Enriching English learning with values education and life planning through promoting self-directed learning and co-curricular activities
Background
South Tuen Mun Government Secondary School has embraced the opportunity to optimise the senior secondary core subjects by utilising the released lesson time to introduce the English Learning Activities (ELA) Programme for S5 students. This programme provided students with valuable opportunities to integrate English learning with values education and life planning. It aimed to enhance students' interest and confidence in using English while fostering their learning-to-learn skills. Students actively engaged in self-directed learning (SDL) and participated in various activities, including discussions and presentations, in the programme. Furthermore, co-curricular activities were included to enhance the overall learning experience of students. The ultimate goal of this programme was to equip students with the necessary skills and mindset for the future, nurturing them as lifelong learners.
Level
S5
Strategies used
The ELA Programme design employed the following strategies:
Using SDL to extend student learning beyond lesson time
The first strategy employed is to extend student learning beyond the confines of traditional lesson time through the implementation of SDL. According to the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6), learning is most effective when students play an active role in the learning process and take charge of their own learning. By empowering students to set their own learning goals, identify relevant resources, and engage in self-paced learning activities, they were encouraged to delve deeper into English language learning beyond the classroom, fostering a love for lifelong learning.Organising co-curricular activities to enrich students' English learning experiences
Another strategy employed is to organise co-curricular activities aimed at enriching students' English learning experiences. Language learning taking place beyond the classroom can provide relevant, pleasurable and meaningful learning experiences for students. This programme provided students with opportunities to utilise English outside the classroom and enhanced their motivation to learn the language. The integration of co-curricular activities and English learning not only enhanced students' English language proficiency but also cultivated important life skills and values, such as leadership, empathy, and responsibility. This strategy enhanced the learning experience and engagement of students in English language learning.
What happened
An overview of the ELA Programme
As an optimising measure at the senior secondary level, the ELA Programme was made possible by having one English lesson reduced at S5. With one lesson per week conducted by the class English teacher, the programme provides students with English language learning opportunities conducted beyond the traditional classroom environment.
The programme aims to:
- foster students' whole-person development through infusing values education and Life Planning Education into English learning;
- develop students' self-directed learning skills for lifelong learning;
- motivate students to take part in active learning through engaging activities and tasks, e.g. discussion and presentation; and
- integrate co-curricular activities to provide students with meaningful learning experiences.
From classroom learning to SDL
In planning the ELA lessons for the first term, four topics were selected from the skills books used by the school and aligned with the SDL themes and target values and attitudes.
Topics in skills books |
SDL themes |
Values and attitudes |
Hong Kong Street Food |
Preservation of culture |
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Zero waste |
Environmental protection |
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Poverty care |
Overcoming adversity in life |
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The Bully |
Facing challenges |
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In the ELA lessons, other than the materials such as reading texts in the skills books, YouTube videos were incorporated, prompting students to discuss positive values and attitudes. Under the SDL theme of "Overcoming adversity in life", additional resources produced by the Education Bureau were utilised, specifically "Promoting Positive Values and Attitudes through English Sayings of Wisdom (SOW) - Resource Kit on Inspirational Speeches". One of the featured speeches by Nick Vujicic, accompanied by the SOW "It's not the end until you've given up," was shared with the students. The objective was for students to learn positive values such as benevolence and perseverance and develop their public speaking skills. |
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The resource kit provided various suggested activities. Students listened to and read Nick's speech, identified key ideas within paragraphs, analysed the quotes from the speech, and wrote a message to a family member or friend facing similar emotional problems or experiencing depression. All the resources and materials used in the lessons served as examples, demonstrating to students how they could effectively utilise a variety of resources in their SDL.
In the second term, another four topics were selected from the skills books and integrated with SDL themes. However, the main focus was on life planning, aiming to broaden students' understanding of various professions. To achieve this, teachers incorporated relevant job-related YouTube videos into the lessons, prompting students to explore different job nature and opportunities. Specifically, students delved into working at museums, the fashion industry, pursuing a career as an artist, and jobs involving working with disabled people. Through group discussions, they shared their findings about these occupations and reflected on their suitability and interest in pursuing them. The lessons allowed students to engage in meaningful exploration and self-reflection, fostering their career awareness and aspirations.
