preparing students for the nss electives through strategic mapping of the junior secondary...

Preparing students for Preparing students for the NSS Electives the NSS Electives through strategic through strategic

mapping of the junior mapping of the junior secondary curriculumsecondary curriculum

St. Louis School

Language Arts Non-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

Learning English through Social Issues

Learning English through Social Issues

Learning English through Debating

Learning English through Debating

Learning English through Sports Communication

Learning English through Sports Communication

Learning English through Workplace CommunicationLearning English through Workplace Communication

Elective ModulesElective Modules

How prepared is your school to implement the NSS curriculum?

How prepared are your students to learn English through the elective modules?

Preparation for the NSS Preparation for the NSS curriculum curriculum

How prepared are you to teach the elective modules?

Curriculum

Teachers

Students

Myths about NSS electivesMyths about NSS electives

Questions in the HKDSE can be answered without

studying the electives

Learning the compulsory part well is already sufficient

(80 % vs. 20%)

We can wait until students are in senior

forms

• Knowledge and skills acquired can enrich writing content

• Students should apply the language learnt in a broad range of contexts

Ensuring the interface between junior secondary and NSS is important

• SBA• Questions in the writing paper

FactsMyths

St. Louis SchoolSt. Louis SchoolSchool background EMI school aimed to help students build

a firm foundation in reading aimed to prepare students for

the NSSC in search of a plan that could

“kill two birds with one stone” a plan devised on junior

secondary curriculum development

Pop CulturePop Culture

Social IssuesSocial Issues & Debating & Debating

Year 3Year 3(08-09)(08-09)

Year 2Year 2(07-08)(07-08)

Year 1Year 1(06-07)(06-07)

S1S1S2S2S3S3

S1S1S2S2

S1S1

• Develop S3 modules through infusing social issues & debating into textbook units• Refine the S1 and S2 modules• Develop S2 modules through infusing pop culture into textbook

units • Refine the S1

modules• Develop S1 modules through infusing knowledge and skills related to the focus into textbook units

FocusFocus TimeTime TargetTarget Focus of workFocus of work

Short StoriesShort Stories

Strategy 1: Three-year progressive Strategy 1: Three-year progressive development plandevelopment plan

Year 1Year 1 Short Short

StoriesStories

modulemodule modulemodule modulemodule modulemodule

Refine or Refine or develop develop learning learning

activities and activities and taskstasks

Ensure balanced Ensure balanced coverage of coverage of

learning learning objectivesobjectives

Review and Review and select select

modules to modules to be coveredbe covered

Identify skills Identify skills and and

knowledge to knowledge to be developedbe developed

Integrate the Integrate the identified skills & identified skills &

knowledge in knowledge in modulesmodules

Strategy 2: Conducting curriculum mappingStrategy 2: Conducting curriculum mapping

Strategy 3: Developing modules through Strategy 3: Developing modules through strategic integrationstrategic integration

Year 3Year 3Social Social

issues and issues and DebatingDebating


StoriesStories

Year 2Year 2Pop Pop

CultureCulture

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

Mini- Mini- debatedebate

Process Process Writing Writing ProjectProject

Group Group Magazine Magazine

ProjectProject

NewsNewsArticleArticleMoviesMovies

ExpositoryExpositorytexttext

Debate Debate speechspeech

FilmFilmReviewReview

MoviesMovies MagazineMagazineArticleArticle

FeaturedFeaturedArticleArticle

ShortShortStoriesStories Fiction based Fiction based

on movieson moviesReadersReaders poemspoems

Identified skills andIdentified skills and knowledgeknowledge

Suitable learning tasksSuitable learning tasksand activitiesand activities

Featured Featured learning learning activityactivity

Strategy 3: Developing modules through Strategy 3: Developing modules through strategic integrationstrategic integration




