An essential goal of education is to prepare students for a future, defined by inter-connected knowledge and skills, volatility and uncertainty. To nurture future-ready learners, some of our collaborating schools accord high priority to promoting Language/Reading across the Curriculum (LaC/RaC). By breaking down subject boundaries, students are encouraged to read a variety of texts, broadening their knowledge base while developing skills to analyse, evaluate, and synthesise information across subjects. This approach enhances their ability to transfer and apply knowledge in different contexts, equipping them to adapt to a rapidly changing world and preparing them for future studies and work in an interconnected world.

The three cases reported under this theme demonstrate how teachers can effectively help students connect English Language with non-language subjects through LaC/RaC. Case 3.1 illustrates how English teachers and non-language subject teachers collaborated on an RaC project focused on the familiar topic of "healthy eating". This project deepened students' understanding of the topic while cultivating proper values and attitudes, alongside enhancing their comprehension, vocabulary development, and critical thinking skills. Case 3.2 highlights an RaC programme which not only enhanced students' reading skills but also broadened their local and global perspectives. Case 3.3 demonstrates whole-school participation, where LaC/RaC was progressively implemented across various levels and subjects. By incorporating a range of cross-curricular reading and language-related activities, both inside and outside the classroom, students' language exposure was broadened and their learning experiences were enriched.

How can STEAM education enrich language learning? The experiences of our collaborating schools show that integrating STEAM education with English learning creates a dynamic environment that enhances communicative proficiency while fostering critical thinking and problem solving skills.

In Case 3.4, English teachers implemented a STEAM project titled "My Green Thumb STEAM Adventure" where English teachers facilitated language development through hands-on scientific exploration. This project enabled students to deepen their subject knowledge, acquire essential 21st century skills, including observational and analytical thinking, and foster a genuine appreciation for nature. In Case 3.5, students participated in STEAM-infused projects that employed the "Predict, Observe, Explain" strategy alongside the design thinking principles to explore knowledge and experiment with innovative ideas. Through hands-on and minds-on STEAM activities, they were engaged in authentic learning experiences that encouraged both critical thinking and creative problem solving. Additionally, they applied vocabulary, grammar and language skills, effectively enhancing their ability to communicate and express ideas.

To secure a promising future for students, it is essential to incorporate values education (including national education and national security education) and Life Planning Education into the school curriculum. This integration can create meaningful experiences that nurture proper values, foster national identity, enhance self-awareness, and encourage personal planning and goal setting for whole-person development. Our collection of five cases demonstrate various effective approaches:

Case 3.6 emphasises the importance of acknowledging students' ethnic and cultural diversity in creating an inclusive learning environment. By integrating values education into English language learning, P1 students gained language skills while also learning to respect and embrace various cultures. Case 3.7 highlights the benefits of integrating Life Planning Education into Reading across the Curriculum projects, enabling P4 students to reflect on their aspirations and values, enhancing self-awareness while cultivating proper values and attitudes. Case 3.8 demonstrates the thoughtful integration of Life Planning Education into unit planning, enhancing learning experiences beyond traditional boundaries. This approach connects classroom learning with real-world applications, providing S4 students with experiential career-related activities that enrich their language learning. Case 3.9 focuses on enhancing students' critical thinking and promoting media and information literacy. It emphasises investigating issues from multiple perspectives, deepening understanding through visual texts, and nurturing critical literacy through structured thinking routines to foster analytical and reflective abilities. Case 3.10 demonstrates how self-directed learning and co-curricular activities enriched English language learning at S5 by offering students opportunities to cultivate values while facilitating life planning across diverse contexts. This approach empowered students to shape their futures with purpose and determination.

Embracing learner diversity effectively requires three key elements: acknowledging and accommodating the unique needs of each student, inspiring their motivation to learn, and nurturing their potential. Two cases demonstrate successful approaches to catering for learner diversity. Case 3.11 illustrates how learning activities designed around the "Five Dimensions of Differentiation" addressed learner diversity. Integrated with Language across the Curriculum and values education, these activities boosted S1 students' motivation, cultural awareness, and interest in Chinese culture. Additionally, students effectively utilised their acquired language skills in both reading and speaking tasks. Case 3.12 focuses on accommodating learner diversity by differentiation, varied assessment data, multimodal resources, and a wide range of learning content. This approach not only boosted engagement among S4 students but also ensured that every student had ample opportunities to demonstrate their learning and progress, particularly in key areas of reading and writing.