I. Introduction and overview of the Study II. Key findings of the Study

GOOD PRACTICES ON LANGUAGE ACROSS THE CURRICULUM (LAC) IN

SECONDARY SCHOOLS

DISSEMINATION SEMINAR

Yuen Yi Lo, Simon Chan & Research Team

Outline

I. Introduction and overview of the Study II. Key findings of the Study

III. Professional sharing by participating school teachers IV. Recommendations

2

I. INTRODUCTION & OVERVIEW

3

I. Introduction & Overview

 Bilingual education programmes and their effectiveness

- Use of students’ second/foreign/additional language (L2) as the medium of instruction of non-language content subjects (e.g. Mathematics,

Science, History)

- Aims: “additive bilingualism” – students learn L2 more effectively without sacrifice in L1 or academic achievement

YET

EMI students in Hong Kong enjoyed some advantages in English learning, but they suffered in their achievement in such content subjects as Science and History

4

 Difficulties encountering EMI in Hong Kong

- Difficulties caused by subject-specific academic language - Students’ readiness (English proficiency level)

- Teachers’ training (content subject teachers incorporating language scaffolding in their lessons)

5

Language across the

curriculum through teacher collaboration

• Different forms/ways of collaboration

• Contributing and hindering factors of teacher

collaboration

6

(Lo, 2015, p. 458)

1. How is LAC implemented in Hong Kong secondary schools with different MOI arrangements?

2. To what extent does LAC affect classroom practices and students’ learning?

3. What may be some contributing factors to effective LAC in secondary schools?

Guiding questions:

7

The Study

- Multiple-case study, with 12 cases (schools) with different characteristics

- Informants: Principal, Vice-principals, curriculum leaders, English teachers, content subject teachers, students, parents

- 12 cases could be categorised into 3 types, based on their MOI arrangements:

 Type 1: English as the MOI for most curriculum time and students

 Type 2: Students streamed into different classes with different MOI arrangements

 Type 3: Mainly with allocation of time to subjects and/or Extended Learning Activities (ELAs)

8

Summary of data collected

Individual interviews (Administrators &

Teachers)

Focus group interviews (Students)

Questionnaires Lesson observations

School documents

57 hours 19.5 hours • Administrators &

Teachers: 186

• Students: 3296

• Parents: 2550

72 lessons e.g.

• LAC/MOI

committee plans

• schemes of work of different

subjects

• lesson plans &

teaching materials

• student work samples

9

II. KEY FINDINGS

10

1. Landscape of LAC practices

(a) Formal collaboration: LAC/MOI Committee

 Setting up an LAC/MOI committee or task force: an academic head (e.g. the Vice- Principal) or an LAC coordinator, some English and content subject teachers

- Responsibilities:

 Co-planning LAC curriculum and teaching materials

 Conducting lesson observations

 Professional development (PD) opportunities

11

(b) Informal collaboration among teachers

 Usually ad-hoc collaboration between English and content subject teachers and of smaller-scale, e.g.

 content subject teachers seeking ad hoc advice or assistance from English teachers on language issues (e.g. grammar or sentence patterns)

 English teachers consult content subject teachers and subject textbooks for the LAC worksheet design

casual in nature yet complementary to formal collaboration, nurturing a sustainable cross-departmental collaborative culture in schools

12

(c) An English-rich environment with LAC/English-related activities

 to provide a whole-school English learning environment and to increase students’

exposure to English

 English-related activities: English language-oriented activities with English as the medium of delivery

e.g.,hall assembly class presentation, Spelling King and Queens (content subject vocabulary spelling competition), job hunting, drama performance & joint-school oral practice

 LAC activities: incorporating cross disciplinary elements in a more all-rounded manner e.g. English presentation based on content subject topics; Science Fair; Reading across the curriculum; LAC Festival

 Complementary to formal LAC curriculum

13

(d) Developmental stages of LAC

 No noticeable differences in LAC practices among Types 1, 2 and 3 schools

 Diverse scopes and modes of LAC according to schools’ strategic goals, resources allocation, students’ needs and teachers’ professional

expertise subject to regular review

14

A continuum of three developmental stages of LAC

a) whether LAC is well planned and implemented;

b) subject-specific or integrated across the English and

content subject curricula;

c) level-confined or connecting between different key stages of education; and

d) LAC in the formal curriculum only, or extending to the informal curriculum/extra- curricular activities

