Ching Chung Hau Po Woon Secondary School English · PDF fileChing Chung Hau Po Woon Secondary School ... Prepare students for the New Senior Secondary ... English Ambassadors’ activities

1

Ching Chung Hau Po Woon Secondary School

English Department

Programme Plan 2013－－－－2014

Yearly Theme:

Refine Assessment and Recapitulate Feedback

Enhance Self-discipline and Encourage Harmony

1. Aims

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

1.9

1.10

1.11

Build up a school-based curriculum which can better cater for our students’

interests, needs and abilities;

Cultivate our students’ positive values, interests and attitudes towards

learning English;

Increase their language proficiency for the purposes of their study, work,

leisure and personal enrichment;

Enhance our students’ English competitiveness both in the internal and

public examinations;

Maintain a positive value-added trend in the public examinations;

Furnish students with a rich holistic English learning environment through

curricular, extra-curricular activities, cross curricular collaborations with

other subjects and committees in school;

Cultivate students’ self-access language learning skills as one of the life-long

learning skills;

Extend higher order thinking by nourishing students’ attitudes, interests,

skills, knowledge and abilities in appreciating and analysing language arts in

junior and senior forms;

Prepare students for the New Senior Secondary by incorporating the

elements of the new curriculum into our current Junior Secondary English

curriculum;

Develop a platform for students to learn English by other learning

experiences; &

Establish a team of professional English teachers who are open-minded,

flexible, knowledgeable, creative and receptive to the needs of our students

and the pedagogical trend.

2

2. SWOT Analysis

2.1 Strengths

2.1.1

2.1.2

2.1.3

2.1.4

2.1.5

2.1.6

2.1.7

2.1.8

The facilities like the multi-media language room, English Wonderland,

English Fun Room, Campus TV and the classrooms equipped with

audio-visual aids can all help to provide students with a physical

environment that is conducive to English learning. The English Wonderland,

for example, is a desirable physical setting that can provide students with

monolingual second language stimulation, separating them from a mother

tongue dominated environment.

A large amount of input funding from School and EDB to conduct various

programmes for students.

Teachers are caring and willing to seek improvement.

All English teachers are qualified with English major degree and teacher

training.

All English teachers are provided with different kinds of staff development

training.

Teachers are committed to preparing students for public examinations.

After-school tuition and lunchtime meetings are some of the examples.

Activities like English Club, drama performances, English Week, festive

celebrations, stall games, English Ambassadors’ activities and choral & solo

verse speaking in the Inter-school Speech Festival are able to create a rich

English learning environment in addition to the formal curriculum.

Students’ performance in DSE continues to improve as shown in the 2013

overall passing rate.

2.2. Weaknesses

2.2.1

2.2.2

2.2.3

Form One intakes are generally found not proficient in English.

Some students lack enthusiasm in language acquisition.

Most students are identified to encounter the following difficulties:

2.2.3.1 Vocabulary

� Students have limited vocabulary

� Students often mix up the easily confused words

� Students find it hard to elaborate on their ideas because of an

insufficient vocabulary bank

2.2.3.2 Spelling

3

� Students have difficulty in spelling unfamiliar words

� Some students even misspell high frequency words

2.2.3.3 Speaking

� Most students are not confident enough in speaking English

� Some students show little willingness to communicate with their

peers in English in English classes

� Students do not have enough opportunities to participate in group

discussion and experience sharing

� The passing rate of 2013 DSE Speaking Paper was the lowest among

all papers

2.2.3.4 Reading

� Most students are not independent enough in reading English

materials.

2.2.3.5 Listening

� Some students are not competent in listening

2.2.4 Most teachers are still familiarising themselves with the changing

formats of both TSA and DSE.

2.3. Opportunities

2.3.1 With the $2,730,600 granted from the English Enhancement Scheme,

different measures can be carried out in the coming year to improve the

English proficiency of our students.

2.3.2 With school support, small group teaching can be implemented so that

teachers’ workload can be shared and students’ needs better taken care

of.

2.3.3 With the employment of a full-time teaching assistant funded by the

English Enhancement Scheme, there is room for English teachers to focus

on curriculum development.

2.4. Threats

2.4.1 The number of Form One intakes has been affected by the territory-wide

dropping of student population.

