Chinese Language

To improve students’ language skills by completing the self-learning cycle.

 

Development Objectives

  1. To complete the self-learning cycle with the integrated use of Language Learning Strategies and electronic learning tools.
  2. To make optimal use of Assessment Data for providing feedback to learning and teaching and improving language proficiency.

 

Strategy I and Result:

Making good use of multiple assessment tools to provide feedback to learning and teaching

This year, the Chinese Panel have re-planned the question-setting of Reading Paper, adjusted Reading and Writing Paper’s forms of assessment, question types, weighting, and adopted the Assessment Quality-assurance Platform (AQP) to analyze students’ results in order to make optimal use of Assessment Data for providing feedback to learning and teaching. First of all, different levels of reading comprehension questions regarding Reported Speech, Explanation, Sentence Reconstruction, Sentence Expanding, Evaluation and Creativity have been added in the Reading Paper of this school year to improve students’ reading comprehension and inductive reasoning. Then, in light of the adjustments of Reading and Writing’s mode of assessment, the Panel will take the alignment of teaching and assessment into account when making teaching plans and revising worksheets for the year to help students adapt to the new changes. The modifications of school tasks and modes of assessment enable students to further master and apply their answering skills for different questions. Last but not least, the Panel has been using the AQP to analyze students’ learning performances and identify their learning difficulties with the aim of enhancing teaching and learning effectiveness to cater for learning diversity.

Teachers attended the Question-Setting Workshop discussing how to re-planned the question-setting to improve the quality of Exam questions and provide quality feedback to enhance effective learning and teaching.

Strategy II and Result: Re-planning and optimizing the Reading and Writing programmes to complete the self-directed learning cycle.

Subject teachers introduced three writing elements (Self-Preparation, Self-Presentation, and Self-Evaluation) to the Primary Five Reading and Writing Programme. With the full implementation of the "Bring Your Own Device" (BYOD) policy from Primary Three to Primary Six, teachers and students are getting used to using iPads and other E-learning platforms for teaching and learning. Our students have mastered practising the three writing elements using electronic learning tools. Most students use iPads to do research and preparation spontaneously before class and instantly present their learning outcomes through e-learning platforms. Online extended learning activities can help consolidate students' learning in particular topics. Curriculum planning and numerous electronic learning tools enable students to practice a complete self-directed learning cycle.

Three writing elements incorporated into the writing programme to complete the self-directed learning cycle

Students using iPads for self-directed learning