Literature in English

Transcription

1 Continual Renewal from Strength to Strength New Academic Structure Medium-term Review and Beyond Subject-level Literature in English Purpose and Design of the Questionnaire The purpose of this questionnaire is to solicit views of the subject panel heads and teachers on the initial recommendations at the subject level, as part of the New Academic Structure (NAS) Medium-term Review ongoing consultation (with this School Survey ending on 6 January 2015). In parallel, a designated website will be in operation from 24 November 2014 to 28 February 2015 to collect views and comments on NAS from a wider range of stakeholders, as well as through different sources and channels. The feedback collected will be consolidated, in conjunction with the feedback collected from other stakeholders and sources, to inform deliberations at the Joint Curriculum Development Council Hong Kong Examinations and Assessment Authority Public Examinations Board (CDC PEB) meeting on the last batch of recommendations to be announced in July Subject panel heads and teachers are advised to exchange their views, and may also make reference to the School Leaders Questionnaire, before responding to the questions. Your views are welcome even if your school does not offer this subject. This questionnaire is designed to encompass the major principles, current implementation issues, considerations and recommendations without overloading the respondents. The items are by no means exhaustive, and views on those that are not included can be collected through other channels, e.g. written submissions, briefings, forums and interviews. Subject panel heads and teachers are also welcome to express their views under Other comments in this questionnaire. Background In 2000, the Government accepted the Education Commission's proposal to reform the education system of Hong Kong to enable our students to succeed in the knowledge-based, constantly changing and increasingly globalised world. The Learning to Learn reform was then launched in 2001/02 first in basic education, followed by the reform of senior secondary education under the NAS in 2009/10. Building on the overall aims for whole-person development and life-long learning in the basic education curriculum, the senior secondary curriculum continues to pursue the seven learning goals for our students: 1. To be biliterate and trilingual with adequate proficiency 2. To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on daily life at personal, community, national and global levels 3. To be informed and responsible citizens with a sense of global and national identity 4. To respect pluralism of cultures and views, and be critical, reflective and independent thinkers 5. To acquire information technology and other skills as necessary for being life-long learners 6. To understand their own career/academic aspirations and develop positive attitudes towards work and learning 7. To lead a healthy life-style with active participation in aesthetic and physical activities Owing to the changes and developments, e.g. economic, scientific, technological, since the last decade around the world, the curriculum renewal of Learning to Learn 2.0 is conceived with a view to keeping our school education abreast of the times so that our students will remain globally competitive in the future. Such renewal has commenced first in primary education and will lead up to junior secondary and senior secondary education. The Basic Education Curriculum Guide (Primary 1 6) in the context of Learning to Learn 2.0 can be found at the Education Bureau (EDB) website Guiding Principles Following the completion of the Short-term Review in April 2013 and announcement of the 1 st batch of recommendations of the Medium-term Review in April 2014, the NAS Medium-term Review continues to adopt a student-centred approach and the guiding principles below: Gear all curricula towards achieving the overall learning goals for secondary education; Keep abreast of the latest changes in the disciplines of knowledge, economic, social and technological contexts, etc. with regular international benchmarking and recognition; Strike a balance between breadth and depth in knowledge, skills, positive values and attitudes in school curricula appropriate to secondary education and interface with further studies; Cater for student diversity and build on strengths (e.g. personal effort, subject interest, teaching method, and curriculum content are recognised by students as most important factors for success in senior secondary education); Consider factors and concerns regarding implementation (e.g. workload of teachers and students, support to teachers); Align assessment with curriculum aims, learning objectives, curriculum design and expected learning outcomes; and Engage different stakeholders and consider the feedback collected from different sources to inform deliberations in relevant CDC and Hong Kong Examinations and Assessment Authority (HKEAA) committees. 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2 Return of Questionnaires For each subject, schools are expected to return ONE questionnaire only. The panel head should consolidate all panel members views on this questionnaire and return it to the Principal/coordinator, who will collect all relevant Subject Level Questionnaires and return them together with the School Leaders Questionnaire by hand using the self-addressed envelope enclosed, to the Council and Secondary Section of the EDB (Room 1302, 13/F, Wu Chung House, 213 Queen s Road East, Wanchai, Hong Kong) on or before 6 January For general enquiries, please contact Ms. Stephanie LAW at For enquiries on implementation, and future development in the medium-term and beyond, please contact Mr. Bill CHEUNG at All information provided will be kept strictly confidential and will only be used for the purpose of the NAS Review. No information on individual schools/teachers will be revealed. Structure of the Questionnaires As the senior secondary curriculum is built upon the basic education curriculum, the NAS Review should be contextualised within the 6-year whole-school secondary curriculum. Each questionnaire consists of: Updates on the implementation of curriculum and assessment at the junior and senior secondary levels and the interface between the two; and Recommendations on curriculum and assessment for the medium-term and beyond. Literature in English Page 2 of 13

