26 January 2013 English Language Education Section Curriculum Development Institute

1. Curriculum Leadership and Management for English Language Education Improving the Implementation of Whole-school Language Policy Enhancing the Interface across Key Stages 26 January 2013 English Language Education Section Curriculum Development Institute Education Bureau

2. Course Objectives

3. Run-down

4. A survey about your school • Different schools may be using English as the medium of instruction at varying degrees to cater for student diversity. • Which of the following is implemented by your school? • (A) adopting English as the MOI for all subjects • (B) adopting different MOI by class/group • (C) teaching two subjects using EMI • (D) conducting English extended learning activities • (E) none of the above

5. Some Findings from Evaluation Study on the Implementation of the English Language Curriculum at Secondary Level • Junior secondary curriculum was considered more focused and manageable; Senior secondary curriculum too broad and challenging. • A significant difference in students’ self-perceived language proficiency across levels - the higher the level of students, the lower their perceived language proficiency is. • Students’ lack of self-learning ability was a major concern and should be attended to in the implementation of the curriculum reform

6. Concept of Interface A transition programme is NEITHER limited to a summer bridging programme NOR an induction programme A transition programme refers to one that covers the broad period of time from preparing students to move from primary schools until their successful settlement in secondary schools. 6

7. Four phases of transition 7 Galton, M., Gray J & Ruddock J (1999), The Impact of School Transitions and Transfers on Pupil Progress and Attainment, pp.27-28, Norwich, Crown

8. Diagrammatic Representation of the Four Phases of Transition Transfer Preparation Induction Reinforcement & Extension 8

9. Key considerations in enhancing Interface • Understandstudents’ previous learning andfuture learning needs • Building on the strengths of students and considering their future learning needs, plan for a Junior Secondary English Language curriculum to gear students towards the learning targets and objectives in the English Language curriculum 9

10. Effective strategies to enhance the interface • Curriculum Continuity • Pedagogical Adjustment • Development of Learning Strategies Learning Experience across key stages • Primary • Exposure to a range of text types • Incorporation of Reading Workshops into the School-based English Language Curriculum • Development of basic language skills and strategies • Junior • Secondary • Exposure to a wide range of print and non-print texts • Extensive reading and viewing • Further development of language skills and strategies • Senior • Secondary • Exposure to a widened range of more complex text types • Elective modules (Language Arts & Non-Language Arts) • Comprehension and production of more complex messages in more formal texts 10

11. Text typesAcross Different Key stages T More Complex information Longer text More demanding in skills More information

12. Effective strategies to enhance the interface • Curriculum Continuity • Pedagogical Adjustment • Development of Learning Strategies Learning Experience across key stages • Primary • Exposure to a range of text types • Incorporation of Reading Workshops into the School-based English Language Curriculum • Development of basic language skills and strategies • Junior • Secondary • Exposure to a wide range of print and non-print texts • Extensive reading and viewing • Further development of language skills and strategies • Senior • Secondary • Exposure to a widened range of more complex text types • Elective modules (Language Arts & Non-Language Arts) • Comprehension and production of more complex messages in more formal texts 12

13. Curriculum Continuity Components of a Primary School-based English LanguageCurriculum 13

14. Reading across the Curriculum: Curriculum Continuity To promote reading as a means to help learners seek information, develop thinking skills, enrich knowledge, enhance language proficiency and broaden perspectives To promote the development of functional reading skills to help learners relate English Language learning to daily life in real world To encourage extensive reading of a wide variety of resource materials with different subject content to enhance learning English Language Curriculum and Assessment Guide (Secondary 4 - 6) 2007

15. Reading Programme Curriculum Continuity Suggestion on Strengthening Students’ Reading Skills at Junior Secondary Level Incorporating a reading programme into the School-based English Language Curriculum GE Programme 15 JS PRI

16. Consideration in Planning for Reading Programmeat Junior Secondary Level Related topic Linkage between texts Variety of text types Level of difficulty Curriculum Continuity • Integrating reading into regular English Language lessons with the other language skills of listening, speaking and writing 16

17. Reading across the Curriculum Info. about the Earth and environment protection Topic: Earth Extended Reading: The Earth (An information book) Discover and Experience (A government pamphlet – Electrical & Mechanical Services Department) Textbook: The Beautiful Planet – poem and essay Participle phrases, noun phrases Adjectives to describe the Earth Grammar items and structures, skills development… Reading Skills & Strategies Text structure of poem and essay Writing an argumentative essay on the use of alternative energy sources for generating electricity

