Ongoing Renewal of the School Curriculum

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English Language Education Section Curriculum Development Institute

Education Bureau 14 December 2020

Curriculum Leadership Series:

Ongoing Renewal of the School Curriculum

for English Teachers


• 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 Language/Reading across the Curriculum (L/RaC) in the school‐based English Language curriculum; and

• To share strategies and experiences on how to promote Self‐directed Learning (SDL) and L/RaC



Today’s Programme

14:15 – 14:30 Housekeeping

14:30 – 16:00 • Ongoing renewal of the school  curriculum

• Major updates of the English Language  Education Key Learning Area 

Curriculum Guide (Primary 1 – Secondary 6) (2017)

16:00 – 16:15 Break

16:15 – 17:00 Experience sharing 

(Fanling Kau Yan College) 17:00 – 17:15 Q&A

Please display your full name and school name

for attendance



Respond to  local, 

regional and  global 

contextual  changes

Build on  existing 

strengths and  practices of 


Curriculum  enhancement 

to benefit  student  learning 

Ongoing Renewal of the 

School Curriculum 


(CDC, 2002) (P1 – S3)

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


(CDC, 2017) (P1 – S6)

12  years

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


Ongoing Renewal of the School Curriculum‐development/kla/eng‐edu/curriculum‐documents.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-Learning & Information Literacy


1) Which major update(s) has/have been  implemented in your school?

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


In the Chat Box, share the following: 


Major Updates of the ELEKLACG (P1‐S6) 



modal  texts

Sound  effects


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’


Understand the ideas in the multimodal texts under teachers’


Analyse and explore how messages are presented Analyse and explore how

messages are presented Evaluate the messages and

values embedded in the multimodal texts

Evaluate the messages and values embedded in the

multimodal texts

Express and create messages using different modes of


Express and create messages using different modes of




Analyse &

Explore Evaluate

Express &


Interacting with Multimodal Texts

Producing Multimodal Texts

Access information from a variety of sources Access information from a

variety of sources



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 


Design of interactive 

learning  activities

Effective use  of learning  and teaching 


Effective use  of learning & 

teaching strategies Making use 

of e‐


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


Skills Creativity Self‐learning Skills

IT Skills Problem Solving  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




Respect for others


Basic Law education

Life education

Media education Sex


Human rights education

Health &

anti-drug education Environmental

education Road

safety education Care for others

Priority values and attitudes Values education in different domains

Moral and civic education

Law-abidingness Empathy


When incorporating values education into the  school‐based English Language curriculum, 

schools should take into consideration:

School development plan and major


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)





Portfolio Learning

Task &

Activity Online

Assessment Performance


Process Writing

Oral Presentation

Adopting Diversified

Modes of Assessment


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


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


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


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

Mainstream English classroom




Some Strategies to Cater for Learner Diversity

•understanding the

strengths/weaknessesand the learning backgroundof students

•Understanding the learning interests, stylesand needs of students

•designing open-ended tasks

Catering for diverse learning styles and


•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

• 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

•motivatingstudents’ interest

•facilitating understanding and providing support

•giving immediate feedback

•engaging students in active/self- directed learning to enhance learning autonomy and allow them to learn at their own pace

Effective use of e-learning


•providing timely support

•providing scaffoldingfor students to complete the task

•providing different modes of support in learning tasks (e.g. visual cues for visual learners)

Providing support and


•setting challenging yet manageable tasksfor students

Giving challenges

Mainstream English classroom




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?

In the Chat Box, please share:‐


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


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 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 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

Academic content awareness


Academic language awareness

Reading across the Curriculum

Academic content awareness


Academic language awareness

(Martin & Rose, 2005)


Reading across the Curriculum




Liberal Studies Mathematics

In terms of

topics / themes


Reading across the Curriculum


English Mathematics

Liberal Studies

In terms of


skills and



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.

* * *

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?

* *




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


(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


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 


Professional Support by EDB


The English Language Education Webpage

Curriculum  Documents

PDPs (Slides)

References & 



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)


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


 Literacy Development / Values Education

Resource Package on “Using Storytelling to 

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

ETV on Short Film Appreciation (I): My Grandmother (2020)

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)

Resource Materials on “Enhancing Senior 

Secondary Students’ Reading and Writing Skills  through Connecting the Learning Experiences in  English Language and Liberal Studies” (2017)


 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)


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)



PDPs for 2020/21 s.y.

• e‐Learning and Information Literacy

• e‐Learning Series: Effective Use of e‐Resources to Develop  Students’ English Language Skills at the Secondary Level 

• Critical Reading and Viewing: Developing Students’ Visual  Literacy in the English Language Classroom

• Language across the Curriculum 

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

• Enhancing the Learning and Teaching of English 

Vocabulary for Cross‐curricular Learning in the Secondary 

English Classroom 


PDPs for 2020/21 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

• Introduction to Applied Learning (Vocational English)

• 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 2020/21 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 

• 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 


PDPs for 2020/21 s.y.