3 School Name: School Number: Name of Contact Person: (Tel) Background Literature in English The Education Bureau (EDB), the Curriculum Development Council (CDC) and the Hong Kong Examinations and Assessment Authority (HKEAA) have launched a joint review of the senior secondary Literature in English curriculum and assessment since mid-2012 for improving and fine-tuning the learning, teaching and assessment of the Literature in English subject. A school survey was administered in November 2012 to solicit schools views on the short-term recommendations in relation to the choice of set texts, the examination time, the implementation of SBA and the provision of support measures for the subject. Subsequent to the implementation of the short-term recommendations in the 2013/4 school year, the Medium-term Review is being conducted with a view to addressing some unresolved issues identified in the Short-term Review and engaging various stakeholder groups. This questionnaire serves to collect your views on the initial medium-term recommendations on the proposed mechanism on replacement of set texts and support measures, which would enhance the implementation of the curriculum and assessment of the subject. A briefing session will be held to explain the proposed recommendations and to collect feedback. Details have been posted through the Training Calendar System. Views collected from this questionnaire, together with views collected from the School Leaders Questionnaire, and other views collected through focus group meetings, briefing sessions, liaison meetings, written submissions etc. from all relevant stakeholders will be consolidated to inform deliberations on the recommendations for the medium-term and beyond, and map out plans and strategies for the development of the subject in a holistic manner. Please blacken the appropriate circle. State your comments and provide information in the space provided when necessary. 1. Background Information: Please indicate the provision of this subject in your school: This subject is offered in the 2014/15 school year and/or was offered in previous school year(s). This subject has not been offered. Literature in English Page 3 of 13

4 (A) Implementation of Curriculum and Assessment 2. Do you agree that the following measures are effective in preparing junior secondary students to study this subject at the senior secondary level in your school? Interface Measure Strongly agree Agree Disagree Strongly disagree (A) Curriculum planning for vertical (6-year) continuity Not Applicable N/A (B) Building a solid knowledge base for junior secondary students to study this subject at the senior secondary level (C) Enabling junior secondary students to master the relevant generic skills (e.g. creativity, communication skills) to study this subject at the senior secondary level (D) Nurturing positive values and attitudes in students to enable them to study this subject at the senior secondary level (E) Adopting suitable assessment and reporting methods at the junior secondary level by making reference to assessment practices at the senior secondary level (e.g. School-based Assessment (SBA)) in this subject. 3. Do you agree that the curriculum of this subject contributes to students achievement of the seven learning goals of senior secondary education in your school? Learning Goal Strongly agree Agree Disagree Strongly disagree (A) To be biliterate and trilingual with adequate proficiency N/A (B) To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on daily life at personal, community, national and global levels (C) To be informed and responsible citizens with a sense of global and national identity (D) To respect pluralism of cultures and views, and be critical, reflective and independent thinkers (E) To acquire information technology and other generic skills as necessary for being life-long learners (F) To understand their own career/academic aspirations and develop positive attitudes towards work and learning (G) To lead a healthy lifestyle with active participation in aesthetic and physical activities. Literature in English Page 4 of 13

