Ongoing Renewal of the School Curriculum

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(1)Ongoing Renewal of the School Curriculum for English Panel Chairpersons. 21 December 2020 English Language Education Section Curriculum Development Institute Education Bureau. 1.

(2) O b j e c t i ve s •. To introduce the major updates of the English Language Education Key Learning Area Curriculum Guide (ELE KLACG) (2017). •. To explore the roles of an EPC as a curriculum leader in planning and implementing the school English Language curriculum under the major updates. •. To share good practices on planning and implementing the school English Language curriculum 2.

(3) Rundown of Today’s Programme 2:15 – 2:20 PM. Registration. 2:20 – 4:00 PM. Part 1 • The roles of an EPC as a curriculum leader • Ongoing renewal of the school curriculum • Major updates of the English Language Education Key Learning Area Curriculum Guide (P 1 – S6) (2017). 4:00 – 4:15 PM. Break. 4:15 – 5:15 PM. Part 2 • Sharing of good practices S.K.H. Yuen Chen Maun Chen Jubilee Primary School. 3.

(4) Warm-up activity Please share with us your answers to the following questions. (a) What are the roles of an EPC as a curriculum leader? (b) Which role(s) do you find most challenging?. 4.

(5) Roles of English Panel Chairpersons Formulate schoolbased assessment policies in light of the direction of school development, the school context and students’ needs. Work closely with panel members and promote a culture of collaboration. Manage resources to facilitate L& T of English. Initiate curriculum changes, collaborate with English panel members in developing a balanced school English language curriculum. English Panel Chairpersons. Cultivate a reading culture by setting reading as a key task of the school. Create a conducive language learning environment to promote the learning and use of English Language. Provide space and support to facilitate the professional development of English teachers 5.

(6) Ongoing Renewal of the School Curriculum. Respond to local, regional and global contextual changes. Build on existing strengths and practices of schools. Curriculum enhancement to benefit student learning. 6.

(7) Ongoing Renewal of the School Curriculum Learning to Learn Report (2001). BECG (2002) / SSCG (2009). BECG 2014 (P1-P6). SECG 2017 (S1-S6). 8 KLA Curriculum Guides (2002). (2017). KLA Curriculum Guides & Subject curriculum guides/ supplements Various Subject Curriculum Guides. 7.

(8) Updating of the ELE KLACG (P1 – S6). (P1 – S3). 9 years. 12 years. (CDC, 2002). (CDC, 2004). (CDC, 1999). (CDC, 2017). (CDC & HKEAA, 2007). (CDC, 2004). (CDC, 2018). (CDC & HKEAA, 2007) with updates in 2015 8.

(9) Major Updates of the ELE KLACG (P1-S6) Literacy Development. Reading across the Curriculum Learning and Teaching of Text Grammar Extending from Assessment for Learning to Assessment as Learning. E-Learning & Information Literacy Integrative Use of Generic Skills. ELE KLACG (P1-S6) (2017). Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom. Values Education. 9.

(10) Components of a School English Language Curriculum at the Primary Level 60% of English lesson time. English Language Curriculum Guide (Primary 1-6) (CDC, 2004). 40% of English lesson time 10.

(11) Literacy Development in the English Classroom Equipping Students with New Literacy Skills. Lifelong learning. Promoting Reading across the Curriculum. Challenges in the 21st century. Literacy Development in the English Classroom. Sound effects. Music. Multi- Multimodal modal texts. Images. texts. The ability to read and write effectively. Spoken language. Written texts. Processing and creating multimodal texts. 11.

(12) Reading Journey across Key Stages Primary • Exposure to a range of reading materials (including information books) • Incorporation of Reading Workshops into the school-based English Language curriculum and teaching reading skills explicitly. Junior Secondary • Exposure to a wide range of text types (both print and non-print) • Promoting Reading across the Curriculum and Language across the Curriculum • Exposure to a wide spectrum of reading and viewing materials. Using real books with a variety of text types. Using non-print reading resources. Connecting students’ reading and writing experiences. Senior Secondary • Exposure to a wider range of more complex texts (both print and non-print) • Elective modules (Language Arts & Non-Language Arts) • Extending students’ language exposure and use of English for academic purposes. Developing students’ reading and viewing skills. Promoting Reading across the Curriculum. 12.

