Briefing Session (3 February 2018) - Education Bureau€¦ · horizons Enabling: the engagement nurtures generic skills & life skills & in turn facilitates classroom learning 19 Connecting

Briefing Session

(3 February 2018)

English Language Education Section

Curriculum Development Institute

Education Bureau

Collaborative Research and Development “Seed” Project: EE0518

Advancing Secondary Students’ Literacy Skills through

Promoting Interdisciplinary Learning in the English Classroom

Aim of the “Seed” Project

To develop teachers’ capacity in:

understanding the role of English Language teachers in promotingwhole-school initiatives such as Reading/Writing/Language acrossthe Curriculum and STEM education;

adopting effective teaching strategies to guide students to integrate,apply and transfer knowledge and skills across disciplines and otherlearning experiences; and

designing suitable learning, teaching and assessment activities toengage students in processing and producing texts to achievedifferent communication purposes across disciplines.

To enhance secondary students’ literacy skills by connecting theirlearning experiences through promoting interdisciplinary learningin the English classroom.

Objectives of the “Seed” Project

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3

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Promoting Interdisciplinary Learning in

the English Classroom

integrating and applying knowledge and skills developed

across KLAs

Strengthening

students’ ability in

55

Updated Seven Learning Goals of

Secondary Education

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Five Essential Learning Experiences

Intellectual Development

Community Service

Moral & Civic

Education

Physical & Aesthetic

Development

Career-related

Experiences

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Co-curricular activities

Life-wide Learning

OLE

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Major Renewed Emphases

(JS Level and Beyond)

Possible Entry Points for PromotingInterdisciplinary Learning

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Providing students

with holistic

learning

experience and

enhancing the

connection among

different domains

to facilitate their

whole-person

development.

Reading

Science

History

Geography Values

Education

P.E.

ITE

Arts

Education

Music

Mathematics

School

Curriculum

Promoting Interdisciplinary Learning in the English Classroom

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Strengthening

the connection

between English

Language and

various cross-

curricular

domains

ELE

Reading

Science

History

Geography Values

Education

P.E.

ITE

Arts

Education

Music

Mathematics

Designing a Cross-curricular Task

Connecting Students’ Learning Experiences with

Cross-curricular Domains in the English Classroom

Cross-curricular

Domains

English

Language

Focuses, e.g.

• Topics

• Text types

• Reading/writing strategies

• Language features

Connecting

Reading & WritingFocuses, e.g.

• LaC/STEM

education

• Values Education

• Information

Technology

Education

• Life-wide Learning

• Entrepreneurial

Spirit

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Designing a Cross-curricular Task (Example 1)



Cross-curricular

DomainsEnglish

Language

Focuses, e.g.

• Topics

• Text types



Connecting

Reading & Writing

Science,

Mathematics,

ICT

MRELaC/

STEM

Education

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Integrating the use of information texts in planning and implementation ofLaC / RaC



English for general purposes

English for academic purposes

Language Content

Using the relative clause to give elaboration

Making descriptions

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…

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Integrated

Science

English

Language

Topic

Pets

Topic

• Praying Mantis

Reading strategies

• Following the development of

main ideas

• Identifying stylistic features

Language features

• Text structure

• Rhetorical functions

(e.g. to make descriptions

using relative clauses)

Topic

Living Things

Text type

• Description

Reading &

Writing Focuses

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Cross-curricular

DomainsEnglish

Language

Focuses, e.g.

• Topics

• Text types



Connecting

Reading & Writing

Life

Education

MREValues

Education/

ITE

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Information

Literacy

• To provide students with authentic learning experiencesso that they know how to put positive values and attitudes into practice

• To nurture students’ empathy and positive attitudes towards life

• To enhance students’ understanding of positive values and attitudes and skills in making moral judgements and decisions



Integrating the elements of cognition, affection and action for thepromotion of values education

Cognition

Affection

Promoting Positive Values & Attitudes

Action

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English

Language

Reading & Writing

Focuses Life

Education

Topic

Managing

AdversityTopic

Cyberbullying

Module

• Getting along with Others

Language features

• Text structure: Problem-solution

• Tone & style: To suggest/

persuade

Text type

• Articles, social media platforms

Reading strategies

• Analysing the development of ideas,

views or arguments in texts

• Distinguishing facts from opinions by

using semantic and syntactic clues

Cognition & Affection

• Responding to

adversity

Action

• Activity: Agony

Aunt

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Cross-curricular

DomainsEnglish

Language

Focuses, e.g.

