Refined English Enhancement Scheme Progress … English Enhancement Scheme Progress Report for the...
Transcript of Refined English Enhancement Scheme Progress … English Enhancement Scheme Progress Report for the...
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i) 3 = Measure completed 2 = Measure partially completed 1 = Measure not yet started
Note (ii) 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s marginally met 1 = Objective/s not met
Refined English Enhancement Scheme
Progress Report for the Period from September 2011 to August 2012
Shek Lei Catholic Secondary School
Part A: Implementation of the funded measures [Please refer to Part A of the Notes on Completing the Progress Report.]
Measures
(I)
Extent of completing
the measures
[Please rate from 1 to 3]
(refer to Note (i) below,
and put the figure
in the brackets)
(II)
Extent of attaining the
output target(s) pledged in
the approved proposal
[Please rate from 1 to 4]
(refer to Note (ii) below,
and put the figure
in the brackets)
(III)
When any of the ratings awarded to (I) or
(II) is below “3”, please explain briefly
why so.
School-based curriculum development
( 3 )
(a) Hire of a graduate teacher (GM rank) to release 2 Mathematics and 2 Integrated Science teachers to develop school-based cross-curricular curriculums for Secondary 1 to 2
( 3 )
(b) Hire of service to develop school-based e-learning programmes in Integrated Science for Secondary 1 to 2
( 3 )
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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Measures
(I)
Extent of completing
the measures
[Please rate from 1 to 3]
(refer to Note (i) below,
and put the figure
in the brackets)
(II)
Extent of attaining the
output target(s) pledged in
the approved proposal
[Please rate from 1 to 4]
(refer to Note (ii) below,
and put the figure
in the brackets)
(III)
When any of the ratings awarded to (I) or
(II) is below “3”, please explain briefly
why so.
Enhancing the professional capability of teachers
( 3 )
(c) Hire of consultancy service to conduct workshops for teachers of Integrated Science and Mathematics to enhance their professional capability in cross-curricular development and teaching in the English medium
( 3 )
Part B: Experience/s gained from the implementation [Please refer to Part B of the Notes on Completing the Progress Report.]
(1) Six Teacher Professional Workshops (18 hours)
Longman Pearson provides school with professional support and frequent effective communications. Six workshops were held between October and
January for four Mathematics teachers, four Science teachers and two English teachers. The topics covered are: (a) Understanding the English system
for effective content teaching; (b) Using English as a teaching medium in the classroom I: Understanding the relationship between language and
subject content; (c) Using English as a teaching medium in the classroom II: Building language scaffolding for students; (d) Using English as a
teaching medium in the classroom III: A functional look at classroom English; (e) Using English as an effective medium: Helping students to develop
essential language skills for effective learning. The materials given help increase teachers’ awareness of the language features used in the classroom.
All teacher participants are satisfied with the workshops. For details of the service provided and the evaluation of the workshop, please refer to
Appendix 1.
(2) Class Observations (pre-workshop and post-workshop observations)
Before the six teacher training workshops started, pre-workshop class observations were conducted. Dr. Wendy Lam, an English teaching expert of
Longman Pearson, gained a general idea of students’ learning attitude and teachers’ language ability, then provided verbal feedback and written
reports to the teachers observed. After the six teacher training workshops, post-workshop class observations were conducted again to help teachers
better use English as the medium of instructions. Detailed consultation and feedback were given. The programme will be continued next year.
(3) E-learning platform set up
An E-learning platform was set up in S1 and S2 English classes by the service provider Smart Education Co Ltd. in the first term. A trial version of the
programme and a teacher training workshop were given to Science teachers in the second term. The first year is the planning stage and development
stage of the programme. Science teachers tried out the trial version of the e-learning platform and provided comments for the service provider for
improvement. The service will be continued next year. Science teachers will design some worksheets that are based on the E-learning platform for the
students next year. In addition, some topics of the videos will be selected and shown in Campus TV (Room G8) on English Speaking Days during
lunch time.
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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(4) A GM teacher is hired to develop school-based cross-curricular curriculums for Secondary 1 to 2
A GM teacher was hired to collaborate with Science, Mathematics and English teachers to make the curriculum mapping and vocabulary worksheets
for all S1 and S2 students. A pile of grammar worksheets on Passive Voice in simple present and past tense was produced for both S1 and S2 students.
