Ongoing Renewal of the School Curriculum

(1)

English Language Education Section Curriculum Development Institute

Education Bureau 5 December 2018

Curriculum Leadership Series:

Ongoing Renewal of the School Curriculum

for English Teachers

(2)

Objectives

• To enhance teachers’ understanding of the major updates of the English Language Education Key Learning Area under the ongoing renewal of the school curriculum;

• To provide suggestions on incorporating the major updates, in particular, the promotion of Reading/Language across the Curriculum (R/LaC) in the school‐based English Language curriculum; and

• To share strategies and practices on how to implement

R/LaC to help students connect their learning experiences

and to enhance their language proficiency in the

secondary classroom

(3)

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

(4)

(CDC, 2002) (P1 – S3)

(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)

9 years

(CDC, 2017) (P1 – S6)

12 years

(CDC, 2004) (CDC, 2018) (CDC & HKEAA, 2007) with updates in 2015 Supplement to

ELE KLACG (JS)

Ongoing Renewal of the School Curriculum

https://www.edb.gov.hk/en/curriculum‐development/renewal/index.html

Updating of the English Language Education (ELE)

Key Learning Area (KLA) Curriculum Guide

(5)

Major Updates of the ELE KLACG (P1‐S6) Major Updates of the ELE KLACG (P1‐S6)

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

Learning and Teaching of Text Grammar

Extending from Assessment for Learning to Assessment as Learning

Integrative Use of Generic Skills Literacy Development

Values Education

Reading across the Curriculum (e.g STEM education)

e-Learning & Information Literacy

(6)

1) Which major updates have you started doing at your school?

2) To what extent do you think the major updates have enhanced the learning and teaching

effectiveness?

In groups of 3 – 4, share the following:

Discussion

Major Updates of the ELE KLACG (P1‐S6)

(7)

Multi‐

modal texts

Sound effects

Images

Written texts Spoken

language 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

.

(8)

Pedagogy to Enhance Literacy Development

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

Understand

Analyse &

Explore Evaluate

Express &

Create

Interacting with Multimodal Texts

Producing Multimodal Texts

Access information from a variety of sources

(9)

e‐Learning

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"

(10)

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

(11)

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

(12)

Integrative Use of Generic Skills

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

(13)

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

(14)

National identity National identity

Values Education

Integrity

Perseverance

Commitment

Respect for others

Responsibility

Basic Law education

Life education

Media education Sex

education

Human rights education

Health &

anti-drug education Environmental

education Road

safety education

Care for others

Seven priority values and attitudes

Values education in different domains

Moral and civic education

(15)

When incorporating values education into the school‐based 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

(16)

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

(17)

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

(18)

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

(19)

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 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 students’ diverse needs, due consideration should also be given to support students with special educational needs (SEN) and gifted students.

Mainstream English classroom

E N

S G I F TE D

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You are a summer intern in the publicity team of Go Green, a non- governmental organisation committed to promoting environmental protection and green living. Your team is responsible for designing advertising materials to raise public awareness of environmental problems. Your boss has asked you to research online and read extensively to keep abreast of the latest development of environmental issues. You need to identify an issue which is worth public attention and design an e-booklet to educate the public about it.

Situation:

(21)

Subject: English Language Level: Senior Secondary Unit: Environmental Protection

Task 1 Identifying and

researching on an

environmental issue

Task 2 Reading a leaflet to learn

the related vocabulary and analyse the text

type and language features

Task 3

Devising a plan for the production of a

6‐8 page booklet on the chosen environmental

issue

Task 4 Producing the e‐booklet using

the app iBook Creator for

sharing on Edmodo

‐ Values education: Environmental education

‐ Development of new literacy and information literacy

‐ Application of new knowledge and skills, including the integrative use of generic skillsandlanguage skills

‐ Use of Edmodo to facilitate assessment for/as learning

‐ Creation of a multimodal text

(22)

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

(23)

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

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Break

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1) How does your school promote English reading?

2) What is your experience in collaborating with teachers of other panels in promoting Reading across the Curriculum or cross‐KLA activities to support students’ learning of English?

Share with your group members:

Discussion

Reading across the Curriculum

(26)

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

(27)

Reading to Learn: towards Reading across the Curriculum

Reading to Learn

Reading across the Curriculum

(RaC)

Collaboration among Teachers

CLE

ELE

ME

SE TE

PSHE AE

PE

(28)

Reading across the Curriculum is a

component within

Language across the curriculum (LaC)

Reading across the Curriculum - reading as a fundamental

mode of learning

(Martin & Rose, 2005) Academic

content awareness

+

Reading across the Curriculum

Speaking Writing

Language across the Curriculum Listening Reading

(29)

• 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 world knowledge

+

(Martin & Rose, 2005)

Reading across the Curriculum

+

(30)

Chinese

English

Liberal Studies Mathematics

In terms of topics / themes

R eading across the Curriculum

(31)