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2. Potential impact of LAC on classroom practices and student learning

Questionnaire items n Mean SD

Content subject teachers always incorporate language objectives when

planning lessons 85 3.55 .84

Content subject teachers always highlight difficult words during

teaching 85 4.12 .64

Content subject teachers always highlight language features during

teaching 85 3.47 .83

Content subject teachers always evaluate both content and language

learning 85 3.39 .76

English teachers always incorporate academic language objectives

when planning lessons 76 3.38 1.05

English teachers always highlight vocabulary that may appear in

content subjects 76 3.68 .93

English teachers always highlight grammar items that may appear in

content subjects 76 3.86 .95

16

(a) Macro-level analysis of curriculum and lesson design

(i) Curriculum mapping

 Cross-curricular collaboration with unit co-planning, lesson and materials design - by identifying content and language objectives across the curriculum

- by identifying common “knowledge structures” (e.g. “cause and effect”, “problem and solution”, “definition”, “classification”)

- by identifying a common theme (e.g. “Water”)

- by integrating language goals into content subject curriculum and lesson plans

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(ii) Design of teaching materials with LAC scaffolding strategies

e.g. vocabulary learning support (L1 equivalents, glossary, vocabulary log), “Language Corner” with language support (e.g. useful connectives, sentence patterns)

(iii) Lesson design with generic and transferable skills

e.g. a reading strategy “Persuade, Inform, Entertain” (PIE); writing introduction and conclusion

(iv) Learner diversity is catered for with tiered worksheets (with different levels of support)

(v) Facilitating students’ transition from primary education to junior secondary education

e.g. pre-S1 summer bridging courses/programme, focusing on instructional language, common question words, self-regulated learning

18

(b) Micro-level analysis of classroom practices

 English and content subject teachers incorporate LAC practices in their daily teaching (i) Content subject teachers

 Vocabulary instruction: syllabification, word formation knowledge, explaining with synonyms, everyday language and/or daily life examples

 Grammar instruction: teaching of nominalisation, passive voice, modal verbs

 Sentence construction: provision of sentence patterns

 Paragraph/text construction: using connectives as cohesive devices, demonstrating paragraph structure

19

(ii) English teachers

 Vocabulary instruction: pre-teaching or recycling subject-specific vocabulary,

demonstrating vocabulary building strategies (e.g. syllabification, linking to familiar words)

 Grammar instruction: making students aware of the use of grammar items in other content subjects (e.g. comparatives, passive voice)

 Sentence construction: with connectives, using the context or knowledge of content subjects

More illustrative examples from the sharing of the two schools

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(c) Impact on student learning

n Mean SD

School administrators & teachers

1. LAC practices help students learn content subjects through English

184 3.56 .88

2. LAC practices are effective in enhancing students’ English proficiency

*25 3.72 .74

3. LAC practices facilitate students’ transition between key stages 184 3.52 .93 4. LAC practices help cater for the needs of students with diverse

academic abilities

185 3.39 .96

5. There are no problems arising from practising LAC 185 2.98 .98

6. Overall effectiveness of LAC 184 3.48 .80

Students

7. Students’ recognition of English teachers’ teaching of academic language

3289 3.41 .91

8. Students’ recognition of subject teachers’ provision of language support

3284 3.44 .85

9. Students’ capability to apply English knowledge and skills to other subjects

3285 3.32 .89

*only administrators were asked this question ²¹

III. PROFESSIONAL SHARING BY

PARTICIPATING SCHOOL TEACHERS

22

Sincere thanks to colleagues from …

 TWGHs Mrs Wu York Yu Memorial College (東華三院伍若瑜 夫人紀念中學)

 Ma On Shan St. Joseph’s Secondary School (馬鞍山聖若瑟中 學)

23

IV. RECOMMENDATIONS

24

CONTRIBUTING FACTORS TO EFFECTIVE LAC

25

(a) Collaboration between content subject teachers and English teachers

 “more collaboration from other departments is also a facilitator to the whole school approach for the LAC practices” (45ADQ2)

 Benefits of collaboration:

- teachers achieve a shared understanding of the nature and purpose of LAC and share their experience