(13) Using Print Reading Resources. Using real books with a variety of text types. Using Non-print Reading Resources Digital Multimodal Texts (e.g. Interactive books, audio books)  Animations and/or audio files with narrations (reading texts provided)  Technological features (e.g. interactive tools, embedded video clips, built-in dictionary, interactive activities) Using multimodal texts to address the different learning styles and needs of students. 13.

(14) Connecting students’ reading and writing experiences. From Reading to Writing Enhancing the implementation of READING Workshops. Connecting students’ READING and WRITING experiences.  Ensuring progressive development of reading skills  Providing opportunities for students to develop their creativity and critical thinking skills  Introducing the features of different text types explicitly and providing opportunities for application.  Making alignment between the GE programme and Reading Workshops to design writing tasks with meaningful contexts 14.

(15) Writing about “My Favourite Transport” A narrative text from the textbook – “Lost in the city”. Paired texts. An information book (e-book on BookFlix) – “This is the way we go to school” Different technological features. **Paired texts are thematically related texts but of different text types.**. For more writing ideas: authentic reading materials from the Transport Department website. A sample writing – “My Favourite Transport”. Use of graphic organiser to organise writing ideas Posters about transport. Connect reading and writing experiences:  Connecting GE programme with the Reading Workshop  providing appropriate input (paired texts/ sample writing/ information from the website/ posters)  borrowing ideas and language items from the sample writing to 15 write the article.

(16) Reading across the Curriculum (RaC) — What is it and why is it relevant to us as English Teachers? Dual goals:  To broaden students’ knowledge base, help them connect their learning experiences and provide opportunities for integrating and applying knowledge and skills developed in different KLAs/subjects (ELE KLA CG, CDC, 2017, p.9)  To provide opportunities for students to develop a wide range of reading skills, extend learning of the content and connect their learning experiences across KLAs (ELE KLA CG, CDC, 2017, p.47). 16.

(17) In implementing RaC, English teachers are encouraged to: identify reading materials in both print and non-print forms with suitable entry points (e.g. themes, text types, language features and vocabulary) for connecting students’ learning experiences in different KLAs collaborate with teachers of other KLAs to develop learning activities that provide students with opportunities to consolidate the knowledge and skills acquired across KLAs. help students develop the reading skills and strategies necessary for understanding and analysing language use in English texts (e.g. text structures and vocabulary). design reading activities that reinforce students’ ability to integrate the knowledge, skills and learning experiences gained in different KLAs 17.

(18) Promoting Reading across the Curriculum Cross-curricular collaboration to facilitate RaC.  Working with teachers of other KLAs to conduct curriculum mapping e.g. designing cross-curricular learning tasks and activities together  Adjusting the teaching schedules of English Language and the content subject to teach the same theme/topic at around the same time.  Seeking advice from teachers of other KLAs on: - the choice and appropriateness of reading materials - the schedule of teaching a certain topic.  Involving teachers of other KLAs in the conduct of crosscurricular learning activities or project work, e.g. assessing students’ performance. 18.

(19) Promoting Reading across the Curriculum Possible directions when planning for RaC 1. Themes/topics/ issues 2. Text types 3. Skills/Strategies - Reading strategies - Generic skills (e.g. mind mapping, graph plotting, drawing graphic organisers). 19.

(20) Promoting Reading across the Curriculum From General English. Possible directions when planning for RaC 1. Themes/topics/ issues 2. Text types 3. Skills/Strategies - Reading strategies - Generic skills (e.g. mind mapping, graph plotting, drawing graphic organisers). From other subjects. What are some common features? •. A recipe. Procedures for doing an experiment. • •. An article in a guidebook. A description about the features of an animal. • • •. A recount. An article about WWII. An argumentative essay on studying abroad. An article discussing the different opinions about globalisation. • •. •. to tell others how to do something list of materials and steps to describe something in detail present tense is used to use quite a lot of adjectives to recall what happened in the past past tense is used follow the time sequence (chronological order) to discuss some issues from different sides/ perspectives. Materials developed by Dr. Yuen Yi Lo & LAC team@HKU. 20.