5 4. Do you agree that students have achieved the Strand Targets of this subject upon completion of their secondary education in your school? Strand Target Strongly agree Agree Disagree Strongly disagree N/A (A) To acquire knowledge of literary forms and conventions: - to appreciate and enjoy a wide range of literary and creative texts and other related cultural forms; and - to enhance their awareness of the relationship between literature and society (B) To develop the ability to understand, appreciate and respond to literary and creative texts: - to develop their capacity for critical thinking, creativity, self-expression, personal growth, empathy and cultural understanding (C) To enhance language skills: - to develop a greater sensitivity to the nuances of English language; and - to be adequately prepared for further study or work. 5. Building on the school curriculum offered in basic education curriculum, do you agree that the following strategies are implemented effectively through this subject at the senior secondary level in your school? Strategy Strongly agree Agree Disagree Strongly disagree N/A (A) Moral and civic education (including the seven priority values and attitudes, e.g. perseverance, respect for others) (B) Reading to learn (e.g. reading across the curriculum) (C) Project learning (e.g. investigative and design projects) (D) Information technology for interactive learning (e.g. e-learning and mobile learning) (E) Assessment for learning. Literature in English Page 5 of 13

6 6. Do the following factors have positive or negative effects on the implementation of the subject curriculum in your school? Factor Strong positive effect Positive effect Negative effect Strong negative effect N/A System/School Factor (A) Lesson time allocated by school to this subject (B) Requirements of public examination (C) Workload of SBA (D) Leadership of the school management (E) Availability of learning and teaching resources Teacher Factor (F) Curriculum planning across the junior secondary and senior secondary levels (G) Curriculum adaptation to cater for learner diversity (H) Adopting different pedagogies to cater for learner diversity (I) Implementation of assessment for learning (J) Collaboration among teachers of this subject (K) Collaboration among teachers across subjects/ Key Learning Areas (L) Professional capacity of teachers Student Factor (M) Motivation of students (including personal interests) (N) Knowledge foundation of students developed at the junior secondary level (O) Peer influence (P) Parental involvement. 7. Other comments: Literature in English Page 6 of 13

7 (B) Recommendations for the Medium-term and Beyond This section collects views of subject panel heads and teachers on the recommendations for future development of the senior secondary curriculum and assessment for this subject. Some of the recommendations are proposed to be implemented with a specific time frame while others serve to set the direction for future exploration and discussion. The time frame for each recommendation is clearly indicated in the respective items. Curriculum (Teaching at S4 in the 2015/16 school year, leading to the 2018 HKDSE Examination) The following mechanism on replacing set texts is proposed to enhance the implementation of the curriculum and assessment of the subject. The set texts for the three genres offering options (i.e. Novel, Play, Film) to be on the list for at least FOUR years but no more than SIX years before replacement; For the three genres offering options (i.e. Novel, Play, Film), only ONE genre to be affected by the text replacement in each examination year; TWO short stories to be replaced in each examination year; and ONE poet (about 3 poems) to be replaced in each examination year. For details, please refer to the proposed Assessment Framework in the Annex. 8. Do you agree with the above proposed mechanism for the replacement of set texts? 9. Do you agree with the implementation of the above proposed mechanism for the replacement of set texts from the 2018 HKDSE Examination (i.e. S4 students in 2015/16)? Literature in English Page 7 of 13

8 10. Based on the teachers views collected, two major areas that require support have been identified as follows. What types of support measures (e.g. professional development programmes) can best address your needs and concerns in connection with these two areas? (A) The learning and teaching of film (B) The learning and teaching of poetry Other areas that require support and the related support measures: 11. Other recommendations on the curriculum of this subject: Public Assessment: School-based Assessment (SBA) In the NAS Short-term Review, the SBA of this subject was deferred to 2019 HKDSE Examination. SBA is not a duplication of the examination papers in terms of task design and format. The skills required could not be assessed in the public examination papers. As the SBA design was streamlined to one task (in the form of an extended essay/review/creative work) in 2012, no further streamlining is proposed in the Medium-term Review. For details, please refer to the proposed Assessment Framework in the Annex. Schools are being consulted regarding the SBA implementation plan for the deferred subjects. Details are provided in the School Leaders Questionnaire. Related subject panel heads/coordinators should confer with the principal and relevant teachers, and indicate their views in question 7.2 of the School Leaders Questionnaire. 12. The SBA requirements have already been streamlined to one single task. Do you agree that no further changes to the SBA requirements are needed? Literature in English Page 8 of 13