StoriesStories

Year 2Year 2Pop Pop

CultureCulture

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule

modulemodule




ProjectProject

NewsNewsArticleArticleMoviesMovies

ExpositoryExpositorytexttext

Debate Debate speechspeech

FilmFilmReviewReview

MoviesMovies MagazineMagazineArticleArticle

FeaturedFeaturedArticleArticle

ShortShortStoriesStories

Fiction based Fiction based on movieson movies

ReadersReaders poemspoems

Vertical C

ontinuity

Horizontal continuity

Distinctive text features

use of dialogues andtemporal connectives

use of formal (e.g. editorials) and informal language (e.g. captions)

effective use of discourse markers andrhetorical devices

Reading skills and

strategies needed:

Noticing text structures

Story structure:setting/characters

rising action/ problemclimax

resolution / outcome

Text structure of pop-culture texts:

sequence text structure of feature articles &

film reviews

Text structure of expository texts:cause and effect

problem and solution

Texts infused Narratives Pop-culture textsExpository texts and debates

Electives to be prepared

Short stories Pop cultureSocial issuesDebating

S1 S2 S3

Strategy 4: Placing emphasis on the Strategy 4: Placing emphasis on the teaching of readingteaching of reading

Exemplar module: showing Exemplar module: showing how to help students how to help students develop and apply the skills and knowledge planneddevelop and apply the skills and knowledge planned




StoriesStories

Year 2Year 2Pop Pop

CultureCulture


Module Module Module onModule onChristmasChristmas

ModuleModule ModuleModule

developed based on the chosen theme /

genre mode

S1 Module on ChristmasS1 Module on ChristmasCore language skills and grammar items

Examples of learning tasks/activities

Skills and knowledge related to elective focus

Reading and discussing the story “A Brother Like That” & “A Christmas Carol”

Analysing and comparing characters

Making comparisonsVocabulary for describing characters

Describing and analysing characters

Analysing the story using an organiser

Story elements

Reading strategies:• prediction• visualization• making inferences

Writing a reflection and making a presentation

Past tenseSpeaking verbs

Responding to fiction text

Writing a story on the theme of Christmas

• Use of narrator’s voice• Use of dialogue

Analysing language use

Understanding and appreciating stories

Making connections

Story writing • Story elements• Features of stories

Explicit teaching of reading Explicit teaching of reading strategies and skillsstrategies and skills

Visualisation – guiding students to form mental pictures or images as they read

Visualise what the character

looks like

Visualise the characters’ facial expressions and

feelings

Making inferences based on evidence

Ap

pro

pri

ate

Ad

ject

ives

Evi

den

ce

The teaching of Reading StrategiesThe teaching of Reading Strategies

The teaching of Reading StrategiesThe teaching of Reading Strategies

Making inferences Working out the implied meaning

Analysing and comparing Analysing and comparing characterscharacters Learning adjectives to

describe good and bad personalities

Using the adjectives they have learnt and the skills in inferringUsing the adjectives they have learnt and the skills in inferring

Evidence

Analysing and comparing charactersAnalysing and comparing characters

Analysing the narrator’s voiceAnalysing the narrator’s voice

Learning different ways to write dialoguesLearning different ways to write dialogues

Analysing language useAnalysing language use

Analysing the storyAnalysing the storyUnderstanding the structure of stories and story elementsUnderstanding the structure of stories and story elements

Understanding the structure of stories and story elements

Making connectionsMaking connections1) If you were Paul, what would you

do after this Christmas? What gift would you give to the boy?

1) If you were Paul, what would you do after this Christmas? What gift would you give to the boy?

