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新高中通識教育科課程支援措施
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透過圖書館的支援，本校已於館內設有通識教育資源角，內有與通識教育科相關的中英文書籍超過180本，並將星島日報通識大全及經濟日報通識教育版釘裝成30個閱讀資料檔案。架上亦設有以通識6個單元分類的資料夾。此外，資源角設有電腦設施，方便學生瀏覽與本科相關的網頁，查閱資料。而資源角的設立，亦方便教師搜集資料，製作教材，從書刊的借用情況，可見資源角能讓師生持續使用。
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E-class內聯網已設有時事篇章閱讀網上教室，收藏文章/社評及導讀札記超過60篇(每星期上載1篇)，供師生瀏覽及下載。高中通識教育科，運用網上教室的文章於課堂進行導讀，學習重心包括認識概念知識，從多角度探究新近發生的議題及學習資料整合。組內成員認同工作能有助學生提升閱讀理解能力及加強論說寫作技巧。網上教室能提供及積存學習資源，有助推動學與教的工作。
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聘任教學助理，支援任教老師教學工作，包括物色及選購資源角的參考書籍，管理網上教室(選材，整理及上載文章) ，設計寫作課業時事評論工作紙及統籌分發網上帳戶予學生。組內成員一致認為教學助理能發揮其職能，專責處理相關教學任務及有效管理通識教育資源庫，大大減輕前線教師工作量，有助開展本科教學工作。
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過去2年，購買不同用途的網上新聞資源庫帳戶，包括上述兩份報章的通識教育版及慧科新聞搜尋使用帳戶。前者受惠學生人數合共100人，並隨帳戶分發教育版；後者則讓師生於校內電腦使用新聞搜尋器，對學生進行獨立專題探究及教師搜尋社評文章，提供了一個龐大的新聞資源庫。
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整體而言，支援津貼使用能為學科的開展奠定基礎，尤其圖書館資源角及網上教室的設立，能推動「從閱讀中學習」，有系統開展教師導讀文章/社評，學生延伸閱讀及自選閱讀，並配合以讀帶寫的訓練，藉此擴闊學生的基礎知識及培養其自主學習的精神。長遠而言，組內教師相信能提升教與學的質素。
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English Enhancement
Scheme
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This
year is the fifth year of the scheme and the foci this year are to set up a
short story curriculum for the S.5 cohort, and to continue to provide
opportunities for students to learn English in a fun and authentic
environment (the English Foundation Programme and English activities
including the Halloween Festival, the Christmas Festival and the English
Week
For the Short Stories Curriculum
for the S.5 cohort, students conducted an SBA assessment based on their
learning in the previous school year. Since they learned how to write a
short story and compiled a portfolio already in S.4, no teaching in short
stories was conducted in S.5. Instead, the focus was switched to preparing
students for the SBA task (Part B). The focus of each class varied in order
to cater for learner diversity. All classes completed an SBA assessment on
Short Stories.
For the drama curriculum for the
S.4 cohort, a drama package was formulated last year and refined this year.
A drama show was held in the second term. Students learned different skills
related to drama such as script writing, acting, stage performance, stage
management, etc.. The focus this year was to provide more opportunity for
students to use the target language in an authentic environment. Due to
teachers’ concerns and time constraints, only 4C and 4D (classes of
students with more confidence and higher language proficiency) were
required to produce a drama show for all other S4 students. The other
classes still learned the drama unit but the requirements were simplified
to learning basic drama skills and writing shorter scripts. Both teachers
and students found this arrangement very helpful and less stressful. It
also catered for learner diversity and will be continued in the coming
year.
The English Foundation Programme
has been operated for 5 years and this year the focus was shifted to
equipping CMI students with more self-learning skills such as grammar and
reading skills, and speaking skills. This shift in focus was a result of
thorough discussions among teachers and teachers generally agree that CMI
students will benefit from these arrangements. Although no extra workshops
were organized, more time was allocated to 1D, 2D, PS3 and PSS thanks to
the special arrangement from the Academic Committee. 4 and 8 extra periods
were provided per week to 1D and 2D, and PS3 and PSS respectively. The foci
were on equipping students with self-learning skills and speaking skills as
mentioned above.
Three big English activities were
organized this year, namely Halloween Festival in October, Christmas
Festival in December and Easter Hunt in April. Activities were organized
according to students’ preferences, English abilities and needs, and
different themes. They generally aimed at involving students in conducting
English activities in a fun way and enhancing students’ interest in
learning the language.
The PD workshops organized this
year were different from last years due to time constraints. 6 co-lesson
planning activities were conducted, 3 for new teachers and 3 for existing
teachers. Moreover, training was organized for new teachers on teaching
strategies in September and October. All new teachers attended the training
sessions, conferencing and evaluation meetings, and each conducted a lesson
based on the teaching focus/pedagogy demonstrated. In the second term,
another 6 lesson observations were conducted on school level. Teachers
co-planned the lessons with their group members, conducted the lesson and
then attended the evaluation meeting afterwards. Furthermore, markers’
meetings were held both in the first term and final examinations. A total
of 24 markers’ meetings, 2 for each form in each term, were held in which
all teachers concerned attended all the meetings. A survey has been
conducted on teachers’ preference on the topics and foci of the workshops held
next year.
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