- English teachers and content subject teachers are willing to open their classes and have professional exchange

 Possible factors to facilitate more collaboration:

- a student-oriented mindset

- teachers’ personality and attributes (e.g. being open-minded) - a collaborative culture in schools

- content subject teachers’ language awareness

26

(b) Leadership/involvement of senior management

 provide a blueprint or some general direction for LAC development

 provide administrative support/arrangement (e.g. collaborative lesson planning, peer observation)

 manpower support: additional teachers to reduce teachers’ workload

 organise information exchange and sharing seminars

 psychological preparation: help teachers understand the significance and purposes of LAC as well as the school’s expectations and requirements

 school leaders’ attributes: a strong belief in the benefits and importance of LAC for students; being supportive, open-minded & flexible

27

(c) External support for LAC practices

 professional development and training provided by the EDB and universities (e.g.

workshops, intensive course)

28

Overall recommendations from the Study

1. Schools should plan and implement LAC practices according to their MOI

arrangements, school context, student intake, teachers’ expertise and resources available.

2. The Study observed the important role played by the LAC committee/task force to coordinate a school’s LAC practices. It is important for the LAC committee to involve teachers of different departments who understand the curriculum and needs of

different content subjects.

3. Schools should consider how to extend LAC to the informal curriculum.

4. Through providing bridging courses and tailor-made teaching and learning materials, LAC is considered to be effective in facilitating transition between different key

stages.

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5. School administrators should provide necessary support to facilitate teachers to collaborate to promote LAC.

6. Teachers are the key agents in any educational initiatives. Teachers can attend professional development workshops from time to time to update their knowledge about pedagogical theories and practices.

7. Considering huge learner diversity, LAC may be an effective way to enhance the effectiveness of EMI teaching for different groups of students. It is recommended that the Government should provide continuous resources to support LAC.

8. The Government may consider stipulating a percentage range that extended learning activities (ELA) could take up in the curriculum. This may provide more flexibility for schools to have more holistic vertical and horizontal curriculum planning, especially for schools with huge learner diversity.

Schools should be reminded to continue with their efforts in promoting LAC and supporting both teachers and students to overcome the challenges involved in EMI education.

30

Good Practices on

Language across the Curriculum (LAC) in Secondary Schools

TWGHs Mrs. Wu York Yu Memorial College Dissemination Seminars

18 and 25 June 2021

School Background

According to the fine-tuned MOI arrangements, English can be used as the

medium of

instruction for non-

language subjects

in most classes.

Phase I Phase II Phase III KLAs Preparing LAC Team Forming LAC team Expanding LAC team

Administration Vice Principal Vice Principal Vice Principal

English 2 resource persons Panel heads &

1 member Panel heads &

all members Humanities

(Geog, Econ & Hist)

Panel heads Panel heads &

all members Panel heads &

all members Science

(IS, Phy, Chem, Bio)

1 Science KLA coordinator

&

IS Panel head Panel heads & all members

Maths Panel head & all

members

TOTAL 4 12 32

(65% of the teaching staff)

LAC Team Members

Our Beliefs

Whole-School Approach

Each teacher is a piece of the puzzle

Cross-curricular Writing & Curriculum Mapping

Form Term English Geography History Int. Science

F1

1^st Chp 1 A Fresh start

Chp 5 Out and about Chp 1 Using urban space wisely

Introduction to history

study Scientists

(Nobel Prize winners)

Geog + English Common topic:

Urban land use 2^nd Chp 6 Hong Kong

Stories Chp 9 Taming the sand Topic 2 Traditional rural

life of HK Food labeling

History + English Common topic:

Traditional rural life of HK

F2

1^st

Chp 2 Arts for all Chp 4 Incredible

people

Chp 3 The trouble with water

Chp 4 Scramble for energy

Topic 1 The

Renaissance Air pollution index

History + English Common topic:

the Renaissance

2^nd

Chp 8 Going green

Chp 7 Extreme nature Chp 5 Living with Natural hazard

Topic 5 Growth and development of HK up to the early 20^th century

Acids and alkalis

Geog + English Common topic:

Energy resources

F3

1^st

Chp 2 Healthy body, healthy mind Chp 3 The best jobs in the world

Chp 2 Food problem Chp 11 Changing climate,

changing environment

Topic 2 HK in the 20^thcentury

Food (Bio) Digestion (Bio)