18. Curriculum Continuity • Integrating elements of the SS English Language curriculum into the General English Programme at the JS Level Suggested Modules at JS Level Elective Modules at SS Level • Poems & Songs • Drama • Short Stories • Popular Culture • Debating • Social Issues • Sports Communication • Workplace Communication • Teenage Life • Nature and Environment • Getting Along with Others • Study, School and Work • Rights and Responsibilities • Wonderful Things • Cultures of the World

19. Effective strategies to enhance the interface • Curriculum Continuity • Pedagogical Adjustment • Development of Learning Strategies Learning Experiences across key stages • Primary • Exposure to a range of text types • Incorporation of Reading Workshops into the School-based English Language Curriculum • Development of basic language skills and strategies • Junior • Secondary • Exposure to a wide range of print and non-print texts • Extensive reading and viewing • Further development of language skills and strategies • Senior • Secondary • Exposure to a widened range of more complex text types • Elective modules (Language Arts & Non-Language Arts) • Comprehension and production of more complex messages in more formal texts 19

20. Understanding the Progressive Development of the Four Language Skills across Key Stages Curriculum Continuity 20

21. Curriculum continuity across key stages KS3 KS2 Development of Listening Skills • Identify and discriminate sounds, stress and intonation • Listen for explicit and implicit meaning, e.g. Listen for intended meanings, feelings and attitudes, e.g. Identify key ideas in a passage, discussion or conversation Identify consonant blends and long vowel sounds Extract information andideasin spoken texts Identify the gist and main ideas by recognising the stress in connected speech Identify the sequence of events, causes and effects Understand the connection between ideas supported by cohesive devices Make connections between ideas and information with the help of discourse markers Locate specific information in spoken texts Discriminate between different intonation for various feelings and attitudes Predict the likely development of a topic by recognising key words, using personal experiences, and making use of context and knowledge of the world Understand levels of formality and informality

22. Curriculum continuity across key stages KS3 Development of Speaking Skills KS2 • Present information, ideas and feelings clearly and coherently • Participate effectively in an oral interaction, e.g. • Present information, ideas and feelings clearly and coherently • Participate effectively in an oral interaction, e.g. Apply grammar rules such as subject-verb agreement correctly Describe the sequence of events, causes and effects Use words and expressions appropriate to the context Connect ideas by using cohesive devices, e.g. also, at last, before Use correct pronunciation, intonation and registerfor different purposes Use gestures and facial expressions to convey meaning and intention Seek and give clarification, explainwhat information one requires and why, rephrase one’s question when necessary, sum up points made and redirect the discussion when the need arises Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings Express, elicit and respond to ideas, opinions and feelings in a group discussion Asking and responding to others’ opinions

23. Curriculum continuity across key stages Development of Reading Skills KS2 KS3 Understand, interpret and analyse different written texts, e.g. Construct meaning from texts and locate information and ideas, e.g. Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world Make use of knowledge of the world to make sense of the written text Understand how sentences and parts of a sentence relate to each other Recognise recurrent patterns in language structure Understand the use of discourse markers • Skim and scan a text to obtain the main ideas • and locate specific information Identify implied meanings through inferencing Recognise the features of a variety of text types Understand different feelings, views and attitudes Understand intention, attitudes and feelings conveyed in a text Acquire, extract and organise information relevant to specific tasks Re-read the text to establish and confirm meaning

24. Curriculum continuity across key stages Development of Writing Skills KS3 KS2 • Use the basic conventions of written English • Present information, ideas and feelings clearly • and coherently, e.g. Present information, ideas and feelings clearly and coherently, e.g. Use cursive script, capitalisation and conventional punctuation Describe, express or explainideas, feelings and experiences Plan and organise ideas, and use appropriate cohesive devices Plan and organise information, and express own ideas and feelings by, e.g. deciding on the sequence of content Use a wide range of language patterns for various purposes Use a small range of language patterns such as different verb forms and structural patterns Use strategies to arouse and sustain readers’ interest Write paragraphs which develop main ideas Use tone, style and register for various purposes Use appropriate formats, conventions and language features when writing a variety of text types, e.g. journals, emails, procedures Evaluate and make use of given information to complete specific tasks

25. Use of assessment data to plan / adjust the school-based curriculum: Curriculum Continuity • Pre-S1 Hong Kong Attainment Test • Territory-wide System Assessment (TSA) • Internal School Assessments Pre-S1 Hong Kong Attainment Test JS English Language curriculum S3 TSA 25