Writing reflections and making a Writing reflections and making a presentationpresentation

students could step into the character’s shoes and relate the story to their personal life

students could step into the character’s shoes and relate the story to their personal life

Student’s reflectionStudent’s reflection

S1 Featured Learning Activity Process Writing Project (2nd term)

story plot

character profile

2nd draft

Speaking verbs

Use of dialogue

Peer-editing formPeer-editing form

Process Writing ProjectsProcess Writing Projects




StoriesStories

Year 2Year 2Pop Pop

CultureCulture


ProjectProjectModuleModule ModuleModule

Module Module on fashionon fashion ModuleModule

infused new componentsinto a textbook unit

Exemplar module: Exemplar module: showing how to help students showing how to help students develop and apply the skills and knowledge planneddevelop and apply the skills and knowledge planned

S2 Module on FashionS2 Module on FashionCore language skills and grammar items



Reading about and discussing different fashion items and fashion trends

Watching a fashion showDesigning outfits & writing commentary scripts

• Features and language used in a commentary• Using persuasive language • 3Cs

Presentation skills in a fashion show

Language & vocab. for describing fashion (passive voice, adjective order, comparison)

Staging a fashion show and presenting fashion items

Features of photo captions

Giving feedback on classmates’ performance

Language & vocab. for discussing pop culture

• Language for writing commentary scripts• Language & vocab. for describing fashion

Language and structures for writing captions (appositives, prep of time)

Peer learning and peer assessment

Writing a reflection on the show

Taking photos and writing captions

Integrated use of language

Presentation skills

Reflective learning

Watching a fashion showWatching a fashion show

Designing outfitsDesigning outfits

Learning how to write a commentaryLearning how to write a commentary

Staging a fashion showStaging a fashion show

Taking photos at the fashion showTaking photos at the fashion show

Writing captionsWriting captions

Peer assessment and peer learningPeer assessment and peer learning

Writing reflections on the showWriting reflections on the show

S2 Featured Learning Activity S2 Featured Learning Activity Group Magazine Project: a collection Group Magazine Project: a collection and compilation of students’ good work and compilation of students’ good work

Guidelines for the group projectGuidelines for the group project

Students presenting their work progressStudents presenting their work progressTeacher and peer feedback on their on-going projectsTeacher and peer feedback on their on-going projects

Teacher-student conferencingTeacher-student conferencing

Magazine coverGroup magazines

Contents pageEditor’s words

Featured article Fashion show event

Interviews

Movie review

Crossword puzzle

Exemplar modules: Exemplar modules: showing how to help students showing how to help students develop and apply the skills and knowledge planneddevelop and apply the skills and knowledge planned




StoriesStories

Year 2Year 2Pop Pop

CultureCulture


TeenageTeenageproblemsproblems

Global Global WarmingWarming

JobsJobs ModuleModuleon charityon charity

infused more componentsinto a textbook unit

Knowledge and skills infused

Knowledge and skills covered in Knowledge and skills covered in previous modulesprevious modules

• Identifying cause-effect relationships• Identifying problem-solution relationships• Language for causal relationships and problem s

olving• Viewing issues from different perspectives• Language for expressing different points of view,

giving reasons and evidence• Generating ideas through organisers• Rhetorical devices and presentation skills

Viewing issues from different perspectivesViewing issues from different perspectives

Use of graphic organizers

S3 Module on CharityS3 Module on CharityCore language skills and grammar items



Discussing the issue on compulsory volunteering

Reading about and discussing SPCA killing rescued dogs

Discussing social issues from different perspectives

Basic set-up and rules of debating

Reading and speaking skills

Learning the basic set-up of a debate

Understanding fallacies

Revisiting how to present arguments, show disagreement and give support

Discussing social issues

• Adj. + to / that• “If” conditionals

Formulating arguments counter-arguments, giving support

Revisiting rhetorical devices

Identifying obvious fallacies and make rebuttals

Language for presenting arguments and giving support

Debating and thinking skillsWriting arguments and holding a debate

Integrated use of language

Using rhetorical devicesRhetorical devices

AFFIRMATIVE

2 1 3

NEGATIVE

Judges Scorers

MC Time keeper

MotionSet-up and Set-up and rules of the rules of the

debatingdebating

Identifying obvious fallacies and Identifying obvious fallacies and making rebuttalsmaking rebuttals

StereotypingStereotyping

Personal attackPersonal attack

Jumping to conclusions

Jumping to conclusions

Appeal to tradition

Appeal to tradition

Analysing debate speechesAnalysing debate speeches

Revisiting rhetorical strategiesRevisiting rhetorical strategies

Triplet

Repetition

Students’ work - argumentsStudents’ work - arguments

S3 Featured learning activity S3 Featured learning activity Mini-debateMini-debate

Impact Impact

On curriculum…• improved curriculum continuity and curriculum continuity and

coherencecoherence between junior and senior forms

• a more diversifieddiversified curriculum and less less textbook driventextbook driven curriculum

• more opportunities for broadening and broadening and deepeningdeepening students’ learning experiences

ImpactImpact

Teachers gained..

