Bridging the Learning Gap Between KS1 and KS2 Through Rac Ma On

Enriching KS1 students’ learning experience to prepare them for KS2

Ma On Shan Ling Liang Primary School School Major Concerns

1. To foster self-directed learning using e-learning tools

2. To promote STEM education for integrative and applied learning

3. To develop an inquiry-based inter-disciplinary curriculum School’s existing practice KS1 (P1-3) KS2 (P4-6) General Studies taught in General Studies taught in Chinese English English reading texts: English reading texts: Mainly fiction in English Both fiction and non-fiction in lessons both English and GS lessons

More shared and supported More independent reading reading Mainly print learning materials More digital learning materials Problems facing KS2 students in General Studies (GS) lessons:  Students have difficulties Challenges (KS1 – KS2) 1. Grammar, vocabulary and language understanding technical words in skills getting more complex English.  Students have problems dealing 2. Requiring more HOT and analytical skills in learning with difficult concepts independently. 3. Students are expected to learn more  Students have difficulties coping independently with longer and more complex 4. Students are expected to read a variety of print and non-print texts information texts. Students in a wide range of text types encounter similar challenges in both GS and English lessons Problems facing KS2 students in General Studies (GS) lessons:  Students have difficulties Challenges (KS1 – KS2) 1. Grammar, vocabulary and language understanding technical words in skills getting more complex English. 2. Requiring more HOT and analytical  Students have problems dealing skills in learning with difficult concepts independently. 3. Students are expected to learn more independently  Students have difficulties coping 4. Students are expected to read a with longer and more complex variety of print and non-print texts information texts. Students in a wide range of text types encounter similar challenges in both GS and English lessons KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner

2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them

3. Students are expected to learn more - Vary learning modes to provide opportunities for students to independently discover knowledge by themselves (e.g. SDL, RaCRaC, lifelife-wide-wide learning learning,, project,project , STEM education )

Stage One Stage Two Stage Three (Late Nov 18 – Mid Jan 19) (Late Jan 19) (Mid Apr 19) Topic: Food Topic: Food Topic: Knowing the Community

Re-design a module STEM Fun Day Project Learning Day – “Food: Using my five - Making a Molecular - Tour Around Shatin senses” Drink Stage One – Re-designing a module (Infusing content subject knowledge into communicative activities) Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinks, the school tuck shop (Math language) Money* numbers & GS 2. Money Matters: Types of Money up to 120 (Be a wise spender) 3. Cooking by the numbers & IT (Use of Epic!) Unit 6 Ingredients Write a Describe your Math 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & 3. Step-by-step experiments with lunchbox GS taste and digestion (Different tastes)

Unit 7 Actions & Write a recipe Role-play Master Chef GS 1. Healthy eating* utensils for a healthy and (Healthy diet) 2. Healthy snacks* delicious & 3. I can write about how to be sandwich IT healthy and happy (Use of mobile device) Stage One – Re-designing a module (Infusing content subject knowledge into communicative activities) Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinks, the school tuck shop (Math language) Money* numbers & GS 2. Money Matters: Types of Money up to 120 (Be a wise spender) 3. Cooking by the numbers & IT (Use of Epic!) Unit 6 Ingredients Write a Describe your Math 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & 3. Step-by-step experiments with lunchbox GS taste and digestion (Different tastes)

Unit 7 Actions & Write a recipe Role-play Master Chef GS 1. Healthy eating* utensils for a healthy and (Healthy diet) 2. Healthy snacks* delicious & 3. I can write about how to be sandwich IT healthy and happy (Use of mobile device) Unit 5 Enriching the Key words: communicative activity • Food with Math elements • Drinks at their level • Numbers up to 120 (i.e. calculations) Target sentence patterns: ‘How much is a hamburger?’ ‘It’s seventy dollars.’ ‘May I have two boxes of chicken wings, please?’ ‘Here you are.’ ‘How much is it altogether?’ ‘It’s one hundred and fifteen dollars.’

