Curriculum Leadership and Management for

English Language Education Key Learning Area –

Progressing Towards “Learning to Learn 2.0”

April 2016

English Language Education Section

Curriculum Development Institute

Education Bureau

1

To enhance teachers’ understanding on the role of English Language curriculum leaders in planning the school-based curriculum with reference to the “Learning to Learn 2.0” emphases;

To provide suggestions on how to lead the English Panel to incorporate the new emphases, in particular, the development of literacy skills; and

To share strategies and experiences on new literacy practices and the use of information technology in the English classroom for supporting English learning and teaching (by representatives from Notre Dame College)

Objectives

2

2:00 – 2:45 Learning to Learn 2.0: Key Emphases

2:45 – 3:30 Literacy Skills Development

3:30 – 3:45 Break

3:45 – 4:45 Experience Sharing by Representatives from Notre Dame College

4:45 – 5:00 Q & A

Today’s Programme

3

Learning to Learn 2.0

4

What is Learning to Learn 2.0

• An enhanced version of “Learning to Learn”, capitalising on achievements and challenges, for further enhancement of students’ whole-person development and lifelong learning capabilities

• An act to keep abreast of the global and local contextual changes as well as the latest developments in other education systems for the ultimate benefit of student learning

• More school-based curriculum initiatives building on strengths for enhancing learning and teaching

5

Ongoing Renewal of the School Curriculum

Learning to Learn 2.0

To Focus

- To focus on learning and teaching effectiveness

To Deepen

- To deepen the positive impact of the curriculum reform

To Sustain

- To sustain the quality of learning

Rationale for Curriculum Development

6

(CDC, 2002)

(P1 – S3)

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

9 years

(CDC, 2016)

(P1 – S6)

Including • supplements

for JS level • Literature in

English as elective subject

ELE KLACG

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

12 years

Brief on Major

Updates in English

Language Education

KLA

Updating of the ELE KLACG

7

Ongoing Renewal of the School Curriculum http://www.edb.gov.hk/en/curriculum-development/renewal/

(2016, P1-S6)

• English Language

• Literature in English

ELE KLACG (P1-S6)

Task-based approach

Promoting reading to

learn

Learner-centred

instruction

Cross-curricular learning

Major Updates of the ELE KLACG (P1-S6)

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

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) 8

Rationale for School-based Curriculum Renewal

To Focus

- To focus on learning and teaching effectiveness

To Deepen

- To deepen the positive impact of the curriculum reform

To Sustain

- To sustain the quality of learning

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

9

Discussion 1

Literacy Skills Development

10

Further studies, work

etc

Lifelong language learning

KS1&KS2

Reading

Workshops

Reading to

Learn

KS4

Reading Skills

Writing Skills

KS3

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

and language items from the

reading texts in follow-up

writing activities

Consolidating the Reading and

Writing Skills & Strategies

Acquired

• Facilitating the application and

consolidation 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 &

Strategies

• Building on students’ learning

experience and helping them

progress further in the

development of literacy skills

• Extending students’ learning

experience through promoting

RaC and using WaC activities

as a follow-up

Literacy Skills Development across Key Stages

Interface

11

Elective Part (2-3 modules)

Junior Secondary

• Learning topics with

contexts related to

their everyday life

and some formal

situations

• Exposure to a wide

range of print and

non-print texts

• Reading and writing

texts with some

degree of

complexity

• Understand,

interpret and

analyse different

texts

Senior Secondary

• Learning topics with

contexts related to

their everyday life

and formal

situations

• Exposure to a

widened range of

text types and more

complex and formal

texts

• Reading and writing

complex texts

• Understand,

interpret, analyse

and evaluate a

variety of texts

Primary

• Learning topics

with contexts

related to their

daily experience

• Exposure to a

range of text

types

• Reading and

writing simple

texts

• Understand and

construct meaning

from texts

Curriculum Expectations across Key Stages

Interface

12

Curriculum Leadership and Management

Curriculum Planning

• Measures for administrative support

• A suitable entry point

• Strategic integration of different focusses / emphases

Learning &

Teaching

• Pedagogical strategies

• Design of classroom activities

Resources Management

• Selection of learning & teaching resources

• External support & funding

• Deployment of staff

Curriculum Leadership & Management

13

Literacy Skills Development

Curriculum Planning

Learning &

Teaching

Resources Management

Curriculum Leadership & Management

• Developing a reading culture

• Developing a school-based reading programme to support students’ literacy skills development across levels

