• more demonstration and modelling / think aloud (e.g use of dictionary, notebook, graphic organisers)

• more concrete/specific feedback & appropriate support (e.g whether the strategies are suitable for students)

Reflections on the role of teachers *teachers’ mindset

Knowing Chinese cultures

Trips, tour

Cognition, affection, action

-More guidance is needed to help Ss form habits. (E.g. think aloud, teacher’s input)

-Holistic curriculum planning with progression is essential. The objectives and expected learning outcomes should be clearly outlined across all year levels. Consideration could also be given SDL that takes place both within and outside the classroom (e.g. peer assessment in class VS self-assessment at home)

-In addition to subject-specific SDL strategies, reinforcement could be done among different subjects (e.g. core SDL strategies adopted by all subjects) so that Ss have ample opportunities to practice them.

-Ss’ capabilities may be limited by teachers.

-It is important to boost Ss’ sense of ownership.

but without specific foci and strategies.

Good practice: Specific guidance given to students to how to jot notes to strengthen their learning and apply their notes to consolidate their learning.

Providing teachers with samples of lesson plans for their reference

Organically integrate MIL with English learning

Cover cognition, affect & action

Emphasise the use of self-reflection Qs to help Ss develop affect & think about ‘risks’

Use different NE/NSE-related topics related to Ss’ life events in S1-S3

Advice: make use of tools, e.g. AI tools (Think Mirror)

Example: teachers make use of activities to help students take initiative, set their own learning goals