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     FrontPage Edition: Wed 15 November 2006

New Chinese Language Curriculum for Primary 1 and 2 in 2007


New Chinese Language Curriculum Ready for Implementation at Primary 1 and 2 Levels in 2007

The Ministry of Education (MOE) has completed its year-long pilot of the new Primary 1 and 2 Chinese Language (CL) curriculum in 25 schools.
The results from studies and surveys conducted are positive and re-affirm the direction recommended by the Chinese Language Curriculum and Pedagogy Review Committee (CLCPRC).
Schools and teachers are ready to implement the new curriculum at Primary 1 and 2 levels in 2007. MOE is confident that with the commitment of CL teachers, and support from parents and the community, the new curriculum will benefit all CL students.
Pilot Implementation Yields Encouraging Results
As part of the effort to identify and address implementation issues which may arise during full roll-out, mechanisms to guide, monitor and evaluate the pilot implementation were put in place.
Apart from school visits and focus group discussions, two studies were undertaken. Teacher and parent surveys were also conducted.
The studies and surveys conducted have yielded encouraging results. They indicate that the new curriculum, which adopts a modular approach and active-learning pedagogy, has provided students with greater flexibility to meet their different CL learning needs. The curriculum objectives have been largely achieved.
Pre-Post Test Study
Results from the Pre-Post Test Study which involved more than 1200 students from pilot and non-pilot schools, indicated that overall, students in the pilot schools performed better after the intervention.
Generally, the modular curriculum structure enabled the Bridging Group to catch up with their peers.
The Bridging Module, which aims to build up students¡¯ oral communication skills and help them in character recognition, has created more opportunities for students to speak up during CL lessons and encouraged them to want to learn CL. This enabled students with little or no prior CL exposure to learn the Core Module better.
For students in the Enrichment Group, through exposure to a wider variety of passages and higher-order thinking, they did better than students in the Core and Bridging Groups. The details of the Pre-Post Test Study are in Annex A.
Classroom Coding Scheme Study
The Classroom Coding Scheme Study conducted by the Centre for Research in Pedagogy and Practice, examined teachers¡¯ pedagogical practices and students¡¯ learning in pilot and non-pilot schools.
The study found encouraging signs that our pilot school teachers are adopting teaching practices aligned with the principles of the new curriculum. The CL classroom environment in the pilot schools tended to be more focused on student-learning.
Teachers in the pilot schools organised more interactive activities such as student presentation and group work to facilitate language use and enhance learning.
The level of student engagement was also found to be higher in the pilot schools. The details of the Classroom Coding Scheme Study are in Annex B.

Source: Press Release 15 Nov 2006

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