Inter-school Mini-Oscar Project 9:45 –9:50 Getting to know each other (All) 9:50-11:00 Getting started to realise the goals a. Two examples: modules “Friendship” & “Love & Relationship” (Amy – 30 mins 9:50 –10:20) b. Curriculum planning & Mini-Oscar (Mr. Iain Melville – 20 mins 10:20 –10:40) c. Sharing of initial school-based plans (All – 20 mins 10:40 –11:00) 11:00-11:35 Getting ready for the challenges ahead a. School-based experiences in doing Mini-Oscar (Mr. Li – 15 mins 11:00-11:15) b. Tips on script writing (Ms. Caroline Fung approx. 20 – 25 mins) 11:40 – 11:50 Q & A or Go..Go…Go & enjoy your holidays!!!

Getting to know each other – Let’s break the ice!!! Believe it or not - 10 seconds to make friends !! Meet as many friends as you can in a very short time Say Hi and the name of your new friend 2. Say One GOOD THING you like about your new friend e.g. I like your hairstyle, I like the colour of your socks, etc. 3. Shake hands or say “nice meeting you” and find another new friend

How to Pave the Way & realise the goals? From Here to There – How? How to Pave the Way & realise the goals? School-based assessment in 2007 & language arts electives in NSS English curriculum in 2009 S1-S3 English Curriculum

Use of language arts outside the classroom: Inter-school Mini-Oscar I. Features of Inter-school Mini-Oscar Use of language arts outside the classroom: Inter-school Mini-Oscar Infusion of language arts texts into the task-based Eng. curriculum Essential interaction & speaking skills School-based assessment (formative assessment & assessment for learning) Experience strand – to make critical oral response to real or imaginary people & events

Use of language arts outside the classroom: Inter-school Mini-Oscar I. Features of Inter-school Mini-Oscar Read theme-based / module- related print &/or non-print material to have mental stimulation 2. Make oral responses to the material in groups and discuss the values in it 3. Brainstorm ideas for the scripts with values included in them in groups Input for film-making inside the classroom Use of language arts outside the classroom: Inter-school Mini-Oscar

II. Curriculum planning: the school-based assessment component Aims: 1. Alignment with the English curriculum 2. Comprehensive appraisal of students’ achievement Proposed new Senior Secondary curriculum The school-based assessment component in 2007 -oral interaction and presentation tasks based on print & non-print materials English Language teaching syllabus & KLA Curriculum Guide Washback effect on classroom learning & teaching in senior & junior forms

Washback effect on classroom learning, teaching & assessment Development of extensive reading and speaking skills Reading/viewing as the input to generate oral output Development of experience strand Meeting students’ varied needs and level

Washback effect on classroom learning, teaching & assessment Teacher empowerment Collaboration & sharing of experience within & across schools Teachers being actively involved in the assessment process

Washback effect on classroom learning, teaching & assessment More emphasis placed on formative assessment with flexibility for using different assessment tasks Clear success criteria given to students Learning, teaching & assessment as a continuous cycle Focus on performance-based assessment tasks requiring production skills Reflection of a richer picture of what students can do with oral language

Learning targets & objectives III. Curriculum planning: learning outcomes and basic competencies -Align with the Learning Targets & objectives in the Curriculum Guide -Align with related learning outcomes & basic competencies Learning targets & objectives Curriculum framework & LOF BCA Values and attitudes Generic skills Website: http://www.hkbca.edu.hk/index.eng.htm

Relationship between Curriculum, LO & BC What do students learn? Learning Outcome What can students do? Basic Competency

Example I The module ‘Friendship’ (Please refer to the plan & worksheets)

a. Select the strands and learning objectives (skills) Values to be developed - Focus on values from the five core values: Respect for others Commitment National identity Perseverance Responsibility ii. Focus on other values Love & Caring-to value friendship Others (Refer to the “Friendship” plan pp. 5-6)

a. Select the strands and learning objectives (skills) (Refer to the “Friendship” plan pp. 5-6) Strands/Targets: KSa , KSc ISb, ISd ESb, ESc (For other learning objectives such as forms & functions, skills & strategies, please refer to English Language Education – KLA Curriculum Guide Primary 1 -Secondary 3 & Syllabuses for Secondary Schools – English Language S1-S5)

c. Identify the learning outcomes (Refer to the “Friendship” plan pp. 5-6) *Speaking skills: expressing information and ideas with some elaboration using a range of vocabulary and language patterns with some degree of appropriacy and accuracy to convey meaning To establish and maintain relationships / spoken exchanges using formulaic expressions and appropriate communication strategies using organizing techniques appropriately to convey meaning pronouncing familiar and less familiar words generally clearly and accurately

d. Choose the print /non-print material & design the discussion & other tasks At pre-reading/-viewing stage (An example) Teach essential formulaic expressions in turn-taking / oral interaction (refer to the logbook pg. 7) 2. Give success criteria to students (HKEAA’s rubrics_draft) 3. Give students the focused questions & ask them to write the questions in the logbook to make sure that they read / view with a purpose 4. Use print and/or non-print materials as input in the module to produce a mini film

d. Choose the print /non-print material & design the discussion & other tasks The difficulty level of print / non-print material (An example) More able students – use of a short story “Chicken soup teenage soul II - Choices” and an extract of a film “Stand by me” or “Toy Story 1” or “Harry Potter films” Average students – use of a short story “Chicken soup teenage soul II “Choices” and/or a mini-film produced by senior form students “Love and Caring” (F4C & D) or “A Touching Moment” (F4A & B) Less able students – use of a mini film produced by students “Love and Caring” or “A Touching Moment”

d. Choose the print /non-print material & design the discussion & other tasks - The difficulty level of questions for students of different abilities (*please refer to the handouts) - Design a good logbook with useful tips for students on how to write notes in response to print/non-print material (*please refer to the handouts)

d. Choose the print /non-print material & design the discussion & other tasks At while-reading/-viewing stage (An example) Jot down notes in the logbook based on the focused questions (refer to the logbook) At post-reading/-viewing stage (An example) Have post-reading/-viewing reflections and jot down notes in the logbook. Based on the notes, prepare the cue card for the oral interaction One group is invited to demonstrate the oral interaction based on the focused questions. After all groups have done oral interaction, one or two groups can be invited to show to the whole class

d. Choose the print /non-print material & design the discussion & other tasks 3. Give constructive feedback to some chosen groups based on the feedback sheet (modified from HKEAA assessment form_draft) 4. Use the organiser to brainstorm important components in the print material read / non-print material viewed (whole class or group work) 5. Use the same organiser to brainstorm ideas for the film in groups 6. Give samples of scripts. Cover important language features for script-writing such as stage directions (refer to the handout) 7. Write the script. Students take up different roles when shooting the film. Seek help from the I.T. Team in film editing

Module “Love & Friendship” Some examples of oral discussion tasks print material: reader “Romeo & Juliet” -non-print material: “Romeo & Juliet” cartoon (The cartoon can be edited into video clips or an extract of the cartoon can be shown to weak students)

Establish the success criteria IV. Curriculum Planning : examples of learning, teaching and school-based assessment of essential speaking components Select the target and learning objectives Identify the learning outcomes for the module/programme Choose print/non-print material & design the discussion and other tasks Establish the success criteria Recording, reporting & feedback during implementation

Sharing of school-based plans -Take turns to share your school-based plan with your new friends sitting close to you. Get one piece of advice or one suggestion from the teacher representatives of at least 2 participating schools after you have shared your school-based plan with them