Prompts: • A menu • What the children want to order

Speaking task in the textbook: Possible link with Ordering and selling food and drinks content subject area: at a fun fair Calculations (Math) (without mentioning the price) Students used both mathematical terms and knowledge in the communicative task. Extending the task to an authentic context of the school tuck shop Integrating content Food and drinks subject knowledge at (i.e. Math) into school tuck shop communicative tasks

Use target sentence patterns to form Math questions to challenge their classmates KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner

2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them

3. Students are expected to learn more - Vary learning modes to provide opportunities for students to independently discover knowledge by themselves (e.g. SDL, RACRaC, lifelife-wide-wide learning learning,, project,project , STEM education )

4. Students are expected to read a - Increase students’ exposure a greater variety of text types variety of print and non-print texts (fiction, n on nonfiction-fiction , contentcontent subject subject texts, text , in a wide range of text types multimodal texts) 5. P4 students need to make more - Discuss more values-laden issues (e.g. self-esteem, care for decisions for themselves and for others, environmental protection) people/community around them - Improve self-esteem and self-recognition (e.g. reading 6. P4 can be an emotional time materials on self-esteem, avoid embarrassment in learning through sharing problems with puppets ) Extending students’ knowledge about the topic through online readers Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinksAt the, end of each unit,the school students tuck shop (Math language) Money* numbersread GS up -related non-fiction & GS 2. Money Matters: Types of to 120 (Be a wise spender) Money books on Epic! (an online library) & IT 3. Cooking by the numbers and finish reading tasks on a (Use of Epic!) Unit 6 Ingredientsschool onlineWrite a learningDescribe platform. your Maths 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & 3. Step-by-step experiments IT teacherslunchbox teach students how GS with taste and digestion to use this platform before (Different tastes)

Unit 7 ActionsEnglish & lessons.Write a recipe It for can Role also-play Master get GS 1. Healthy eating* utensilsthem accustomeda healthy and toChef reading (Healthy diet) 2. Healthy snacks* digital textsdelicious. & 3. I can write about how to be sandwich IT healthy and happy (Use of tablets) Extending students’ knowledge about the topic through online readers Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinks, the school tuck shop (Math language) & Money* numbers up GS 2. Money Matters: Types of to 120 (Be a wise spender) Money & IT (Use of Epic!) 3. Cooking by the numbers Unit 6 Ingredients Write a Describe your Math 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & The online3. readersStep-by-step can experiments deepen lunchbox GS students’ knowledgewith taste and digestion and (Different tastes) reinforce their understanding Unit 7 Actions & Write a recipe for Role-play Master GS of the issues1. touchedHealthy eating* upon in GS utensils a healthy and Chef (Healthy diet) 2.lessonsHealthy snacks * delicious & 3. I can write about how to be sandwich IT (i.e. ‘Be a Wisehealthy Spender’) and happy (Use of tablets) KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner

2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them

4. Students are expected to read a - Increase students’ exposure a greater variety of text types variety of print and non-print texts (fiction, n on nonfiction-fiction , contentcontent subject subject texts, text , in a wide range of text types multimodal texts) 5. P4 students need to make more - Discuss more values-laden issues (e.g. self-esteem, care for decisions for themselves and for others, environmental protection) people/community around them - Improve self-esteem and self-recognition (e.g. reading 6. P4 can be an emotional time materials on self-esteem, avoid embarrassment in learning through sharing problems with puppets ) Stage One – Re-designing a module (Infusing content subject knowledge into communicative activities) Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinks, the school tuck shop (Math language) Money* numbers & GS 2. Money Matters: Types of Money up to 120 (Be a wise spender) 3. Cooking by the numbers & IT (Use of Epic!) Unit 6 Ingredients Write a Describe your Math 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & 3. Step-by-step experiments with lunchbox GS taste and digestion (Different tastes)

Target sentence structures: -Sequential words (e.g. ‘First’, ‘Next’, ‘Then’) -Use ‘into’, ‘in’, ‘on’ to indicate positions -Use ‘with’ to indicate the tool used