9 13. Do you agree with the following measures to support the implementation of the SBA for Literature in English? (A) To provide a set of criteria for SBA (B) To provide a manual on citations and referencing (C) To provide sample SBA work to illustrate different levels of performance after the trial in the 2018 HKDSE Examination 14. Other recommendations on the SBA of this subject: Literature in English Page 9 of 13

10 Public Assessment: Public Examination 15. As one of the Short-term Review recommendations, the design of the examination papers will be revised and implemented from the 2016 HKDSE Examination. Only one set of question papers will be provided. The paper number will be changed to Paper 1: Essay Writing and Paper 2: Appreciation. The examination time for Paper 2 Appreciation will be reduced from 2.5 hours to 2 hours. Do you agree that there should be no further changes to the revised design of the Literature in English public examination papers, subject to regular review and continuous improvement in light of feedback from live examinations? 16. Other recommendations on the public examination of this subject: 17.a Teachers needs and concerns will be continually identified through different channels, such as curriculum development visits and focus group interviews, to inform the future direction in the development of the Literature in English subject. Suggestions for future development of the curriculum of this subject: 17.b Suggestions for future development of the public assessment of this subject: T he End Thank you very much! Literature in English Page 10 of 13

11 Annex PROPOSED 2018 HKDSE LITERATURE IN ENGLISH ASSESSMENT FRAMEWORK INTRODUCTION The public assessment of this subject is based on the Curriculum and Assessment Guide (Secondary 4 6) Literature in English jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. Candidates should refer to the Guide for the knowledge, understanding, and skills, etc. they are required to demonstrate in the assessment. ASSESSMENT OBJECTIVES The assessment objectives of Literature in English are to evaluate the following: (a) candidates familiarity with the background and content of literary and film texts as well as the techniques employed by the writers/filmmakers in their works; (b) candidates ability to articulate an informed personal response; (c) candidates ability to write clear, succinct answers which demonstrate critical and analytical skills; and (d) candidates ability to express themselves freely, informally and imaginatively in Portfolio work, which relates topics of literary significance to issues of importance in contemporary culture. MODE OF ASSESSMENT The table outlines the various components of the public assessment of Literature in English in the 2018 HKDSE: Public Examination Paper 1 Paper 2 Paper 3 Component Weighting Duration Essay Writing 50% 3 hours Appreciation 30% 2 hours Portfolio 20% - PUBLIC EXAMINATION Paper 1 Essay Writing (3 hours) (50%) This paper will be divided into two parts. Candidates must answer three questions from the two parts of the paper, two from Part I (taken from different sections) and one from Part II, which must cover those genres the candidate has not already covered in Part I. Part I (30% of the subject mark) will comprise four sections, A D. Candidates may choose to answer a question on one of two novels in Section A, one of two plays in Section B, and one of two films in Section C. Section D will cover eight short stories from a single volume. In Part I there will be two questions on each text. Part II (20% of the subject mark) will be comprised of eight questions requiring comparisons of two or more of the set texts from Part I. All questions will require essay-type answers, with some inviting imaginative expansion of texts HKDSE-LIT ENG (Proposed) Page 11 of 13