• 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 

• Analysing Sound Effects, Patterns and Techniques in  Literary Texts

• Understanding and Appreciating Camera Movement and 

Editing Techniques in Films


Useful Websites

Learning and teaching resources

Resources developed by the Native-speaking English Teacher Section, CDI support/net/enet-resources.html

Resources developed by the Language Learning Support Section, CDI

One-stop Portal for Learning and Teaching Resources

Educational Multimedia NEW

HKedCity English Campus


Applied Learning (Vocational English) [ApL(VocE)]

(2021-23 Cohort)

Target Students

with an interest in vocational and professional education and training (VPET)

who would like to develop their English language skills and career-related competencies for further studies or career


Course Providers

• VTC & HKU SPACE Qualifications

HKDSE: Attained /Attained with Dist. I / Attained with Dist. II

Qualifications Framework (QF):

- Terminal Award of a QF Level 3 Cert. in ApL(VocE) or - Certificate(s) for individual module(s) upon fulfillment of

module requirements

For enquiries: 2892 5433 (Ms Ingrid TO) Elective Subject

S5 regular commencement in Sep 2021

(Application period: around Feb – Apr 2021)

• Enrolment in S4 and course starts at S5 (2021/22 s.y.)

• 180 hours within 2 school years


SOW Creative Writing Competition

• One of the signature events under the campaign "Promoting 

Positive Values and Attitudes through English Sayings of Wisdom",  which connects English Language education with values education.

• Requirements and Regulations

• Three divisions: the Upper Primary Division (P4‐P6), the Junior  Secondary Division (S1‐S3) and the Senior Secondary Division  (S4‐S6). 

• Each entry should be submitted on an individual basis.

• Students are required to write on one of the selected sayings  of wisdom from the four themes. They can use the SOW as the  title or include it anywhere in their work.

For details, please refer to:‐



Poetry Remake Competition


• enhance students’ awareness of and interest in English poetry by poets in/from Hong Kong;

• encourage artistic and creative response and expression through producing visual representations of the poems; and

• provide opportunities for cross‐curricular collaboration in the promotion of reading.

Rules & Regulations

• Two divisions: Junior Secondary (S1‐3) & Senior Secondary (S4‐6)

• Entries should be submitted through schools on individual basis

• Maximum 20 entries from each school (i.e. 10 for each division)

• Choose one on the selected poems and present it in a two dimensional artwork. Each entry should be accompanied with an Artist Statement in English to explain the ideas and message of the artwork and the artistic choices made

For details, please refer to:‐development/kla/eng‐





School mission


Our L.R.C-English curriculum

Incorporating MRE into the ELE curriculum




collaboration P.I.E.

Language across

Curriculum (LaC) Collaborative professionalism Self-regulated Learning

Curriculum planning


School Mission

L.R.C. English Curriculum





Foster a culture of collaborative professionalism

Refine our curriculum

Develop a lesson framework

Make a change

Reflect on our belief


Our Belief

Every child has dignity

Every child is able to learn Every child is able to succeed


Our Belief

No one is perfect, but a TEAM can be


Our belief in

Learning & Teaching

Engagement is significantly correlated to students’ academic achievement.

This engagement includes:

their willingness,



and success in the learning process.


shared Our Belief


Every student Every



Three Major Principles in Curriculum Planning




Learner-Centred curriculum Reading as the cornerstone of language development

Confidence building


Learning vocabulary in context Vocabulary building strategies



Use of multi-modal texts Skill building


Text grammar


Skill building


Recylcing of learning Authentic speaking tasks


End product

Theme-based modules

Scaffolding, Spiral, Recycling

L earner-centred Curriculum

Major updates:

Major updates:


L earner-centred Curriculum ASK lesson objectives

• There are 3-dimensional objectives: Attitude, Skill, Knowledge

• Alongside with the integration of skills in meaning and

purposeful tasks to develop students’ language abilities,

positive values and attitudes are infused in the curriculum.


L earner-centred Curriculum Use of Learning Guides

Learning guides include:

• Preparation tasks before the lesson

• Collaborative tasks during the lesson

• Reflection tasks and extended

learning materials after the lesson


L earner-centred Curriculum

From goal setting to evaluation

We teach students ways to learn English.

Students set goals in the beginning of a term.

They evaluate their performance after meeting parents and English teachers on parents’ days twice a year.

Major updates:

