Ongoing Renewal of the School Curriculum:
Briefing Session on Updating of English Language Education Key Learning Area Curriculum Guide (2017)
May – June 2017 English Language Education Section
Education Bureau
Curriculum Reform Journey of Hong Kong
Learning to Learn Curriculum Reform
since 2001
Ongoing Renewal of School Curriculum
from 2017
2002: Basic Education Curriculum Guide (P1-S3)
2004:
NAS consultation
2009:
NAS
implementation 2012- 2015:
NAS Review
2014: Basic Education Curriculum Guide (P1-P6)
2007: Curriculum and Assessment
Guides (S4-6)
2017 onwards:
• Updating Secondary Education Curriculum Guide (SECG), Primary
Education Curriculum Guide (PECG), Kindergarten Education Curriculum Guide
(KGECG) &
Key Learning Area
Curriculum Guide
(KLACG), etc 2001: Learning to
Learn Curriculum Reform
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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
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BECG (2002) / SSCG (2009) (2009)
8 KLA Curriculum Guides (2002)
Various Subject Curriculum Guides Learning to Learn Report (2001)
SECG 2017 (S1-S6)
（2017 onwards）
KLA Curriculum Guides
&
Subject curriculum guides/
supplements
BECG 2014 (P1-P6)
Ongoing Renewal of the School Curriculum
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Updated Seven Learning Goals of Secondary Education
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Updated Seven Learning Goals of Secondary Curriculum
To enable students to
• become an informed and responsible citizen with a sense of national and global identity, appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralism in society
• acquire and construct a broad and solid knowledge base, and to understand contemporary issues that may impact on students’ daily lives at personal, community, national and global levels
• become proficient in biliterate and trilingual communication for better study and life
• develop and apply generic skills in an integrative manner, and to become an independent and self‐directed learner for future study and work
• use information and information technology ethically, flexibly and effectively
• understand one’s own interests, aptitudes and abilities, and to develop and reflect upon personal goals with aspirations for further studies and future career
• lead a healthy lifestyle with active participation in physical and aesthetic activities, and to appreciate sports and the arts
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Renewed Four Key Tasks
Moral &
Civic Education:
Towards Values Education Reading to Learn:
Towards Reading across the Curriculum
IT for Interactive Learning: Towards Self-
directed Learning Project Learning:
Towards Integrating and Applying Knowledge and
Skills across Disciplines
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Major renewed emphases (MRE) at JS level and beyond
• Strengthening values education (including Moral and Civic education, Basic Law
education)
• Reinforcing the learning of Chinese history and Chinese culture
• Extending “Reading to Learn” to “Language across the Curriculum”
• Promoting STEM education and ITE
• Fostering an entrepreneurial spirit
• Diversifying life‐wide learning experiences (including those for VPET)
• Stepping up gifted education
• Enhancing the teaching of Chinese as a second language
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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
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Updating of the ELE KLACG
(CDC, 2002) (P1 – S3)
(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)
9 years
(CDC, 2017) (P1 – S6)
ELE KLACG
12 years
11 (CDC, 2004) (TBC) (CDC & HKEAA, 2007) with
updates in 2015 Supplement
to ELE KLACG
(JS)
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
ELE KLACG (P1-S6)
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
Integrative Use of Generic Skills Literacy Development
Values Education
p ) g
STEM Education (including entrepreneurial spirit) & Reading across the Curriculum e-Learning & Information Literacy
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Multi- modal
texts Multi- modal
texts
Sound effects
Images
Written texts Spoken
language Music
Literacy Development
“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.
