1. The proposed Timetable & Manpower Allocation for NSS in CSKMS

2. Decision 1: number of options to be offered THREE

3. Decision Two: The electives are --- 1. English Learning Through Poems and Songs Songs 2. English Learning Through Social Issues 3. English Learning Through Workplace Communication ** There are one Language Arts elective (no.1) and two non-Language Arts electives (no.2 & 3)

4. Decision Three: Who gets to choose the electives? TEACHERS!!! Teachers made the decision based on their understanding of students. If we let them choose themselves, they may focus on their interest only, but not their needs and interest only, but not their needs and ability. ability.

5. Teachers chose the electives according to the following FOUR criterion. 1. School Preference: Our school aim is to enhance students ’ proficiency in English that can help them cope with their future use in the workplace.

6. 2. Students ’ abilities: Most of our students are the academically low achievers. They may feel difficult to handle drama or debate which needs rich vocabulary and good linguistic skills.

7. 3. Students ’ interest: Students show interest in composing a poem rather than performing a drama or telling a story. They find writing a poem or reading a poem is much easier for them as they learnt about poems in Junior forms.

8. 4. Students ’ needs: It is supposed that most of our students will enter the workforce after SS3. They must be equipped with good knowledge of workplace English such as interview techniques, filling out the application form or writing business letters. Thus, a more practical elective module will be under our consideration

9. Decision Four: Manpower Allocation We will assign two specialist teachers teaching one elective module. For example, two teachers are responsible for the module of English learning through Poems and Songs and other two are responsible for the Module of English learning through social issues.

10. Reasons for the proposed manpower allocation 1. Teachers can focus on one module and spend more time on the curriculum tailoring of that module. 2. Teachers can share the preparation and teaching work. 3. There are sufficient teachers to teach even if one has left in the middle of school term.

11. Decision Five: Timetable of Implementation 1. The first 25 hours of the first elective will be introduced in the second term of SS1. 2. The first 25 hours of the second elective will be introduced in the first term of SS2. 3. The first 25 hours of the third elective will be introduced in the second term of SS2. 4. The remaining hours of each module will be assigned in the first term of SS3 for the revision of all the three modules before the public examination.

12. Decision 6: Implementation Mode 1. For each elective module, two double lessons per cycle (35 minutes/lesson) will be assigned and it will take over 11 to 12 cycles (nearly one school term). 2. For the revision in SS3, two double lessons per cycle will be assigned and it is assumed to take over about 10 cycles (3 cycles for first elective, another 3 cycles for the second elective and the last four cycles for the third elective).

13. Decision 7: Lesson Timetable (including compulsory and elective parts) 1. School will offer ten lessons (35 minutes per lesson) for English Language every cycle. 2. We will assign six lessons for the compulsory part and other 4 lessons (2 doubles) for the elective parts.

14. SWOT Analysis of the proposal 1. Flexible manpower arrangement – two teachers are responsible for one module. 2. Student-centred choices of elective modules – electives are chosen based on student ’ ability, interest and needs. 3. Comprehensive Implementation timetable – students will be taught each elective module into two parts. One is for the teaching of knowledge (SS1 & 2) and the other is for the revision of the public exam (SS3). STRENGTHS

15. Weaknesses 1. Students lack autonomy to choose their electives as they are just given three options which are decided by teachers. 2. The one-off introduction of the elective modules may deprive students of the continuous learning. For instance, they may haven ’ t any practice about poems and songs in SS2 until the revision period in SS3.

16. Opportunities 1. Students can be equipped with more practical knowledge such as workplace communication. 2. Their horizon will be widened as they will read a lots of articles or materials of social issues. 3. The re-allocation of manpower can make the school review and identify teachers ’ specialization on their teaching areas.

17. THREATS 1. Manpower: if one specialist teacher leaves the post, the other one will bear a big burden as he/she will be a sole specialist teacher responsible for the preparation and teaching duties. 2. Learning: Students may find him/her not interested in the subject as the electives are not chosen by them.

18. END THANK YOU!!!