Progressing Towards “Learning to Learn 2.0”

32  Download (0)

Full text


Progressing Towards “Learning to Learn 2.0”

October 2015

English Language Education Section

Curriculum Development Institute

Education Bureau



To discuss the role of the English Language curriculum leaders in planning the school-based curriculum in secondary schools under

“Learning to Learn 2.0”

To provide suggestions on how to lead the English Panel and manage the resources effectively

To share experiences in curriculum planning and

resources management


(CDC, 2002)

(P1 – S3)

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

9 years

(CDC, 2016)

(P1 – S6)


supplements for JS level

Literature in English as elective subject


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

12 years

Brief on Major Updates in English Language Education



Catering for Learner Diversity Catering for the Needs of Learners with SEN and Gifted Learners in the Mainstream English Classroom

Promoting Assessment for Learning

Generic Skills

Reading to Learn

IT for Interactive Learning

Moral & Civic Education

Project Learning

(2016, P1-S3)

• English Language

• Literature in English ELE KLACG (P1-S6)

Grammar in Context

Learning and Teaching of Text Grammar

Extending Formative Assessment from Assessment for Learning to Assessment as Learning

Integrative Use of Generic Skills

Literacy and Reading across the Curriculum

e-Learning & Information Literacy

Values Education

STEM Education (including Entrepreneurial Spirit)

Task-based approach

Promoting reading to


Learner- centred instruction

2002 (P1-S3 )

Cross- curricular



To Focus

- To f ocus on learning and teaching


To Deepen

- To deepen the positive impact of the

curriculum reform

To Sustain

- To sustain the quality of


Discussion Focus: Identify one area of strength that needs to be sustained and deepened

and one area that needs to focus more attention on for future curriculum development

in your school


Curriculum Planning

- Admin measures - Entry point

- Strategic integration of different focusses/


Learning &


- Pedagogical strategies - Design of classroom


Resources Management

- Selection of teaching resources

- External support

& funding - Deployment of



Curriculum Planning

- Conducting SWOT analysis

- Developing students’ literacy skills progressively

Learning &


- Promoting reading across the

curriculum - Integrating e- learning into the English Language


Resources Management

- Selection of teaching resources

- External support

& funding - Deployment of



Further studies, work etc

Lifelong language learning


Reading Workshops

Reading to Learn


Reading Skills Writing Skills


Developing Basic Reading and Writing Skills & Strategies

• 40% of English lesson time on Reading Workshops

• Using literary & information texts to facilitate the

development of reading skills in context

• Applying the vocabulary &

language items from the reading texts in follow-up writing activities

Consolidating the Reading and Writing Skills & Strategies Acquired

• Facilitating the application of literacy skills in an integrated and creative manner

• Providing opportunities for students to reflect on, monitor and evaluate their own

reading/writing progress, and enhancing their metacognitive awareness to become

independent language learners

Expanding the Repertoire of Reading and Writing Skills &


• Building on students’ learning experience and helping them progress further in the development of literacy skills

• Extending students’ learning experience through promoting Reading across the Curriculum (RaC) & using Writing across the Curriculum (WaC) activities as a follow-up


Holistic Curriculum



Junior Secondary

• Learning topics with contexts related to their everyday life and some formal


• Exposure to a wide range of print and non-print texts

• Reading & writing texts with some degree of complexity

• Understand,

interpret & analyse different texts

Senior Secondary

• Learning topics with contexts related to their everyday life and formal


• Exposure to a widened range of text types and more complex and formal texts

• Reading & writing complex texts

• Understand,

interpret, analyse

& evaluate a variety of texts Primary

• Learning topics with contexts related to their daily experience

• Exposure to a range of text types

• Reading & writing simple texts

• Understand &

construct meaning from texts

Holistic Curriculum



Access to authentic information and resources on the Internet beyond classroom

Co-construction of knowledge and instant feedback on social learning platforms,

online forums and web logs

Processing and producing multimodal

texts for various communicative purposes and contexts

Collaborative interaction mediated by

mobile technology and application



• Literacy refers to the ability to read and write effectively .

• Helping students to master the literacy skills, i.e.

reading and writing skills, leads to oral and written language development.

• Literacy developed in different KLAs provides the contexts for learners to apply their literacy skills to construct knowledge.

• Students need to be equipped with new literacy skills

to process and create multimodal texts.


Information Literacy

Processing &

Creating Multimodal


Reading &





Developing students’ ability in reading, viewing, analysing and responding to digital media


Developing students’ ability in producing multimodal texts to express ideas and convey

messages using different modes of communication


Multimodal texts Sound effects


Written texts Spoken

language Music

Enhancing students’ critical thinking skills, creativity and IT skills (GENERIC SKILLS) and

information literacy


Lifelong learning

Challenges in the 21st century

The ability to read and write effectively

Literacy Development in the English Classroom

Promoting RaC

Communicative Functions for General Purposes

Rhetorical Functions for Academic


Promoting Literacy across the Curriculum

Equipping Students with New Literacy


Holistic Curriculum



How is LaC or RaC done in your school?