• Promoting Reading / Writing across the Curriculum

• Teaching reading and writing skills explicitly

• Connecting reading and writing in the design of learning tasks

• Integrating e-Learning into the English Language classroom

• Working with the School Librarian / different subject panels to identify suitable reading texts

• Applying for funds from the school sponsoring body / alumni / Quality Education Fund (QEF)

For example:

14

Lifelong learning

Challenges in the 21st century

The ability to read and write effectively

Literacy Development in the English Classroom

Promoting Literacy across the Curriculum

Equipping Students with New Literacy Skills

Literacy Skills Development

Processing and creating multimodal texts

15

1) the language policy of your school

2) the school-based cross-KLA activities in promoting

an English-rich environment

16

Share with your group members:

Discussion 2

Promoting Literacy 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

Promoting Literacy across the Curriculum

Speaking Writing

Language

across

the Curriculum

Listening Reading

Reading across the Curriculum (RaC)

17

Rhetorical Functions & Language Features

Rhetorical functions Language features (e.g.) PSH

E

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?

* *

Examples

18

English for general purposes

English for academic purposes

Language Content

Using the relative clause to give elaboration

Making descriptions

Promoting RaC in the English Language Curriculum

19

Theme: Living Things

A dog has a good nose that is many times more sensitive than that of a human.

…He wanted to breed bees that produced more honey…

…Within all living organisms is a chemical reaction, which produces substances that have to be gotten rid of…

Changing Modes of Communication

Collaborative interaction mediated by mobile technology and application software

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

20

Changing Modes of

Communication

New Literacy Skills

Developing students’ ability in reading, viewing, analysing and responding to digital media texts (RECEPTIVE SKILLS)

Developing students’ ability in producing multimodal texts to express ideas and convey messages using different modes of communication (PRODUCTIVE SKILLS)

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

Generic Skills

Information Literacy

Reading and

Writing

Processing and Creating

Multimodal Texts

21

Technological Knowledge

Content Knowledge

Pedagogical Knowledge

Mastery of Multimodal Literacy Skills

Equipping teachers with the TK to support students in processing and creating multimodal texts

Highlighting the function of the e-features that

• support understanding & interpretation of the reading text

• facilitate the transfer of multimodal literacy skills in the production of multimodal texts

Development of ideas

Understanding

abstract

ideas

Speaking skills

Meaning of unfamiliar

words

Reading /

Writing

The Technological Pedagogical Content Knowledge (TPACK)* Framework

Koehler and Mishra (2009)

*Formerly known as TPCK (2006) 22

Integrating e-Learning into the English Language Curriculum

• Working out the meaning of unfamiliar words, e.g. booming voice (audio clues), wearing braces (pictorial clues)

• Working out the pronunciation of unfamiliar words, e.g. striped (audio clues, subtitles)

• Following the development of main ideas and making connection between ideas, e.g. why isn’t “Cat” one of the Chinese zodiac (animation)

• Understanding abstract ideas, e.g. the tone , style and register of the text, e.g. people screamed when they saw the elephant (background music, tone and emotion of the speakers)

23

I find it difficult to

understand the vocabulary; and

read long texts.

Before

Impact on Students

After

I can make use of the features of the multimodal text to

guess meaning of unfamiliar words;

understand the content of the text as I can replay different parts of the text again; and

find out the pronunciation of words.

Reading is made easy through

the use of multimodal texts

Using multimodal texts as input

24

I wouldn’t bother

reading my composition work again or ;

asking my teacher questions about English.

Before

Impact on Students

After

As my work will be posted online, I tried my best to

add interesting elements to my work, e.g. animation;

read / read aloud my work over and over again to make sure the language is accurate;

ask my teachers about the pronunciation of words to ensure my recording is good.

The process of creating multimodal texts

Promoting Self-directed Learning and

Assessment as Learning through writing

25