Nam Wah Catholic Secondary School. Three-Year Plan ( )

Transcription

1 Nam Wah Catholic Secondary School English Department Three-Year Plan ( ) Major Concern of the School: (1) Learning & Teaching : To enhance teaching effectiveness by rigorously implementing Shengben Pedagogy, entrusting student leaders with the important task of creating an environment conducive to success, trying to attain a breakthrough through organizing Enhancement & Remedial programmes and laying strong emphasis on communication skills by making good use of the Language-Rich Environment. (2) School Ethos & Support for Students: To enhance spiritual quality by continuing Spiritual Education for all, maintaining positive ethos and improving school image, attaching importance to honesty while moving towards Student-Autonomy and preparing tomorrow s caring citizens who will contribute to society by learning to serve. Tasks Intended Outcomes/Targets Strategies Schedule 1 Curriculum a) To prepare students for the NSS curriculum through incorporating language arts and non-language arts in junior forms Students are aware of the difference between - To revise the S.1 - S.3 schemes of work language arts and non-language arts with a special emphasis on language arts, - Students are making improvement in e.g. songs, poems, short stories, drama, interpreting various genres of language arts advertisements and develop creativity as well as critical - To introduce the basic element and thinking skills characteristics of different genres in language arts and non-language arts b) To equip students with necessary techniques - Students are familiar with the format and - To revise the schemes of work for S.4 & required in SBA and HKDSE criteria of the new exam syllabus S.5 with a special emphasis on reading and viewing

2 c) To strengthen students foundation in English - Students are making improvement in pronunciation and spelling - Students show improvement in making use of the core vocabulary, grammar items, sentence patterns and text-types in writing and speaking tasks - To teach phonics in junior classes - To provide students with basic vocabulary, grammar items, sentence patterns and text-types at each level - To encourage students to develop a vocabulary booklet for themselves - To enrich students vocabulary by teaching collocation and chunking - To organize remedial courses for the weaker students d) To prepare for NSS curriculum & assessment - Teachers are ready for the implementation of - To schedule workload plan for NSS1-NSS3 the new curriculum and assessment and training calendar - To structure the school-based NSS curriculum and assessment plan - To organize school-based training for our teachers 2 Teaching and Learning Support a) To foster a culture of reading among students - Students show more interest in reading and develop a reading habit - To use theme-based class readers for promoting intensive reading and teaching - Students are motivated to read more books reading skills and experience the pleasure of reading - To run a Reading Award Scheme to - Students show improvement in their reading encourage extensive reading skills - To use a variety of quality print and non-print resources to motivate students - To adopt varied approaches to teach the texts, e.g. reading aloud, role-play, dramatisation

3 b) To strengthen students writing skills - Students are making improvement in writing skills, e.g. mechanics, styles, register - To make more use of mind-mapping, process writing and collaborative writing - To start with simple and short tasks - To put more emphasis on fluency than accuracy at the start - To make more use of evaluation checklist c) To strengthen students listening skills - Students are making improvement in listening - To make use of more interesting dictation for intended meanings, feelings and attitudes games or activities in class, e.g. pair - Students are making improvements in note-taking dictation, running dictation, grammar dictation, bingo dictation - To make better use of English songs and movie clips in teaching

4 d) To develop students speaking skills - Students show more confidence in speaking English inside and outside classroom - Students show improvement in participating in group discussions and delivering individual presentations - To include group discussion, interview and oral presentation in project work - To conduct oral practices for public exam classes after school, e.g. SBA practices - To encourage students to communicate with English teachers in English - To recruit senior students as English ambassadors and provide them with training to run speaking activities for junior students - To nominate junior elite students as English ambassadors to help organise activities for English Society/in English Corner - To organize student workshops for the high ability students

5 e) To cater for learner diversity - Both high and low achievers have support in - Extra materials and extended tasks are learning English developed for more able students - The pass rate in 2012 HKDSE would be 20% - Simplified materials and graded tasks are - The pass rate in HKAL exam results would developed for less able students increase by 5% ( :52%) - Increase in using open-ended tasks - Increase in pair work and group work with flexible grouping - Test/exam papers are divided into core part and extended part - A variety of remedial and enhancement courses are offered to meet diversified needs - Comprehensive bridging programmes in regular lessons will be developed for new S1 and S4 students f) To promote collaborative learning - Students are making improvement in pair work and group work as well as learning from each other - Students show appreciation for peer s good work - To make use of project learning and peer assessment - To display students work/products on-line/on board or in the English Corner - To award students showing good team spirit

6 g) To promote independent learning - Students are developing a habit of setting goals, scheduling plans and managing time effectively - To make more use of peer assessment forms and evaluation checklists - To make better use of the e-class software and its language learning programme - To encourage students to take part in Reading Award Scheme - To award students who actively participated in the on-line reading programme - To provide self-learning materials on-line as well as in the School Library h) To develop a user-friendly resource bank for teachers - Easy access to teaching materials and aids - To build up a systematic and organised e-resource bank - To have a smooth annual hand over of teaching materials and aids - To make better use of support from teaching assistants i) To enhance sharing of teaching materials, methodologies and experiences - Teachers are learning from each other - To make better use of collective lesson planning, collaborative teaching and class observation - To make more use of the School Intranet for sharing/ communication - To hold form meetings regularly 3 Assessment

7 a) To enhance formative and summative - Students performance in learning is - To make more use of different modes of assessment progressively and comprehensively assessed assessment and reflected - To include both formative and summative assessment results in academic reports - To make better use of assessment for learning b) To strengthen the alignment of curriculum - Students are assessed on what they have - Core vocabulary, grammar items, sentence and assessment learnt patterns and text-types covered in curriculum are recycled in tests and exams - 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 4 Language-rich Environment

8 a) To create an English-rich environment - Students are provided with more exposure to - To run activities in the English Corner English inside and outside classroom - To make better use of the NET and English - Students are offered more opportunities to use English as a means of communication Society to run both regular and irregular activities in the English Corner - To organise more class-based and school-based activities on themes covered in the curriculum - To make better use of the bulletin boards inside classrooms and display boards/plasma TV monitor on campus to promote English - To promote student-teacher communication in English both inside and outside classroom, e.g. using the Intranet and on-line discussion forum - To invite non-english teachers to take part in English activities b) To enhance collaboration with the other KLA - Students have more interest in learning and - To encourage more students to participate panels using language to express themselves and in the Hong Kong School Speech Festival communicate with others - To co-organise a wide range of activities in the Trilingual Week - To work closely with the other KLA c) To encourage students to communicate with the English teachers in English outside classroom - Students are willing to communicate with the - All English teachers talk to students in English teachers in English outside classroom English outside classroom on the English speaking days