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It’s a good model to relate tryout plans and CLD programmes. It would even be better if the difference between CLD programme and on-site support modes can be highlighted.

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The resources used are interesting and authentic, e.g, the news abt Great Wall, writing postcards, involving NET

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To address the focus of your study, in one sentence, what exactly is the connection between structured learning and on-site support, with reference to the CLD programme?

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It’s impressive to see the revised CLD plans. There must be a lot of effort.

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Well-organised project

Good to have experiential learning

Involvement of teachers and guest speakers in relation to the topic

Look forward to the outcomes of the second unit

good use of resources

Good to apply thinking routines to develop Ss creative thinking

The table helps Ss to read easily, less-able Ss can be entertained

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Can u explain what 'Integrated unit planning" is?

Good use of resources: VP, exchange Ss

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Good to engage the NET, the exchange student and the VP, reflecting the skilled use of the school resources.

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What would be the focus question of each unit? For example, apart from factual, concrete information about Hanfu, could students develop any concepts from the reading?

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1. The school is ready to work collaboratively across a few subjects. Good to connect students’ learning. The school can further develop collaborative projects in the future.

2. Han Fu can be explored further, e.g. how it is related to Chinese culture? (Setting higher expectations for students.)

3. How are the lessons allocated in the STEAM project?

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The design looks quite mature, suggesting the school is experienced in promoting RaC. Is the school ready to go beyond having only one RaC per school year?

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It’s good to see a whole school approach to promote Chinese culture. I like the idea of doing experiment in English lesson to make English lessons more fun and authentic.

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The readers are taught in English lessons, so is it also considered as RaC case? Or learning across the curriculum? (Eng readers are rarely taught in other KLAs in pri context)

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I am interested in the continuum presented near the end. In your examples, what exactly varied to arrive at the different level of integration?

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Ss could be helped to make a distinction between sequencing steps and sequencing events.

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Can u explain the 'demonstration' step in the IPARD? How is it apply in the sch case?

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Can you share your most significant challenge encountered in implementing this project? What suggestions do you have for us if we'd like to do something similar with our schools?

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Service learning is conducted by incorporating values education in it. Also good to have two schools implementing service learning but having different strategies. However, the English language learning component can be shared more explicitly.

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What linguistic gains did you observe among students? Consider the various tasks that students were asked to complete and the language elements covered by these tasks in order to address the language aspects of this project.

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We are very impressed by the quality of the student work you collected.

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Consider infusing NSE into the food unit.

Question: elaborate more on the involvement of History

Typical style of officer's case: very comprehensive! Bravo!!

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Good to ask students to compare two texts to see the impact of using figurative language.

The LWL activity is amazing and well organised.

It would be good to encourage students to include multimodal elements such as pictures and photos in their writing.