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Teachers and Parents
At the same time, the
pilot implementation of the new modular CL curriculum has received
strong support and positive feedback from participating teachers and
parents. In separate surveys administered by MOE in late September,
feedback gathered from around 250 teachers involved in the pilot
study was as follows:
94% indicated that
they strongly supported the implementation of the curriculum in
all schools next year.
94% indicated that
they preferred the passages in the new instructional materials.
93% responded that the
new curriculum provided them with more opportunities to conduct
interactive teaching and group work.
90% observed that
students had become more interested and engaged in learning CL.
87% opined that the
modular approach had helped cater to the varying needs of the
Around 1000 parents from
pilot schools were surveyed, and it was found that:
Close to 90% responded
that they understood and identified with the objectives of the new
86% replied that the
new curriculum had benefited their children.
About 85% of these
parents observed that their children showed greater interest in
78% expressed that
they knew how to support their children in CL learning.
Refinement to Curriculum Implementation
The pilot study has also
surfaced invaluable input to be used to refine the curriculum
implementation. The feedback mechanisms enhanced the interaction
between curriculum planners and participating teachers. Notably, the
teachers provided pointers based on classroom experiences to adjust
the pitching of some passages. Dialogues with participating teachers
during school visits and focus group discussions also led to the
development of new resources to enhance teaching and learning.
Training and resource packages were also provided for teachers who
indicated that they need more assistance, for instance in the area
of implementing a modular curriculum structure.
Prepared to Implement the New CL Curriculum
Schools are prepared to
implement the new CL curriculum next year. For teachers from
non-pilot schools, a structured training programme, comprising a
32-hour core training component on pedagogy and use of instructional
materials and a variety of electives, has been implemented since
2005. The electives include the modular approach implementation and
school-based curriculum design. The SEED-CL initiative launched
in April 2005 has also provided these teachers with added
opportunities to be acquainted with the new pedagogy. Several
sharing sessions showcasing best practices in the pilot schools have
also been held.
Apart from training and
sharing, resources such as teaching guides, assessment guideline and
digital instructional resources were also provided to schools. MOE
will continue to provide schools with resources and support to help
them implement the curriculum. A team of about 70 members,
comprising Master Teachers, curriculum planning officers and
teachers from the 25 pilot schools will assist schools in the
implementation. All schools will also receive one more CL teacher by
July 2007 and a second additional CL teacher by 2008.
In addition, MOE has
provided schools with materials which they can use to explain the
features of the new curriculum to parents. For parents looking for
information to support their children¨s CL learning, MOE will upload
a recommended list of age-appropriate readers onto the MOE website.
While it is inevitable
that there will be some challenges encountered in the full
implementation of the new curriculum, the implementation issues
would be resolved as our teachers gain mastery of the new curriculum
over time with the help of the team of experienced teachers and
MOE announced in July
2005 that the new CL curriculum would be implemented in all schools
at Primary 1 and 2 levels from 2007. Under this curriculum, which
adopts a modular approach, all students will take the Core Module
which occupies approximately 70 - 80% of CL curriculum time.
Students who enter school with little exposure to CL will be given
support via the Bridging Module to help them catch up before they
move on to the Core Module. For the students taking the Core Module
only, teachers will have about 20-30% of curriculum time to develop
their own school-based curriculum to meet the varying needs of their
students. The modular curriculum structure also allows those who
excel in CL to go beyond the Core Module by taking the Enrichment
Prior to its full
implementation, the new curriculum has been piloted in 25 primary
schools (Annex C) at P1 and
P2 levels since January this year. This was in line with the
recommendations made by the Chinese Language Curriculum and Pedagogy
Review Committee which highlighted the need to balance adequate
preparation time, in terms of teacher training and curriculum
design, with its implementation.
The pilot schools were
selected to ensure an even spread of school types and students¨ home
language profiles. The pilot implementation involved a comprehensive
study of various aspects of the new curriculum including the modular
structure, pedagogical approaches, textbook and activity book,
instructional resources and students¨ learning outcomes.
 SEED-CL stands for
Strategies for Effective and Engaged Development - Chinese Lanaguage
is a recognised test that has been used to measure listening
vocabulary, which is generally regarded as a proxy for oral
is the difference between the mean for raw Post-Test scores and raw
Pre-Test scores. Mean here refers to the average score in a group.
 The Mean Test Score
here indicates the eventual performance of the students, taking the
initial differences in abilities into consideration. It was derived
using statistical covariance analysis.