Nam Wah Catholic Secondary School English Department Year Plan

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1 Nam Wah Catholic Secondary School English Department Plan Main Concern of the School (1) & Learning: Develop the elites to their full potential. In teaching, we pursue width and depth in knowledge in a rapid way. 學與教範疇 : 尖子盡展潛能 教學求快多深 (2) School Ethos & Student Support: Cultivate the future leaders by strengthening their spiritual quality. 校風與學生支援範疇 : 培育未來領袖 強化心靈素質 Plan of the English Department 1) Aims 1.1 To strengthen students foundation in English 1.2 To increase students motivation in learning and using English as a means of communication 1.3 To improve students English proficiency in the four language skills 1.4 To motivate and stimulate learning interest for low and high achievers through various strategies. 1.5 To develop students capability of using English as an effective tool for study and work 1.6 To enhance students spiritual quality through the teaching of English. 1.7 To develop students learning autonomy through Shengben Pedagogy. 2) Situational Analysis 2.1 Strengths The Department has a panel of experienced, well-trained and benchmarked The School is playing a supportive role in promoting language teaching and learning in terms of resources for the purchase of materials, aids and outsourcing services A form coordinator system has been established to facilitate curriculum/syllabus planning and implementation A highly efficient IT team is providing advice and assistance to facilitate the use of multi-media in language teaching and learning The establishment of the MMLC, the Language Laboratory and the installation of Smart Boards in some classrooms are enhancing the use of IT in language teaching and learning Expertise and professional advice from the School NET is available Enhancement courses as well as remedial classes have been arranged to cater for learner diversity Well established English online resource bank located at p drive allows and facilitates a systematic sharing of teaching materials developed by our across all levels The preparation of core teaching materials can help reduce workload Support from the teaching assistant can help out with the preparation of teaching materials 1

2 and running of activities The NET can share new teaching ideas with other panel members and help out with the running of the English Corner and other English activities. 2.2 Weaknesses Secondary 1 intake is mostly from the bottom of band 3 and the majority has a poor foundation in English Most students in general are dependent and passive learners and show little or even no motivation towards learning English Most students are basically weak in listening and speaking and reluctant to read or write in English As Chinese is the medium of instruction, students exposure to English is very limited A number of students have family problems and emotional problems, which often leads to discipline problems in class and thus hinders the progress of teaching and learning Learner diversity plus large class size is minimising the effectiveness of teaching and learning The preparation for Territory-Wide System Assessment (TSA), the New Senior Secondary (NSS) curriculum and the School-based Assessment (SBA) is increasing workload. 2.3 Opportunities The extra grant gained from the Project WeCan, English Enhancement Scheme and Refined English Enhancement Scheme enables the English Department to organize various activities and programmes for our students and training workshops for our in the coming years Generous support from American Women s Association in organizing activities for our senior form students may help students better prepare for the HKDSE The efforts of the School in fostering a positive attitude towards study might pay off in the long run The new split-class policy for the stronger classes might allow better interaction between and students and raise their in the public exam Some transferred students and newly arrived immigrants from the Mainland occasionally have a reasonably high level of English and aspiration, which might inspire other students The training of a team of students to become the English Society Committee members and English Ambassadors might boost up the English speaking atmosphere in school The English Corner activities might facilitate the development of an English-rich environment in school The 1-minute English morning assembly once a week might provide students more opportunities of speaking and listening to English beyond the classroom The implementation of the new policy on speaking to students in English outside classroom might help create a language rich environment for our students. 2.4 Threats Teachers workload is increased as a result of the preparation of the new senior secondary curriculum All are burdened with some other administrative plus non-teaching duties, which might trade off time in and devotion to the teaching job. 2