Bio + English Common topic:

Food & nutrition 2^nd

Chp 7 Our beautiful planet Chp 8 The world of

the future

Chp 5 Living with natural hazard

Topic 1 Major

achievement in the 20^thcentury

Geog + English Common topic:

Global warming

Cross-curricular Writing

English English

History Geography

Biology

Cross-curricular Writing

F.2 (History + English)

“ If I could travel back in time to Europe in the Renaissance… ”

Sample of student work

Good morning Principal, teachers and fellow schoolmates,

I’m the chairwoman of the History Club. This week is our school’s History Week, so now I am going to give a speech on an interesting topic in history.

Have you ever wondered how people’s life was like in the past? Have you ever wondered about how art developed over time? Have you ever imagined that you may meet the famous artists in the past? If I could travel back in time to Europe in the Renaissance, I would want to meet Leonardo da Vinci most. Leonardo da Vinci was a “Renaissance man” and he drew the Mona Lisa, the painting that was so famous. I would ask him why he was interested in painting and which painting he liked most.

Of course I would show him smartphones, a camera and modern paintings so he may know more about our life nowadays. Lastly, I would watch his paintings, ask him to draw a picture of me and also take photos with him.

Learning history is useful since you may know about the interesting life in the past. Are you interested in history? Want to know more about history? The long-awaited history week is held this week! What are you waiting for? Let’s have fun and learn more about history through the activities in the History Week!

That’s the end of my speech. Thanks for your attention.

“If I could travel back in time to Europe in the Renaissance.. ”

Sample of student work

Good morning Principal, teachers and fellow students,

I’m the chairman of the History Club. This week is our school’s History Week, so now I’m going to give a speech on an interesting topic in history. The topic is ‘If someone from the Renaissance could travel to Hong Kong...’ Of all people in the Renaissance, I would like to meet Columbus most. This is because he discovered America during his voyages around the world.

If I could meet him, I would like to ask him a few questions. The first question that I want to ask him is: why did he have the courage to travel around the world? Had anyone encouraged him? The second question that I would like to ask him is : what was his first feeling when he discovered America? Was it exciting or touching and why? These are the questions that I would like to ask him if I could meet him.

If he could travel to Hong Kong, I would probably take him to a shopping center and buy him some clothes that he likes. Second, I would have a Star Ferry trip with him because I want to let him know the design of the modern ships.

Lastly, I would take him to my home and have a party to celebrate Columbus’ arrival.

Also, I would show one of the modern inventions, the mobile phone, to Columbus. This is because the mobile phone is very important to our daily life. I would like to let him know the importance of the mobile phone and tell him about the functions of the mobile phone.

This is the end of my presentation. Hopefully more people will join the activities during the History Week. Thank you!

Cross-curricular Writing

F.3 (Biology + English)

As chairman of the Student Association, give a presentation As chairman of the Student Association, give a presentation on how to improve the food in the school canteen.

Sample of student work

Good morning, principal and teachers. Today I’d like to talk about the importance of healthy eating and how to improve the food in the school canteen.

First of all, there’s a great variety of food we can buy in our tuck shop, such as rice, noodles, burgers, meatballs and snacks. However, some of these choices are unhealthy. For example, instant noodles, luncheon meat and potato chips are highly rich in fat. Although they have high energy value and can release more energy in our bodies, taking in too much fat will cause us to be overweight and have high blood pressure, heart disease and diabetes. Besides, ham, sausages and potato chips are all processed foods. Colourings, flavouring and preservatives are added in these foods, thus they havelow nutritional values and may cause health problems too!

Therefore, we should improve the food in order to make students healthier. I think the canteen should sell wholemeal bread and corn for breakfast, since they can provide enoughcarbohydrates for our bodies and contain less fat.

Next, vitamins and dietary fibre are the most important substances for our metabolism and maintaining our body functions. I have observed that we have vegetables and fruits for sale in our canteen, but I don’t think it’s enough.

For example, carrots are rich in vitamin A and can help us to prevent night blindness. Kiwi fruits and strawberries are rich in vitamin C, which can keep our gums and teeth healthy. I also highly recommend the canteen to sell these vegetables and fruits. Finally, we all know soft drinks are unhealthy. I think it should sell some fresh fruit juice. It’s healthier and even more delicious.