Reading text: A recipe for Food Art Competition

Writing task: Writing a recipe Extending the writing task by infusing GS element (i.e. Healthy diet) into it To prepare students for the task

FOOD PYRAMID

Re-visit the Equip students related GS with the target knowledge language (i.e. food pyramid) Student work

Action verbs Prepositions

Sequential words Student work

Food items in different food groups. Post-writing life-wide learning activity (‘Master Chef’ in class)

Students revise their recipes based on teachers’ feedback and make their healthy sandwiches in class Post-writing life-wide learning activity (‘Master Chef’ in class) Chef Presenter

Students can apply Cameraman different language skills (i.e. reading, writing, In groups, students listening and speaking) play different roles through in the class activity life-wide learning ‘Master Chef’. application tasks KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner

2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them

Stage One Stage Two Stage Three (Late Nov 18 – Mid Jan 19) (Late Jan 19) (Apr 19) Topic: Food Topic: Food Topic: Knowing the Community

Book 3A Units 5 to 7 STEM Fun Day Project Learning Day – “Using my five senses” - Making a Molecular - Tour Around Shatin Drink Stage 3 - Project Learning Day – Tour Around Shatin The extended activity of: 2. The ‘Teddy Bear Project’ (English Language, Book 3B Unit 2) 1. ‘香港旅遊樂趣多’ Key words (General Studies, Primary 3, Book 3, Places and activities Chapter 1) Target sentence structures Introduction to different tourist Simple past tense spots in Hong Kong Use ‘so’ to show results The Peak Context Ocean Park Teddy Bear Project Victoria Harbour (an exchange of toy bears between The Big Buddha students in HK and Australia) Sample itineraries Reading text Different purposes of visit A school newsletter about the Travel etiquette project A diary entry of a toy bear from HK about its travel experiences in Australia Stage 3 - Project Learning Day – Tour Around Shatin 2. The ‘Teddy Bear Project’ The extended activity of: (English Language, Book 3B Unit 2) 1. ‘香港旅遊樂趣多’ Key words (General Studies, Primary 3, Book 3, Places and activities Chapter 1) Target sentence structures Introduction to different tourist Simple past tense spots in Hong Kong Use ‘so’ to show results The Peak Context Ocean Park Teddy Bear Project Victoria Harbour (an exchange of toy bears between The Big Buddha students in HK and Australia) Sample itineraries Reading text Different purposes of visit A school newsletter about the Travel etiquette project A diary entry of a toy bear from HK about its travel experiences in Australia Project Learning Day – Tour Around Shatin Project background • To create an authentic context 2. The ‘Teddy Bear Project’ (English Language, Book 3B Unit 2) for students to experience the ‘Teddy Bear Project’ by Context playing host to an ‘Australian’ Teddy Bear Project teddy bear. (an exchange of toy bears between students in HK and Australia) • Teacher gives each student a Reading text A school newsletter about teddy bear (said to come from the project Australia), with which they A diary entry of a toy bear will tour around Shatin. from HK about its travel experiences in Australia Project Learning Day – Tour Around Shatin Project design (tentative) Destinations Tasks on Site during visit Tasks in Class 1. Science Park STEM / Career-related Pre-visit (Innovation On Board) activity for Pri students 1. Identify the destinations on a Shatin map 2. Hong Kong Heritage Visiting exhibitions (i.e. 2. Write down the route of Museum Children's Discovery Gallery the visits – About the nature and the 3. Complete an itinerary of old times of Hong Kong) their visits

