District-level SBA Seminar
2007 HKCEE English Language
SBA Implementation in School
Experience Sharing
13 March 2006
Experience Sharing
 Focus
on implementation arrangements
 From the perspective of a Form 4
English teacher
 A practical and generally positive
experience
Points to cover today
1.
Scheme of Work
A.
B.
C.
D.
2.
ERS / SBA Lessons
ERS Scheme
Group Project
Assessment
Resources
A. For students
B. For teachers
3.
4.
Preparation and Evaluation
Support Resources
1. Scheme of Work
Cycle
2-5
6
7-12
13-14
15-22
23
24-27
28
29-30
Teaching, Learning and Assessment Schedule
Introduction and teaching of non-print texts
Formal test period (Submit ERS Book to Eng. teacher)
Teaching of print texts
First Exam period (Submit ERS Book to Eng. teacher)
Teaching non-print texts
(4 alternate cycles)
Assessment 1 (non-print fiction) + class reading &
Conference
Second Test period (Submit ERS Book to Eng. teacher)
Assessment 2 (print fiction) + class reading & Conference
Evaluation and feedback
Final Exam period (Submit ERS book on 12th or 13th June)
1A. ERS / SBA Lessons

2 lessons per cycle
 During the teaching cycles,



During the assessment cycles,


teachers will read and view texts with students in
lessons and conduct relevant activities.
Students will learn how to respond to different
kinds of texts and conduct peer assessments.
students who are not being examined will read in
the library or take turns to have reading
conferences with the Teaching Assistant.
Students are expected to visit the Library
frequently and do the reading regularly at
home
 Key
areas covered:
 Briefing
on SBA
 Introduction of Assessment Criteria
 Presentation and group interaction skill
building (integrated into the curriculum)
 Appreciation of texts
Appreciation of texts
Non-print
fiction
Print fiction
Non-print
non-fiction
Print nonfiction
Non-print
fiction
Print
fiction
Non-print
nonfiction
Print
nonfiction
Non-print fiction – “Shrek”
 The whole class viewed the movie
together during lesson time (this
allows pausing and replaying when
needed)
 Information and worksheets from
EMB and HKEDCity were adapted
and used in class
Non-print
fiction
Print
fiction
Non-print
nonfiction
Print
nonfiction
Non-print fiction – “Shrek”
 Teacher input:
 Give
comments on theme, characters, plot,
techniques, music, art, etc
 Provide feedback to group discussions
 Students
output:
 Complete
worksheets
 Write feedback in ERS Record Book
 Group discussion
 Demonstrative group interaction on tasks
Non-print
fiction
Print
fiction
Non-print
nonfiction
Print
nonfiction
Print fiction – 2 short stories
 The short stories, “The Necklace” and
“Lamia” were chosen from the materials
provided by the EMB
 Students read the stories and write feedback
 Students complete worksheets
 Students have group discussions in class
1B. ERS Scheme
Setting – at least 8 texts per year
of different text types
 ERS Record Book
 Book Report Competition
 ERS Survey
 ERS Conference
 Target
ERS Record Book
 1. For ERS books, students should follow the
instructions on the Question Sheet and write
the answers on the ERS Record Book.
 2. For SBA materials, students should write a
summary and some personal responses for
each text.
 3. All texts viewed or read should be clearly
recorded in the ERS Record Book
 The ERS Record Book will be collected 4
times a year.
 Marking is not compulsory
Introductory page in the ERS Record Book
Book Report Competition
 One of the writing tasks in the first term
(integration with curriculum)
 Class Level Competition
 Form Level Competition
 Display of winning entries
A winning book report entry
ERS Survey
 Students fill in the number of books they
read
 Reading / viewing progress chart
 Choose a best reader per class
EXTENSIVE READING SCHEME (F.4)
PROGRESS SURVEY 2005-2006
1st Survey (8th Jan 06)
Class:
Cl.
No
Name (Eng/Chi)
2nd Survey (2nd June
Total no. of texts read /
06)
viewed throughout the
No. of texts
No. of texts
year
read/viewed
read/viewed
Fiction Non-fi Total
Fiction Non-fi Total
Fiction Non-fi Total
ction
ction
ction
1
2
3
4
5
6
7
ERS Progress Survey Form
Number
Extensive reading scheme --Reading Progress of 4X
ERS Survey (2005-2006 1st Term: 12th Sep –8th Feb)
7
6
6
6
5
5 5
5
5
5
5 5
5
No of Books Read
5
4 4
4
4 4
4 4 4
4
4 4
4 4
4
4
3 3 3
3
3
3
3 3
3 3 3
3 3
3
3
3
3
2
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
Student Number
ERS Reading / Viewing Progress Chart
1C. Group Project
Group Project
 Chinese New Year Holiday Assignment
 Students form groups of 4 by
themselves