Topics in skills books |
SDL themes |
Related jobs (Examples) |
Hong Kong heritage |
Working at a museum |
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Sustainable fashion |
Fashion industry |
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Art education |
Career as an artist |
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Blindness |
Jobs involving working with disabled people |
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After the demonstration of using the available resources and materials in the lessons by the teachers, students took charge of planning, implementing, and evaluating their own learning in the SDL projects. The projects involved four key steps. Firstly, students set their own learning goals, such as which language skills and enabling skills they would focus on and which topics they were particularly interested in. Next, they planned their learning by identifying resources and strategies. During the learning process, students managed their learning time and pace while maintaining their individual learning logs. Finally, students reflected on their learning, considering aspects such as values and attitudes in the first term, personal qualities and career aspirations in the second term. Throughout the SDL process, teachers played a crucial role in providing guidance and feedback. They also created a supportive environment that fostered students' SDL capabilities and motivation in English language learning. |
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Organising co-curricular activities
In addition to SDL, the ELA Programme also focused on enriching students' language learning experiences through co-curricular activities. Teachers aimed to create a language-rich environment and provide enjoyable opportunities for students to use English outside of the classroom.
During the first term, students participated in a class activity where they wrote and presented motivational talks. Using the Resource Kit on Inspirational Speeches, they selected positive values and attitudes to discuss, sharing personal experiences or events in a video format. This activity aimed to develop their presentation skills and promote values education.
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Students then moved onto co-curricular activities, which offered a different kind of learning experience that allowed them to explore their interests and passions beyond the traditional classroom setting. Selected students participated in the school's Public Speaking Contest, where they not only developed and honed their presentation skills but also gained confidence in speaking in front of others. |
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In the second term, S5 students took on the role of career and life planning (CLP) ambassadors. These ambassadors were trained to assist S3 students in developing decision-making skills related to subject choices for senior secondary education and future career paths. Through various activities, the CLP ambassadors not only helped their peers make informed decisions but also developed their leadership qualities and communication skills.
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The CLP activities involved S5 students explaining the purpose of the activities to S3 students. The activities included assessing an individual's personality traits across six categories: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. S3 students sorted cards based on their interests and abilities and completed activity sheets. The S5 students then helped interpret the results, and explained the meaning of each category and how the results were related to potential study and career paths. |
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Furthermore, S5 students were involved in organising the Week of Positivity during the post-exam period. The theme of "Leading a Positive Life" was promoted to all students. This event aimed to inspire students to reflect on their lives, appreciate the good things, and spread positivity around them.
During the Week of Positivity, students actively participated in a varied range of activities aimed at cultivating a positive mindset. In these activities, students created posters that promoted positivity, read messages about leading a positive life, showcased songs that conveyed uplifting messages, engaged in a word search activity to discover words related to positive values, and watched inspirational videos and engaged in discussions about how to foster their own positive lives.
These co-curricular activities provided students with valuable opportunities to enhance their English learning experiences, develop important skills, foster positive values, and explore their personal and career interests.
Impact
Positive values and attitudes fostered
The impact of the programme on fostering students' positive values and attitudes was significant, as the SDL-related activities provided students with valuable opportunities to engage in discussions about the target values and attitudes. During lessons, students actively expressed their views on the values they had learnt. Furthermore, they reflected on their own experiences and shared what they had gained from reading texts and videos. This not only deepened their understanding of and empathy for positive values but also enhanced their ability to articulate their thoughts effectively. Examples of students' reflections on values and attitudes in their SDL work are shown below.