3. Che Kung Temple Learning about the history of the temple Post-visit 1. Present the teddy bear’s 4. Tao Fong Shan Learning about the history of travelling experiences to the Christian centre classmates (English-speaking 2. Write a diary entry for volunteers) the teddy bear 5. Tao Heung Foods of Learning about the food Mankind Museum cultures of Hong Kong Project Learning Day – Tour Around Shatin Project design (tentative) Destinations Tasks on Site during visit Tasks in Class 1. Science Park STEM / Career-related Pre-visit (Innovation On Board) activity for Pri students 1. Identify the 2. Hong Kong Heritage Visiting exhibitions (i.e. destinations on a Museum Children's Discovery Gallery Shatin map – About the nature and the 2. Write down the route old times of Hong Kong) of the visits 3. Complete an itinerary 3. Che Kung Temple Learning about the history of of their visits the temple Post-visit 4. Tao Fong Shan Learning about the history of 1. Present the teddy bear’s the Christian centre from travelling experiences to English-speaking volunteers classmates 5. Tao Heung Foods of Learning about the food 2. Write a diary entry for the Mankind Museum cultures of Hong Kong teddy bear Project Learning Day – Tour Around Shatin Project design (tentative) Destinations Tasks on Site during visit Tasks in Class 1. Science Park STEM / Career-related Pre-visit (Innovation On Board) activity for Pri students 1. Identify the destinations on a Shatin map 2. Hong Kong Heritage Visiting exhibitions (i.e. 2. Write down the route of Museum Children's Discovery Gallery the visits – About the nature and the 3. CompleteStudents an itinerary getof to know their old times of Hong Kong) their visitscommunity through reading a range of information texts 3. Che Kung Temple Learning about the history of about the scenic spots during the temple Post-visit 1. Present the teddy bear’stheir visits 4. Tao Fong Shan Learning about the history of travelling experiences to the Christian centre from classmates English-speaking volunteers 2. Write a diary entry for the teddy bear 5. Tao Heung Foods of Learning about the food Mankind Museum cultures of Hong Kong Project Learning Day – Tour Around Shatin Project design (tentative) Destinations Tasks on Site during visit Tasks in Class 1. Science Park STEM / Career-related Pre-visit (Innovation On Board) activity for Pri students 1. Identify the destinations on a Shatin map 2. Hong Kong Heritage Visiting exhibitions (i.e. 2. Write down the route of Museum Children's Discovery Gallery the visits – About the nature and the 3. Complete an itinerary of old times of Hong Kong) their visits Students perform speaking 3. Che Kung Temple Learning about the history of Post-visit and writing tasksthe temple using the 1. Present the teddy 4. Tao Fong ShaninformationLearning they get about from the history of bear’s travelling their visits inthe an Christian integrative centre from experiences to manner.English- speaking volunteers classmates 5. Tao Heung Foods of Learning about the food 2. Write a diary entry Mankind Museum cultures of Hong Kong for the teddy bear KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner

2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them

Stage One Stage Two Stage Three (Late Nov 18 – Mid Jan 19) (Late Jan 19) (Mid Apr 19) Topic: Food Topic: Food Topic: Knowing the Community

Re-design a module STEM Fun Day Project Learning Day – “Food: Using my - Making a Molecular - Tour Around Shatin five senses” Drink Identifying common points where content subject knowledge can be infused Topics in English textbook Related subject knowledge in other disciplines

Textbook Food, Drinks and Numbers Calculations (Math) module Be a wise spender (GS) - Unit 5 Use e-books (IT) Submit homework online (IT) Textbook Ingredients, Actions and Healthy diet (GS) module Utensils Use tablets for videotaping (IT) - Unit 7 Project Teddy Bear Project learning (Experiences in Australia) Travel around HK (GS) Enriching students’ learning experience by modifying the communicative tasks Related subject knowledge Tasks Modified tasks in in English textbook other disciplines Textbook Calculations (Math) (1)Ordering and selling food with price Speaking: Ordering module Be a wise spender (GS) (2)Calculating the price of food items and selling food - Unit 5 Use e-books (IT) at school tuck shop Submit homework online (IT) (3)Reading about spending money wisely Textbook Healthy diet (GS) Writing: A recipe module Use tablets for videotaping (1)Writing a recipe for a healthy sandwich - Unit 7 (IT) (2)‘Master Chef’ in class (3)Reading about healthy eating

Project Travel around HK (GS) Writing: A diary entry (1)Touring around Shatin learning (2)Reading about the scenic spots in the community (3)Writing a diary entry about travelling experiences in Shatin KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner

2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them