2.4.2 Learner differences in English abilities have become much more diverse

these few years.

2.4.3 There is still room for improvement in the learning atmosphere of the

school.

4

3. Objectives

3.1

3.2

3.3

3.4

To build up students’ extensive reading habit of English books in order to

enrich their vocabulary bank.

To implement examination-oriented curricula from S1 to S6 levels to better

prepare students to work on their weaknesses and master important

examination skills.

To create a lively and interesting English learning environment to arouse

students’ interests in using English.

To refine pedagogy so as to keep abreast of new educational trends.

5

4. Action Plan

4.1 Improve students’ motivation in reading English materials through the school-based reading programme in collaboration with

the school library.

Strategies / Tasks Time Scale Success criteria Evaluation Methods Resources Required i/c

1. Morning Reading

Session (English)

Whole year

(Alternate

Friday)

i. Most of the students are on

task during the Morning

Reading Period

ii. S1-3 school-based Reading

Comprehension Booklets are

created

iii. S4-6 students read

newspaper/magazine

i. Teacher observation

ii. Book inspection

i. Reading reports

ii. Junior Forms

Reading

Comprehension

Booklets

iii. Newspapers/

Magazines

S1-6

Coordinators

2. Star Reading

Programme

(S1 – S6)

Whole year i. Most of the students submit

at least 10 reading reports

ii. Students can write their

reflections on the social issues

OR the messages of the

fiction/short stories/poems

chosen in their reading

reports in order to cultivate

positive attitudes and values

i. Teacher feedback

ii. Book inspection

i. Reading record file

ii. Books and DVDs

in library

iii. Newspaper

/Magazine

subscription

i. HPK &

English

teachers

ii. School

librarians

iii. YKW &

TYN

6

4.2 To identify major area of concerns and work out effective measures to improve students’ language and examination skills

across year levels.


1. Use of public

examination results

analysis (TSA

results analysis

seminar, BCA

website & DSE

results) to identify

students’ weakest

areas

Whole year i. At least 2 weak areas in S1-3

identified by November 2013

& appropriate pedagogies

and measures deployed

accordingly

ii. Most of the teachers deem

the measure successful

i. Teacher attendance

rate in seminars

ii. Teacher feedback

i. Examination data

analysis

ii. Regular peer

collaboration

periods

Panel Heads &

Form

Coordinators

2. Encourage

students’

self-learning by

using a vocabulary

notebook

Whole year

i. Most of the students keep

an English vocab notebook

and an English folder

ii. Most of the Ss jot down at

least 20 new words and

useful expressions per cycle

iii. Most of the students are

able to learn the skills of

pronouncing and spelling

words in their vocab book


ii. Book Inspection

i. Regular peer

collaboration

periods

ii. Explicit

teaching of

note-taking skills

at the beginning

of the term

iii. English passports

Panel Heads &

Form

Coordinators

7

3. Make Dictation /

Quizzes conducive

to student learning

Whole year

i. At least one Dictation /

Quiz on alternate cycles

(S1-5); At least one

Dictation/Quiz/Practice

Paper every cycle (S6)

ii. At least 10% of Dictation /

Quiz content should come

from either unseen materials

or daily vocabulary/

expressions / sentence

patterns taught in class

(vocabulary notebook)

which benefit students’

writing and listening

performances

i. Teacher feedback

ii. Book Inspection

i. Regular peer

collaboration

periods to discuss

/ share Dictation /

Quiz materials

ii. Uniform syllabus

and a bonus

part/mark to be

decided among

teachers (S1-3)

iii. Quizzes /

Practice Papers

done to be kept in

Ss’ English folder

Panel Heads &

Form

Coordinators

4. Maximise

student talk in class

Whole year

i. At least one individual

presentation to be done by

S1-3 students in class

ii. At least one group

interaction / individual

presentation / individual

response session to be

arranged in class (S4-5)

i. Teacher feedback

i. Presentation

roaster* (class

/group based)

ii. Regular peer

collaboration

periods

iii. English passports

Form

Coordinators

*Prepared by

English

teachers

8

5. Offer extra

lunchtime oral

practices for

students facing

public exams

Oct 13–

May 14

(S6)

Feb 14 –

Apr 14

(S3)

i. All S6 students attend the

practices at least 3 rounds

with the help of a tutor

employed and school

English teachers. S3 students

will have one practice.