26. Use of assessment data to plan the school-based curriculum: • Students’ Areas for Improvement: • Use appropriate formats, conventions and language features • Use tone, style and register for various purposes • Possible Adjustment to the Curriculum: • Enrich students’ skills and knowledge • Incorporate tasks that address students’ needs

27. Effective strategies to enhance the interface • Curriculum Continuity • Pedagogical Adjustment • Development of Learning Strategies Learning Experiences across key stages • Primary • Exposure to a range of text types • Incorporation of Reading Workshops into the School-based English Language Curriculum • Development of basic language skills and strategies • Junior • Secondary • Exposure to a wide range of print and non-print texts • Extensive reading and viewing • Further development of language skills and strategies • Senior • Secondary • Exposure to a widened range of more complex text types • Elective modules (Language Arts & Non-Language Arts) • Comprehension and production of more complex messages in more formal texts 27

28. Pedagogical Adjustment Taking students’ prior learning into consideration Developing a shared understanding of effective learning and teaching Ensuring greater alignment of teaching practices— applying teaching strategies that draw on students’ previous learning and experience help students connect new learning and experience 28

29. Pedagogical Adjustment Strategies to Build on Students’ Prior Learning, Knowledge and Experience Identifying skills and terminology acquired in primary schools Adapting the S1 scheme of work to take into account topics and language items already covered Developing a “buddy system” to pair students who have acquired the target language items with those who have not Providing new and challenging materials when revising topics previously covered Adopting an inductive approach to help students consolidate and extend knowledge 29

30. Pedagogical Adjustment Develop a shared understanding of effective learning & teaching To enhance the progression of reading skills from KS2 to KS3, we can … • model the use of reading strategies through thinking aloud and provide opportunities for learners to apply them during independent reading • use a range of guiding questions for scaffolding / prompting • to facilitate meaning making and extend content learning • vary the amount of teacher support to cater for learner diversity 30

31. Communicative Functions across Key Stages Pedagogical Adjustment The LEARNING and teaching of grammar The Communicative Functions listed for Key Stages 1 & 2 should be consolidated and extended to a greater degree of complexity at Key Stage 3. The Communicative Functions listed for Key Stages 1-3 should be consolidated and extended to a greater degree of complexity at Senior Secondary level. Source: CDC Syllabus for English Language (Secondary 1-5) (1999), p.18. 31 31

32. Activity 2 Do you think you would use the following materials in your transition programme? Are they able to help consolidate and extend students learning? Why/why not? A grammar exercise A reading passage Introduce oneself on a personal homepage. • Complete the following sentences using the simple present tense of the verbs given. • Mary _______ (go) to school by bus every day. • The students ______ (like) English lessons. • The sun ________ (go) down in the west. Hi, I am Andy. I am a 13-year-old boy. I live in Yuen Long. I go to school by bus. I usually get up at 6:30 am. I finish school at around 4:00 pm. … 32

33. Pedagogical Adjustment Consolidation and Extension of Communicative Functions across Key Stages e.g. Introduce oneself I am currently studying in a school that mainly adopts Chinese as the medium of instruction. My experience in the last four years has told me that it is more effective to learn non-language subjects in Chinese. Hi, I am Andy. I am a 13-year old boy who loves blogging. My friends call me Smarty because I like to make people laugh with clever jokes. I’m Joe. I am six years old. I like apples. Introduce oneself in a letter to the editor to express personal opinion Introduce oneself on a personal homepage. Introduce oneself to the class. KS1 SS 33

34. In groups Study a student work sample – a magazine article about exciting places in Hong Kong. Highlight the grammar items used by the student to make suggestions on improvement. Share your observation with your group members. Discuss how to develop students’ grammar knowledge to enhance communication in the context of this task. Today I want to tell you some places to visit in Hong Kong. First, you can go to Kowloon. At Wong Tai Sin, there have a Wong Tai Sin Temple. You can go there for please god to bless you. Then, you can go to Tsim Sha Tsui to visit avenue of stars, its funny! Because you can see many people is made in stone. After that, you can go to Sai Kung. At Sai Kung you can BBQ there with your friends. You also can go hiking and camping there! I think it will be exciting! Next, you can go to Mai Po Wetland. At Mai Po Wetland, there have many types of bird, you can see many birds at there! Finally, you can go to Lantau Island. At Tai O you can buy salty fish and, there have a beautiful view! It can let you do not want to go home, you also can ride on Ngong Ping 360 at Lantau Island! Activity 3

