Introduction to Curriculum Leadership

and Management Series for

New Primary School Curriculum Leaders (2015/16)

Key Emphases of

the English Language KLA Curriculum and

Implementation Issues

22 October 2015

English Language Education Section

Curriculum Development Institute

Education Bureau

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Role of the Curriculum Leaders

2

Cultivating a reading cultureCultivating a reading culture

Keeping abreast of the latest curriculum development

Keeping abreast of the latest curriculum development

Promoting Assessment for / as

learning

Promoting Assessment for / as

learning

Promoting cross-curricular learning, e-

learning andself-directed learning

Promoting cross-curricular learning, e-

learning andself-directed learning

Setting instructional and assessment policies

Setting instructional and assessment policies

Managing resourcesManaging resources

Supporting the professional

development of teachers

Supporting the professional

development of teachers

Create a language-rich environment

Role of the English Panel Chairperson in Planning for

a School-based English Language Curriculum

What are the major concerns of yourSchool Development Plan?

What are the needs, interests and abilities of your

students?

What are the learning experiences for

students?

What is the latest development of

the English Language

curriculum?

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Curriculum DocumentsCurriculum Documents

English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002)

English Language Curriculum Guide (Primary 1 – 6)(CDC, 2004)

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Updating of the ELE KLA Curriculum Guide (KLACG)

Direction of Learning to Learn 2.0

Meeting the changing needs of the society in the 21st century

Equipping students with the skills required in a complex, competitive, knowledge-based, information-age economy

Findings & recommendations obtained from

KLA surveys conducted in 2011 & 2012 (Pri & Sec)NAS reviewCD visitsFocus group meetingsContacts with teachers, e.g. through PDPs, networking activities

Secondary

Education

Curriculum

Guide

SECG (S1 – S6)

(2015)

ELE KLA CG (P1 - S3)

(2002) ELE KLA CG (P1 – S6)

(2015)

ELE KLACG

Including

• the overall aims & subject targets of Literature in English

• supplements for JS level

BECG (P1 - S3)

(2002)

BECG (P1 – P6)

(2014)

Components of a School-based

English Language Curriculum

60% of English

lesson time

40% of English

lesson time

Must 40% of the English lesson time be allocated toReading Workshops?

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Key Emphases of the English Language Curriculum

• Adopting a task-based approach

• Learning and teaching grammar in context

• Developing vocabulary building skills

• Strengthening a ‘reading to learn’ culture

• Promoting assessment for / as learning

• Catering for learner diversity

• Effective use of e-learning resources

• Adopting a task-based approach

• Learning and teaching grammar in context

• Developing vocabulary building skills

• Strengthening a ‘reading to learn’ culture

• Promoting assessment for / as learning

• Catering for learner diversity

• Effective use of e-learning resources

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How are Reading Workshops

implemented at KS1 and KS2?

How are Reading Workshops

implemented at KS1 and KS2?

Does the school provide a wide

range of interesting and quality texts in the school

library?

Does the school provide a wide

range of interesting and quality texts in the school

library?

Have we collaborated with the school librarian to provide opportunities for students to read

meaningfully?

Strengthening a ‘reading to learn’ culture

How could we help students develop a good

reading habit and interests in reading?

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Junior

Secondary

• Exposure to a wide

range of print and

non-print texts

• Introduce elements

of Language Arts

• Extensive reading

and viewing

Senior

Secondary

• Exposure to a

widened range of

more complex text

• Elective modules

(Language Arts & Non-

Language Arts)

Primary

• Exposure to a range

of text types

• Incorporation of

Reading Workshops

into the School-

based English

Language

Curriculum

Reading Journey across Key Stages

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Key Stage 1 Students Key Stage 2 Students

• Enjoy participating in meaningful

English learning activities

• Develop phonics skills and

vocabulary-building skills

• Use simple grammar structures

in familiar contexts

• ...

• Have more opportunities for

reading, writing, speaking and

listening to English

• Develop dictionary and

information skills

• Communicate effectively by using

suitable grammar structures

• …

Teachers’ role:

� create a language-rich learning environment

� make flexible use of textbooks and other resource materials

� use tasks and projects to facilitate the integrative use of language

� make greater use of open-ended questions to stimulate thinking

� strengthen literacy skill development (reading and writing)

� facilitate grammar learning through the use of a wide range of materials

and activities

Expectation on Primary Students’ PerformanceExpectation on Primary Students’ Performance

Text TypesCategories of Text Types

Examples of Text Types for Key Stage 1

Additional Examples of Text Types for Key Stage 2

Narrative Texts • Cartoons and comics• Diaries• Fables and fairy tales• Poems• Stories

• Autobiographies• Biographies• Myths• Plays• Tongue twisters

Information Texts

• Labels• Menus• Notices• Picture dictionaries• Rules• Signs• Time-tables

• Announcements• Children’s encyclopedias• Dictionaries• Directories• Maps and legends• News reports• Pamphlets