ii. Ss’ performances in oral

examinations are improved

iii. Ss’ confidence in speaking

is boosted

i. Teacher feedback

ii. Examination statistics

i. Practice

grouping lists

ii. Oral materials

packages (DSE &

TSA past papers)

iii. Fun Room

iv. Notecards

v. Timers

vi. Scoring

guides

vii. Scoresheets

YTH (S6)

NYT (S3)

Gloria

(grouping

lists)

6. Use graphic

organisers / mind

maps to help

generate ideas and

improve

organisation in

writing

Whole year

i. Most of the junior students

use a graphic organiser or

mind map in writing (both

coursework & examination)

ii. Most of the teachers find

improvement in students’

performance in writing

i. Book inspection

ii. Examination script

analysis

iii. Teacher feedback

i. Regular peer

collaboration

periods

ii. Explicit teaching

of using graphic

organisers or

mindmaps

Panel Heads &

Form

Coordinators

9

7. Reinforce

students’ writing

ability (Word limits

and post-writing

feedback formats

for each form to be

discussed in First

Level Meeting)

Whole year i. Each class/group can

complete the minimum

number of pieces specified

in the English Panel Manual

ii. Writing tasks and

pre-writing materials are

commonly prepared by

Coordinators and form

teachers

v. A post-writing session has

to be conducted after

finishing each piece of

writing

i. Teacher feedback

ii. Book inspection

iii. Examination script

analysis

i. Regular peer

collaboration

periods

ii. Examination

data analysis

iii. Pre- and

Post-writing

materials

iv. Feedback forms

Panel Heads &

Form

Coordinators

8. Consolidate

student learning in

extra tutorials (A

tentative plan

provided by AAC)

Whole year i. Extra classes are tailored for

specific groups of students

(e.g. elite and marginal

students)

ii. Attendance rate is improved

iii. Passing rate of target Ss is

improved

i. Teacher feedback

ii. Examination statistics

i. Regular peer

collaboration

periods

ii. Examination

data analysis

Panel Heads &

Form

Coordinators

9. EES

i. S5 20-hour Social

Whole year i. Most of the Ss find the

workshops and courses

i. Teacher feedback

i. Schedule for the

two measures

FCH & HPK

10

Issues Workshops

ii. S3 10-hour

Interactive

Discussion Course

beneficial to their learning

ii. Most of the Ts deem the

workshops and training

course successful

ii. Questionnaires to Ss

and Ts

ii. Interim and

end-of-program

evaluation reports

10. Refine SBA

Curriculum

Whole year i. SBA Coordinator co-plans

SBA content and prepares

materials with form teachers

ii. An SBA timetable is devised

in each form

iii. An SBA curriculum across

S4-6 is integrated more

closely with the core

curriculum

iv. Assessment methods are

refined in SBA

Standardisation meetings

(internal & external)

i. Teacher feedback

ii. SBA statistics

i. A schedule for the

implementation of

SBA

ii. Standardisation

videos and

marksheets

iii. Attending the

regional

standardisation

meeting

S6: YTH

S5: LNY

S4: FCH

4.3 Create a language-rich environment to enhance students’ learning motivation and explore students’ potentials

Strategies / Tasks Time Scale Success criteria Evaluation methods Resources Required i/c

1. Develop

students’ interests

Oct –Dec

2013

i. Every English teacher has to

train at least two

i. Participation rate

ii. Feedback from

i. School fund to

subsidise

i. NL

11

and potentials in

elocution through

participating in

Speech Festival

participating students

ii. 1 team participates in

Choral Speaking

adjudicators

application fees

ii. Lists of

participants

ii. Hall

ii. MK (Choral

speaking)

2. Monday

Morning Sharing

Whole year

i. A variety of

topics/themes/styles of

sharing done by Ss

ii. Ss articulation of English is

improved

Teacher feedback

i. Roster of sharing

[to be submitted

to Panel Chair by

10/9/2013]

ii. Proofreading Ss’

scripts

iv. Coaching Ss for

the sharing

v. A softcopy of the

script to be

uploaded to

department folder

within 3 days

after the sharing

vi. Interim and

year-end

evaluation reports

MK*, ALL

English

Teachers

(roster)

