The Proposed New Senior Secondary English Language Curriculum and Response to the First Round Consul

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The Proposed New SeniorSecondary English
Language Curriculum(and Response to the First
Round Consultation)
Second Round Consultation of the New Senior
Secondary English Language Curriculum
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Design of the Proposed New Senior Secondary
English Language Curriculum (1)

• One of the four core subjects at senior secondary
  level
• Constitutes up to 15 (approximately 405 hours)
  of the lesson time

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Design of the Proposed New Senior Secondary
English Language Curriculum (2)
Consists of a Compulsory Part and an Elective Part
SS3
Elective Part (25)
SS2
Compulsory Part (75)
SS1
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Curriculum Framework (1)

• Both the Compulsory and the Elective Parts
  include
• learning of English Language in three Strands
• Interpersonal
• Knowledge
• Experience
• learning objectives which embody essential
  elements of learning
• forms and functions
• listening, speaking, reading and writing skills
• language development strategies
• generic skills
• positive values and attitudes

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Curriculum Framework (2)

• Compulsory Part
• Focuses on the teaching of the four language
  skills, grammar, communicative functions,
  vocabulary and text types through the task-based
  approach and the organizing structure of Modules,
  Units and Tasks

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Curriculum Framework (3)

• Elective Part
• Provides a range of modules which extend
  students language learning experiences by
  providing them with opportunities to apply what
  they have learnt in the Compulsory Part
• Represents a structured and focused way of using
  various approaches to language learning over a
  sustained period of time

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Curriculum Framework (4)

• Elective Part (contd)
• Adds variety to the English Language Curriculum
• Caters for students diverse needs and interests
• Promotes the learning of English, particularly in
  the Experience Strand

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Curriculum Framework (5)

• Elective Part (contd)
• The modules are categorised into 2 groups
• Language Arts
• Learning English through Drama
• Learning English through Short Stories
• Learning English through Poems and Songs
• Learning English through Popular Culture
• Non-Language Arts
• Learning English through Sports Communication
• Learning English through Debating
• Learning English through Social Issues
• Learning English through Workplace Communication

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Curriculum Framework (6)

• Elective Part (contd)
• Development since the First Round Consultation
• English Language Arts for Young Adults split
  into Learning English through Poems and Songs
  and Learning English through Short Stories
• Exploring English Grammar Forms and
  Communicative Functions taken out
• Learning English through Sports Communication
  retained and further developed on the basis of
  its perceived potential appeal to students

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Curriculum Framework (7)

• Elective Part (contd)
• Each module takes up 32-36 hours of lesson time
• Students are required to choose 3 modules
• They should opt for at least one module from each
  group to avoid lopsided choice of modules

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Curriculum Framework (8)

• Progression of Studies

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Learning and Teaching (1)

• For the Compulsory Part, teachers continue with
  what they now do in the existing curriculum
• For the Elective Part, teachers should be clear
  about the purpose and nature of each module,
  select relevant materials and design suitable
  learning activities to help learners achieve the
  learning objectives

Modules for the Elective Part gtgtgt
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Learning and Teaching (2)

• Broad Learning Outcomes for the New Senior
  Secondary English Language Curriculum
• Broad learning outcomes for the four skills have
  been developed for the purpose of aligning
  assessment with learning and teaching
• (Please refer to section 2.2.7 of the Proposed
  New Senior Secondary English Language Curriculum
  and Assessment Framework for details)

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Assessment (1)
Overview
Internal Assessment
Public Assessment
School-based Assessment
Public Examination
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Assessment (2)

• Internal Assessment
• Promote assessment for learning by
• using formative and summative assessment so that
  learners may make improvement in learning and
  teachers can refine their teaching plans and
  strategies

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Assessment (3)

• Internal Assessment (contd)
• using a range of approaches and instruments
  (teacher assessment, self-assessment, peer
  assessment, learning tasks and activities,
  process writing, projects and portfolios, etc.)
• using quality feedback to enhance learning

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Assessment (4)

• A Framework of School Assessment Practices

FORMATIVE ASSESSMENT (informs learning and
teaching)
SUMMATIVE ASSESSMENT (measures attainment)
Leads to more successful results
Learning and Teaching Processes
Public Assessment
Internal Assessment
Feedback Loop
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Assessment (5)

• Public Assessment
• Features
• Standards-referenced Assessment (SRA)
• School-based Assessment (SBA)

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Assessment (6)

• Public Assessment (contd)
• Modes
• (a) Public examination
• To be developed with reference to the 2007
  Standards-referenced CE English Language
  examination
• Covers a combination of the 4 skills and uses a
  variety of assessment tasks

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Assessment (7)

• Public Assessment (contd)
• (b) School-based Assessment (SBA)
• Constitutes 30 of the total weighting
• Covers a more extensive range of learning
  outcomes through employing a wider range of
  assessment modes that are not all possible in
  external examinations
• Gives a more comprehensive picture of student
  performance throughout the period of study
• Includes work from both the Compulsory and the
  Elective Parts
• Is not an add-on element but an integral part
  of the curriculum

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Assessment (8)

• Public Assessment (contd)
• SBA in the Compulsory Part (15)
• Takes the form of an extensive reading/viewing
  programme similar to 2007 CE
• Focuses on students ability to reflect on and
  speak about texts they have read/viewed

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Assessment (9)

• Public Assessment (contd)
• SBA in the Elective Part (15)
• Based on the three chosen modules (5 each)
• Focuses on students ability to reflect on and
  communicate the knowledge and experience gained
  in the modules
• May include the modes of portfolio, essay and
  oral report

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Assessment (10)

• Public Assessment (contd)
• Addressing schools concerns about fairness,
  accountability and comparability in SBA
• HKEAA to develop procedures to prevent abuse of
  the system
• Guidelines and samples of student performance to
  illustrate standards to be provided
• Statistical moderation to be adopted

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Supporting Measures (1)

• Learning and Teaching Resource Materials
• L/T materials (e.g. resource packages to support
  the learning and teaching of the modules in the
  Elective Part) will be disseminated to schools
  when ready
• They will also be uploaded on to the EMB website
  at http//emb.gov.hk/cd/eng

An Example gtgtgt
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Supporting Measures (2)

• Professional Development Programmes
• Compulsory programmes
• Understanding and interpreting the senior
  secondary English Language Curriculum (18-hour)
  (05/06 06/07)
• Assessment (15-hour) (06/07 07/08)
• Optional programme
• Made up of independent components on how to
  implement each of the modules in the Elective
  Part (6-hour for each module) (06/07 07/08)

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Supporting Measures (3)

• Seed Project
• Enhancing the Interface between Junior Secondary
  and the 3-year Senior Secondary English Language
  Curriculum through Promoting the Learning and
  Teaching of Language Arts aims to generate
  insight and experience regarding
• the development of appropriate materials
• a coherent school-based curriculum with a strong
  interface between junior and senior secondary
• curriculum change agents and leaders to enhance
  the school capacity for curriculum reform

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Supporting Measures (4)

• Network Sharing
• Schools are encouraged to build networks for
  professional exchange of information and sharing
  of good practices
• EMB will organize network sharing sessions from
  time to time

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Comments and Suggestions
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The Proposed New Senior Secondary English
Language Curriculum
Please visit the EMB website at
http//cd.emb.gov.hk for (1) the PowerPoint
slides used in this consultation session and (2)
relevant resource materials
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Thank you!
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