Discuss and analyse:
• How words complement images to present a message
• How the choices of colour, font and font size help draw our attention
• The effects created by the combination of words, images and sounds (e.g. shock, mismatch, humour)
Opportunities for Accessing Information from a Variety of Sources
• The use of multimodal texts
e.g. websites, blogs, TV commercials, online videos, film clips and trailers
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Definition
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"
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Forum Blogging Bookmarking
Wiki RSS
Social Media
Chat
Video Conferencing Web Conferencing
3D Virtual Space Peer Editing
e-Learning Platform
Lecture Note Podcast Simulation
Game
e-Resources in school
Quiz Portfolio Assignment Peer Evaluation
Poll
e-Learning
External websites
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Information Literacy Framework for HK Students 2016
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
http://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in- edu/IL_for_HK_Student_2016(Draft)_Eng_20161116.pdf
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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
Eight Literacy Areas
Information users Information providers
Information need locate information
Organise & Create Evaluate information
IT skills
Media Literacy:
Information providers
Conditions for reliable information
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Pedagogy to Enhance Literacy Development
Interacting with Multimodal Texts
Access
Producing
Multimodal Texts
Access information from a variety of sources
To develop learning, teaching and assessment activities for a unit of work:
Understand
Analyse &
Explore Evaluate
Express &
Create
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
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Task- based Approach
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
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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
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
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When incorporating values education into the school ELE KLA 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
Subject: English Language Level: Lower/Upper Primary
Writing Task: Producing an e-book about their dream job for display on the school Open Day
Pre-writing Task 1 Engaging students in
a jigsaw reading activity to find out
the important qualities to become a successful person
Pre-writing Task 2
• Identifying and
researching on student’s own dream jobs
• Compare and contrast the choices and select the best one
• Learning to use the features of the app to produce an e-book
Writing Task Producing an e-book
about their dream job for display on the school Open Day
Integrative use of generic skills and development of new literacy
Application of new knowledge and skills Creation of a multimodal text Values
Education
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: Junior/Senior Secondary Module: Nature and Environment
Unit: Environmental Protection
Task 1
Identifying and researching on an
environmental issue
Task 2 Reading a
leaflet to analyse the text
type and language features and
persuasive tactics
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 skills
Creation of a multimodal text
Listening
Speaking Writing
Reading
Language across
the Curriculum
• Reading across the curriculum (RaC) is a component within Language across the
Curriculum
• RaC
– reading as a fundamental mode of learning
– explicit teaching of reading to be integrated with
teaching the curriculum – students learning to read
• the subject matter of pedagogic texts
• the associated language patterns
(Martin & Rose, 2005) Academic
content awareness
+
Academic language awareness
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From Reading to Learn to Reading and Language across the Curriculum (RaC and LaC)
- Effective use of a variety of texts (e.g. information texts) to encourage deep reading, connect students’ learning experience and broaden their knowledge base
- Leveraging e-reading
resources with multimodal features to facilitate
understanding and enjoyment
- Devising a holistic plan to mobilise different
stakeholders and arrange time for cross-curricular reading
Reading to Learn
Reading across the Curriculum
Language across the Curriculum
- Setting up an LaC Committee to set direction and oversee the
implementation - Enhancing
collaboration between KLAs
Literacy skills
development
Whole-school language policy
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* Understand the language needs of different KLAs
* Develop students’ ability in understanding and
producing English texts for general/ academic
purposes
* Collaborate with teachers of other KLAs
Roles of secondary English teachers in promoting RaC & LaC
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Science
English Language
(Topic:
My Pet)
Content Language
Designing an RaC/LaC Task
(Topic:
Living Things)
Connecting Students’ Learning Experience Between English Language and Non-language Subjects
Content
• Theme: Living things
Language
• Text types
• Vocabulary: knowledge of word formation, academic
vocabulary
• Rhetorical functions
In the ELE KLA context, STEM education can be best promoted through RaC / LaC and project learning
Whole-school initiative:
Stem
education
ELE KLA supports the implementation of STEM education through
RaC/LaC activities, e.g.
- introduce STEM-related reading materials
- design tasks, activities and projects to create new things or work out
innovative solutions to problems (e.g.
a project on “Zany Invention”)
- connect learning experiences through life-wide learning
- infuse elements that help nurture an entrepreneurial spirit
Grammar in Context or Text Grammar?
Text Grammar
Complementary Concepts
• 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
• the link between form and function and how grammar makes
meaning and varies in different contexts
• how contexts shape the choice of
language used Grammar in
Context
Grammar Items for Procedural Writing
• The imperative (e.g. sift the flour)
• 2nd person (e.g. You can...)