*Teacher-in-

charge

3. Display of Whole year Ss’ motivation to finish the Marks/ i. Roster (to be i. YKW

12

student work on

campus

homework is increased and

their performance is improved

grades of

their work

submitted to

Panel Chair by

the end of Sep)

ii. Display Board

iii. School fund

ii. Gloria

4. Set up a strong

English

Ambassador

Team

Whole year

i. E.A.’s general ability of

organising school activities

is increased

ii. English proficiency of the

E.A. is enhanced

iii. E.A. can become the role

models in school to promote

English

iv. Each English teacher has to

nominate at least 5 students

from his/her own classes

(nomination lists to be

submitted to FCH by

18/9/2013)

i. Ss’ participation

rate

ii. Ts’ assessment

i. Wonderland

ii. Fun Room

iii. Attendance

record

iv. Briefing sessions

v. Year-end

certificates

vi. School fund

i. FCH, HPK

ii. Gloria

5. English Day

(Friday)

Oct 13 –

May 14

i. A variety of monthly

activities are held

ii. Ss’ willingness to participate


ii. Ss’ participation

i. Budget for English

Day activities

ii. A roster of

i. CKF*

ii. HPK (EA)

13

Dates:

4/10,

15/11,

13/12,

21/2,

14/3,

11/4,

30/5

in the activities

iii. EAs’ willingness to help

organise the activities

monthly activities

to be held (to be

submitted to Panel

Chair by 10/9/2013)

iii. Promotion in the

morning assembly

v. Prizes/gifts

vi. Interim and

year-end

evaluation reports

iii. ALL

English

Teachers

(roster)

6. English Week 28/10-1/11 i. A variety of competitions

and stall games to be held


in the competitions and

activities

iii. EAs’ willingness to help

organise the activities

i. Ss’ participation

ii. Ts’ assessment

iii. Ss’ & Ts’ feedback in

questionnaire

i. Wonderland

ii. Fun Room

iii. Playground

iv. Promotional

leaflets/

posters to be

distributed /posted

on board in every

classroom one

week before

English Week

v. Job allocation

lists (Teachers

i. FCH*

ii. YKW**

iii. TCM***

iv. HPK#

*Teacher-in-ch

arge

**Promotional

materials

***Prizes

14

& EAs) to be

submitted to

Panel Chair

two weeks

before English

Week

vi. Briefing

sessions

vii. School fund for

prizes

viii. Evaluation

#Help provide

a list of

responsible

EAs and

allocate work

among them

7. Campus TV Whole year

(alternate

Fridays)

i. Ss show interest in watching

English programmes

ii. Ss’ confidence in hosting

English programmes is

improved


ii. Ss’ & Ts’ feedback

i. Roster to be

submitted to Panel

Chair by 6/9/2013

ii. Campus TV

Station (G02)

NYT & YKW

8. English

Passports

Incentive Scheme

Whole year i. S1-3 Ss are more increasingly

active in taking part in

English activities

ii. Ss’ confidence in using

English outside classroom is

boosted



i. Prizes (school

fund)

ii. Incentive System

iii. Printing of new

passports

TCM & Gloria

15

9. Drama

Performance &

Storytelling

Performance

To be

confirmed

(most

probably in

the second

term)

i. Ss show interest in English

musical and storytelling

performance


in the production

/appreciation

iii. Ss’ exposure to language

arts is enhanced



i. EES fund to hire a

service provider to

be in charge of the

show ($10,000)

ii. School fund

iii. Fun Room /Hall

(practice/

rehearsals)

FCH

(Teachers’

duties will be

announced

once the

details of the

performance is

confirmed)

4.4 Boost the teaching effectiveness of the teachers in face of current educational trends.


1.Make use of IT

(iPads) in class to

motivate students

to learn English

Whole Year i. At least ONE teacher makes

use of iPads in his/her

classs/group for one lesson.