Students received extra resources for English vocabulary and grammar input. Science and Mathematics teachers used the vocabulary worksheets and
did dictations with students in their lessons. English teachers introduced the basic structure of Passive Voice to S1 and S2 students. All these
vocabulary worksheets are compiled into a booklet by English, Science and Mathematics Departments for S1, S2 and S3 in the next academic year.
(5) English ability of S.2 English-class students improved (shown in the 1st term and the 2
nd term exam results of Science)
In 2011-2012, two S.1 English Science classes had similar exam results in two terms. This year, these two S.2 English Science classes had a greater
improvement in Science results between two terms. Also, English is no longer a language that hinders their normal study in Science as these two
classes showed similar results with those who took Chinese Science classes. Some even performed better. For details of the results, please refer to
Appendix 2.
Part C: Sharing of good practices [Please refer to Part C of the Notes on Completing the Progress Report.]
Measure/s Brief description/s of the
implementation process/es Feature/s that effectiveness is/are hinged
1. Collaboration between S2
English and Mathematics
a/ S2 English and Mathematics
From October to November of 2011, S2 English and
Mathematics teachers collaborated to help students’ to
finish a project of tourist interview which comprised of
interviewing tourists, collecting and analyzing data,
writing a survey report and doing a group presentation.
In the whole learning activity, English teachers provided
language input and presentation skills before students’
outing in Tsim Sha Tsui. Mathematics teachers helped
design a questionnaire for students to collect the data
during students’ interview with the foreigners. After the
trip, Mathematics teacher helped students gather and
Collaboration among English and
Mathematics teachers was increased.
Students can integrate both interview skills
and data collection skill in the process of
interview. Also, students’ oral presentation
provided an effective measure of what
students gained in the whole project. In
students’ written reflections, almost all
valued the experience of conducting this
interview and felt satisfied with their own
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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summarise the data to compose bar charts for the survey
report. English teachers taught students describing the
bar charts and survey writing. At the end, students had to
put the chart and data into the powerpoint for their group
presentation. For details of collaboration and teaching
foci, please refer to Appendix 3.
b/ S2 English and Science – ERS lesson
In the second term, Science teachers provide some
Science Readers for English teachers to promote in
class. This increased students’ exposure to non-fiction in
the lower form.
group project. The sense of achievement was
high.
A book cover design and a book report were
completed. Some students were engaged in the
colourful pictures in the books of different
animals or various Science matters e.g. Acids or
Alkalis, Matters, Electricity, etc. Students learnt
a basic concept of facts in the book.
2. Two REES co-planning lessons Two co-planning lessons were set in teachers’ timetable
for discussing how teaching elements could be
integrated into each other’s curriculum.
The two co-planning lessons were: Day 1, the first
period for English and Science teachers; another one
was on Day 6, the fifth period for English teacher and
Mathematics teachers.
The common free lessons allow teachers to
brainstorm ideas for the implementation plan in
the next academic year 2012-2013. A brief
framework could be referred to Appendix 4.
Part D: Overall rating [Please refer to Part D of the Notes on Completing the Progress Report.]
Taken Parts A to C above together, the overall rating on my school’s implementation of the Project so far is : ( 3 )
[4= Very good 3 = Good 2 = Satisfactory 1 = Can be improved]
Part E: Information for stakeholders [Please refer to Part E of the Notes on Completing the Progress Report.]
Please put a”” in the appropriate box
(1) Has your school included the Strategy and implementation Plan of the Project in the school development plan?
No. [Please give reason/s]:
______________________________________________________________________________________________
(2) Has your school included the report/s on the progress and evaluation of the Project in the school annual report?
Yes.