• Topics

• Text types



Connecting

Reading & Writing

Co-curricular

Activities/

Competitions/

Community

Services

MRELife-wide

Learning/

Entrepreneurial

Spirit

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Extending: First-hand experience deepens understanding of knowledge, skills & attitudes

Enriching: the associated knowledge & life experiences develop potentials & broaden horizons

Enabling: the engagement nurtures generic skills & life skills & in turn facilitates classroom learning

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Organising and participating in English-related life-wide learning

activities to enrich and extend language learning experiences

Life-wide

Learning

Engagement

in

Community Service

Lifelong Learning Capacity




English

Language

Reading &

Writing Focuses Life-wide

Learning

Topic

Food Rescue

Topic

Good Food Going

to Waste

Module

• Green Living

Language features

• Text structure: Problem-solution

• Tone & style: To suggest/

persuade

Text type

• Articles, infographic

Reading strategies

• Acquire, extract & organise information

relevant to specific tasks

• Relating facts, opinions & information

from a variety of print & non-print

sources

Extending & Enriching

• Writing a proposal on

Food Angel

Recruitment

• Running a Campaign

“Food Rescue”

Action:

• Community Service:

Collecting &

delivering food

donations to a

food charity

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School Year (2018/19) School Year (2019/20)

School Participation: Up to 2 School Years

Planning & Implementation of the “Seed” Project

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Class Level

S1 - 6

• Conducting the tryout in at least one class of students

• Conducting the tryout in at least one class of students;

• Continuing with the same area of focus to deepen the experience; or

• Adopting a new area of focus to broaden the experience

Implementation (1-2 weeks)

• To try out the unit, i.e. the strategies and materials, in at least one class of students

Development

• To collaborate with/seek advice from teacher representative(s) of other cross-curricular domains

• To design and develop materials for one unit of work (about 6 – 8 lessons) with the CDI officers

Development

• To design and develop materials for one unit of work (about 8 – 12 lessons) with support from the CDI officers as appropriate

Implementation

(1-2 weeks)


• If possible, to provide opportunities for the application of knowledge and skills in authentic situations

Evaluation • To participate in the end-of-the-year evaluation


Phase I(Small Scale)

Phase II

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2018/19 s.y. (Interdisciplinary Learning: Whole-school Initiative 1)

Implementation (1-2 weeks)


Development

• To collaborate with/seek advice from teacher representative(s) of other cross-curricular domains

• To design and develop materials for one unit of work (about 8 – 12 lessons) with the CDI officers

Development

• To design and develop materials for one unit of work (about 8 – 12 lessons) with support from the CDI officers as appropriate

Implementation

(1-2 weeks)


• If possible, to provide opportunities for the application of knowledge and skills in authentic situations

Evaluation • To participate in the end-of-the-year evaluation


Phase I

Phase II

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2019/20 s.y. (Interdisciplinary Learning: Whole-school Initiative 2)

nominate one experienced andcommitted English teacher to be theschool project coordinator, and wherepossible, identify more teachers to bethe members of the project team;

build on the school’s existing reading /writing programmes and incorporatethe tryout into the school-basedEnglish Language curriculum; and

School

Project

Team

School project

coordinator

Project teachers

The “Seed” School is Expected to

assist in the collection of evidence (bysupporting classroom observations,including video-recording the tryoutlessons and interviewing students /teacher(s)) on the impact on studentlearning.

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Role of the School Project Team

Identifying entry point(s) for interdisciplinary learning

Collaborating with/Seeking advice from teacher representative(s) of other cross-curricular domains

Working in collaboration with the CDI officers to identify suitable texts and resources forthe units of tasks/learning activities

Developing and trying out teaching strategies, tasks and materials

Producing deliverables including two units of tasks illustrating how students’ literacyskills can be developed through promoting interdisciplinary learning in the Englishclassroom

Collecting evidence (by supporting classroom observations, including video-recordingtryout lessons and interviewing students / teacher(s)) on the impact on student learning

Disseminating good practices for teachers’ professional development

School Project Team

CDI Officers

“Seed”Project

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Benefits for the “Seed” School

The “Seed” school will

build up the capacity of the English Panel in supportingstudents in the development of literacy skills throughpromoting interdisciplinary learning in the Englishclassroom; andgain an insight into how to incorporate the MREs anddevelop a holistic plan for curriculum development.

Teachers from the “Seed” school will

develop the competence in developing effectivestrategies and resources to enhance students’ ability inreading and writing through promoting interdisciplinarylearning in the English classroom.

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Deadline for Application5 March 2018 (Monday)

For details, please refer to the

EDB Circular Memorandum No.2/2018:

Appendix A(16), Annex 1 of Appendix A(16) & Appendix C

Human Resource Management Unit of EDB,4/F, East Wing, Central Government Offices,

2 Tim Mei Avenue, Tamar, Hong Kong

Return the application form (Appendix C) in duplicate to:

Results of the applications will be announced in June 2018.

Drop-in Box(Box No.: EDB02

- Staff Interflow

Schemes 2018)

Located at 2/F Entrance,

East Wing, Central Government Offices,

2 Tim Mei Avenue,Tamar,

Hong Kong

By post By hand

or

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Enquiries

Project Specific

Mr CHEUNG Chan-piu / Mr SHEL Siu-lun

English Language Education Section2892 5854 / 2892 6571

General

Ms Christy NG Life-wide Learning Section 2892 5824

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Briefing Session (3 February 2018) - Education Bureau€¦ · horizons Enabling: the engagement nurtures generic skills & life skills & in turn facilitates classroom learning 19 Connecting

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