Site-based Curriculum Development

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Site-based Curriculum Development The
Mini-Oscars

• Iain Melville Phoebe Au
• (SKH Holy Trinity Church Secondary School)

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Rationale
Values
Values
Curriculum
taught
hidden
official
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Identifying Values
Values are neither good nor bad, they simply
are. (Plato)
Caring Social responsibility Community
involvement Confidence building Stimulating
student interest in English
Formal Academic Achievement
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Establishing Outcomes(Aligning the Mini-Oscars
with formal academic Achievement)

• EMB KLA English Language
• Basic Competencies Framework
• (Key Stage 3)

HKEAA HKCEE English Language
Four Skills Reading Writing Listening Spe
aking
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Skills Overlap KLA and HKCEE
Listening Specific information Note-taking Summarizing Anticipating information Identifying sequence Writing Variety of Styles expository, descriptive, argumentative, narratives etc Conveying tone through lexical choice Planning an outline Accuracy using language patterns and vocab
Reading Identifying main theme Understanding writers attitude purpose Applying reference skills Understanding sequence Speaking Delivery Techniques tone, rhythm, intonation Describing events, characters, stories Giving explanations Clarifying Making suggestions
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Designing the Curriculum(Accommodating the BCF
and skills for HKCEE through the Mini-Oscars)

• Mini-Oscars
• - allows for purposeful communication in a wide
  range of contexts and roles
• enhance learning and teaching of English as a
  Foreign Language (EFL)

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Stages

• 1. Generating ideas developing a storyline
• 2. Producing a storyboard and Poster
• 3. Developing characters and assigning roles
• 4. Writing a synopsis
• 5. Writing a script
• 6. Production directing, filming editing a
  final video production

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Assessment
Criteria-based assessment RUBRICS

• More objective consistent
• Ss become better judges of their work
• Improve Ss performance
• Clear criteria for all Ts Ss
• Reduce evaluating time
• Promote Ss awareness
• Provide useful feedback
• Easy to use and explain

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Teaching Schedule

• 3 (7-day) cycles
• Participating classes S2 A, B C
• Assigned Text Longman Target English
• Type of activities Whole class, pair work or
  individual work

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Activities

• Stage 1 Graphic Organizers, Time line Sequence
  Charts
• Stage 2 Examples of Storyboards and Posters
  worksheets
• Stage 3 Process writing charts, elements of
  summarizing
• Stage 4 Character development charts and
  description writing
• Stage 5 Process writing charts
• Stage 6 Reflective journal writing, skills
  overview sheet, description of video editing
  skills

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Stage 1
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Story Board Draw a Storyboard below and briefly
explain the Sequence Events
Stage 2
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Stage 2
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Stage 3
Characters
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Stage 4
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Stage 5
Writing a Script
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Stage 5
Writing a Script
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Stage 6
Mini-Oscar Video Production
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Stage 6
Reflective Writing Journal
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Assessment (Effective Team Member Checklist)