Reading is an indispensable part of learning and teaching. In recent years, the Education Bureau has emphasized cross-curricular reading in updated curriculum guidelines for primary and secondary schools, hoping that schools will encourage students to read a wide range of texts across different themes and genres. This aims to broaden students' knowledge base and enhance their reading skills, while reading will also help them connect with learning in other subjects, including values education.
In line with the Education Bureau's curriculum development trends and in support of the school's development, the C.C.C. Kei Faat Primary School has implemented a comprehensive cross-curricular reading initiative. This initiative adopts a dual approach focusing on both software and hardware to cultivate a campus atmosphere that encourages extensive reading. To ensure better learning outcomes, the school collaborates across different subjects to establish common themes and overall plan reading resources around the same topic.
Learning, Reading, and Life Interconnected
Reading not only enhances language skills but is also closely linked to learning, mutually reinforcing each other. The Education Bureau's publication on cross-curricular reading, Tong Xue Hui Si, cites Professor Chall from Harvard University, who defines the reading development process. It indicates that primary school students transition from a "top-down" reading model to a "bottom-up" approach: as students increase their literacy, they move from recognizing words to understanding the meaning of passages, thereby grasping what happens in the world.
Mr. Kwok Man-chiu, the principal of the C.C.C. Kei Faat Primary School, harnesses this reading characteristic of primary students to develop cross-curricular reading with his team. He points out that reading is not exclusive to language subjects; for example, if a topic on marine waste is explored in the English subject, and related environmental issues are discussed in General Studies, the knowledge covered through the interaction between the two subjects will be broader. He notes that textbooks may be limited by their territory-wide curriculum framework, but through reading, students can encounter more interesting subjects, even extending to learning about values. He states, "Students bring concepts learned from the English subject and related reading materials into other subjects, building knowledge on that foundation, which strengthens their learning."
(The school has a strong reading atmosphere, and students enjoy reading together.)
Principal Kwok mentions that the events in daily life do not exist fragmented by subjects; instead, everyone integrates knowledge from different fields daily. As the topics and reading materials chosen by the school respond closely to students' real-life experiences, when students face challenges in life, they know how to use reading materials to solve problems, achieving self-directed learning while deepening their existing knowledge.
Cross-Curricular Reading = Various Subjects + Extensive Books?
Ms. Lo Si-man, the school's Learning and Teaching Development Officer, also points out that the team initially hoped to promote student self-directed learning by optimizing the curriculum, thus enhancing reading elements in the existing integrated curriculum. Unknowingly, they developed a prototype of cross-curricular reading. They incorporated more experiences and activities across different themes, connecting them with a themed reading list to implement comprehensive learning, aiming to increase students' interest in learning. Ms. Lo states, "With activities, students' interest will greatly increase, enhancing their learning motivation, leading to active learning, and we hope to gradually cultivate their lifelong learning abilities."
Developing a cross-curricular reading program is not simple. Ms. Lo explains that the team's willingness to gradually try and adjust their pace allowed them to find the most suitable solution. At the beginning of each school term, the school invites teachers from each grade and subject to meet, reviewing and selecting themes that can cover the most subjects. Each subject selects reading materials based on the themes and defines teaching contents that interconnect with each other. The starting point for themes has also evolved from the original General Studies during course integration to today’s Chinese or English subjects. The team not only reviews the implemented cross-curricular reading in the middle and at the end of the term but also adjusts the content based on student interests.
(The school’s teachers selecting books and discussing curriculum directions during preparation meetings.)
Reading materials are a key factor in successfully promoting cross-curricular reading. Principal Kwok believes that allowing students complete freedom to choose books may not be the ideal approach since they might select books that do not match their reading levels, which could gradually diminish their original interest. He highlights the invaluable contributions of their librarian, who proposes suitable reading lists based on themes, encompassing various levels to cater to different reading habits and interests. Ms. Lo adds that reading materials are not limited to physical and e-books but also include pamphlets, picture books, illustrated books, poetry, and verses. They choose diverse materials to extend students' reading experiences, increasing the breadth and depth of reading.
Strategies and Support Systems to Enhance Reading Effectiveness
Ms. Lo mentions that there are numerous reading materials they wish to incorporate into the curriculum, but to avoid overly lengthy courses, they must be selective when choosing books. They decided to carefully select the most suitable reading materials, reserving others for course extensions or preparatory learning. After trials, they found this strategy significantly enhances students' reading motivation. Ms. Lo recalls, "When we implemented the reading session in Grade Four, we prepared two bridge books for students, dividing a class into two groups, each reading one book. Then we asked students to introduce the book they read in a one-on-one format for one minute and answer each other's questions, finally gifting them books. The children were eager to open the books they received after the recommendations, and we were all very happy at that moment."
(Two groups of students introducing books to each other.)
(Students exchanging books after sharing.)
To create a school-wide reading atmosphere, the school not only allows students to decide on the theme for decorating the library to attract them but also installs self-service borrowing machines in specific corners of the school. With these machines, the entire borrowing process is determined by the students, assisted by library managers from higher grades. Both Principal Kwok and Ms. Lo are pleased to see first graders being able to independently borrow and return books by the second semester. Additionally, the school has set up a large LED screen to provide reading information, allowing students to engage more during shared reading.
(The school has a large LED screen to assist students in storytelling.)
(Students using the self-service borrowing machines in a corner of the school.)
Regarding future development directions, Principal Kwok emphasizes that it is not just children who can benefit from reading; he hopes to involve parents as well. They plan to hold workshops to teach parents some reading strategies, helping them bring reading skills and habits home. If parents can establish reading companionship habits with their children, it will greatly benefit their parent-child relationships.
Kei Faat Primary School integrates reading into every subject, connecting learning across disciplines, and fostering students' interest in extensive reading and active reading habits. At the same time, the school upgrades its hardware to provide a conducive environment and facilities for students' independent reading. Hong Kong Education City is currently holding its 20th Top Ten Book Picks and the list of nominated books has been released. Each recommended book is available for students to read; the voting period has also begun, allowing both teachers and students to cast their votes for their favorite books and authors.