To conclude, we should sell less food that contains a large amount of fat. Instead, we can sell more vegetables and fruits to students. That’s all I want to say. Thank you.

TWGHWYYMS

Cross-curricular Writing

F.2 (Geography + English)

fossil fuels are going to kill us! Help!

Energy resources - fossil fuels are going to kill us! Help!

Sample of student work

Nowadays, fossil fuels such as petroleum and coal are used in many countries. However, there are many

disadvantages in using fossil fuels. In this essay, I am going to talk about the disadvantages of using fossil fuels, and then I will suggest one alternative energy resource that can best replace fossil fuels in Hong Kong in the future.

The first disadvantage of fossils fuels is that fossil fuels cause air pollution. When fossil fuels are burnt, pollutants such as sulphur dioxide and nitrogen oxides will be emitted. These pollutants can do a lot of harm to our health. For example, we will have respiratory problems, poor lung functions and coughing. Acid rain also makes the quality of land and water worse. It makes the soil and the water become too acidic for plants and animals.

Another disadvantage of fossil fuels is global warming. When fossil fuels are burned, a large amount of carbon dioxide is emitted. Carbon dioxide is a kind of greenhouse gas. It absorbs energy and keeps the earth warm. It will stay in the atmosphere for decades. Therefore, an increase in carbon dioxide results in global warming.

The third disadvantage of fossil fuels is water pollution. Sometimes accidents may occur when extracting or

transporting oil. This may cause hazards to the environment. The serious oil spill in the Gulf of Mexico in 2010 is a case in point. Huge amounts of oil were spilled into the ocean. It caused serious damage to the environment.

On the other hand, wind power has a number of advantages compared to fossil fuels. The first advantage of wind power is that it is clean. Wind energy does not pollute the air like power plants that rely on combustion of fossil fuels, such as coal or natural gas. Wind turbines do not produce atmospheric emissions that cause acid rain or greenhouse gases.

Another advantage of wind power is that it is cheap. Wind power is cost-efficient. It is one of the lowest-priced renewable energy technologies available today, costing between four and six cents per kilowatt-hour, depending upon the wind resource and project financing of the particular project.

In addition, wind power is renewable. The wind will never run out, unlike reserves of fossil fuels , such as coal, oil and gas. This makes it a good choice of energy for a sustainable power supply.

Wind power can be used to replace fossil fuels. It is suitable for Hong Kong in the future. The government may consider building some wind turbines on the surface of the sea.

Apart from causing air pollution, global warming and water pollution, fossil fuels will be used up one day. Conversely, wind power is more environmentally friendly since it is cleaner, cheaper and renewable. Therefore, I suggest using wind power instead of fossil fuels.

Enhancing students’ reading skills

• Short attention span

• Too many distractions

Reading

programmes

LAC Morning Reading

• Once a month

• Reading worksheets for senior forms

Objectives:

• More exposure

• Connect subject knowledge with

language learning

LAC Morning Reading Day 1 Morning Reading

• F.1 – 6

• Different themes

• Different genres

• Comprehension questions

F1 Arresting an Artist

A new school Facts and Fiction Board games are fun! How to be happy Cash ‘wasted’ on new coal

plants Dear Future Generations

Sorry

Fun for the whole family Pokemon to the Rescue The invention of the

Computer Nature vs. Nurture

China named biggest IP

thief Essential Creativity

Longevity Pepper keeps customers

in line F2

Life on the Seine Return to River Town The story of the Aral Sea The first year of life Wild weather

Siberia’s medical train The Easter Island Statues

F3

Summer outside, winter inside

Visitors flock to local diners Climate change attracts smog

Waste bag scheme

Whale hunters face new weapon

Walking for organ donation

“Meal on one plate” too

salty

LAC Morning Reading

Senior form sample

Free Lesson Videos

Criteria of choosing videos:

• Length: 3 mins – 15mins

• Subtitles preferred

(not auto-generated)

• Clear narration

• Suitable level of difficulty

• Moderate pace

Spelling King & Queen Competition

LAC Vocabulary Logbook

LAC Vocabulary Logbook

Word Form Transformation

LAC Vocabulary Logbook

LAC Vocabulary Logbook

LAC Vocabulary Logbook

English iZone

Recorded by the NET

Picked by subject teachers

Encourage subject teachers

to use iZone

Skills Building:

Graph description & Writing definition

Skills Building:

Graph description & Writing definition

Skills Building:

Graph description & Writing definition

F.1 English Bridging Programme

• To equip students with the ability to learn

content subjects

(Integrated Science,

History, Geography)

through English

Class-based Drama Production

Date Day Class Subject Ts Eng Ts

1 1/3 D6 3A Geog Lai KW Ng CY

2 9/3 D6 3B Bio Ng BC Lee YH

3 20/3 D6 3C Hist Wong NC Cheung CK

4 28/3 D6 3D Phy Ng SL Yeung TL

5

13/

3 D2

2A Hist Lam SL Lyons

6 2B IS Chan KY Wong KM

7 2C L&S Wong YY Wong KH

8 2D Math Wong YT Lyons

9 2/5 D6 1A Hist Chan TL Ng YK

10 10/5 D6 1B Geog Leung HP Sum KW 11 21/5 D6 1C Math Li HC Shum PS

12 30/5 D6 1D IS Lam KT Chu LY

English

Biology Economics

BAFS Geography

Physics Mathematics

History

Integrated Science

Life & Society

Class-based Drama Production

History: The French Revolution

10-minute English Short Talks

Job Hunting Experience

Simulated Job Interviews

Interview Workshop

English

Careers Unit

Job Hunting Experience

Flight Attendant

Assistant Web Designer Cashier

Secretary

Playgroup Teacher Clinic Assistant

Customer Service Trainee

Counter Service Trainee

Job Hunting Experience

Geography

What impressed me the most

• ‘Academic English’

• The use of passive voice

• Common language functions, such as description, explanation, evaluation …

• The different levels of learning English

• Vowels + consonants

• Syllables

• Words

• Sentences

• Paragraphs

• Passages

From Thoughts to Actions

• LAC Vocabulary Logbook

• Essay-writing lesson

• Notes on DSE Geography

LAC Vocabulary Logbook

• Early stage of LAC Vocab Logbook: vocabulary

• Syllabification exercise

• Parts of speech

LAC Vocabulary Logbook

LAC Vocabulary Logbook

Geography Essay-writing Lesson

• Essay structure

• Sentence pattern

• Useful words to serve different language functions

Geography Essay-writing Lesson

Geography Essay-writing Lesson

Geography Essay-writing Lesson

Geography Essay-writing Lesson

Notes on DSE Geography in English

• Difficulty in expressing ideas in English

• The use of tenses, signalling words,

language functions …

Notes on DSE Geography in English

“ Although the grammar of English is not part of the subject knowledge in Geography, it is important to follow the grammatical rules to facilitate effective communication .”

-KARI LAI

Notes on DSE Geography in English

Notes on DSE Geography in English

Notes on DSE Geography in English

“ In academic writing, the language used is not expected to be fancy like a novel. Instead, the language should be precise and concise. With all the academic terms and useful words above, the next question is how you organize the words into meaningful and grammatically correct sentences. ”

-KARI LAI

Notes on DSE Geography in English

Notes on DSE Geography in English

Conclusion

• Break down the complicated learning processes into various levels

• Scaffold learning so students can have higher

self-efficacy in learning Geography in English.

Good Practices on Language across the Curriculum (LAC) in Secondary Schools

MA ON SHAN ST. JOSEPH’S SECONDARY SCHOOL

Dissemination Seminars

18 & 25 June 2021

Outline

1. School background

2. Highlights of LAC strategies

3. Overcoming challenges

4. Question-and-answer Session

Part 1

School background

Aims of our school’s LAC

Cross-KLA Collaborative

Culture

Professional Development

Leadership Cultivation Authentic

Learning

Experience

School Context and Policies related to LAC

Refined English Enhancement Scheme for Secondary Schools (REES) in 2011

Cross-KLA English Enhancement Committee (EEC)

LAC

Reading across the Curriculum

Drama activities

Teacher training

Bridging

courses

Teaching training for all EMI subject teachers

Consultant: Professor Shek Chun Ka-wai

Strategies workshops by service providers

Phonetics and pronunciation

workshops by NET

Reading across the curriculum booklet

After-school interest classes,

drama activities, bridging courses

Pre-S1 Cross-subject Bridging Course

LAC Committee - Whole-school approach

The Principal & Vice-Principal

PSHE KLA Head

English KLA Head

Science & Maths KLA Head

LAC Coordinator (English KLA Head)

