By Ms. Anson CHEN Kwan-yee Ms. Rebecca HUI Kwai-yin , Shau

1. Using Social Issues As an Entry Point for Inter-departmental Collaboration and Implications for Cross-KLA Curriculum Planning By Ms. Anson CHEN Kwan-yee Ms. Rebecca HUI Kwai-yin , Shau Kei Wan Government Secondary School

2. Background Information – School-based Contexts and Needs • EMI school • Collaboration between English and Liberal • Studies teachers to reinforce student learning • Taking a broader perspective on curriculum • design for the NSS curriculum

3. Objectives • Curriculum • To make cross-curricular connections between English Language Education and • Liberal Studies • Teachers • To foster synergy between • English teachers and • Liberal Studies teachers • Students • To develop students’ thinking • and communication • skills for a firm foundation

4. Connections with Liberal Studies Enquiry learning In Liberal Studies English electives on social Issues and debating Making cross- curricular links with Liberal Studies Finding complementary focuses Supporting the NSS curriculum

5. Approaches to Cross-curricular Planning of Social Issues Adopted Synchronisation of selected units Joint planning by both KLA teachers Social issues in both English and Liberal Studies units Cross-KLAs collaboration in implementation

6. Joint Planning by English and Liberal Studies Teachers Inter-departmental collaboration and interflow of ideas between two disciplines Coherent matching of knowledge and skills of two KLAs

7. How to Support and Reinforce Each Other • Matching English and Liberal Studies Knowledge and Skills on Different Scales • Vocabulary and language features • Discussion and other communication skills • LS-related knowledge and skills (e.g. thinking skills)

8. Coherent Matching of Essential Language Features in Liberal Studies and English Units Smaller scale

9. Coherent Matching of English Language And Liberal Studies Knowledge and Skills Larger scale

10. Identifying Fact and Opinion Presented in “Mass Media” • Facts and opinions in news articles • Forming of own opinions based on facts and evidence • A critical and an objective view • Making judgements and avoiding subjectivity

11. Identifying Liberal Studies Knowledge and Skills for Making Links with English Language One of the lesson plans for “Mass Media” in Liberal Studies (S2)

12. Helping Students Identify Fact and Opinion in English Lessons for the Unit “Mass Media –Believe It Or Not” Textbook Material Distinguishing between fact and opinion

13. News about a Murder Case in the News – Learning about Facts Facts about the victim, his colleagues and relatives

14. News about a Murder Case in the News – Learning about Facts Facts about time, people and events

15. News about a Murder Case in the News – Learning about Facts Facts about objects and place

16. News about a Murder Case in the news – Learning about Opinions Reporting verbs

17. Transferable Thinking Skills for English • Language And Liberal Studies • Grouping similar or different ideas under • meaning categories • Identify cause-effect relationships • Distinguish between fact and opinion • Use multiple perspectives • Spot fallacies (e.g. wrong assumptions)

18. Simulated Court Trial • Multiple Perspectives • Judges (4 Ss) • Police Inspectors (4 Ss) • Lawyers (6 Ss) • Defendants (6 Ss) • Jurors (12 Ss) • Witnesses (4 Ss) • Evaluating the validity and reliability of : • Facts • evidence and support for opinions

19. Evidence and proof given by lawyers

20. Students’ Scripts with Facts, Opinions and Reasons

21. Rubrics (including fallacies covered in Liberal Studies) Jurors’ decision based on facts and evidence

22. Difficulties and Obstacles Encountered Careful and Time-Consuming Matching Time for Joint Planning Limited Manpower & material Still Exploring With Mistakes in the Process

23. Areas for collaboration Development of values, generic skills, thinking strategies and subject-specific language KLA teachers Development of students’ subject concepts and knowledge Language teachers Development of students’ language knowledge and skills Implications for Cross-curricular Planning – Areas for Collaboration between English and Liberal Studies Teachers

24. Implications for Cross-curricular Planning - Different Roles Played by Teachers

25. Implications for Cross-curricular Planning – School Support and Implementation • 1. Facilitating cross-curricular planning by making • appropriate administrative arrangements • Collaborative lesson planning & timetable • Core team to pilot the initiative • 2. Creating a win-win situation for both departments • Teachers’ readiness • Manageable scale • Full support from the Principal and the Panel Heads • Consensus among LS and English teachers

26. Concluding Remarks • Supporting the NSS • Cross-curricular planning and design • The school case to be modified to become a 50-period • elective plan on social issues • Supporting Student Learning • Perceiving patterns, connections and relationships among • ideas and concepts through cross-KLA initiatives • Supporting teachers’ professional development • Professional skills for making cross-curricular links • A broad perspective on curriculum design

27. Way Forward Our MISSION To building a solid foundation to help students use effective communication and thinking skills for the NSS curriculum Our VISION To break the walls between different KLAs

28. Thank you!