3 2.4.3 Classroom interaction between and students is minimised in large classes since teacher-student ratio ranges from 1:37 to 1: Language learning is a slow and cumulative process, and it is difficult to see immediate results, which could be frustrating for both students as well as. 3) Objectives 3.1 To develop a school-based curriculum according to students ability, needs and interests 3.2 To cater for learner diversity through developing diversified and graded learning tasks and activities 3.3 To develop students confidence in using English for classroom communication through collaborative learning, role-play and group discussions 3.4 To develop students generic skills through project work 3.5 To strengthen students vocabulary building skills 3.6 To strengthen the teaching of grammar in context 3.7 To incorporate language arts into the junior curriculum 3.8 To maximise students exposure to a wide range of text-types 3.9 To use a variety of quality print and non-print resources 3.10 To develop a reading to learn culture 3.11 To adopt diversified teaching methodologies 3.12 To promote independent learning and help students apply the knowledge and skills of English through the integrated use of the language 3.13 To strengthen the learning-teaching-assessment cycle 3.14 To create a language-rich environment 4) Major Concerns A. To develop a reading to learn culture B. To develop a school-based curriculum according to students ability, needs and interests C. To create a language-rich environment 3

4 4) Implementation Plan Tasks 4.1 Curriculum Development of a school-based curriculum Time Scale Success Criteria Methods of Evaluation Teacher(s)* Responsible - Meaningful and engaging learning tasks are tailor-made to suit students needs and interests - Positive feedback from both and students - Review on work schemes and unit plans - End-of-unit evaluation/end-of-term evaluation - Annual evaluation plan Resources Required of core vocabulary, grammar items, sentence patterns and text types in all forms - Students are making improvement in using the newly learnt vocabulary, grammar items, sentence patterns and text types - Students in follow-up assignments - Students in follow-up assessment, e.g. dictations, quizzes, tests, examinations of phonics through the phonics software Sounds of English (purchased through EES grand) for all S1 students and all newly arrival students - Meaningful and engaging learning tasks are tailor-made to suit students needs and interests - Average score of 60% - Positive feedback from both and students - Review on work schemes and unit plans - End-of-unit assessment - End-of-programme evaluation - Real time report on students All S1 Teachers EES Core Group Members IT and Using the teaching package on Written Grammar and Structure for the NAC who are weak in English - 60% of completion rate - Positive feedback from and students - Review on materials of the teaching package EES Core Group Members IT and Using the teaching package on teaching English through interesting stories about school-life relationship and Hong Kong popular culture to motivate students to learn - Students are engaged in the learning tasks - Positive feedback from - Review on materials of the teaching package EES Core Group Members 4

5 4.1.6 Using the teaching package on the NSS elective: Short Stories in S4 (EES) - Students are engaged in the learning tasks - Positive feedback from - Review on materials of the teaching package - All S Using the teaching package on the NSS elective: Popular Culture in S5 (EES) - Students are engaged in the learning tasks - Positive feedback from - Review on materials of the teaching package All S Using the teaching package on the NSS elective: Workplace Communication in S6 (EES) - Students are engaged in the learning tasks - Positive feedback from - Review on materials of the teaching package All S Using the teaching package on NSS elective: Social Issue - Meaningful and engaging learning tasks are tailor-made to suit students needs and interests - Positive feedback from - Review on materials of the teaching package - Meeting records EES for organizing a workshop for all Incorporation of language arts in junior forms - Students are making improvement in interpreting various genres of language arts,.e.g. songs, poems, short stories and drama - Positive feedback from both and students in learning tasks Incorporation of project learning in all forms - Students are making improvement in using communication skills, problem-solving skills, - Teachers feedback in project work - Students self- and peer the LS and the teaching assistant of LS 5