It is suggested that a class or

group in S2 will be the

pioneer.

ii. Include at least one IT

element in each module

iii. Ts find IT elements

conducive to teaching and

student learning

i. Regular peer

collaboration periods


i. Scheme of work

ii. IT support

iii. iPads

Panel Heads &

Form

Coordinators

16

2. Lesson

Observations and

Peer Observations

Tentative:

Peer

observation

(first term);

Lesson

observation

(second

term)

i. Ts can acquire more effective

strategies in pedagogy via

professional sharing

ii. A culture of collaborative

teaching will be developed

i. peer lesson

observation/sharing


i. Peer evaluation

forms

ii. Post-lesson

feedback

FCH

3. Learning Circle

(Writing Feedback

Session)

June 2014 i. Ss generally do better in

writing

ii Ss’ confidence in tackling

English writing tests or exams

is boosted

iii. Ts’ awareness of giving

instant and constructive

feedback be raised


ii. S & T feedback

iii. Ss’ writing results

(Exam statistics)

i. Peer evaluation

forms

ii. Post-lesson

feedback

iii. Powerpoint slide

for sharing

FCH, HPK &

Form

coordinators

English Department Teaching Staff List 2013 – 2014

1 Ms Fung Chin Hung, Amy (FCH) 2I, 3I, 4AN(3), 6EAL (1) Oral 82

2 Ms Ha Pik Ki, Peggy

(HPK)

1I, 2AC(2), 6DEL(2) 67

17

3 Mr Chan Kin Fan, Marco

(CKF)

2AC(1), 2N, 4AN(1) 76

4 Ms Lam Nga Ying, Anthea (LNY) 3AC(3), 4I, 5AN(1) 66

5 Ms Karin Meintjes (MK) 1I (E+R), 1AC(1), 2I (E+R), 2AC (E), 3I

(E+R), 4IC (E), 5IC (E), 6A (E)

NA

6 Ms Ng Lily (NL) 1AC(2), 5I, 6DEL(4) 59

7 Ms Ng Yin Ting, Flora

(NYT)

1N, 3AC(1), 5C 68

8 Ms Tsang Chi Man, Melanie (TCM) 1AC(3), 4AN(2), 6DEL(3) 67

9 Ms Tang Yuet Ngor, Rachel (TYN) 3N, 5AN(2), 6I 59

10 Ms Yip Ka Wai, Tina (YKW) 2AC(3), 3AC(2), 4C 50

11 Ms Yu Tang Heung, Flora (YTH) 5AN(3), 6A, 6DEL(1) 83

English Teachers by Class

S.1

1I 1C 1A 1N

HPK

MK

MK NL TCM*

NYT@

S.2

2I 2C 2A 2N

FCH

MK

CKF@+MK HPK* YKW

CKF

18

S.3

3I 3C 3A 3N

FCH*

MK

NYT YKW LNY@

TYN

S.4

4I 4C 4A 4N

LNY YKW@

MK

CKF TCM FCH*

S5

5I 5C 5A 5N

NL* NYT

MK

LNY TYN YTH@

S6

6I 6D 6E 6L 6A

TYN@ YTH*+FCH HPK TCM NL YTH*

MK

* Form Coordinator

@ Support Team Members (Take the role as a Form Coordinator if the original one is absent)

Other Duties and Person-in-charge (PIC)

Other Duties & PIC Resources Required (R) / Tasks (T)

1 Golden Glimpses R: School Fund ($5000)

19

Editors: YTH*,MK*, FCH, HPK,

NYT, TCM & Gloria

Contributors: ALL English

Teachers

T: Content Page and person-in-charge list (to be submitted to Panel Chair before

the start of Christmas holidays)

2 Newspaper Subscription T1: Subscription Forms to all groups (within first week of school term)

T2: Collect subscription forms and money (by 18/9/2013) YKW* & TYN

3 Self-Access Learning (SALL) T1: Regular monitoring of uploading materials and filing

T2: Collaborate with IT Team

T3: Inform students of the new materials uploaded via eclass

T4: Prepare brief interim and year-end evaluation reports

CKF* & Gloria

4 English Day Camp (August) R: Budget for English Day Camp

T1: Design programme schedule

T2: Prepare and print materials

T3: Divide Ss into groups and assign a teacher to each group

T4: Distribute Answer Keys to teachers involved

T5: Hold a briefing session before the Camp

T6: Buy prizes/gifts for the games if necessary

T7: Prepare a one-page evaluation report and submit it to Panel Chair within the

first week of school term

MK*, ALL English Teachers &

Gloria

5 F1 Bridging Course R: School fund

20

NYT* & 2014-2015 F1 Teachers T1: Collaborate with AAC and provide assistance

T2: Prepare a one-page evaluation report and submit to Panel Chair within the

first week of school term

6 English Passport Scheme R: School fund

T1: A notice to teachers and students about the award system of the English

Passport Scheme (to be submitted to Panel Chair by 10/9/2013)