S1 Form Coordinators

- English

- Science & Maths - Social Science

S2 Form NET Coordinators

- English

- Science & Maths - Social Science

S3 Form Coordinators

- English

- Science & Maths

- Social Science

Step by step with PIME

Academic

Year S1 S2 S3

2011-2012 New Projects -- --

2012-2013 Project refinements

(PIME) + New projects

New Projects --

2013-2014 Project refinements

(PIME) + New projects

Project refinements

(PIME) + New projects

New Projects

...

2021-2022

Part 2

Highlights of LAC strategies

Strategy 1

Setting up an inventory of schemes of work for

collaborative lesson planning

Planning

Monitoring

Evaluation Collaborative Implementation

Lesson Planning

Planning (P): LAC Meeting for S1-3 Curricular Mapping

S3 Economics Textbook S1 History Textbook

Level Topics Text types Grammar items Vocabulary Writing output LAC projects

S2 –

Term 2 Unit 7 Let’s get involved

● Online article &

comments

● Blog entry

● Indirect questions

● To-infinitive clauses

● Commenting on amounts*

● Social issues

● Peoples in need

● Ways of getting involved and fundraising

Letter of

invitation *Eng. + Soc. Sci. (IH):

Commenting on

amounts + Taming the sand

Unit 6 Looking good

● Article

● Article*

● Conditionals (Type 1)

● Gerunds and to- infinitives

● Connectives

● Advices for improving appearance

● Words related to skincare and hair care

One-sided argumentative essay – school rules

* Eng. + Sci. (I.S.): an

article about shampoo

+ acids and alkalis

Level Topic Text types Grammar items Vocabulary Writing output LAC projects S1 –

Term 2

Unit 5 Yum!

● Article

● Blog entry

& recipe

● Talking about

amounts (Countable

& uncountable nouns, quantity words, quantifiers)

● Imperatives

● Dishes

● Food tastes &

textures

● Kitchen utensils

● Ways of preparing &

cooking food

● Ingredients

● Seasoning

Blog entry – a new recipe

*Eng. + Maths:

Prepositions of location &

Imperatives + Symmetry &

Transformation

Planning (P): Form Coordinator Meeting

- English - Science

- English - Social

Science - English

- Maths

Planning (P): Scheduling

Planning (P): Teaching Material Design

Planning (P): Class Activity Design

Project English Lessons Subject Lessons

Simple Past Tense +

Walled Villages Write a Diary Entry Childhood Photo Sharing Wh-Questions +

Endangered Animals Write 5 Wh-questions based on a

sample presentation script Do a presentation on an endangered species + answer

classmates' Wh-Qs Connectives +

Life in Medieval Europe

Story Marathon based on a given opening related to one type of people

in the Medieval Europe (e.g. knight)

Watch a video about Medieval

Europe

Implementation (I): Our LAC Projects - S1

Level Subject Subject LAC projects

Term 1 English Science (IS) Modal Verbs + Laboratory Safety

Term 2

English Maths Prepositions of location & Imperatives + Symmetry & Transformation

English Social Science (Life & Society)

New project:

Used to/ gaming +

habit change/ pros and cons of gaming

Level Subject Subject LAC projects

Term 1

English Social Science (History)

The passive voice + Renaissance

English Science (IS) Comparative and superlative + Electricity (resistance)

Term 2

English Social Science (Integrated Humanities)

Commenting on amounts + Taming the sand

English Science (IS) An article about shampoo + acids and alkalis

Implementation (I): Our LAC Projects - S2

Level Subject Subject LAC projects

Term 2

English Social Science (Economics)

Ethical Shopping +

Fair Trade Money Making & Entrepreneurship English Social Science

(Geography)

Adjective Patterns +

Endangered Species & Climate Change

Implementation(I): Our LAC Projects - S3

Monitoring (M): Peer Lesson Observation

Evaluation (E): Student Level

(Questionnaires)

Evaluation (E): Teacher & KLA Levels

(Post-lesson Meetings & Evaluation Meeting)