35. A Communicative Function Expressed by Multiple Grammar Items and Structures The student uses mainly the modal “can” to make suggestions, e.g. “…you can go to Tsim Sha Tsui to visit the Avenue of Stars...” “…you can go to Sai Kung.” “…you can go to Lantau Island.” “At Tai O you can buy salty fish…” The problems caused by the frequent use of the modal “can” in this context monotony mismatch between the context and the language used Pedagogical Adjustment Today I want to tell you some places to visit in Hong Kong. First, you can go to Kowloon. At Wong Tai Sin, there have a Wong Tai Sin Temple. You can go there for please god to bless you. Then, you can go to Tsim Sha Tsui to visit avenue of stars, its funny! Because you can see many people is made in stone. After that, you can go to Sai Kung. At Sai Kung you can BBQ there with your friends. You also can go hiking and camping there! I think it will be exciting! Next, you can go to Mai Po Wetland. At Mai Po Wetland, there have many types of bird, you can see many birds at there! Finally, you can go to Lantau Island. At Tai O you can buy salty fish and, there have a beautiful view! It can let you do not want to go home, you also can ride on Ngong Ping 360 at Lantau Island!

36. To address the problem of monotony, the student could use a greater range of appropriate grammar items and structures to make suggestions, e.g. “…why don’t you go to Tsim Sha Tsui to visit the Avenue of Stars?” “What about going to Sai Kung?” “You must go to Mai Po Wetland.” “You had better make up your mind soon.” There are three days of public holidays next weekend. Where will you go to in Hong Kong to enjoy yourself? There are many interesting places in Hong Kong. I have a few suggestions for you. First, if you want to see how people worship God, visiting Wong Tai Sin Temple, which is in Kowloon. Then why don’t you go to Tsim Sha Tsui to visit Avenue of Stars? It’s fun! Because you can worship your favourite film stars there. If you like BBQ, what about going to Sai Kung? At Sai Kung, you can BBQ with your friends in some country parks. It’s also a good place for hiking and camping. I think it will be exciting! If you like widelife, you must go to Mai Po Wetland. There are many types of birds in Mai Po Wetland. If you like birds, this can be the place for you. Finally, you should also visit Lantau Island. At Tai O, buy some salted fish if you like special food… Don’t forget to take a ride on Ngong Ping 360 before you go home. Next weekend, you will even get two tickets for the price of one. You had better make up your mind soon! … Pedagogical Adjustment A Communicative Function Expressed by Multiple Grammar Items and Structures 36

37. There are three days of public holidays next weekend.Where will you go to in Hong Kong to enjoy yourself? There are many interesting places in Hong Kong. I have a few suggestions for you. First, if you want to see how people worship God, visiting Wong Tai Sin Temple,which is in Kowloon.Then why don’t you go to Tsim Sha Tsui to visit Avenue of Stars? It’s fun! Because you can worship your favourite film stars there. If you like BBQ, what about going to Sai Kung? At Sai Kung, you can BBQ with your friends in some country parks. It’s also a good place for hiking and camping. I think it will be exciting! If you like widelife, you must go to Mai Po Wetland. There are many types of birds in Mai Po Wetland. If you like birds, this can be the place for you. Finally, you should also visit Lantau Island. At Tai O, buy some salted fish if you like special food. There is also a very beautiful view. It is so beautiful that you will not want to go home! Don’t forget to take a ride on Ngong Ping 360 before you go home. Next weekend, you will even get two tickets for the price of one. You had better make up your mind soon! There is so much to do here in Hong Kong that you will never get bored! Pedagogical Adjustment Multiple Communicative Functions Expressed by a Grammar Item and Structure • The modal “will” is used to express the following communicative functions in the context of this article: • to talk about intention • to express certainty • to talk about the future 37 37

38. Grammar as Resources The samecommunicative functioncan be expressed by differentgrammar items and structures: e.g. suggestions can be made by using: You must / have to… You had better / You’d better… You should… Why not… / Why don’t you…? The same grammar item and structure can be used to express differentcommunicative functions: e.g. the modal “will” is used: to talk about intention to express certainty to talk about the future Pedagogical Adjustment 38 38

39. Find out what our students read & what skills they need Pedagogical Adjustment To enhance the progression of reading skills from KS2 to KS3, we can … Example 39 PowerPoint developed for the Professional Development Programme on Reading across the Curriculum under the fine-tuned MOI arrangements (Adapted from Wray, D. (2006). Teaching literacy across the primary curriculum (p. viii-ix). Exeter : Learning Matters.)

