The new senior secondary English Language curriculum (Secondary 4-6) – laying the essential groundwork for university language education university language education 23 January 2010

Aim: 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

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

Curriculum consists of a Compulsory Part and an Elective Part consists of a Compulsory Part and an Elective PartCompulsory Part and an Elective PartCompulsory Part and an Elective Part the Compulsory Part focusses on the learning and use of the Compulsory Part focusses on the learning and use of the four language skills the four language skills grammar forms and communicative functions grammar forms and communicative functions text-types text-types vocabulary 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 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 abilitiesElective PartElective Part

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

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

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: 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 increase students’ motivation and confidence in language learning raise students’ language proficiency and cultural awareness raise students’ language proficiency and cultural awareness develop students’ capacity for independent and lifelong learning as well as whole-person development 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 broaden/enrich students’ language learning experience to equip them for the challenges of the era

Websites English Language Curriculum Academic Structure HKDSE Examination NSS/eng_lang/

Thank you

The Structure of the NSS English Language Curriculum S6 115 hours S5 145 hours S4 145 hours Compulsory Part ( 305 hours, or 75%) Elective Part (100 hours, or 25%)

Language Arts Learning English through Drama Learning English through Drama Learning English through Short Stories Learning English through Short Stories Learning English through Poems and Songs Learning English through Poems and Songs Learning English through Popular Culture Learning English through Popular Culture Non-Language Arts Learning English through Sports Communication Learning English through Sports Communication Learning English through Debating Learning English through Debating Learning English through Social Issues Learning English through Social Issues Learning English through Workplace Communication Learning English through Workplace Communication

 Task-based Learning  Self-access Language Learning  Grammar in Context  Language Arts  Integrated Skills  Cross-curricular learning  Assessment for Learning  … Adopting a range of approaches and strategies

Using a variety of learning and teaching resources Textbooks (with appropriate selection and adaptation) Language arts materials (e.g. poems, songs, short stories) 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 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 Elective Part: students share experiences gained from elective modules broadens and enriches students’ knowledge and learning experience 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 promotes assessment for learning through providing constructive feedback to students with regard to specific aspects of their language skills