• insight into how to approach the electives and how to enhance the interface enhance the interface between junior and senior secondary

• a better understanding of student learning

• more ideas about how to refine and modify teaching plans and activities

ImpactImpact

Students• had a taste of the new curriculum and built a

foundation for future studies

• experienced a wider range of learning opportunities (greater variety of text types, a broader range of contexts) whole-person whole-person developmentdevelopment

• had autonomy to plan their projectsautonomy to plan their projects and to reflect on and evaluate their own learning

life-long learninglife-long learning

S2S2Pop CulturePop Culture

S3S3Social Social issuesissues

& Debating & Debating

• Critical thinking • Communication and collaboration • Presentation skills • Problem solving skills

• Creativity• Critical thinking• Communication

and collaboration

• Development of Experience Strand• Creativity• Critical thinking

FocusFocus Learning tasks and activitiesLearning tasks and activities ImpactImpact

S1S1Short Short

StoriesStories

Development of Experience Development of Experience StrandStrand

Reflecting on his past experience

When I was a Primary 4 student, I seldom listened tomy teacher……If I had a If I had a chance, I would paychance, I would pay more more attention during lessons and study very hard for the examinations..

Development of Experience Development of Experience StrandStrandI know Helen KellerHelen Keller who is as good

as them. She is blind, deaf and dumb.She knew the life of a blind person was very hard and difficult, so she dida lot of things to help the blind people.

Responding through making text to text connection

Development of Experience Development of Experience StrandStrand

Responding through making real-life

connections

Showing a deeper

level of sensitivity

through reflection

Creativity

Critical thinkin

g

Poem

Letter to the editor Photo caption

Critical thinkin

gskills

Critical thinkin

gskills

Skills in responding (to social issues)

Skills in responding (to social issues)

Development of generic skillsDevelopment of generic skills

Presentation skills

Presentation skills

Communication & collaboration

Communication & collaboration

Problem-solvingskills

Problem-solvingskills

Students’ reflections

Planning

Implementation

On-going review

Evaluation

1. Putting in place the PIE cycle

Learner

diversity

Balanced coverage

of text types

Implications for teaching, learning and Implications for teaching, learning and curriculum developmentcurriculum development

• Ensuring horizontal and vertical continuity and coherence in the junior and senior curriculum

S4 S5 S6

Implications for teaching, learning and Implications for teaching, learning and curriculum developmentcurriculum development

2. Strategic planning

• think big but start small

• set priorities based on the electives to be offered

• infuse skills and knowledge progressively

• provide opportunities for students to broaden and deepen learning experiences

Way forward: Way forward: building on the foundation laid….building on the foundation laid….• offer short stories & social issues in NSS• use students’ knowledge about character anal

ysis to prepare them for SBA • use skills acquired in learning social issues an

d debating to decode non-fiction texts• strike a balance: breadt

h vs depth & simplicity vs complexity

offer a new offer a new electiveelective

to promote to promote broader broader learning learning

experiencesexperiences

offer a new offer a new electiveelective

to promote to promote broader broader learning learning

experiencesexperiences

teach more teach more advanced skills advanced skills

and in more and in more depthdepth

teach more teach more advanced skills advanced skills

and in more and in more depthdepth

preparing students for the nss electives through strategic mapping of the junior secondary...

Documents

debating learning english

drama learning english

learning activities

learning activity slide

s1 modules

modules strategy

s2 modules

s3 modules