6 collaborative skills and creativity - Students are making improvement in integrating the four language skills - Students are making improvement in working independently as well as learning from each other - Positive feedback from both and students evaluation Incorporation of IT in teaching - Increase in using the Internet, Intranet, MMLC and Language Laboratory - Increase in using the e-class software and its newly installed language learning programme for S.1-S.3 the IT assistant Subscription of an on-line self-access English learning programme: English Builder - Completion of the online exercises (50%) - Average score of 40 - Real time report on students EES for purchase of the online learning programme Promotion of reading to learn in all forms a) Extensive reading b) Intensive reading c) Reading Award Scheme d) Book exhibition - Reading is integrated into regular English Language lessons - Increase in number of students completing the assigned English reading materials in the allocated Reading Lessons - Each junior class completes at least 2 readers per year - Increase in number of participants, entries and awards - Positive feedback from students and - Review on schemes of work and unit plans - Teachers assessment in class - Checking class reading records - Counting number of entries in the reading journal and awards given to students who meet the requirements + Library s records - Students participation - A budget for purchase of readers the School Library 4.2 Learning and Support Catering for learner diversity 6

7 a) Diversified learning materials and tasks - Extra materials and extended tasks are developed for more able students - Simplified materials and graded tasks are developed for less able students All b) Diversified teaching methodologies - Increase in using open-ended tasks - Increase in role-play, pair work and group work with flexible grouping All c) Split-class policy for: S1 oral classes (3 lessons/cycle) 2 more able classes (S4, S5) - More interaction in class - Improvement in learning attitude and outcomes - Feedback from students and - Improvement in in tests and exam - Results in the tests and exam All School Administration d) Enhancement classes for more able students (S.1-S.6) e) Remedial classes for less able students (S.1 S.5 eager to learn but weak in English) Sept 12 May 13 Oct 12 May 13 - Attendance (more than 70%) - Positive feedback from students - Improvement in final exam results (compared with their 1 st term exam) - Attendance (more than 70%) - Positive feedback from students - Improvement in final exam results (compared with their 1 st term exam) - Attendance sheets - Survey conducted at the end of the course - Attendance sheets - Survey conducted at the end of the course Service provider Service provider/ Old student IT Team (data input and analysis) school for outsource service f) Tutorials for public-exam classes Scheduled Timetable - Attendance (more than 70%) - Improvement in learning attitude and exam results - Attendance sheets - Teachers assessment S5 S7 Teachers TA IT Team (data input and analysis) g) Workshops for training 30 S1-S5 English Ambassador Oct 11 Jun 12 - Attendance (more than 70%) - Students participation in the workshops - Completion of tasks - Video-taped lessons - Student in class - Attendance sheets - Survey conducted at the end of the workshop EES Core Group EES NET & 7

8 h) Differential assessment - Increase in using different types of assessment, e.g. short assignments - Increase in using learning portfolio - Increase in using self-assessment - Review on schemes of work and unit plans Displaying students work - Regular update of students work on-line - Students displayed works are contributed by both elite and non-elite classes - Increase in both quantity and quality of students displayed work - English Department s Home Page on school web - Annual publication of students work IT Team and Bridging courses for new S.1 students Mid-July11 - Attendance (more than 60%) - Positive feedback from students, tutor and subject - Attendance sheets - Survey conducted at the end of the courses As scheduled IT team (data input and analysis) Developing a user-friendly resource bank for - Teachers self-developed - Feedback from materials and aids are timely - Hand-over checklists produced - Easy access to teaching materials and aids - Organised and systematic filing of t-share teaching materials - Regular update of t-share teaching materials - Smooth annual hand-over of teaching materials across all levels IT staff Enhancing sharing of teaching materials, methodologies and experiences Scheduled Timetable - Regular and organised collective lesson planning, collaborative teaching and peer/class observations at the same level/across levels - Increase in communication, collaboration and sharing of - Feedback from - Peer/Class observation forms School Administration - Collective lesson planning timeslots 8