Topics |
Materials read/viewed |
Reflections on values and attitudes |
Annotations |
The Bully |
Protect Yourself Rules – Bullying (YouTube video) |
I have learnt that bullying can be a lot more complicated, for example, in school, my schoolmates or classmates may threaten or punch me, I should not be that weak, I should say no and report it to the teachers. If I see other bullying cases at school, I will give the victims a hand. |
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Zero waste |
Japan’s Town with No Waste (YouTube video) |
I have learnt that the awareness of environmental protection is very high in small towns in Japan and the rate of recycling is higher than in other countries. I think it is important to raise people’s awareness of environmental protection because if we do not do so, our future generations will suffer a lot. |
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Life planning horizons expanded
Another notable impact of the programme was in the area of life planning and career exploration. Through various activities, students gained insights into different fields and the importance of planning for their future. They learnt to consider their study and career paths, which increased their motivation for learning and setting life goals. This aspect of the programme empowered students to take charge of their own future and make informed decisions about their education and career paths. The following are excerpts from interviews conducted with two students, discussing their experiences and growth after the CLP activities.
Interviewees |
Excerpts from interviews (Unedited interview transcriptions) |
An S5 student leading the CLP activities |
Through playing the career card game with S3 students, I saw how exploring their passions and interests can inform future career decisions. I'm so proud to have helped guide students towards success by fostering their personal growth and development as the head ambassador of Career and Life Planning Team. |
An S3 student taking part in the CLP activities |
In this activity, I learn more about myself and it helps me ensure what subject and job is more suitable for me and what subject I can choose. |
SDL capabilities enhanced
Additionally, the programme equipped students with SDL capabilities, preparing them for lifelong learning. By engaging in the SDL process, students became more independent, taking responsibility for their own learning journey. This not only enhanced their academic abilities but also equipped them with the necessary skills to continue learning beyond the classroom.
Language skills developed
The programme also had a positive impact on students' receptive skills by offering them abundant reading and viewing materials throughout the units. Additionally, it provided ample opportunities for students to engage in discussions, presentations, and various activities that effectively trained their speaking and presentation abilities. Actively participating in class discussions, class-based motivational talks, Public Speaking Contests, CLP activities, and the activities during the Week of Positivity all played a significant role in fostering the development of their speaking skills. Consequently, students experienced remarkable improvement in their confidence when speaking in front of others.
Conclusion
In conclusion, the programme had a multifaceted impact on students. It fostered discussions on positive values, facilitated life planning and career exploration, developed SDL capabilities, and enhanced students' speaking skills and confidence. These outcomes not only enriched their English language learning but also equipped them with valuable skills for personal and academic growth.
Furthermore, the reflections gathered from students highlighted the importance of exposing them to a wide range of learning experiences, such as reading and viewing, discussions, presentations, self-directed learning, and English learning activities beyond the classroom. By providing diverse opportunities, we can enrich their learning journey and equip them with the necessary skills and knowledge to thrive in the future.
The success of the programme can be attributed to several facilitating factors. The presence of a supportive principal, willing to promote and embrace new initiatives, played a crucial role. Equally significant was the collaborative effort among the core teachers of the project, the English panel heads and the English teacher, who also served as the deputy-in-charge of the Career and Life Planning Education at the school, and the language support officer to identify and seize opportunities for integrating values education and Life Planning Education into English language learning. The enthusiasm demonstrated by the core teachers further fuelled the development of the programme. Their commitment and leadership were instrumental in driving the programme forward and ensuring its effectiveness in promoting positive values and life planning among students.
Looking ahead, a review of the school English Language curriculum will be conducted, aiming to integrate different curriculum initiatives with English learning and optimise learning opportunities. The way forward includes the integration of national security education into the S4 ELA Programme, alongside values education and life planning in S5. The programme will foster the development of well-rounded students ready to face the challenges of the future.
Bibliography
Curriculum Development Council. (2017). English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6). Hong Kong: Author.
Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. (2021). English Language Education Key Learning Area: English Language Curriculum and Assessment Guide (Secondary 4 - 6). Hong Kong: Author.
Curriculum Development Institute. (2021). Promoting Positive Values and Attitudes through English Sayings of Wisdom (SOW) - Resource Kit on Inspirational Speeches. Hong Kong: Author.
South Tuen Mun Government Secondary School
Pearl KOAH (Language Support Officer)