Refined English Enhancement Scheme Progress … English Enhancement Scheme Progress Report for the Period from September 2011 to August 2012 Shek Lei Catholic Secondary School Part

*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


(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 )


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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2

Measures

(I)

Extent of completing

the measures


(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


(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.




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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




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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 :




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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




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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%


3. The workshops have increased my knowledge

about the topic

% 20% 80% 0% 0% 0% 100%


4. The workshop have enhanced my skills in using

English as the teaching medium in content subjects

% 30% 70% 0% 0% 0% 100%


5. The workshops have boosted my confidence in

using English as the teaching medium in content

subjects

% 10% 80% 10% 0% 0% 100%


6.The suggestions are appropriate and suit the

ability and needs of teachers and students.

% 30% 50% 20% 0% 0% 100%


7. The speaker is effective and knowledgeable

% 20% 80% 0% 0% 0% 100%


8. Overall, I am satisfied with the workshops

% 10% 90% 0% 0% 0% 100%





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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




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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




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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)




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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)

Documents

Refined English Enhancement Scheme Progress … English Enhancement Scheme Progress Report for the Period from September 2011 to August 2012 Shek Lei Catholic Secondary School Part