40. To enhance the progression of reading skills from KS2 to KS3, we can … Find out what our students read & what skills they need Example Reading for everyday life Reading for school subjects Reading for everyday life Reading for school subjects Reading for school subjects Reading for school subjects Reading for school subjects Reading for school subjects 40 Reading for school subjects PowerPoint developed for the Professional Development Programme on Reading across the Curriculum under the fine-tuned MOI arrangements (Adapted from Wray, D. (2006). Teaching literacy across the primary curriculum (p. viii-ix). Exeter : Learning Matters.)

41. Increasing language demands in the use of academic language Pedagogical Adjustment • Ensure a Greater Alignment of Teaching Practices— • draw on students’ previous learning and experience

42. Reading Listening Academic content Awareness + Language across the Curriculum Writing Speaking Academic language awareness Pedagogical Adjustment Develop a shared understanding of effective learning & teaching To enhance the progression of reading skills from KS2 to KS3, we can … Strengthen Language across the Curriculum Raise awareness of language demands involved in reading texts • 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)

43. Pedagogical Adjustment Raise awareness of the language demands in reading and writing texts of content subjects Academic English – grammatically complex and lexically dense • More embedding / subordinate clauses • The Earth's orbit around the Sun is an ellipselyingin 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 producedin the form of wire, tube, bar and sheet and usedto manufacture domestic appliances, agricultural and industrial products. • More academic words than grammatical words e.g. relative humidity, orbit, tensile strength 43

44. Pedagogical Adjustment Develop a shared understanding of effective learning & teaching Raise awareness of the language demands in reading and writing texts of content subjects • Highlighting information structure of different text types and the relevant reading strategies • Use of graphic organisers to provide visual representation of the texts • Adapting appropriate instructional strategies to facilitate comprehension • Text level: genres/text types (information structuring) • Ideas level: graphic organizers, diagrams, tables, pictures • Sentence level: grammar • Word level: vocabulary 44

45. Pedagogical Adjustment Highlight information structures of different text types and the relevant reading and writing strategies • Facilitating comprehension at text level PowerPoint developed for the Professional Development Programme on Reading across the Curriculum under the fine-tuned MOI arrangements (Adapted from Butt, D. Fahey, R. Feez, S. Spinks, S and Yallop, C. (2002). Using functional grammar, p. 13National centre for English Language Teaching and Research.)

46. Pedagogical Adjustment Making effective use of graphic organisers • Facilitating reading and writing at idea level • Graphic organisers help students understand and present how ideas or concepts relate to one another through the development of a well-structured mental picture about the content. (Goldman & Rakestraw, 2000) • Graphic organisers for different language functions: • Venn Chart for Comparison and Contrast • Flow Chart for Sequence • T-chart for the pros and cons of an issue

47. Pedagogical Adjustment Unpacking information using graphic organiser s to facilitate reading An example of classroom activity Q: What are the types of food substances that we need for sustaining life? Food substances Different food contains different types of food substances. These food substances can be classified intoprimary food substances, which are essential to life, and protective food substances, which are important for keeping our body healthy. The food substances can be divided intoseven types:carbohydrates, fats, proteins, water, vitamins, minerals and dietary fibre. The first four are primary food substances and the remaining three are protective food substances. Now write down the main ideas in the table. What are the types of food substance's that we need for sustaining life? 47

48. Pedagogical Adjustment Unpacking information using graphic organiser to facilitate reading Q: What are the types of food substances that we need for sustaining life? Matching diagrams with text structure Food Substances Food substances Different food contains different types of food substances. These food substances can be classified intoprimary food substances, which are essential to life, and protective food substances, which are important for keeping our body healthy. The food substances can be divided intoseven types:carbohydrates, fats, proteins, water, vitamins, minerals and dietary fibre. The first four are primary food substances and the remaining three are protective food substances. Protective Food Substances (keeping our body healthy Primary Food Substances (essential to life) Carbohydrates, fats, proteins, water vitamins, minerals, dietary fibre

49. Pedagogical Adjustment Repacking information using graphic organisers to facilitate writing Food Substances can be classified (passive voice) • Food substances can be classified into primary food substances and protective food substances, which are essential to life and keeping our body healthy. Primary Food Substances Protective Food Substances Essential to life Keeping our body healthy which are (relative clause)

50. Pedagogical Adjustment Repacking information using graphic organiser to facilitate writing Explicitly modelling repacking • Food substances can be classified into primary food substances and protective food substances, which are essential to life andkeeping our body healthy. Food Substances Protective Food Substances Primary Food Substances essential to life keeping our body healthy