
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
Pedagogy to Enhance Literacy Development
Major Updates of the ELE KLACG (P1-S6)
e-Learning &
Information Literacy
e -Learning refers to an open and flexible learning mode involving the use of the electronic media, including the use of digital resources and communication tools to achieve the learning objectives.
“Pedagogy empowered by digital technology"
e-Learning & Information Literacy
E-books, websites
Starfall.com
Free Kids Book
Free Guided Reading
Epic
Storybird
Voting and interactive tools
Mentimeter
Socrative
PingPong
Kahoot
Vote Everywhere
Creative tools
Toondoo
Make Beliefs Comix
Draw and Tell
Explain Everything
Puppet Pals 2
Templates / graphic organisers
Read Write Think
ClassTools
Educreations
Bubble.us
Popplet
Reference tools
Voki
Wolfra-Alpha
Google images
Flickr
e-Learning & Information Literacy
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
Enhancing interactions in the English
classroom
Design of interactive
learning activities
Effective use of learning and teaching
materials
Effective use of learning &
teaching strategies Making use
of e- environment
Enhancing Interactions in the English Classroom
e-Learning & Information Literacy
e-Learning & Information Literacy
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 IL 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
e-Learning & Information Literacy
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 IL 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
Major Updates of the ELE KLACG (P1-S6)
Integrative Use of Generic Skills
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:
- Holistic thinking skills: involving the use of critical thinking skills, problem solving skills and creativity
- Collaborative problem solving skills: involving the use of collaboration skills, communication skills and
problem solving skills
to prepare students for more complicated tasks
Integrative Use of Generic Skills
e.g. Project Learning
- S2 students take part in “Jumble Sale” activity of the charity project on the theme “Charities and Helping Others” to promote students’ integrative use of language skills and generic skills.
• Writing a proposal holistic thinking skills
• Raising fund in the “Jumble Sale” at school collaborative problem solving skills
Major Updates of the ELE KLACG (P1-S6)
Values Education
Values Education
Did you know…
When incorporating values education in the school English Language curriculum, schools should take into consideration:
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
Values Education
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 Environmental
education
National security education
Care for others
Priority values and attitudes Values education in different domains
Moral and civic education
Law-abidingness Empathy
Values Education
• As an English Language curriculum leader, how would you respond to the concern of this panel
member?
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?
Values Education
• Not additional time, but integration
• Choice of materials
• 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
Values Education
• Learning and teaching activities
• 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
• 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
Perseverance Diligence Commitment National identity Respect for others Law-abidingness Integrity
Responsibility Empathy
Strategies for Integrating Values Education into the School English Language Curriculum
• Connecting the ten priority values and attitudes with the themes and topics of teaching
modules/units in the English Language curriculum
• Integration of cognition, affection and action
• 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
Strategies for Integrating Values Education
into the School English Language Curriculum
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
Outline the positive attributes of the
athletes and analyse the reasons for their
success in a
Empathise and reflect on the challenges faced
by athletes with a disability by giving a short
Research on underprivileged groups in society
and write a proposal to suggest how the Government can
Learning and teaching activities
Implementing a School-based Reading/Viewing Programme to Promote Values Education
An Example
46
41
“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 Play the short
animation multiple times as necessary to
analyse the fictional elements(e.g.
themes) and Conclude the lesson by
eliciting from students the positive messages
learnt from the short animation. Get them to reflecton how they can
apply those positive
Implementing a School-based Reading/Viewing Programme to Promote Values Education - An Example
46
42
“What Happens Next?”
Predicting the Storyline of Inspirational Short Animations
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 – a puppy 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.
More ideas available in “A Resource Kit for Promoting Positive Values and Attitudes through English Sayings
Major Updates of the ELE KLACG (P1-S6)
Learning and Teaching of Text Grammar
Text Grammar
• As an English Language curriculum leader, how would you respond to the belief of this panel member?
Drilling is the only way to teach grammar.
• Drilling is only a mechanical practice of language forms. Understanding and application of the functions of language items are equally important.
• Authentic contexts help students make meaningful connections between language forms and functions, hence effective use of the language.
Text Grammar
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
Major Updates of the ELE KLACG (P1-S6)
Extending from
Assessment for Learning to
Assessment as Learning
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
Extending from AfL to AaL
•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 LTA process.
Enable students to take charge of
their own
learning!
Extending AfL to Assessment as Learning
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-
guiding students to keep track of their
own learning
Major Updates of the ELE KLACG (P1-S6)
Catering for the Needs of SEN and Gifted Students in the
Mainstream English Classroom
As an English Language
curriculum leader, how would you respond to the concern of this panel member?
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?
Catering for the Needs of SEN & Gifted Students
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 enrichmentactivities which encourage creativityand 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 multimodallearning 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
Major Updates of the ELE KLACG (P1-S6)
Reading across the Curriculum
Reading across the Curriculum (RaC)
Promoting Reading across the Curriculum is about providing and
teaching a glossary of thematic vocabulary commonly used in
content subjects.
As an English Language
curriculum leader, how would
you respond to the belief of this
panel member?
• 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.
Reading across the Curriculum (RaC)
Non-language 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 formality and text complexity
• Reading across the curriculum (RaC) helps students establish meaningful links among concepts and ideas acquired in different KLAs.
• RaC
– explicit teaching of reading skills and strategies to be integrated with the curriculum
– students learning to read
• the subject matter of pedagogic texts
• the associated language patterns
– develop students’ literacy skills, positive values and attitudes, deep learning and
Academic content awareness
+
Academic language awareness
Reading across the Curriculum
Academic content awareness
+
Academic language awareness
Reading across the Curriculum
Chinese
English
Liberal Studies Mathematics
In terms of
topics / themes
Reading across the Curriculum
Chinese
English Mathematics
Liberal Studies
In terms of reading skills and strategies
Reading across the Curriculum
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.