T2: Collect statistics about the no. of stamps students received from teachers and

prepare monthly reports to be posted on display board

T3: Keep records of each group

T4: Announce the winning groups (first, second & third prizes) in the morning

assembly (Friday)

T5: Prepare and print certificates (TA)

TCM* & Gloria

7 Video Conferencing R: IT Team, Audio visual

T1: Contact and invite other schools to join

T2: Select a theme/topic

T3: Select Ss to be representatives

T4: Help Ss prepare and proofread scripts

T5: Train Ss (pronunciation and eye contact)

T6: Collaborate with IT team and prepare audio visual (HPK)

T7: Arrange seating in the hall (TCM)

T8: Prepare an evaluation report within a week after the event and submit to Panel

Chair

FCH*, MK, HPK, TCM, Gloria & IT

Team

21

8 Primary School Speaking

Competition

To be confirmed

HPK*, FCH & MK

9 Department Website T1: Update the webpage monthly (e.g. English Day activities, award-winning,

announcements, etc.)

T2: Ensure the validity of the department information

CKF* & Gloria

10 To assist MK to decorate the

Wonderland and Fun Room

R: School fund

T1: Help buy materials needed

T2: Ask EAs/Ss to help with the decorations/displays

T3: Remove old decorations/displays

T4: Ensure cleanliness and tidiness of decorations/displays

Gloria

22

5. Budget

5.1 Recurrent English Language Grant

Item

No

Brief Description

(equipment. furniture, stationery, travel

expense etc.)

Quantity

required

Unit price Cost Reason/ Remark

1.

2.

3.

4.

5.

6.

7.

8.

9.

Drama Performance (props, costumes &

make-up)

Visual and audio teaching aids (e.g.

teaching software, CDs, VCDs, DVDs,

blank CDs/DVDs, stationery, timers etc)

Fun Room

Stationery, games & decorations

Speech Festival

i. Entry fees for Solo-verse Speaking

ii. Entry fees for Public Speaking Solo

iii. Entry fees for Choral Speaking

competition

iv. Transport fee (coach for Choral

speaking)

v. Travel subsidies for solo-verse entries

vi. Resource Books for competitions

Student Work Display (board decoration)

English Day Activities (monthly lunchtime

activities)

English Week

Fun Room

Magazine & Newspaper subscription

English Passport Incentive Scheme

i. small prizes ($10 book

30 students

2 students

1 team

1

8

50

90

90

200

600

300

10

5,000

3,000

500

2700

180

200

600

500

800

500

2400

1000

800

500

For SBA / IT teaching / administration

23

10.

11.

12.

coupons)

ii. bigger prizes ($20 book

coupons)

iii. mega prizes ($50 book

coupons)

iv. grand prizes ($100 book

coupons)

English Ambassadors

a. Outings (Film show/Drama appreciation)

b. Gatherings (snacks, drinks & prizes)

c. Badges

Storytelling Performance

Miscellaneous

30

20

10

40

1

80

20

50

100

70

300

14

600

1000

1000

2800

300

1120

3000

500

Total: 29,000

5.2 Reading Programmes

Item

No

Brief Description


expense etc.)

Quantity

required


1.

2.

3.

4.

Teacher’s reference books

New Readers, DVDs, VCDs

Miscellaneous

15,000

14,500

500

For classroom teaching / Exam paper setting / Preparation for school-based materials For Star Reading Programme

Total: 30,000

24

5.3 EES

Item

No

Brief Description


expense etc.)

Quantity

required


1.

2.

3.

4.

S5 Social Issues Workshop

S3 Interactive Discussion Training Course

Hire consultancy services to provide

training for S2 students to organise drama

performance

Employ a teaching assistant

60,000

20,000

10,000

151,200

Total: 241,200

Documents

Ching Chung Hau Po Woon Secondary School English · PDF fileChing Chung Hau Po Woon Secondary School ... Prepare students for the New Senior Secondary ... English Ambassadors’ activities