9 teaching materials and methodologies - Increase in exchanges of both positive and negative comments on tried-out materials and tasks Preparing for the NSS curriculum & assessment year - Each teacher completes at least one training course on NSS - Regular sharing of relevant PD training information and materials - Purchase of books for the NSS - Updated PD records - Minutes of panel meetings - Inventory record - A budget from EES for the purchase of NSS teaching resources 4.3 Assessment Enhancing formative assessment a) Keeping the weighting of formative assessment and summative assessment to 50:50 b) Making use of assessment portfolios - Improvement in students learning attitude, participation in class and in assessment tasks - Increase in number of classes/students being able to submit their portfolios - Feedback sheets - Students learning assessment portfolios - Students academic reports Strengthening the alignment of curriculum and assessment - Increase in timely and effective - feedback given to students Reviews on test papers and exam papers - Core vocabulary, grammar items, - sentence patterns and text-types covered in curriculum are recycled in tests and exams Feedback from students and - End-of-unit tests and end-of-term examinations are thematic, contextualised and task-based - Test/exam papers are divided into core part and extended part Improving the reporting of students - Students in both formative and summative assessment is reflected in their academic reports - Students academic reports 9

10 4.3.4 Developing the use of assessment for learning - Increase in using evaluation data on both formative and summative assessment - Test & exam evaluation sheets - Follow-up tasks 4.4 English-rich Environment One-Minute English in morning assembly Every Thursday - Increase in number of students speaking English in morning assembly - Improvement in students participation and NET/EAs/ Ss/ETs/GTs Non-English Teachers Say It Right Oct 12 to May Halloween games Mid to end Oct 12 - Improvement in students participation and - Improvement in students participation and Christmas celebration Mid-Dec12 - Improvement in students participation and (tickets) - Interview and students - Interview and students - Interview and students EES for organizing English activities Trilingual week Nov 12 - Popularity of individual events/activities/competitions held - Interview and students EES for purchase of resources to enrich the English corner Easter Celebration (Easter Egg Hunt) Mar 13 - Improvement in students participation and Drama Competition Feb 13 - Interview and students - - Interview and students EES Core Group School for organizing the activity Speech Festival Sept to Dec 12 - Over 50% 0f participants score 80 0r above - Score sheets + certificates - 10

11 4.4.9 English Corner + English Society activities - Number of trained English Ambassadors and activity organised - Popularity of individual events/activities/competitions held NET/TA/All Teachers EES for organizing English activities Training for English Ambassadors Sept Dec12 in the training in organizing various English Activities - Interview and students EES Core Group Advisors for Eng Act school for organizing the activity Form activities Teachers speak in English with students outside classroom every Tue Wed Thur - Improvement in students participation and - Improvement in students participation and oral after each activity - Interview and students Non-English Teachers 11

12 5) Budget 項目詳情經費總經費 S1, 2 & 3 l Class sets readers: Fictions & Non-fictions S4 & 5 S6 S1 S6 S1 S6 Activities English Corner l VCDs, CDs l Reference books l Adaptation of Materials l Class sets readers for SBA: Fictions & Non-fictions l VCDs, CDs l Reference books l Adaptation of Materials l Exam practice books l VCDs, CDs l Adaptation of Materials l Stationery, wires, cards, keys, batteries, etc l aids l Activities & Awards l Miscellaneous l Activities l Big Books, Games l Souvenir and Awards 15,000 15,000 5,000 2,000 1,000 1,000 1 Computer 4,000 Sub total Academic Committee S1 S6 l Enhancement Classes 25 students per class x 6 levels (S1 6) l Remedial Classes 25 students per class x 4 levels (S1 5) 43, ,000 12

13 S1 - S5 1 English Ambassador Training Course 20,000 School-based programmes and Curriculum Development Building up an English-rich language environment Sub total 1 Computer for the English Corner 131,000 1,000 l Employing a full-time GM English teacher to relieve English to develop school-based programmes and curriculum l Subscribing to an on-line self-access English learning programme 48,000 l Purchasing resources to enrich the English corner l Organizing English activities 4,500 10,500 Sub total 337,000 Total 13

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