English Language Education Section Curriculum Development Institute
Education Bureau 12 December 2018
Curriculum Leadership Series:
Ongoing Renewal of the School Curriculum
for English Panel Chairpersons
Objectives
• To enhance teachers’ understanding of the role of English Language curriculum leaders in planning the school curriculum under the ongoing renewal of the school curriculum;
• To provide suggestions on how to lead the English Panel in incorporating the new emphases, in particular, the promotion of Reading/Language across the Curriculum (R/LaC) in the school English Language curriculum; and
• To share strategies and experiences on how to promote
reading and R/LaC (by the Vice Principal and LaC
Chairperson of Carmel Divine Grace Secondary School)
1) As an English Language Curriculum leader at your school, what are the duties/jobs that have taken up a lot of your time recently?
2) Talk about one thing that you would like to try
out/enhance in the English Language curriculum of your school to improve students’ English proficiency.
In groups of 4 – 5 , share the following:
Ice‐breaking
Role of English Language Curriculum Leaders
Role of English Curriculum Leaders
4 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
• Seeking external resources and support (Applying for funds from the school sponsoring body / alumni / Quality Education Fund)
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
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
(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
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
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
.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
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"
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
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
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
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
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
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
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
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 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
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
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:
Subject: English Language Level: Senior Secondary Unit: Environmental Protection
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
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
Break
1) 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?
2) How will you make use of the reading grant to promote reading/RaC at your school?
Share with your group members:
Discussion
Reading across the Curriculum
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
formalityand
text complexityReading 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
+
Academic language awareness
Reading across the Curriculum
Speaking Writing
Language across the Curriculum Listening Reading
• Reading across the curriculum (RaC) helps students
establish meaningful linksamong 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 learningand
world knowledgeAcademic content awareness
+
Academic language awareness
(Martin & Rose, 2005)
Reading across the Curriculum
Academic content awareness
+
Academic language awareness
Chinese
English
Liberal Studies Mathematics
In terms of topics / themes
R eading across the Curriculum
Reading across the Curriculum
Chinese
English Mathematics
Liberal Studies
In terms of reading skills and
strategies
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
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
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
The process of indexing or diagramming a curriculum to identify and address academic gaps, redundancies, and misalignments for purposes of improving the overall coherence of a course of study and, by extension, its effectiveness
Bridging pedagogy in language development across the curriculum
Language is the building blocks of cognitive development
“… children first build on what they know before language, and then use language as well in constructing additional categories.”
“Adding in systemic teaching of academic language skills helps in further developing the knowledge structure”
https://soyouthinkyoucanteachesl.com/2015/03/20/why‐is‐curriculum‐mapping‐important‐focus‐on‐curriculum‐part‐5/
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 Projects
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 presentation and oral presentation.
English + Geography Describe the land use in the district where the school is located and suggest alternative uses of the land.
English + Computer Literacy
Use of apps (e.g. “Explain Everything”, “Book Creator”) to produce English digital multimodal texts
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.
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
ProfessionalSupport Professional
Support
Professional Support by EDB
The English Language Education Webpage
http://www.edb.gov.hk/ele
Curriculum Documents PDPs (Slides) References &
Resources
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)
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)
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)
PDPs for 2018/19 s.y.
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
PDPs for 2018/19 s.y.
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
PDPs for 2018/19 s.y.
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
PDPs for 2018/19 s.y.
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
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/
Promotion of Reading Grant
Purpose
• To support schools in strengthening the promotion of reading
• To encourage students to develop a good reading habitfrom a young age
Amount of Grant
• Primary schools: $20,000 ‐ $40,000
• Secondary schools: $50,000 ‐ $70,000
• Special schools: $30,000
Use of Grant
• Procuring reading resources, including printed books and e‐books
• Organising learning activities related to the promotion of reading