No. [Please give reason/s]:
_______________________________________________________________________________________________
Signature of Principal:
Name of Principal :
Date :
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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Appendix 1
Refined English Enhancement Scheme (REES) Unit
2011-2012 Teacher Professional Development Service provider: Longman Pearson
Tutor: Dr. Wendy Lam
Total programme fee: HK$200, 000 (2 years, 4 installments)
Items: 1/ Professional Development Workshop (18 hrs in 6 workshops); 2/ Curriculum Planning (6 hrs);
3/ pre-workshop lesson observation (2 hrs); 4/ post-workshop lesson observations with S1 (2 hrs x 6);
5/ post-workshop lesson observations with S2 (2 hrs x 6)
Members (2011-2012): *LSH, (Science) LMP, NWK, AYKM, FWC, (Maths) CWS, MCL, AYKM, (English) NYM, YEU
Date & Time Activities Venue PIC/ DEPT Teachers/ Form/Class No. of T/ Ss
31/10/2011 (10:00-12:00; 13:30-16:30)
02/11/2011 (13:30-16:30) 09/01/2012 (13:00-17:00)
12/01/2012 (13:00-16:00)
16/01/2012 (09:00-12:00)
Item 1: Professional Development
Workshop (18 hrs in 6 workshops)
Completed
Phy. Lab. YEU (ENG) ENG: YEU, LSM
MATH: MCL, LWF, KKC, FWC SCI: AYKM, TCW, LCM, WCY, FWC
10 Ts
02/03/2012 (16:00-18:00)
16/03/2012 (16:00-18:00)
30/03/2012 (16:00-18:00)
Item 2: Curriculum Planning (6 hrs) – 3
sessions
Completed
Science
Lab
YEU (ENG) *LSH
ENG: NYM, LSM, YEU
SCI: LMP, NWK, FWC, AYKM
MATH: CWS, MCL, KKC, LWF, FWC
12 Ts
27/09/2011 (09:00-11:00) Item 3: Pre-Workshop Lesson
Observation (2 hrs)
Lesson observation (one science class;
one Maths class)
Completed
English
Corner
YEU (ENG) MATH: LWF (1D) (40 min.)
SCI: AYKM (2E) (40 min.)
2 Ts
02/02/2012 (11:00-15:00) Item 4: post-workshop lesson
observations with S1
(2 hrs x 6 = 12 hrs)
Completed
Classrooms
YEU (ENG) AYKM (1A) – SCI (40 min) LWF (1D) – MATH (40 min)
02/02/2012 (11:00-15:00)
Item 5: post-workshop lesson
observations with S2 (2 hrs x 6)
Completed
YEU (ENG) MCL (2A) – MATH (40 min)
FWC (2A) – SCI (40 min)
4 Ts + 4
Classes
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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Using English as the Medium of Instruction in the Non-language classroom Pearson REES
Professional Development Prog for Shek Lei Catholic Sec Sch (Evaluation)
Evaluation Received: 10
Feedback on seminar 4 =
Strongly
agree
3 =
Agree
2 =
Disagree
1=
Strongly
disagree
No
response
Total
1. The topics of the six workshops are generally
relevant to my needs
% 40% 60% 0% 0% 0% 100%
No. of responses 4 6 0 0 0 10
2. The contents are inspirational and practical % 10% 90% 0% 0% 0% 100%
No. of responses 1 9 0 0 0 10
3. The workshops have increased my knowledge
about the topic
% 20% 80% 0% 0% 0% 100%
No. of responses 2 8 0 0 0 10
4. The workshop have enhanced my skills in using
English as the teaching medium in content subjects
% 30% 70% 0% 0% 0% 100%
No. of responses 3 7 0 0 0 10
5. The workshops have boosted my confidence in
using English as the teaching medium in content
subjects
% 10% 80% 10% 0% 0% 100%
No. of responses 1 8 1 0 0 10
6.The suggestions are appropriate and suit the
ability and needs of teachers and students.
% 30% 50% 20% 0% 0% 100%
No. of responses 3 5 2 0 0 10
7. The speaker is effective and knowledgeable
% 20% 80% 0% 0% 0% 100%
No. of responses 2 8 0 0 0 10
8. Overall, I am satisfied with the workshops
% 10% 90% 0% 0% 0% 100%
No. of responses 1 9 0 0 0 10
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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Appendix 2
Comparison of S1, S2 and Term 1 and Term 2 Result in I. S.
1st-Term
I.S.