12 Paper 2 Appreciation (2 hours) (30%) This paper will be divided into 3 sections. Candidates must choose one question from a choice of four in Section A, one question from a choice of two in Section B and one question from a choice of two in Section C. Multi-part questions will invite critical analyses of a single passage from either of the prescribed novels or the prescribed plays in Section A (10% of the subject mark), two or three set poems either by the same or different poets in Section B (12% of the subject mark), and one or two unseen poems in Section C (8% of the subject mark). For the Unseen Poetry section, candidates should study a broad range of modern poetry, including themes such as love, nature, war, death and animals. Candidates will be expected to show an ability to understand the thought and feeling in the poetry, and the ways in which these are conveyed. Copies of the set and unseen poems will be included in the question paper. Paper 3 Portfolio (20%) The portfolio component of Literature in English constitutes 20% of the total weighting for the subject. It involves the preparation of an extended essay on a theme/work/writer connected to the learner s study in the subject, OR an analytical study/review of a film/play/performance, OR (a) piece(s) of creative writing, of around 2000 to 2500 words. Work for the Portfolio should be related to, but not exclusively or extensively based on, the set texts. Learners can use the texts they study as an inspiration for their Portfolio work, but they should not include detailed analysis of those works. Instead they should focus on other arts-related materials. In the context of this subject, arts refers to activities such as literature, cinema, television, music, painting and dance, which people can take part in for the purposes of enjoyment, or to create various impressions and/or meanings. The main prose or film works chosen for study should be written or made originally in English. Studies of other cultural mediums should centre on the works of English-speaking artists or performers. Candidates should be encouraged to make connections between what they read and things occurring in Hong Kong and around the world. Cross-cultural references can be made in the work, e.g. comparing the set film with local films/television. Extended essays which deal exclusively with such subjects as history, sociology, psychology, scientific or liberal studies are not appropriate. Submissions for Portfolio work should not exceed the word limit, which includes footnotes. Work should be typed on A4 paper with the task type(s) clearly indicated on the front cover(s) and presented in a folder. Portfolios will be collected at the end of January of the year of the examination. SCHOOL-BASED ASSESSMENT (SBA) The implementation schedule of SBA in Literature in English has been revised as follows: Year of Implementation of SBA examination 2018 Optional trial Schools can opt to submit SBA marks for feedback from the HKEAA. The marks submitted will not be counted towards the subject result. Public examination results will constitute 100% of the final subject results. Starting from 2019 Full implementation All schools will implement SBA and submit marks to the HKEAA. The SBA marks will contribute 20% to the final subject mark. The design of the SBA is the same as that of Paper 3 Portfolio, following the short-term review of the new senior secondary curriculum and assessment conducted in The SBA design may be subject to further updates after feedback from schools and experience gained during the transition years. The detailed requirements, regulations, assessment criteria and guidelines will be provided in the revised SBA Handbook for HKDSE Literature in English to be published by September During the transition years, the curriculum for Literature in English will remain as it is and schools are expected to conduct the SBA activities as an integral part of learning and teaching and internal assessment, as recommended in the Curriculum and Assessment Guide. Private candidates need not complete the SBA component. Their subject result will be based entirely on the public examination result HKDSE-LIT ENG (Proposed) Page 12 of 13

13 THE SYLLABUS The syllabus is based on the study of one set of texts, which will vary over time. The set offers a choice of one of two novels, one of two plays, one of two films, a set of short stories selected from a given volume and a set of poems selected from a given volume. The texts will be examined as follows: Genre Novels Plays Films Short stories Poetry Paper(s) Paper 1 Part I Section A, Part II & Paper 2 Section A (text analysis) Paper 1 Part I Section B, Part II & Paper 2 Section A (text analysis) Paper 1 Part I Section C, Part II Paper 1 Part I Section D, Part II Paper 2 Section B (comparison of works by one or more poets) Set texts Novels: Plays: Films: Lord of the Flies, William Golding OR To Kill a Mockingbird, Harper Lee The Taming of the Shrew, William Shakespeare OR The Crucible, Arthur Miller The Painted Veil (2006) Dir: John Curran OR Life of Pi (2012) Dir: Ang Lee Short stories: Fiction: A Pocket Anthology (Seventh Edition) ed. R.S. Gwynn. Penguin Academics (2014). C. P. Gilman: The Yellow Wallpaper Edith Wharton: Roman Fever Flannery O Connor: Everything that Rises Must Converge Shirley Jackson: The Lottery Hisaye Yamamoto: Seventeen Syllables Raymond Carver: Cathedral Alice Walker: Everyday Use L. Erdrich: The Red Convertible Alice Munro: The Bear Came Over the Mountain Margaret Atwood: Happy Endings Poetry: From The Rattle Bag ed. S. Heaney & T. Hughes, Faber and Faber Elizabeth Bishop: Robert Frost: John Keats: Philip Larkin: The Bight, The Fish, Sandpiper Desert Places, Gathering Leaves, Stopping by Woods on a Snowy Evening La Belle Dame sans Merci, Ode to a Nightingale, To Autumn At Grass, Cut Grass, Days Sylvia Plath: Crossing the Water, Mushrooms, Poppies in July Dylan Thomas: Do not go gentle into that good night, Poem in October, The hand that signed the paper felled a city HKDSE-LIT ENG (Proposed) Page 13 of 13