(21) Connecting students’ learning experiences in English Language and General Studies. Level:. Paired texts* b). a) Making connection with the learning experience in GS through reading an article about the cause and effect of water shortage in HK in the 1960s. e) f) Inviting GS teachers to assess the content of the writing. Guiding students to read an expository text on the water cycle and helping students visualise the text by using a flowchart to illustrate the different stages of the water cycle. Responding to the experience of the characters in the story by rewriting the ending and providing tips on ways to save water. Upper Primary. Topic: Wonderful Water Common teaching points: Content • Water rationing • 3 forms of water • Uses of water • Ways to conserve water Text type • Flowcharts Skills development • Problem-solving. c) Conducting shared reading with students on the narrative text “A World without Water” and guiding students to use pictorial and contextual clues to predict the content of the story and understand the meaning of new words. d). Conducting a speaking activity in groups to generate ideas about how people can save water in everyday life. *Paired texts, which are thematically related texts but of different text types, are used to deepen students’ understanding of the issue and develop different reading strategies.. 21.

(22) Leaflet on RaC. 22.

(23) Grammar in Context or Text Grammar? Grammar in Context. • the link between form and function and how grammar makes meaning and varies in different contexts • how contexts shape the choice of language used. Complementary Concepts. Text Grammar. • beyond the sentence level • grammar items typical of a particular text type • how grammar contributes to the coherence & the structure of a text • how to apply grammar knowledge to create texts of different text types 23.

(24) Stages involved in learning grammar • Exposure to the specific language patterns in texts. Exposure. Noticing and hypothesising. (Re)structuring. • Noticing the structure and being aware of the connections between form and meaning • Structuring the grammar rule in mind. • Restructuring it and applying it in new contexts/using it naturally. 24.

(25) Learning and Teaching of Text Grammar. Level: Upper Primary. Module: We Love Hong Kong Unit: Travelling Around. e-Learning & Information Literacy. Development of Generic Skills. Language focus: How far is it from ___to ___? How long does it take to get there? Vocabulary: Things and places in HK/in a country park, e.g. Stanley, a visitor centre. Context: You are a local citizen of Hong Kong. One day, when you are walking on the street, you see a tourist and he/she wants to know the distance and the time needed to go to different tourist spots. Therefore, you are helping the tourist by answering his/her questions. Help the tourist and record the conversation, so other tourists can listen to the recordings and get the information they need.. 25.

(26) • Viewing/reading different texts, including an e-book video provided by the publisher to gain exposure to the target language items/ structures and learn the vocabulary items about things and places in Hong Kong. Noticing and hypothesising. • Identifying the target language in the textbook by highlighting the key words • Practising the target language items/structures through pair work. Ask students to use Google Map to find out the distance and time from _____ to ______.. • Students work in pairs for a roleplay activity. Student A takes the role of a tourist and Student B is a local citizen. Student B helps Student A to find the tourist spots with the use of the target language items/structures. • They record the conversation and include pictures to produce a short video using Shadow Puppet Edu App. (Re)structuring. Exposure. 26.

(27) • Learning and teaching grammar at text level (illustrating how grammar makes meaning beyond sentence level in different contexts) • Using multimodal learning and teaching aids and materials. Exposure. Noticing and hypothesising • Raising students’ awareness of the forms/patterns and the connections between form and meaning • Providing opportunities for students to practise and reinforce the form of the target grammar items. • Providing students with the autonomy to complete the task • Applying the understanding of the use of the target language items and structures in another context. (Re)structuring. 27.

(28) The relationships between learning, teaching and assessment. Learning-teachingassessment Cycle 28 28.

(29) Assessment as Learning (AaL). AaL engages students in reflecting on and monitoring their progress of learning through strengthening their roles and responsibilities in relation to their learning. Students are actively involved in regulating the learning process, evaluating their own performance against the learning goals, and planning for the next step in learning.. Assessment for Learning (AfL). AfL integrates assessment into learning and teaching. It assists students to understand what they are learning, what they have attained, and what is expected of them, and helps teachers collect evidence of students’ learning so that teachers can provide students with timely feedback and refine their teaching strategies.. Assessment of Learning (AoL). AoL describes the level students have attained in learning and shows what they know and can do over a period of time. It gives an overview of the previous learning of students and is mainly used for reporting purposes.. Selfdirected Learners. Learner Independence. Summative. Formative. Three complementary assessment concepts. English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.84 29.