Any achievements or difficulties?

Processing and creating

multimodal texts



Speaking Writing


Language across

the Curriculum

– Explicit teaching of reading to be integrated with teaching the curriculum

– Strengthening reading to learn:

• the subject matter of pedagogic texts

• the associated language patterns

(Martin & Rose, 2005)

Academic content Awareness


Academic language awareness

Raising awareness of language demands involved in reading texts

Strengthening Language across the Curriculum



Communicative functions for general purposes

General description of characteristics/


The earth goes round the sun but not in a circle.

General explanation of substance

Because of its composition, steel is used to make many things.

Rhetorical functions for academic purposes

Detailed description of features/operation The Earth’s orbit around the Sun is an ellipse lying in the ecliptic plane, which means that it is not a perfect circle.

Detailed explanation of components/

properties of substance

Steel is an alloy of iron and carbon with the latter acting as a hardening agent. Because of its high tensile strength, steel is produced in the form of wire, tube, bar and sheet and used to manufacture domestic appliances, agricultural and industrial products.

Adapted from



Academic English – grammatically complex and lexically dense

 More embedding / subordinate clauses

The Earth's orbit around the Sun is an ellipse lying in the ecliptic plane, which means that it is not a perfect circle.

 Longer prepositional phrases

All through the year the climate of Singapore is hot and humid with minimum average temperatures of 23 ° C and maximum of 31 ° C.

 More attributive adjectives and nominalisation

Because of its high tensile strength, …

 More passive structures

…, steel is produced in the form of wire, tube, bar and sheet and used to manufacture domestic appliances, agricultural and industrial products.

 More academic words than grammatical words e.g. relative humidity, orbit, tensile strength


Raising awareness of the language demands in reading and writing texts of

content subjects


Conventional Literacy Practices New Literacy Practices Emphases on developing students’ ability


Understand, analyse and interpret written texts (READING SKILLS)

Plan and produce structured and

coherent written texts with the accurate use of language, e.g. vocabulary and grammar (WRITING SKILLS)

With the rapid development of technology and the social media, in addition to mastering conventional literacy skills, students need to master new literacy skills to:

Decode, process and critically examine digital media or multimodal texts

Convey message through different forms (e.g. images, animation and sounds)

individually or in collaboration with others

Digital media and

multimodal texts

Printed and written texts


My Shoes by Nima Raoofi

How can this short film be used to enhance literacy development? What

learning objectives and activities can you think of with the use of this short film?


Koehler and Mishra (2009)

*Formerly known as TPCK (2006)


“How” of teaching Content Knowledge

(CK) Pedagogical

Knowledge (PK)

“What” of teaching

Pedagogical Content Knowledge (PCK) Practical knowledge that is used by teachers to guide their actions in highly contextualised classroom settings

Shulman (1986)


Deep knowledge about the processes and practices or methods of learning and teaching

Content Knowledge

(CK) Technological

Knowledge (TK)

Pedagogical Knowledge


A deep, essential understanding and mastery of information technology for information

processing, communication, and problem-solving

Knowledge about

the subject matter

to be learned or



An understanding of how learning and teaching can change when particular technologies are used in particular ways

Content Knowledge

(CK) Technological

Knowledge (TK)

Pedagogical Knowledge


The transformation of subject knowledge for teaching

An understanding of the manner in which technology and content influence and constrain one another Technological Pedagogical

Knowledge (TPK) Technological Content

Knowledge (TCK)

Pedagogical Content

Knowledge (PCK)


• an understanding that

emerges from interactions among content, pedagogy and technology

• the basis of effective

teaching with technology

• knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face

• knowledge of how

technologies can be used to build on existing

knowledge to develop new epistemologies or strengthen old ones

Content Knowledge

(CK) Technological

Knowledge (TK)

Pedagogical Knowledge

(PK) Technological Pedagogical

Content Knowledge (TPACK)


• Teaching grammar in context

• Exposing learners to authentic

language use

• Adopting an

inductive approach

• Engaging learners in communicating in the target

grammar item and structure for


communicative purposes

• Meaning-focused activities

• Structure of sentences and syntactic


• Expressing

meaning through the use of


• The impact of grammar on the coherence and structure of a text

• Relationship between

language and context

• Exposure to authentic texts in various modes of representation

• Collaborative problem-solving tasks

• Creation of multimodal texts

Technological Pedagogical Content

Knowledge (TPACK)


Resources Management

Financial Support





School-based Professional Support Section Language Learning Support Section

Native-speaking English Teacher Section QEF Thematic Network

English Language Education Section ITE Section

School- based Professional




• One-stop Portal


• English Language

Education Learning and Teaching Resources

• Radio Programmes

EDB provided

• Public Libraries

• Internet, e.g. YouTube, BBC, British Council

• Software Applications

• Lexile






Related subjects :