A B C D E
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
2010-2011 F.1 75.68% 59.16 100.00% 71.36 97.14% 66.11 97.22% 68.00 64.86% 55.00 86.67% 63.80
2011-2012 F.2 76.32% 61.7 88.57% 64.9 79.41% 59.4 74.29% 57.3 57.89% 53.1 75% 52.94
2nd
Term I.S.
A B C D E
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
2010-2011 F.1 88.89% 61.56 94.29% 63.02 85.71% 60.8 88.89% 62.67 70.27% 57.05% 85.47% 60.99
2011-2012 F.2 89.47 66.61 94.12 70.16 93.94 63.85 80 61.66 89.47 63.97 89.33% 65.25
A B C D
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
合格率
(%) 平均分
2011-2012 F.1_1st_Term 72.77% 54.81 100.00% 66.16% 97% 60.94 72.97% 56.22 85.62% 59.55
2011-2012 F.1_2nd_Term 88.89% 65.19 89.10% 64.57 94.44% 65.69 81.08% 59.73% 88.36% 63.77
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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Appendix 3
Shek Lei Catholic Secondary School
REES Cross-curriculum Detailed Action Plan
(Draft by Anna: 02-11-2011)
Subjects involved: English & Mathematics
Level of students: F2
Topic: Shopping
Proposed period: Post-test period (Cycle 6-7)
Skills involved:
English Mathematics
(S+L): Interviewing tourist
-Greeting
-Asking questions
-Ending with gratitude
(S): Group oral presentation after interview
(W): Designing questionnaire
(W): Writing a survey report
(W): Writing a self reflection
(G): Forming yes/no questions & wh-questions
(G): Reported speech
(G): Adjectives to describe the data
(Key: R-Reading; W-Writing; S-Speaking; G-Grammar; L-Listening)
Collecting data
Organizing the collected data (e.g. counting)
Presenting data (e.g. pie chart, bar chart)
Analyzing data (e.g. calculating percentage)
Units covered:
English Mathematics
Input soruce:
Textbook: Unit 1 Shop till we drop
Grammar WS: Wh-questions
Grammar WS: Reported speech
Writing WS: survey report
Input source:
F1 Mathematics Chapter 12 Introduction to Statistics
F2 Mathematics: handling more about data
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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Flow of lessons:
Lesson
(40min)
English Mathematics
L1 Grammar 1: Wh-words
L2 Grammar 2: Forming questions
L3 Short-writing 1: Designing questionnaires
L4 Speaking 1: Greeting, Asking questions, Ending
L5 (Outing: interviewing tourists) Collecting data
L6 Short-writing 2: self-reflection (150-200 words)
Using past tense and reported speech
Organizing data
(Survey numbers)
L7 Presenting data
(Data charts)
L8 Short-writing 3: writing a survey report Analyzing data
L9 Making PPT (IT)
L10 Speaking 2: Presentation of events (group work)
*The relevant evidence or documents, e.g. samples of students’ work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes.
Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started
Note (ii): 4 = Objective/s fully met 3 = Objective/s satisfactorily met 2 = Objective/s hardly met 1 = Objective/s not met
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Appendix 4
REES brief implementation plan for 2012-2013
1. Students’ academic performance + Activity approval (LSH)
2. Timetable (co-teaching period and co-meeting period between Eng Ts and Sci Ts)(NWK)
3. Lesson observation arrangement - Longman (YEU)
4. Teacher-training workshop - Longman (YEU)
5. Reading English & Science exam paper – Longman (YEU)
6. Co-teaching lesson curriculum planning (YEU + FWC)
7. Co-teaching lesson materials making (S1 & S2) (*YEU, *FWC, 4 EngT+2SciT)
8. E-learning programme setup – Smart Education (FWC)
9. E-learning programme training workshop – Smart Education (FWC)
10. E-learning programme teaching material making – Smart Education (FWC)
11. Morning Reading Periods – Science Book Reading (FWC)
12. English logbooks + daily assessment (LSM)
13. Vocabulary Booklet (S1 & S2) (Eng Ts, Sci Ts, Maths Ts)
14. English Thursday (Video show) (FWC+ Sci Ts + LSM)
15. English Thursday (Word Power) (Eng Ts, Sci Ts, Maths Ts)
16. Maths Stall games on Thursday (Maths T)
17. Science Stall games on Thursday (Sci Ts)