(30) • • •. • •. •. • • • • • •. Evaluate students’ performance against the success criteria Identify students’ strengths and weaknesses Analyse the underlying causes of students’ learning difficulties Review teachers’ expectations on students Modify teaching strategies  Explore ways to help students improve  Design activities to address students’ problems Revise the school-based curriculum design/content Make use of various assessment tasks/activities to gauge students’ performance Share the learning intentions and taskspecific success criteria with students Observe students’ performance Use effective questions to elicit students’ responses Provide students with quality feedback on how to improve (linked to success criteria) Collect evidence of student learning. • •. Aim for a balanced and comprehensive coverage  Take the following into consideration: - what students can do currently; - what we should expect our students to be able to do next?  Learning Progression Framework (LPF). •. •. Think about how we can help students achieve the target learning objectives (appropriate input, various modes, scaffolding, support…) Think about appropriate/effective teaching strategies. 30.

(31) The Learning Progression Framework. 31.

(32) The Learning Progression Framework (LPF) for English Language Speaking Skills Listening Skills. Writing Skills. Reading Skills. 32.

(33) Considerations when designing quality learning, teaching and assessment tasks/activities. Incorporating different modes Having clear assessment objectives. Involving different stakeholders Deciding on appropriate frequency. Catering for learner diversity. Providing concrete and diagnostic feedback. Providing follow-up work Assigning suitable amount 33.

(34) Homework Learning Tasks & Activities (e.g. performance tasks). Different modes of Assessment in Schools. Questioning. Projects. Shared Writing & Process Writing. Quizzes/ Tests. Portfolios Conferencing. Dictation Examinations Oral Presentations. etc. 34.

(35) Assessment Data — Evidence of student learning in terms of knowledge, skills and values and attitudes. 35.

(36) Extending from AfL to AaL: - Greater involvement of students in LTA process. Strengthening AfL: - Adopting diversified modes of assessment - Making use of various assessment tools - Making effective use of assessment data. - Enhancing learners’ selfdirected learning capabilities through introducing metacognitive strategies. Promoting Assessment for/as Learning. 36.

(37) 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-reflection. guiding students to keep track of their own learning. 37.

(38) Some reflection strategies. Graphic Organisers. 38.

(39) Some reflection strategies “Traffic Light”. “Concept Circle”. Have students examine their work and highlight how they feel • stopped • cautious • they can go straight ahead. Instruct students to • sketch a concept circle with as many spikes as they like; • brainstorm and recall the key concepts/ideas learnt; • highlight, or draw a box around, any concept that they have trouble understanding; and • write down who/where to resort to in order to solve the problems. “The Feedback Burger”. (Good news) “I did really well on …” (Bad news) “I think …need to be changed because…” (Good news) “Some ways I can improve this are…” 39.

(40) Promoting Assessment as Learning Module topic / theme: People and places around me. Level:. P4. Context: The “Good Deeds Month” is coming. Your English teachers are preparing a P4 magazine called “Good People Good Deeds”. They would like you to write a description about the person you admire most for the magazine.. Watching a video for lesson preparation. Self-reflection and setting generic goals. Reading a text in textbook. Reading the teacher’s feedback form (Sharing of success criteria). Pair work: Reading and comparing 2 pieces of descriptions and choosing the better one (Understanding the learning outcomes). Selfevaluation. Brainstorming ideas and writing the draft Revising the draft for publishing. Selfmonitoring. Group work: Putting pieces of paper together to form a coherent text. Setting taskspecific goals 40.

(41) Pedagogy to Enhance Literacy Development. Technological Pedagogical Content Knowledge To develop learning, teaching and assessment activities for a unit of work:. 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.. Access information from a variety of sources Understand the ideas in the multimodal texts. Interacting with Multimodal Texts. 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. “Pedagogy empowered by digital technology". Producing Multimodal Texts. 41.

(42) E-books, websites. Voting and interactive tools Mentimeter. Creative tools. Shadow Puppet Edu. Templates / graphic organisers. Reference tools. Read Write Think. Voki Free Kids Book Free Guided Reading. Socrative. Make Beliefs Comix. ClassTools. Learnersdictionary .com PingPong. Draw and Tell. Educreations. Epic. Kahoot. Explain Everything. Storybird. Poll Everywhere. Puppet Pals 2. Popplet. Glogster. Coogle. Google images. Flickr. 42.