Extending Assessment for Learning (AfL) to Assessment


R eading as the cornerstone of language development

School-based timetable – POWER time

08:00 - 08:30 POWER Time 08:35 - 13:25 Five lessons 13:30 - 14:25 Lunch

14:25 - 15:00 Reflection & Preparation 15:00 - 15:50 OLE

Positive Outcomes While Enjoying Reading


R eading as the cornerstone of language development

Reading Carnival


R eading as the cornerstone of language development

Reading Carnival


R eading as the cornerstone of language development

• Phenomenon-based learning week

• Extended reading activities

Reading programmes with primary schools

Author’s talks


Inside classroom

Speaking & writing competitions

Overseas exchange programme


Pair work

Within & inter-group work

Outside classroom

C onfidence building


C onfidence building

• Editorial reading aloud programme

• Individual presentation

• Pair / group sharing

Inside Classroom

100% English


C onfidence building

• Overseas study tours

• RTHK Teen Time Radio Programme

• Speaking & writing competitions





Learning guides MRE




A 5-stage lesson

Student Self-Learning

Organize previous learning

Identify learning difficulties

Preparing new learning

Recording acquired learning

Within-group Co-Learning

Compare & check answers

Supplement & elaborate answers

Help each other

Collaborative problem solving Between-group Mutual Learning

Raise queries & questions

Challenge & refute answers

Correct & amend answers

Suggest & evaluate

Teacher Guided Learning

Set the scene & introduce the topic

Ask questions & give feedback

Compare & clarify misunderstanding

Conclude & extend


Use of Learning

Guides in a 5-Stage Lesson pen?id=1lu70kJSNj4fkyUK SUsx3PDvWvi8q_b2b


Lesson framework

Read aloud

Share preparation

Mid-lesson check

Extended collaborative tasks

Display of learning

Peer evaluation &

teacher feedback

Address lesson objectives

Tackle difficult



Preparation tasks before the lesson


to ensure ALL students have gained a basic understanding of the content


Guide students to achieve lesson objectives step-by-step

Hint boxes for less-able students

Challenging tasks for more-able students


Preparation tasks before the lesson

Major updates:

Literacy development Values education

Catering for learner diversity


Collaborative tasks

before & during the lesson


to ensure everyone is engaged Support:

Assign different tasks and roles according to their ability

Easier More difficult Major updates:

Integrative use of generic skills Catering for learner diversity


Collaborative tasks

before & during the lesson

Providing a lot of language Support in PPT

Major updates:

Catering for learner diversity


Mid-lesson check

• Quick Quiz to check understanding

• Pair work to summarize what they have learnt

• Fist to four to self-evaluate

their learning progress


Extended Collaborative tasks &

Display of learning

• Every member in the group is given a part to complete.

• Present ideas on the i-board

or online platforms, e.g. Padlet,



Peer evaluation & Teacher feedback

• Use of different collaborative learning strategies:

 Two stay two stray

 Gallery tour

 Poster circulation

• Set foci to evaluate work of



Reflection tasks and extended learning materials after the lesson


• to consolidate and extend learning


• Reflection questions

• Self-access learning materials

for more-able students





Language across

Curriculum (LaC)

Major updates


School-based Reading Scheme

Strategic Reading Scheme POWER time

Positive Outcome While Enjoying Reading Odd cycle: Chinese reading

Even cycle: English reading

Book selection (teachers of ALL KLAs & students)


School-based Reading Scheme


Phenomenon-based Learning Week

1. School year plan


Phenomenon-based Learning Week

2. Academic Affairs Committee leads all KLAs to discuss the theme of the year for the

Phenomenon-based Learning Week.

3. All KLAs collaborate to choose diversified reading materials (including ebooks) and design purposeful tasks to strengthen students’ understanding of the theme.


Phenomenon-based Learning Week


Phenomenon-based Learning Week

provides opportunities for students to read extensively various types of texts, which usually cover the content of different KLAs or subjects

enables students to integrate different subject knowledge and construct new knowledge based on their in-depth understanding of the content, present the results of their investigation, as well as communicate ideas and express their personal views.


Debate contest

Collaboration with the Liberal Studies Department

LS Department: Content and construction of arguments

EL Department: Language input, e.g.

Structural and language features of a debate speech

Judges: Teachers from both Ls and EL department


04 Collaborative




1. Enrich our knowledge

Review literature

• Self-Regulated Learning (Barry J. Zimmerman)

• Total Participation Techniques

(Persida Himmele, William Himmele)


2. Broaden our horizons

School Networks and Partnership

SRL Network Schools

Share resources / Lesson Study / Sharing

Overseas School Visits and International Conferences

Beijing / Guangzhou / Shandong

Japan / Taiwan / Singapore / US

Norway / Germany / Switzerland


3. Sharpen our teaching skills

Take turns to attend a professional learning course in Stanford University

Receive online coaching from the instructors from Stanford University


4. Reach a consensus

Learning and Teaching Sharing Session

There is one Learning and Teaching Sharing Session each cycle.

We set the themes, review literature, share their teaching experience,

prepare lessons together and evaluate teaching strategies.


5. Collaborative Professionalism for

Continuous Improvement


5. Collaborative Professionalism for Continuous Improvement

Stage 1 Design material for Open class All members in the department:

Choose a topic we have never tried out before

Integrate new elements in the lesson and material design


The whole department

Co-preparation of lesson (P)  Teaching (I)  Reflection (E)

Teacher A Teacher B Teacher C Teacher


Class A Class B Class C Open Class;

Class D

Observed by Teachers A, B, C, D and

Stage 2 Conduct trial lessons


Stage 2 Conduct trial lessons (Administrative support)


Stage 3 Revise learning and teaching materials


Stage 4 Open class

To refine the lesson from a wider perspective, we invite…

• Professors


• Principals

• Teachers

• Parents

• University students


Stage 5 Post lesson conference


A successful lesson Show

improvements Appreciate

teachers’and students’

efforts Accept

different ideas

Teacher’s reflection




Related subjects :