Benefits of detailed documentation

Trace curriculum + lesson designs over the years Share experience

Adapt from experience

Keep the sustainability of

LAC development

Aims of our school’s LAC

Cross-KLA Collaborative

Culture

Professional Development

Leadership Cultivation Authentic

Learning

Experience

Strategy 2

Providing authentic contexts for cross-subject lesson

planning and conducting peer lesson observation

• S2 Integrated Science and English

(Personal care; Acid and alkali; Conditional sentences)

• S1 History and English

(The Medieval times; Connectives)

• S3 Economics and English

(Fair trade and ethical shopping; research and presentation skills)

• S1-2 After-school interest classes

Project examples

S2 LAC Project -- Integrated Science & English

Integrated Science English

Acid & Alkali ● Context: Reading an article about personal care

● Grammar usage: Conditionals (Type 1 VS Type 0)

Conduct a scientific research study on

the effectiveness of homemade shampoo and hair conditioner

S1 LAC Project -- History & English

History English

The Medieval times and life in the

Medieval society Grammar usage: Connectives

Write a short story about the people in the Medieval society

Students’ work

I am a knight. Today, I took part in a sports event.

I joined the jousts and tournaments.

I wore armour and rode a horse.

During the tournament, I saw a monster.

It was chasing the people there.

Although I was scared, I ran after it.

However, I tripped on the way and fell down,

so the monster escaped with a woman on its back.

A noble screamed since it was his daughter...

Students’ work

S3 LAC Project -- Economics & English

Economics English

Government budget ● Context: Reading an article about ethical shopping

● Grammar usage: Useful expressions to call for actions

Have a presentation on running an ethical food stall

Students’ work

• Teachers from different KLAs

(lesson planning, teaching and evaluation)

• Cross-subject learning themes

(Ancient Greek myths, tourism, plays in Renaissance)

• Diverse learning outcomes

(playlet, pamphlet, presentation)

S1-2 After-school interest classes

S2 after-school English interest class

Tourism & Hospitality English

Analysis of holiday destinations ● A reader -- Around the World in 80 Days

● Presentation skills

• Make a holiday pamphlet of a city mentioned in the reader

• Design a five-day trip in that city

• Present their ideas

Aims of our school’s LAC

Cross-KLA Collaborative

Culture

Professional Development

Leadership Cultivation Authentic

Learning

Experience

Strategy 3

Co-curricular activities

Eng, PSHE KLA subjects & IS: Eco-tour

(Students as English tour guides)

Eng & H.E.: Super Chef Cooking Competition

Morning Assembly

Mondays to Thursdays

English Airtime

(English teachers & students)

Fridays

Current issues

(NET & English Ambassadors)

LAC Fridays – Subject Contents

(NET & Subject teachers)

Examples of Topics for LAC Fridays

Subjects Topics

I.T. & Eng Virtual Reality

Bio & Eng The Science of the Food Industry

I.S. & Eng pH value and neutralization applied in daily life

P.E. & Eng Sports Days

P.E. & Eng Up-and-coming sports

L&S & Eng Personal growth and family roles

L.S. & Eng Hierarchy of Needs

Hist & Eng The Ides of March

Math & Eng Oulipo

Math & Eng Maths word problems

Econ & Eng Demand and supply

LAC Fridays - P.E. & Eng: Sports Days

LAC Fridays on Cultural / Religious / Festival Activities:

Spring Lantern Festival and Riddles

Students’ roles in LAC Fridays

Idea contributors Presenters

Audience members

Participants in activities

Students respond to questions for lucky draw

What students think about the Friday morning sharing?

✔ We can learn more about topics that are very popular and close-to-life through English in a relaxing way.

✔ Some topics are new to us, so we are eager to learn more about them and learn English phrases which we only knew about its Chinese equivalence before.

✔ Content subject teachers, e.g. P.E. teachers, talked about sports in English.

We learn how to say some sports terms in English.

✔ Teachers showed how to make sentences with idioms covered in their sharing.

(Student interview data from HKU Research Team, 2020)

Aims of our school’s LAC

Cross-KLA Collaborative

Culture

Professional Development

Leadership Cultivation Authentic

Learning

Experience

Part 3

Overcoming challenges

in the LAC journey

Join this HKU & EDB research

for expert advice