(43) Characteristics of Quality e-Learning Resources. Involving good models of English use. Supported by teaching approaches based on sound pedagogical principles. Promoting the integrated use of language skills. Consisting of user-friendly design, and appropriate graphics, sound and animation to increase students’ motivation and support learning. Promoting interactive learning by encouraging student input, allowing students to work at their own pace and providing feedback to them. “Digital Disneyland.” Smith, 2013. English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.103. 43.

(44) Pre-lesson. While-lesson. Post-lesson. Quizlet. Nearpod. Padlet.  Recap the vocabulary learnt about personality through a matching game..  Watch a video about what acrostic poems are.  Introduce the features of acrostic poems.  Co-construct an acrostic poem with students..  Ss create their own acrostic poems and upload their work (written/spoken) on Padlet.  Ss read and comment on each other’s work.. 44.

(45) 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 English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.25 45.

(46) Unit: Baby Duck and the New Eyeglasses. Level:. Upper Primary. In the Reading Workshops, students read the narrative text Baby Duck and the New Eyeglasses, which is about how upset Baby Duck is because he does not like his new eyeglasses and how other family members try to cheer him up. Students then write a diary entry from the perspective of Baby Duck.. Task 2. Task 1 Students are guided to understand: • the text structure and plot through drawing a story map; and • the language features of the text through identifying the speaking verbs and the use of the simple past tense.. In groups, students discuss: • the problem Baby Duck is facing; • how Baby Duck feels and ways to help Baby Duck.. Generic skills involved: collaboration, communication. Task 3. Students propose different ways to solve Baby Duck’s problem and each group selects the best solution to share with the class.. problem solving, communication. Collaborative problem solving skills. Writing Task Students listen to the new and imaginative ideas from the different groups and use them to write a diary entry from the perspective of Baby Duck.. Problem solving. 46.

(47) Learning styles. Characteristics. interest, learning motivation, Auditory (learn best maturity, by hearing) gender, personality, Kinesthetic (learn aspiration, Visual (learn best by seeing). best by doing). Abilities gifted, special educational needs, prior knowledge, level of readiness. Social Economic Cultural Backgrounds non-Chinese speaking (NCS) students newly Arrived Children (NAC) cross-boundary students (CBS) low family income ethnic minorities. 47.

(48) Catering for Learner Diversity General Principles •. Adopt a multi-sensory approach. •. Differentiate in terms of:. •. . Content - what students need to learn or how the student will get access to the information. . Process - activities in which the student engages in order to master the content. . Product - work in which students demonstrate their learning. . Learning Environment - the operation of the classroom. Encourage personalised learning goals based on students’ own needs 48.

(49) Some strategies to Cater for Learner Diversity •understanding the strengths/weaknesses and the learning background of students •understanding the learning interests, styles and needs of students •designing open-ended tasks. Catering for diverse learning styles and abilities. •adopting flexible grouping/ mixed ability grouping •grouping students according to the purposes and requirements of tasks •providing opportunities for students to share and discuss in groups. Facilitating peer learning. •providing timely support •providing scaffolding for students to complete the task •providing different modes of support in learning tasks (e.g. visual cues for visual learners). Providing support and scaffolding. • using questioning techniques to elicit students’ responses • giving quality verbal and written feedback in lessons/ homework • adopting various modes of assessment. Promoting assessment for/as learning. •motivating students’ interest •facilitating understanding and providing support •giving immediate feedback •engaging students in active/selfdirected learning to enhance learning autonomy and allow them to learn at their own pace. Effective use of elearning repertoire. •setting challenging yet manageable tasks for students. Giving challenges 49.

(50) Lower primary 50. Topic of the unit: Know more about animals Context : We are going to build a School Zoo. The Principal would like the P1 students to tell him what animal(s) they want to keep in the zoo.. • •. Providing different support through the use of multimodal texts Making use of a range of learning activities that incorporate different modes of representation. Task: Complete a map of the School Zoo by adding a drawing of the animal(s) you want to keep and a short description about the animal(s). Target vocabulary and language items: • Vocabulary: types of animals, body parts • Grammar: singular & plural form of nouns, demonstrative pronouns. • •. Learning and teaching activities: • Listening to a song on YouTube • Vocabulary games • Reading a story (Jigsaw reading) and learning the text features • Grammar games and practices • Making audio recordings using an app • Writing a description. Providing scaffolding by breaking the tasks into small steps to facilitate learning Engaging students in active learning through the use of IT to enhance learning autonomy 50.