* * *
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
Promoting Writing across the Curriculum (WaC)
establish meaningful links among
concepts and ideas in other KLAs
Helping students
develop a better
understanding of the language features of texts on cross-
curricular subjects
WaC is a meaningful follow-up on RaC
Collaboration among KLAs
Curriculum 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
Collaboration among KLAs
Curriculum mapping
Collaboration among KLAs
Planning of curricula and collaborative development of learning materials
Teachers of different KLAs working closely to match the language needed as well as the content for different subjects
Planning the English curriculum to facilitate and enhance reading and writing skills for non-language subjects
Working on the scheme of work of English Language to incorporate language skills and features needed for non-language subjects
Producing learning and teaching materials for the use in the non- language subjects
Collaboration among KLAs
Conduct of cross-curricular projects
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 presentationand oral presentation.
English + Geography
Describe the land use in the district where the school is located and suggest alternative uses of the land.
English + Use of apps (e.g. “Explain Everything”, “Book Creator”) to
Collaboration among KLAs
Conduct of cross-curricular projects
Large-scale cross-curricular projects:
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.
Activity 1
In groups:
study the scheme of work
identify the strengths and weaknesses of the scheme of work
incorporate elements of the major updates in the scheme of work as deemed
appropriate
(may incorporate more than ONE major
update but do NOT need to incorporate all
of them)
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.
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)
Catering for Learner Diversity
Creating Space
Recommendations
for English Language
Final Report of Task Force on
Review of School Curriculum (2020)
Recommendations for English Language
further streamline the SBA and review how the Elective Part could be better assessed in the Writing Paper of the HKDSE
offer vocational English as an Applied Learning (ApL) course
enrich the existing curriculum, with more emphasis on the academic and creative use of the language
provide more opportunities for students to enhance their language competency
Promoting the
Academic and Creative Uses of English
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
Characteristics of Academic English
Promoting the
Academic and Creative Uses of English
Objective
Precise
Technical
Formal
Promoting the
Academic and Creative Uses of English
Academic vocabulary Nominalisation
Passive voice Complex sentences
Examples of Language Features of Academic English
How to Promote the Use of Academic English?
Promoting the
Academic and Creative Uses of English
Language across the Curriculum (LaC)
Reading across the Curriculum (RaC)
An example will be shared.
Promoting the
Academic and Creative Uses of English
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
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).
How to Promote the Creative Use of English?
Promoting the
Academic and Creative Uses 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?
Promoting the
Academic and Creative Uses 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
Topic: Earth
Writing an argumentative essay on the use of 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
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
Activity 2
Study the departmental curriculum plan
Group 1/2/3
Enrich the plan by infusing elements of Values
Education
Group 4/5/6
Enrich the plan by incorporating the promotion of Academic and
Creative Uses of English
Further enhance the plan by:
• Incorporating elements of the Major Updates and Task Force’s Recommendations
• Aligning it with the school’s major concerns
Experience Sharing
STFA Yung Yau College
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
Resource Package
• Connecting Students’ Learning Experiences through Promoting
Reading and Writing across the Curriculum in the Junior Secondary English Classroom” (2020)
Concepts related to R/WaC
Strategies for Promoting R/WaC
Learning and Teaching Materials for Promoting R/WaC (3 Learning Tasks)
Content
Online Resource Package on Developing Students'
Multimodal Literacy in the Secondary English Classroom
A Treasury of Literary Classics
(Secondary Level)
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) Jan - Mar 22
• Filmit 2022 (Pri & Sec) • “Time to Talk” Public • “Story to Stage” Puppetry Competition (Pri)
Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom 2021/22”
Learning and Teaching Resources
97
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
97
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
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.
PDPs for 2021/22 s.y.
Optimising Senior Secondary English Language Series:
• Using Language Arts to Promote the Creative Use of English
• The Role of Grammar and Vocabulary in Academic Reading and Writing
• Effective Curriculum Planning and Implementation for English Panel Chairpersons
Curriculum Leadership and Management Series
• Curriculum Leadership and Management for the English Language Education Key Learning Area: Holistic Planning and Implementation of the Secondary English Language Curriculum for English Panel Chairpersons
• Curriculum Leadership and Management for the English Language Education Key Learning Area: Holistic Planning and Implementation of the Secondary English Language Curriculum for English Teachers
PDPs for 2021/22 s.y.
Language across the Curriculum
• Enhancing Students’ Literacy Skills Development through Promoting Language across the Curriculum in the Junior Secondary English Classroom
• Enhancing the Learning and Teaching of English Vocabulary for Cross-curricular Learning in the Secondary English Classroom
Catering for Learner Diversity
• Supporting Students with Special Educational Needs through Integrating New Literacies in the Junior Secondary English Classroom
PDPs for 2021/22 s.y.
Learning and Teaching of English Language Skills
• Adopting an Inductive Approach to Enhance Secondary Students’
Grammar Knowledge and Promote Self-directed Learning
New Literacy Skills
• Critical Reading and Viewing: Developing Students’ Visual Literacy in the English Language Classroom
PDPs for 2021/22 s.y.
Assessment
• Developing Reading and Listening Skills of Secondary Students with Reference to the Learning Progression Framework
• Developing Secondary Students’ Writing and Speaking Skills with Reference to the Learning Progression Framework
• Effective Assessment Practices in the English Language Curriculum
e-Learning
• Strategies on Using e-Resources to Develop Students’ English Language Skills and Promote the Creative Use of English at the Secondary Level
Literature in English
• Appreciating Music and Sound Effects in Films
• Exploring Point of View and Narrative Techniques in Fiction
English-related Applied Learning
• Introduction to English-related Applied Learning Courses