A list of 6
tasks are
given
Students
can choose
any TWO
tasks they
like
INPUT
 Each group
chooses a
movie they
like and view
it together
PRACTICE
 Group
discussion
 Peer
assessment
OUTPUT
 Peer
assessment
score sheet
 Evaluation
 Recording
1D. Assessment
in 2nd term
 Held during ERS lessons (double-period)
 3 groups per time
 Each group consists of 3-4 students
 Two rounds of assessment have been
scheduled:
 Start
 1st
round: non-print fiction
 2nd round: print fiction
ties in with
teaching
schedule
Assessment Schedule
Before the Assessment
 A list of 3 possible tasks will be given to
the students 2 days ahead
 The tasks are similar to those seen by
students before
Assessment
 Right before the assessment, students
are informed of the exact task (out of
the 3 possible ones) they have to
perform
 The assessment is videotaped
 The other 2 groups are peer assessors
Students are assessed in a non-threatening but fair
condition where they have a chance to do their best
After the Assessment
 Students are given feedback
 specific
comments based on the 4 domains
 good points
 growth points
 Scores
are given on the spot and
assessment forms signed
 Peer feedback
2A. Resources for Students
 Handbook
1
 Handbook 2
 ERS Record book
 Peer Assessment score sheets
 Notes on Book report writing,
presentation and group interaction skills,
etc
We leverage available resources from EMB and
textbook resource files
Student Handbook 1
Student Handbook 2
Peer Assessment Score sheet (adapted from HKEAA score sheets)
Notes on Book report writing
2B. Resources for Teachers
 Student
Handbook 1-2
 Teacher reference (e.g. guiding
questions, answers to worksheets, etc)
 Training DVDs (provided by HKEAA)
 Online resources (e.g. HKEdcity)
 Score Sheet Folder (class mark list +
HKEAA score sheets)
We leverage available resources from EDB and
textbook resource files
Teacher
reference
School-based Assessment
Mark Sheet
Year : 200__ - 200__
Cl.n
o.
Name
Class: F.___
Date of
Ass.
Teacher:____
Gr.n
o.
Text
Category : Print/N-Print
Fiction/N-Fiction
Task
Oral Text-type: GI / IP
Marks (6 marks x Total(2
4)
4)
D1 D2 D3 D4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
CHENG LAI YAN
CHEUNG HING LUNG
CHEUNG SING KIT
CHOI CHI KIT
CHOW KUI FU
CHUN LIK SANG
CHUNG MING YEUNG
FUNG YIN LUNG
HO PING LEUNG EDWARD
IP CHUN YIN
KHO HON LAM
KWOK YIN NAM
LAM CHI FAI
LAM CHI KEUNG
LAU KIN HO
Class Mark Sheet
3. Preparation and Evaluation
 Progress
Meetings
 Standardisation Meetings
 Assessment Preparation and Task
Setting
 Trial Recording + Internal
Standardisation of Sample groups
Meetings focus on training, building consensus among
teachers and reviewing progress
Aug 05 Sep05 Oct 05 Nov 05 Dec 05 Jan 06 Feb 06 Mar 06
Meeting 1 Meeting 2
9 Aug 05 16 Sep 05
Meeting 3
28 Sep 05
Meeting 4
24 Oct 05
Meeting 5
20 Jan 06
Meeting 6
7 Feb 06
Meeting 7
20 Mar 06
Informal sharing / Exchange of ideas
View training DVD 1 and
review online materials at
teachers’ own time
17 Nov 06
HKEAA
Training
View training DVD 2 and
review online materials at
teachers’ own time
6 Mar 06
District-level
SBA Seminar
Attending relevant seminars organised by tertiary institution / publishers
Regular but brief meetings -- teachers are given
autonomy and trust under a general framework
4. Support Resources

Stocking up Books / DVDs in the school
library
 Help from 1 Teaching Assistant
 1 Video Recorder, video tapes and DVDs
 Library booked during ERS/SBA lessons
 ERS Scheme in Form 1-3
 ERS Conferencing
Teaching Assistant
 With experience in F1-3 ERS Scheme
 Mainly assist during Assessment Days
 Duties:
 Conducting
ERS Conference
 Setting up Video Recorder
 Producing DVDs for the recordings of
group interaction assessments
 Compiling ERS Survey Progress Charts
Personal Reflections
I think these are important:
 Students are well-informed.
 Teachers are able to collaborate, share ideas
and support each other.
 Teachers are willing to try and make
modifications as needed (e.g. in the design of
tasks, grouping arrangements, etc). We also
learn along the way.
 Some flexibility is maintained to suit individual
class needs.
THANK YOU