Reading across the Curriculum

Chinese

English Mathematics

Liberal Studies

In terms of reading skills and

strategies

(32)

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

(33)

Strategies for Promoting RaC

Explicit Teaching of Learning Strategies

Features of different text types

(e.g. text structures, rhetorical functions &

the related language items)

Use of visual representation to deconstruct the structure,

language & content of the

texts Reading & enabling

skills

(e.g. vocabulary building strategies,

phonics skills)

Communication / Interaction strategies that students can

apply in presentation &

discussion activities across

KLAs

(34)

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

(35)

English Language Education Section Language Learning Support Section

Native‐speaking English Teacher Section Quality Education Fund Thematic Network School‐based Professional Support Section Information Technology in Education Section Professional

Support Professional

Support

Professional Support by EDB

(36)

The English Language Education Webpage

http://www.edb.gov.hk/ele

Curriculum Documents PDPs (Slides) References &

Resources

(37)

 Literacy Development / Values Education

Resource Package on “Using Storytelling to

Develop Students’ Literacy Skills and Positive Values” (2016)

ETV / DVD on “Exploring Text Types at the Secondary Level” (2015)

Feature Article

News Report and Editorial

Persuasive Writing

Supplementary Notes on “Building a Strong Interface between the Junior and Senior Secondary Curricula: Focusing on the Development of Literacy Skills” (2016)

Resources in Support of the ELE KLACG (2017)

(38)

 e‐Learning

Resources in Support of the ELE KLACG (2017)

ETV on “Enhancing Students' Language Skills with Multi‐modal Texts” (2017)

Supplementary Notes on “Promoting e‐Learning in the Senior Secondary English Classroom” (2016)

 Cross‐curricular Learning

Suggested Book Lists for Reading to Learn across the Curriculum (KS1 – KS4)

(39)

 Assessment Literacy

Resources in Support of the ELE KLACG (2017)

The Learning Progression Framework for English Language (2014)

Listening, Speaking, Reading, Writing

 Supplementary Notes on “Promoting

Assessment for and as Learning at the Senior Secondary Level: Focusing on the Development of Writing Skills” (2016)

 Text Grammar

Supplementary Notes on “The Learning and Teaching of Grammar” (2016)

(40)

PDPs for 2018/19 s.y.

e‐Learning and Information Literacy

• e‐Learning Series: Media Literacy in the Junior Secondary English Classroom – Enhancing Critical Thinking Skills through the Use of Digital Texts

• e‐Learning Series: Effective Use of e‐Resources for Communication – Tapping into Secondary Students’ Creativity, Critical Thinking and Problem‐solving Abilities

• e‐Learning Series: Effective Use of Multimodal Materials in Language Arts to Enhance the Learning and Teaching of English at the Junior Secondary Level

Language across the Curriculum

• Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level

(41)

PDPs for 2018/19 s.y.

Catering for Learner Diversity

• Catering for Learner Diversity Series: Adopting e‐Learning to Cater for Students with Special Educational Needs in the Junior Secondary English Classroom

• Catering for Learner Diversity Series: Effective Strategies for Accommodating the Diverse Needs of Students in the Secondary English Classroom

• Catering for Learner Diversity Series: Stretching the Potentials of Advanced Learners in the Secondary English Language Classroom

Learning and Teaching of Grammar and Language Skills

• Adopting an Inductive Approach to Enhance Secondary Students’

Grammar Knowledge and Promote Self‐directed Learning

• Grammar as Choice: The Role of Grammar in Enhancing Students’ Writing in the Senior Secondary English Language Classroom

(42)

PDPs for 2018/19 s.y.

Assessment Literacy

• 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 Secondary English Language Curriculum

Integrative Use of Generic Skills and New Literacy Skills

• Developing Students’ Creativity and New Literacy Skills through Language Arts Elective Modules

• Developing Students’ Thinking Skills through Non‐language Arts Elective Modules

(43)

PDPs for 2018/19 s.y.

Curriculum Leadership and New Teachers Series

• Curriculum Leadership Series: Ongoing Renewal of the School Curriculum for English Panel Chairpersons (Secondary)

• Curriculum Leadership Series: Ongoing Renewal of the School Curriculum for English Teachers (Secondary)

• Understanding and Interpreting the English Language Curriculum for New English Teachers

(44)

Useful Websites

Learning and teaching resources

Resources developed by the Native-speaking English Teacher Section, CDI

http://www.edb.gov.hk/en/curriculum-development/resource- support/net/enet-resources.html

Resources developed by the Language Learning Support Section, CDI http://cd1.edb.hkedcity.net/cd/languagesupport/resources.html

One-stop Portal for Learning and Teaching Resources

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

ETV Programmes

http://etv.edb.gov.hk/home.aspx

RTHK Teen Time Radio Programme

http://app3.rthk.hk/special/teentime/mainpage.php

HKedCity English Campus

https://www.hkedcity.net/english/