Third Consultation on the New Senior Secondary Literature in English Curriculum and Assessment...
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Transcript of Third Consultation on the New Senior Secondary Literature in English Curriculum and Assessment...
![Page 1: Third Consultation on the New Senior Secondary Literature in English Curriculum and Assessment Framework.](https://reader035.fdocuments.in/reader035/viewer/2022062421/56649da65503460f94a92516/html5/thumbnails/1.jpg)
Third Consultation on the New Senior Secondary Literature in English Curriculum and Assessment Framework
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Major Changes since 2nd Consultation
More details about public assessment provided
Two sets of texts to choose from instead of three
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Feedback from International Benchmarking Exercise
Benchmarking Consultants Australian Council for Educational Research
(ACER), Australia National Foundation for Educational Research
(NFER), UK
Major Comments Many of the learning aims and objectives
reflect those of the subject at senior secondary level in other countries
Extensive guidance for teachers on teaching strategies and on planning and delivering the curriculum
Key Comments from 2nd Consultation
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Key Comments from 2nd Consultation
Aims and objectives Design and structure Suggested teaching ideas and
sample analyses of texts
1. Proposed curriculum generally well received
Feedback from Teachers
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Key Comments from 2nd Consultation
2. More details regarding public assessment (sample examination papers + SBA) needed to facilitate curriculum planning
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Close alignment between learning, teaching and assessment
Details of HKDSE will be explained by HKEAA
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Study of set texts Literary appreciation of seen and unseen texts Portfolio work
using a variety of learning and teaching approaches
Key Emphasis of the Curriculum
To develop students’ ability to respond sensitively to literary texts and analyse them critically through
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Key Comments from 2nd Consultation
Set texts need to reflect more closely students’ interests cater to a wide range of student
abilities
3. Concern about the level of difficulty of the literature course
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Proposed ‘live’ text lists will be ready for circulation to schools for feedback in April/May 2007
Finalised text lists will be published in April/May 2008
Timeline for the Finalised Text Lists
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Short stories – from the same collection of stories
Poems – from the same anthology Balance between classical and
contemporary literature Interesting, manageable and sufficiently
challenging for students In line with key emphases of the
literature curriculum
Criteria for selection of texts
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Two sets, each consists of: 1 novel 1 play 1 film 10 short stories 20 poems from the works of four to five
poets One set more traditional, the other more modern and ‘international’
Both sets comprise texts currently in use for the CE and AS level
Set 1 entirely made up of previous set texts for the purpose of setting sample papers and for teachers’ easy access
Sample text sets
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Professional Development Programmes ‘Understanding and Interpreting the New S
enior Secondary Literature in English Curriculum’ (2005-06; 2006-07)
NSS Literature in English Curriculum: Assessing student learning (2007-08)
NSS Literature in English Curriculum: Learning and teaching strategies (2008-09)
Supporting Measures
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Resources Resource package on ‘The Learning and Tea
ching of Poetry (Senior Secondary)’ ETV programmes on the learning and teachin
g of drama and film
Supporting Measures
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Public Examination Paper 1 Appreciation 30% Paper 2 Essay Writing 50%
School-based Assessment (SBA) The Portfolio 20%
Public Assessment
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Paper 1 Appreciation
2½ hours
Three sections, each with two questions Students answer three questions in total,
one from each section
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Section A (40%)
Multi-part questions requiring critical analyses or comparison of one or two extracts from fiction or drama set texts
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Section B (40%)
Questions focus on poems from the set texts May include two or three poems by the same o
r different poets Will follow current CE Literature in English exa
m format
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Section C (20%)
Questions focus on unseen poems May cover one or two poems
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Paper 2 Essay writing
3 hours
Two parts Students answer three questions in total, t
wo from Part I and one from Part II All questions will require essay-type answer
s, with some inviting imaginative expansion of texts
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Part I (60%)
Four sections, A to D, (novel, short story, drama, film set texts)
Two questions in each section Students answer questions from two diffe
rent sections
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Six to eight questions requiring comparison of two or more of the set texts
Students answer one question which covers those genres that they have not discussed in Part I
Part II (40%)
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The Portfolio
Extended essay of 1500 – 2000 words on a theme/work/writer connected to learners’ study in the subject (60%)
EITHER a review of a film/play/performance of about 600 words OR a piece of creative work (40%)
School-based Assessment (20%)
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Levels 1-5, with Level 5 being the highest and Level 1 the lowest
Descriptors spell out the standards required for different levels of performance
Samples of students’ work at various levels of attainment to illustrate the requirements of different levels
Standards-referenced Assessment
Standards and Reporting of Results