The senior secondary curriculum

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					The new senior secondary
English Language curriculum
(Secondary 4-6)
   – laying the essential groundwork for
           university language education

              23 January 2010

To outline the major features of the three-
year or new senior secondary (NSS)
English Language curriculum and how
they serve to facilitate students’ access to
university language education
Design of the NSS English Language Curriculum (1)

     One of the four core subjects at senior
      secondary level
      (constitutes up to 15% (approximately 405 hrs)
      of the total lesson time of the senior
      secondary curriculum)

     Follows the general direction for curriculum
      development set out in the English Language
      Education Key Learning Area Curriculum
      Guide (P1-S3) (2002)
Design of the NSS English Language Curriculum (2)

     Extends the prior knowledge, skills and positive
      values and attitudes that students develop
      through the English Language curriculum from
      P1 to S3

     Builds on the old S4-5 English Language
      Curriculum and Sixth Form Use of English
              Curriculum Aims

The NSS English Language Curriculum aims to
enable learners to:
  – further enhance their language proficiency
  – further develop their interest and confidence
    in using English
  – broaden their knowledge, understanding and
    experience of English-speaking cultures
  – develop and prepare themselves for further
    study, vocational training or work
  – further develop learning how to learn skills
    and positive values and attitudes
   consists of a Compulsory Part and an Elective Part

   the Compulsory Part focusses on the learning and use of
       the four language skills

       grammar forms and communicative functions

       text-types

       vocabulary

    through exploring different themes in a variety of contexts

   the Elective Part, comprising eight modules (out of which
    students choose at least three) adds variety to the
    curriculum and caters for students’ diverse needs,
    interests and abilities
           Learning and Teaching

   promoting adoption and flexible application
    of an extensive range of approaches and
   creating a language-rich environment to
    increase students’ exposure to language and
    different cultures
   providing students with opportunities to hone
    their generic skills to facilitate lifelong

Internal assessment
 encourages diversified modes of

  assessment (such as learning tasks,
  projects, presentations and portfolios) and
  use of constructive feedback
 enables students to understand their

  strengths and weaknesses, and identify
  ways of making improvements
Public assessment

Main Features

   Standards-referenced reporting
   Graded approach in Reading and
     Listening & Integrated Skills papers
   Speaking skills assessed in two modes:
     – School-based Assessment (SBA)
        (for school candidates only)
     – public oral examination
        (for both school and private candidates )
Enhancing the interface between senior
secondary education and higher education

This is achieved through a balanced and flexible
curriculum; exposure to a variety of themes/topics,
materials and activities; as well as diversified modes of
assessment and use of constructive feedback to:
   increase students’ motivation and confidence in
    language learning
   raise students’ language proficiency and cultural
   develop students’ capacity for independent and lifelong
    learning as well as whole-person development
   broaden/enrich students’ language learning experience
    to equip them for the challenges of the era

English Language Curriculum

334 Academic Structure

HKDSE Examination
Thank you
       The Structure of the NSS
     English Language Curriculum

115 hours
                                   (100 hours,
                Compulsory          or 25%)
145 hours
            ( 305 hours, or 75%)

145 hours
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
Adopting a range of approaches and strategies

   Task-based Learning
   Self-access Language Learning
   Grammar in Context
   Language Arts
   Integrated Skills
   Cross-curricular learning
   Assessment for Learning
   …
Using a variety of learning and teaching resources

 Textbooks (with appropriate selection and adaptation)
 Language arts materials (e.g. poems, songs, short

 Non-language arts materials (e.g. newspaper articles,

  speeches, advertisements)
 Authentic materials (radio, TV, films, documentaries,

  Internet resources)
 Teaching materials and resource packages from

  different institutions, including EDB
 A resource bank developed by the teachers
Public assessment
Standards-referenced reporting:
 descriptors for Levels 1-5 spell out the standards
  required for different levels of performance
  (Levels 5* and 5** will be awarded to provide
  finer discrimination)
 enables both students and teachers to know
  exactly what is required to achieve a particular
  level of performance
 provides parents and employers with a clear
  picture of what our students can do with the use
  of English
School-based Assessment:
 Compulsory Part: students read and view a
  variety of texts of different genres, then present
  and discuss their ideas
 Elective Part: students share experiences
  gained from elective modules
 broadens and enriches students’ knowledge and
  learning experience
 promotes assessment for learning through
  providing constructive feedback to students with
  regard to specific aspects of their language skills