Third Consultation on the New Senior Secondary Literature in English Curriculum and Assessment Framework

Major Changes since 2 nd Consultation More details about public assessment provided Two sets of texts to choose from instead of three

Feedback from International Benchmarking Exercise Benchmarking Consultants Australian Council for Educational Research (ACER), Australia National Foundation for Educational Research (NFER), UK Major Comments Many of the learning aims and objectives reflect those of the subject at senior secondary level in other countries Extensive guidance for teachers on teaching strategies and on planning and delivering the curriculum Key Comments from 2 nd Consultation

Aims and objectives Design and structure Suggested teaching ideas and sample analyses of texts 1.Proposed curriculum generally well received Feedback from Teachers

Key Comments from 2 nd Consultation 2.More details regarding public assessment (sample examination papers + SBA) needed to facilitate curriculum planning

Close alignment between learning, teaching and assessment Details of HKDSE will be explained by HKEAA

Study of set texts Literary appreciation of seen and unseen texts Portfolio work using a variety of learning and teaching approaches Key Emphasis of the Curriculum To develop students’ ability to respond sensitively to literary texts and analyse them critically through

Key Comments from 2 nd Consultation Set texts need to reflect more closely students’ interests cater to a wide range of student abilities 3.Concern about the level of difficulty of the literature course

Proposed ‘live’ text lists will be ready for circulation to schools for feedback in April/May 2007 Finalised text lists will be published in April/May 2008 Timeline for the Finalised Text Lists

Short stories – from the same collection of stories Poems – from the same anthology Balance between classical and contemporary literature Interesting, manageable and sufficiently challenging for students In line with key emphases of the literature curriculum Criteria for selection of texts

Two sets, each consists of:  1 novel  1 play  1 film  10 short stories  20 poems from the works of four to five poets One set more traditional, the other more modern and ‘international’ Both sets comprise texts currently in use for the CE and AS level Set 1 entirely made up of previous set texts for the purpose of setting sample papers and for teachers’ easy access Sample text sets

Professional Development Programmes ‘Understanding and Interpreting the New Senior Secondary Literature in English Curriculum’ ( ; ) NSS Literature in English Curriculum: Assessing student learning ( ) NSS Literature in English Curriculum: Learning and teaching strategies ( ) Supporting Measures

Resources Resource package on ‘The Learning and Teaching of Poetry (Senior Secondary)’ ETV programmes on the learning and teaching of drama and film Supporting Measures

Public Examination Paper 1 Appreciation 30% Paper 2 Essay Writing 50% School-based Assessment (SBA) The Portfolio 20% Public Assessment

Paper 1 Appreciation 2½ hours Three sections, each with two questions Students answer three questions in total, one from each section

Section A (40%) Multi-part questions requiring critical analyses or comparison of one or two extracts from fiction or drama set texts

Section B (40%) Questions focus on poems from the set texts May include two or three poems by the same or different poets Will follow current CE Literature in English exam format

Section C (20%) Questions focus on unseen poems May cover one or two poems

Paper 2 Essay writing 3 hours Two parts Students answer three questions in total, two from Part I and one from Part II All questions will require essay-type answers, with some inviting imaginative expansion of texts

Part I (60%) Four sections, A to D, (novel, short story, drama, film set texts) Two questions in each section Students answer questions from two different sections

Six to eight questions requiring comparison of two or more of the set texts Students answer one question which covers those genres that they have not discussed in Part I Part II (40%)

The Portfolio Extended essay of 1500 – 2000 words on a theme/work/writer connected to learners’ study in the subject (60%) EITHER a review of a film/play/performance of about 600 words OR a piece of creative work (40%) School-based Assessment (20%)

Levels 1-5, with Level 5 being the highest and Level 1 the lowest Descriptors spell out the standards required for different levels of performance Samples of students’ work at various levels of attainment to illustrate the requirements of different levels Standards-referenced Assessment Standards and Reporting of Results