Refined English Enhancement Scheme Project-end Evaluation Report Name of School: Carmel Pak U Secondary School Project Period: 2011112 to 2013/14 Part 1 - Project deliverables [Please refer to Part 1 of Guidelines on completing the Project-end Evaluation Report]: No. Describe the tangible deliverables Suitable for dissemination; reason(s) (e.g. Language-across-the- curriculum and English language curriculum materials, teaching and learning resources by non-language subjects, etc.) [details to be entered by school] 1 Materials of at least 10 texts with *Yes/Ne relevant exercises for Reading Across the Curriculum for both junior and senior levels 2 Materials of more than 30 hours of *Yes /Ne Pre-Sl Bridging Programme for developing students' language across the curriculum and speaking skills 3. Phonetics course materials for EMI * es/no teachers Because the measure wasn't completed and the funding was returned to EDB 4. More than 5.3 hours of materials for *Yes 1 Ne - -
1'..."..;-- SI Learning English through short stories 5. More than 5.3 hours of materials for *Yes I Na S2 Learning English through pop culture 6. Debating materials and notes of more *Yes I Na than 45 hours developed 7. 9-hour training materials for the *Yes I Na English Ambassador Training Course * Delete the inappropriate. Part 2 - Attainment of output targets [Please refer to Part 2 of Guidelines on completing the Project-end Evaluation Report]: Output I outcome-based targets SI - S3 students should identify, interpret and discuss more extensive information through selected authentic and enjoyable texts for RAC lessons with emphasis on comprehensive strategies and vocabulary learning in humanities and science subjects. Teachers will help enhance their reading skills and speaking skills through reading exercises and discussions. SI students should acquire, develop Over 10 such texts for either junior or senior levels have been purchased. Such materials were well received by teachers and students for extensive reading. Students not just enhanced their reading skills but also learnt a range of vocabulary through these texts. However, there was a lack of time for doing more. It is planned that such materials are to be used in 2014-2015. Students' feedback was positive towards the programme as they found it 2
Output / outcome-based targets and apply knowledge through a helpful to prepare them to learn EM! subjects. For example, the average bridging programme involving classroom language, basic language mark of mathematics rose from 210 in 2010-2011 to 224 in 2011-2012. Another example is the rise of average marks of integrated science from 142 and vocabulary in mathematics, in 2010-2011 to 151 in 2011-2012. The means in these two subjects have integrated science and humanities and remained steady from 2012 to 2014. The survey result for the 2013-2014 speaking skills. A consolidation quiz programme is not yet ready while the previous reports of 2011-2012 and will be conducted to check their acquisition and most students are expected to attain at least 60%) of the 2012-2013 which showed students' positive feedback were circulated among F.1 teachers but cannot be located. A quiz was done for consolidation and as the quiz was marked by the service total mark. I provider, our school doesn't have students' marks. Sl & S2 students' skills in reading, The S2 popular culture programme was useful in enhancing students' English writing, listening and speaking skills because of the appropriate materials and satisfactory teaching. should be enhanced through both However, the Sl short stories programme wasn't satisfactory as the hired language arts and non-language arts tutors did not perform well in teaching. contexts. EMI teaching should be enhanced It was difficult to hire professionals to achieve this target and this measure through equipping EMI teachers wasn't completed. with basic knowledge about English Phonetics. 1. The language environment should The English debating team recruited 16 new members from F.1 to F.3 to join be enhanced through participation the team this year. Most of them commented that joining debating training in debates 2. Students' ability to understand how the English language works in the context of a debate can be developed and competitions helped them speak English more confidently in public. Also, some debating team members shared debating knowledge and debating videos with the whole school through morning assembly presentations. This helped promote the English environment of the school. 3
Output / outcome-based targets and students can apply this understanding to their learning and use of the language. 3. Students will be prepared for inter-school debate competitions. Ambassadors will be able to help enrich the English environment through training and using English on campus especially on Open Days The two teachers shared some experience, debating skills and debating materials with panel members in a panel meeting. Panel members may integrate the skills and materials into the curriculum such as teaching students how to write argumentative essays and improve students' speaking skills. Experience and skills gained by the 2 teachers will be useful for coaching students to join debating competitions next year. The debating team took part in various debating competitions and in 2013-2014, they came second in Hong Kong Secondary Schools Debating Competition. Also, 9 team members joined the Hong Kong English Public Speaking Contest 2014 and 2 got the certificates of good performance and others got the certificates of participation. Students were able to give English presentations in morning assemblies with confidence and could help out with English activities, such as Thanksgiving Day. Some were good models to schoolmates. However, very few visitors needed English tours by the ambassadors on Open Days. Part 3 - Reflections on the project [Please refer to Part 3 of Guidelines on completing the Project-end Evaluation Report]: (in concise and precise language, point form acceptable) It was difficult to get all English Ambassadors involved in all training sessions on Saturday mornings as they had various activities or tutorial classes. In the coming year, they had better be trained at lunchtime on school days adopting activities and materials from this training course instead. 4
-~~-'~-- Part 4 - Self-rating on the implementation of the project [Please refer to Part 4 of Guide.lines on completing the Project-end Evaluation Report.]: Taken Parts 1 to 3 above together, the overall rating on my school's implementation of the Project is: ( 3 ) [4= Very good 3 = Good 2 = Satisfactory 1 = Can be improved] Part 5 - Information for stakeholders [Please refer to Part 5 of the Guidelines on completing the Project-end Evaluation Report.]: Please put a"'/" in the appropriate box. (1) Has your school included the Strategy and implementation Plan of the Project in your school development plan? d Yes. o No. [Please give reason(s)]: (2) Has your school included the report(s) on the progress and evaluation of the Project in the annual school report? d Yes. o No. [Please give reason(s)]: Signature of Principal: Name of Principal: Date: 5