Course: Teaching History in English at junior and senior secondary level (New)
ID: CDI020130571
Bridging course of S1 & S4
Hoi Ping Chamber of Commerce
Secondary School
Ms LEONG Yuk-ping

My understanding of bridging
Bridging of
CMI to EMI?

Good oral English

Lack the necessary writing skills

Reading
Curriculum?

Tailoring in S1-3
Skills?

Historical skills

HPCCSS
• EMI
• Nearly 100% Band 1 students
• No shrinking of class
• History - S1-3 full class
• History - S4-6 1X electives

HPCCSS History Department LYP

Chronology
Level
1

Uses terms concerned with the passing of time.
 Orders events and objects.

Identifies differences between past and present.
Knowledge & understanding of history

Demonstrates factual knowledge and understanding of the past, especially regarding main events and people.
Interpretations of history
The use of historical sources
Organization and communicating.

Beginning to understand reasons why people acted as they did.

Makes simple and basic observation from sources.

Uses terms concerned with passing of time.
Level
2
Level
3

Shows that the past can be divided into different periods of time.
 Recognizes similarities and differences between periods.
 Uses appropriate dates and terms.
 Growing awareness of time and place

Uses dates and historical terms appropriately.

Has a factual understanding of the main events, people and change.

Gives reasons for change and why events occur.

Identifies some of the different ways the past is represented.

Distinguishe s between fact and point of view.
 Describes different features of an historical period.
 Gives reasons for and results of main events and changes.
 Shows how some aspects of the past have been represented and interpreted in different ways.
 Selects and combines information from sources.

Uses dates and terms to show an understanding of chronology.
 Work shows structure.

Uses dates and historical terms appropriately.

Chronology
Level
4
 Begins to make links between features of past societies and periods.
Knowledge & understanding of history
 Identifies different types of cause and consequence.

Shows how different features of society link together.
Interpretations of history
The use of historical sources
Organization and communicating.
 Understan ds that some events have been interpreted in different ways and suggests possible reasons for this.
 Comments on the usefulness of an historical source.
 Selects and organizes information to produce basic structured work, making use of appropriate dates and terms.
Level
5

Describes past societies and periods and makes links between features within and across periods.

Begins to analyze the reasons for causes and results of events and changes.

Describes and explains different historical interpretati ons of events.

Evaluates and uses sources critically to reach and support conclusions.

Selects and organizes relevant information and produces more developed structured work.

Level 6  Can compare the development of different countries.

Links key features across periods and countries.
 Makes appropriate use of dates and terms.
Level 6+
Chronology


As Level 6.
Uses dates and terms appropriately.
 Fully analyses events, people and change across society.
Knowledge & understanding of history
 Analyses in depth reasons for and results of events and changes.
Interpretations of history
 As Level 5 but working more independently.

Explains how and why different historical interpretations have been produced.
 As level 6, but answers are in a wider historical context.

Full explanatio ns and analysis.

Explains reasons and results.
 As level 6.
 Analyses and explains different historical interpretations and begins to evaluate them.
The use of historical sources
 As level 5, but working more independent ly.
 Explains and uses sources of information critically.
Organization and communicating.
 As level 5.
Begins to reach substantial conclusions independent ly.
 As level 6.
 Uses sources critically to carry out enquiries.
 Reach substantiate d conclusions.
 As level 6.
 Selects, organizes and deploys relevant information on a consistent basis to produce well structured narratives.

Curriculum
S1

The introduction of History, Ancient Egypt ,
Medieval Times and three major religions

Cover common features of four ancient civilizations

Give simple reading materials of other civilization
S2

First term: Hong Kong history (19 th & 20 th century)

Second term: French Revolution & Industrial
Revolution
S3

First World War, Second World War and Cold War

S1 Bridging program
• 1 day for History (10 days in total)
• Panel chair prepares the teaching materials
• Teacher is employed

S1
HPCCSS History Department LYP

Difficult skills
• Textbook patterns – transition words
Language Curriculum Skills

•
Definition
• What is the meaning of the word ‘Cause”?
•
Cause (n)
• Synonyms: factor; seed; root; origin; source; reason; maker; producer
•
Cause (v)
•
• Bring about; give rise to; lead to; create; generate; provoke
Language
HPCCSS History Department LYP
Curriculum Skills

•
What is the meaning of the word
‘Effects’?
• Effect (n)
• Synonyms: impact; result; influence; consequence; outcome; product; fruit;
• Effect (v)
• Bring about; make happen
HPCCSS History Department LYP
Curriculum Language Skills

Language Skills

Language
HPCCSS History Department LYP
Curriculum Skills

Language Curriculum Skills

• Cause-and-effect relationships (level 1)
Language Curriculum Skills

• Cycle organizer
Language Curriculum Skills

Language
HPCCSS History Department LYP
Curriculum Skills

• There are several words that give clues to the cause and effect relationship:
•
Since, because, therefore, so, as a result, consequently
• Help kids identify these words in textbook to help find the two components of the relationship.
Language Skills

• Flashcards
Language Curriculum Skills

• Timelines are an easy way to document causal relationships.
• The events that fall first of the timeline are often the causes of events that fall further down the timeline
HPCCSS History Department LYP
Curriculum Language Skills

• Review family history (EDB –
Integrated
Humanities)
• Favourite toy
(suggested by
NET)
Language Curriculum Skills

• School history (suggested by EDB –
Integrated Humanities)
Language Curriculum Skills

Language Curriculum Skills

Language Curriculum Skills

• Oral school history – An interview with the principal
Language Curriculum Skills

Questions without meanings (close-ended questions)
• Who is your best friend in Hoi
Ping?
• Where do you live?
•
How old are you?
• Do you know the history of Hoi
Ping?
Language
HPCCSS History Department LYP
Curriculum Skills

Cooperative learning
• Divide students into groups at the very beginning.
• T-shape table arrangement
• Ask students to set a group name

• Lesson preparation
Language Curriculum Skills

Language Curriculum Skills

• Vocabulary list (Nile Valley)
Language Curriculum Skills

Project: Pyramid making
Language Curriculum Skills

Language
HPCCSS History Department LYP
Curriculum Skills

S4 Bridging program
• Integrated
• Skill-focused
– Data-based
– Essay writing

• Cause-and-effect relationships (level 2)
Language Curriculum Skills

• Essay writing – level 1-6
Language Curriculum Skills

Language Curriculum Skills

• Essay-writing planning
Language Curriculum Skills

Language Curriculum Skills

Language Curriculum Skills

• Essay writing – roles
Language Curriculum Skills

HPCCSS History Department LYP

• Essay writing – roles
Language Curriculum Skills

S4
Language
HPCCSS History Department LYP
Curriculum Skills

Language Curriculum Skills

Language Curriculum Skills

Language Curriculum Skills

• Cartoon reading
Language Curriculum Skills

• Poster reading
Language Curriculum Skills

Online materials
• www.schoolhistory.co.uk

www.Schoolhistory.co.uk

•
• Understanding of vocabulary ≠ translation in Chinese
• Difficult to explain ≠ no need to explain
• Concepts without answer ≠
• no need to discuss with students
HPCCSS History Department LYP