English LanguageSecondary 3.pptVIP

English Language Secondary 3 S.3 Students (BC) Strengths S.3 Students (BC) Difficulties S.3 Best Performances (BC) S. 3 (BC) Speaking Strengths S3 (BC) Speaking S.3 Student Writing (B.C.) * * Assessment for Learning Student Assessment Provides teachers with resources and data to improve student progress towards learning objectives Territory-wide System Assessment Provides the Government and schools with valuable data for the improvement of learning teaching as well as provision of support services Percentage of Students Achieving English Language Basic Competency 68.6% 71.3% 79.4% 2006 69.2% 71.3% 79.5% 2007 70.5% -- P.6 -- 78.8% 2005 -- S.3 75.9% P.3 2004 Yr Level Relationship to the English Curriculum English Language Education: Key Learning Area Curriculum Guide Primary 1 – Secondary 3, CDC, 2002 CDC Syllabuses for Secondary Schools, English Language, Secondary 1 – 5, 1999 Second Version of Basic Competency (BC) at the end of KS3, Secondary 3, 2003 Basic Competency (BC) Basic Competency descriptors - Curriculum Development Institute (CDI) Three Interrelated Strands Interpersonal Strand (IS) to establish and maintain relationships to exchange ideas and information to get things done Knowledge Strand (KS) to provide or find out, interpret and use information to explore, express and apply ideas to solve problems Experience Strand (ES) to respond and give expression to real and imaginative experience To develop an ever-improving capability to use English Design and Development : Territory-wide System Assessment Moderation Group Tertiary staff members CDI staff members Serving teachers (including NET teachers) Examination and Assessments staff members Territory-wide System Assessment (TSA) Ensure coverage across different contexts, text item types Endorse items Administer research test Analyze research test results Redesign inapplicable items Administer the Territ