九龍塘學校(中學部)
2020-2021年度
加強支援非華語學生的中文學與教
新撥款安排報告
Kowloon Tong School (Secondary Section)
2020-2021
The Report on the New Funding Arrangements for
Enhancing Support for Learning and Teaching Chinese for
Non-Chinese Speaking Students
簡介
  在2020/21學年,本校共錄取了1名非華語學生,並獲得教育局加強支援非華語學生有效學習中文的額外撥款,以在校內實施「中國語文課程第二語言學習架構」(「學習架構」),提升非華語學生的中文學習效能和建構共融校園。
Introduction
Our school admitted one NCS student with the provision of additional funding from the EDB for the school year 2020/ 2021. This additional funding was used to support NCS students in their Chinese studies, which included the implementation of the “Chinese Language Curriculum Second Language Learning Framework” (“Learning Framework”). The Learning Framework is crucial for our school to create an inclusive learning environment.
額外撥款用途
  本校遵從教育局就相關撥款的使用指引,運用於加強支援非華語學生學習在本校的中文學習及融入校園生活,主要用途如下:
1. 學與教:
  適時評估非華語學生的中文學習需要,按其需要採用《中國語文校內評估工具 ─ 非華語學生適用》(《評估工具》)及多元化的校本評估方法,實施「學習架構」或「中國語文課程第二語言學習調適架構( 非華語智障學生適用)」(「調適架構」), 為所有錄取的非華語學生訂定適切的學習目標,並制定支援計劃,以照顧他們的學習需要,包括:
  • 安排專責教師統籌支援非華語學生學習中文,發展校本教材;
  • 採取抽離學習,透過適切的多元密集教學模式,提升非華語學生學習中文的效能;
  • 僱用專業服務及購買教學資源,並為非華語學生在中文學習上提供額外支援。
2. 共建和諧校園
  本校按實際情況及非華語學生的學習需要,善用額外撥款及校內資源,建構共融校園,並確保教職員了解學校支援非華語學生的政策及措施,以及提升他們的文化敏感度,包括:
  • 定期與非華語學生家長的溝通,加強家校合作;
  • 安排參觀及文化活動,讓非華語學生認識中國文化,融入校園生活。
Use of the Additional Funding
We have adhered to the EDB instructions that all funding must be used to strengthen the support for NCS students’ abilities to learn the Chinese language and create an inclusive learning environment. The main purposes of EDB instructions are as follows:
1. Learning and Teaching
We recognise the importance of assessing the NCS students’ learning needs. This includes the utilization of the “Chinese Language Assessment Tools for NCS students” (“Assessment Tools”) and diversified school-based assessment methods to implement the “Learning Framework” or the “Chinese Language Curriculum as a Second Language Adaptive Learning Framework (for NCS Students with Intellectual Disabilities)” (“Adaptive Framework”). These mechanisms are crucial to cater for the learning needs of all admitted NCS students by setting appropriate learning objectives and also providing supportive mechanisms. The details of the mechanisms are as follows:
  • Assigning dedicated teachers to coordinate matters relating to support for NCS students’ learning of Chinese language and develop school-based teaching materials
  • Adopting pull-out learning in Chinese lessons to enhance the effectiveness of the NCS students in studying Chinese through diversified intensive learning methods
  • Providing additional support to NCS students by hiring professional services and purchasing teaching resources
2. Creating an Inclusive Learning Environment in School
Our school optimise the use of the additional funding and educational resources in accordance with the actual needs of NCS students for creating an inclusive learning environment. We also ensure that our teaching staff clearly understand the polices for supporting NCS students and also to raise their sense of cultural awareness. We would –
  • Bridge the gap between the parents of NCS students and teachers by maintaining regular contact
  • Arrange multi-cultural events to allow NCS students to achieve a better understanding of the Chinese culture and to facilitate better integration into our school
總結及展望
   本校將按照教肓局的撥款使用指引,繼續參考和採用《中國語文校內評估工具 ─ 非華語學生適用》(《評估工具》)作為教學設計的基礎,在教學上實施「調適架構」,以提供多元化的校本教學和評估方法予本校的非華語學生;並應非華語學生在學習與成長的不同需要,持續檢視和評估其非華語學生的中文學習進度,為其訂定適切的學習目標和支援計劃,以照顧他們的學習需要。
Summary and Future Development
We would adhere to the EDB funding instructions to use the “Assessment Tools” and “Adaptive Framework” as a basis to set out our teaching guidelines in order to provide diversified teaching and assessments methods for our NCS students. We would also cater for the different learning needs of our NCS students by regularly assessing their Chinese learning progress and setting reasonably attainable learning targets and providing additional support.