• Sequence words (e.g. first, next)
• Use of adverbs and adjectives for precision (e.g. measure carefully )
• Quantifiers (e.g. some, little, plenty of)
• …
• Automatising the grammar rule &
using it naturally
Automatising Structuring &
Restructuring
• Structuring the grammar rule in mind
• Restructuring it & applying it in new contexts
Reasoning &
Hypothesising • Hypothesising the grammar rule
Noticing • Noticing the specific language patterns in texts
Hedge, T. (2000) Teaching and learning in the language classroom . Oxford University Press.
Inductive/ Discovery Approach
Process of Learning Grammar
Definitions
Assessment for Learning integrates assessment into learning and teaching. It helps:
• students understand what they are learning, what they have attained and what is expected of them
• teachers collect evidence of learning, give appropriate feedback and adjust teaching strategies
Assessment as Learning engages students in:
• setting realistic goals
• reflecting on and monitoring their progress of learning through strengthening their roles and responsibilities in relation to their learning
• regulating the learning process, evaluating their own performance and planning for the next step in learning
Strategies to Promote Assessment as Learning
In order to enable students to take charge of their own learning, the following can be done:
• teaching of enabling skills such as dictionary skills, research skills, phonics skills and
vocabulary building strategies
• sharing of learning intention or goals
• modelling of learning strategies through think- aloud
• group discussion of sample student work
• using different kinds of assessment forms (e.g.
KWHL Table, Feedback Sandwich) to facilitate self-reflection
Tier 1 Whole-class Approach - for all students in the mainstream classroom
Tier 2 School-based pull-out programmes
Tier 3 Off-site support
3-tier Framework
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Supporting Students with
Special Educational Needs (SEN)
Teachers should:
show empathy for SEN students
understand that they may not be able to meet the same standard as others
review and modify their expectations
based on students’ needs and abilities
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 needs39
Situation
You are a classmate of Peppa Pig. Your school held the Sports Day last week. You and your classmates enjoyed it very much. Peppa Pig has become so keen on sports that she decides to join a relay race in the Inter-school Sports Day next month. However, only two of her classmates are going to join the race with her. She needs one more team member.
Help Peppa Pig choose ONE member for her team and write a description about the new team member by explaining why he/she should be chosen.
Subject: English Language Level: Upper Primary
Module: Happy Days Unit: Sports Days
• Viewing/reading different texts, including a blog entry in the textbook and a video clip to gain some exposure to the target language
items/structures (i.e.
adjectives, comparative and superlative adjectives) and learn the vocabulary items about sports
Exposure
• Identifying and categorising the forms/patterns of the target language
items/structures
• Practising the target language items/structures in an
information gap activity about identifying the winners of the Sports Day
Noticing and Practice
• Choosing ONE animal from the four given to be Peppa Pig’s new team member
• Writing a description about the new team member and explaining the reasons for choosing him/her by using the target language items/structures
• Conducting self‐
assessment on the writing task
Structuring
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
Providing opportunities for students to practise and reinforce the form of the target grammar items
Raising students’ awareness of the forms/patterns and the connections between form and meaning
Applying the
understanding of the use of the target language items and structures in another context
Increasing students’
participation in the assessment process Providing students with the autonomy to complete the task
Situation
Your teacher wants you to plan a tour and write an itinerary for the tour. Your class is learning about things to do in Hong Kong. Your teacher has given you some information about places to explore in Hong Kong, e.g. an itinerary.
Reading
Reading an Itinerary Coherence
Language
&
context
Communicative purposes
Tone, style &
register
Grammar learning goes
beyond sentence grammar to text grammar
Supporting SEN students with multimodal texts
Digital text
Visual input
Linguistic input
Highlighting feature
Audio input
Level: Junior secondary Unit: Out and About
Applying Grammar Knowledge in Context
Writing an Itinerary
Using Repetitive
structure across paragraphs
Using subheadings
to organise events
Using connectives to sequence
events Using
imperatives to make invitations
Supporting students in becoming self‐directed learners through promoting Assessment as Learning
Setting learning
goals
Applying their prior knowledge
Making use of the e‐
feature Evaluating
their performance Improving their work to achieve their goals
Creating an e‐version of the Written Work Narration
Filming, narration
(Whole Class)
(Gifted Students)
Narration Filming, narration
(Whole Class) (Gifted Students)
Writing
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