(51) 51 Making use of songs on YouTube to: - check students’ prior knowledge about the topic - cater for different learning styles (e.g. audio, visual learners). Making use of visual aids to consolidate the learning of the target vocabulary items. Practising the target grammar structures before completing the end task. • •. Providing different support through the use of multimodal texts Making use of a range of learning activities that incorporate different modes of representation. Making use of games to: - increase students’ motivation - address the needs of the kinesthetic learners - consolidate learning of target vocabulary items in a fun way - assess students’ learning. Using an app (Draw and Tell) to make audio recordings in grammar practices and the end task to allow students to make multiple attempts and do the work at their own pace when completing a task. • •. Providing scaffolding by breaking the tasks into small steps to facilitate learning Engaging students in active learning through the use of IT to enhance learning autonomy. 51.

(52) Values Education Positive values and attitudes Perseverance Respect for Others. Promoting values education in different domains. Moral and Civic education. Basic Law education. Responsibility National Identity Commitment. Environmental education Road safety education. Integrity Care for Others Law-abidingness Empathy. Sex education. Life education. Human rights education Media education Health & anti-drug education 52.

(53) Incorporating Values Education into the School English Language Curriculum An example – What if Everybody Did That? (Positive values: Consideration, self-discipline, responsibility, respect for others) • • • • •. Connecting learning experiences between GE Programme & Reading Workshops (P4 Modules: We can be better! / Good habits) Prediction: Reading the page on the left and guessing the impact brought by the bad behaviour Analysing the consequences of the bad behaviour Suggesting what should be done to correct the bad behaviour Designing a booklet about good behaviour in different settings. 53.

(54) Learning and Teaching Resources to Promote Positive Values and Attitudes. 54.

(55) Learning and Teaching Resources to Promote Positive Values and Attitudes Wallpapers and Posters. 55.

(56) Activity: Curriculum Planning. Study the adapted version of a scheme of work for P4-P6 and comment on the strengths and weaknesses.. 56.

(57) Managing Resources Human resources - Appoint level coordinators to help with horizontal coordination - Deploy the NET effectively Learning and teaching resources - Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers - Introduce EDB resource packages to teachers Management of funds and grants - Deploy different grants provided by the government strategically (e.g. The Promotion of Reading Grant) - Apply for the Quality Education Fund and Dedicated Funding Programme for Publiclyfunded Schools to implement projects that promote effective learning 57.

(58) References and Resources. Curriculum Documents PDPs (Slides). References & Resources. 58.

(59) Learning and teaching resources related to COVID-19. Learning units with e-learning resources. 59.

(60)  Literacy Development  Using Storytelling to Develop Students' Interest in Reading - A Resource Package for English Teachers (2015)  Teaching Phonics at Primary Level (2017)  Parents’ Guide to Effective English Language Learning (2019). Resources in  support of the ELE KLACG (2017). Promotion of Reading in Schools (2019).  Cross-curricular Learning  Suggested Book Lists for Reading to Learn across the Curriculum (KS1 – KS4).  Suggested Book Lists for Theme-based Reading (KG, Pri, Sec) ( 60.

(61) Leaflets. 61.

(62) EDB One-Stop Portal. 62.

(63) PDPs to be Conducted in the 2020/21 s.y. Catering for Learner Diversity • Catering for Learner Diversity in the Primary English Classroom through Effective Use of e-Learning Resources and Developing Students' Self-directed Learning Capabilities. Assessment Literacy Series • Enhancing Assessment Literacy in the Primary English Classroom • Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Speaking and Listening at Primary Level. Curriculum Leadership • Ongoing Renewal of the School Curriculum for English Panel Chairpersons • Ongoing Renewal of the School Curriculum: Holistic Planning of the English Language Curriculum across Key Stages 63.

(64) PDPs to be Conducted in the 2020/21 s.y. Effective Learning and Teaching • Phonics Teaching Series: (1) Enhancing Teachers’ Knowledge and Skills in Teaching Phonics at Primary Level • Phonics Teaching Series: (2) Enhancing Students’ Reading and Speaking Skills through the Learning and Teaching of Phonics and Storytelling at Primary Level • Effective Strategies for Teaching Grammar in the Primary English Classroom. Literacy Skills Development Series • Effective Use of Information Technology to Develop Literacy Skills in the Primary English Classroom • Promoting Reading across the Curriculum in the Primary English Classroom. 64.





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