Exchanges • Cards• Conversations• Personal letters

• Emails• Formal letters• Telephone conversations

Procedural Texts

• Directions• Instructions

• Procedures• Recipes

Explanatory Texts

• Captions• Illustrations

• Explanations of how and why

Persuasive Texts

• Advertisements• Posters

• Brochures• Discussions• Expositions

English Language Curriculum Guide (Primary 1-6) (CDC, 2004), p.17 11

� Ensure progressive development of reading skills

� Provide opportunities for students to develop their creativity and critical thinking skills

� Introduce the features of different text types explicitly

Enhancing the implementation of READINGWorkshops

� Explicit teaching of text features

� Providing flexibility for students to write freely

� Sharing assessment criteria with students

� Explicit teaching of text features

� Providing flexibility for students to write freely

� Sharing assessment criteria with students

Connecting students’ reading and WRITINGexperiences

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Strategies to Enhance Students’

Literacy Skills

School-based Major Concerns:� Creating a caring school campus

� Nurturing responsible and considerate

students

Curriculum planning in

different KLAs/subjects

English Language� Nurturing positive values and

attitudes through reading and

identifying values, attitudes and beliefs

expressed in the text

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Life-long Learning and Whole-person Development

Achieving the aims of education

Promoting Reading across the

Curriculum at the Primary Level

• Arouse students’ curiosity andinterests in observing language use inthe school campus and the real world

• Give assignments which requirestudents to make use of the materialsdisplayed in the school and outsideschool

• Encourage students to watch TVprogrammes or listen to radioprogrammes in English

• Encourage students to take part inEnglish activities

• Set up Reading Award Schemes

• Nurture a school reading culture

through role-modelling of teachersand the school head

Role of Curriculum LeadersRole of the

English Panel Chairperson

Widening the Space of

Learning and Teaching English

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Creating a Conducive Language

Learning Environment

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Why am I

assessing?

What am I

assessing?

How can I

ensure quality

in the

assessment

process?

What

assessment

method should I

use?

How can I

use the

information

from the

assessment?

Rethinking of Classroom Assessment

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Modes of Assessment in the

Primary English Classroom

Modes of Assessments

Learning Tasks and Activities

Assessment Tasks

Shared Writing and

Process Writing

Projects

Oral Presentations

Homework

Examinations

Dictation

Conferencing

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For improvement

• Identifying learners’ strengths

and weaknesses in order to

enhance learning and teaching

For accountability

• Reporting learners’ attainment

against the learning targets and

objectives

Why

assessing?

Assessment for / as LearningAssessment of Learning

Assessment of Learning vs Assessment for / as Learning

Mainly learners and teachersMainly school heads, teachers

and parents

Whom to

inform?

Providing quality feedback for

learners, which entails timely

support and enrichment, and

helping teachers review the

learning objectives, lesson

plans and teaching strategies

Assessing learners’

performance and progress

against the learning targets

and objectives

What to

focus?

Promoting Assessment for Learning in English Language Education at Primary Level (2004), p.5 18

Promoting Assessment for / as Learning

• An integral part of learning-teaching-assessment cycle

• Sharing learning intentions and success criteria with learners

• Using different modes of assessment

• Making use of assessment data (e.g. TSA data, internal assessment data) to help review

- expectation of students’ learning

- content of learning

- strategies to enhance learning

• Providing quality feedback to enhance learning

English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201 19

Using Dictation to Develop Pupils’

Listening and Writing Skills

Promoting Assessment for Learning

in English Language Education

at Primary Level

Resource Packages

ETV Programme on “Providing

Quality Feedback”

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Catering for Learner Diversity

• Using different strategies (e.g. differentiation, flexible grouping, project learning, open-ended learning tasks and activities) to cater for the diverse needs, abilities and interests of learners

• Providing opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)

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Using e-resources to

cater for learner diversity

Using e-resources to

cater for learner diversity

Self-directed learning

- e-dictionary

- reading and

grammar practices

- language games

Inside the classroom

- e-books

- websites

(e.g. WLTS, PEERS, One-stop portal)

- video clips

Should I mainly use the textbook materials?

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� Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers

� Introduce EDB resource packages to teachers

Managing Resources

Human resources

� Appoint level coordinators to help with horizontal coordination

� Deploy the NET effectively

Learning and teaching resources

Management of funds and grants

� English Extensive Reading Grant to procure reading materials

� Capacity Enhancement Grant to focus on critical tasks

� Quality Education Fund for projects that promote effective learning

http://www.qef.org.hk/e_index.html 23

E-learning English Resources

EDB One-stop Portal

http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html24

E-learning English Resources

Primary English E-learning Resources (PEER)

http://peer.edb.hkedcity.net/ 25

http://www.hkpl.gov.hk/tc_chi/collections/services_er/services_er_wae/services_er_wae.html

E-learning English Resources

Hong Kong Public Libraries Resources

Roles of Curriculum Leaders

in your school’s English Language Education

Curriculum Leaders

Initiate curriculum changes, collaborate with the English Panel in developing a balanced school-based English language curriculum

Formulate school-based assessment policies with the English Panel in light of the direction of school development, the school context and students’ needs

Cultivate a reading culture by setting reading as a key task of the school

Create conducive language learning environment to promote the learning and use of English Language

Provide space and support to support the professional development of English teachers

Manageresources to facilitate L& T of English

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More Information

• Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc.

http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/index.html

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