Transcript Strategic Planning for 334

334 Reform
What’s in it for us?
HKTA Yuen Yuen Institute
No.1 Secondary School
初高
探中
學
制
改
革
A Transformation
• 334 Reform is basically a
transformation of
– Class structure
– Belief in Education
– Curriculum-PedagogyAssessment
– School Capacity & Culture
校教高
能學中
力法改
與｜制
文評不
化核單
的的是
提改班
昇變級
。，結
還構
有、
的課
是程
學｜
Class Structure
• Symmetrical, either 444444 or 555555
• Most schools would be given 444444,
a total of 24
Right now, we are 5554422, a total of 27
What do we have to do to cope with this
transformation?
怎
樣
應
付
班
級
結
構
的
改
變
？
Class Structure
Transformation
• We need to
– develop a transition plan with
teacher manpower plan up to
2013/14
– communicate it with staff
– implement flexibly to cope with
other changes
規過
劃渡
。期
必
須
有
所
規
劃
，
包
括
人
力
The Education Belief
• The belief is each student is able to learn.
– For whole-person development of
students, students are given
opportunities for different learning
experiences.
– Different methods of learning,
teaching and assessment are used to
cater for needs and interests of
students.
– Suitable learning environment are
created to nurture students into selfregulated life-long learners. Studentcentered teaching methods are adopted.
教
育
信
念
是
：
每
個
學
生
均
能
學
。
Questions for Discussion
• Do we have similar education
belief?
• How do we share education
belief among ourselves?
• How do we assure that
teaching and learning are in
agreement with our belief?
• What outcomes are we trying
to achieve?
達學本
致是校
甚否是
麼正否
成在有
果實相
？踐同
此之
信信
念念
？？
我我
們們
期的
望教
Seven Learning Objectives
-The General Goals of NSS Curriculum
• Learning better for ALL
– To be biliterated & trilingual with adequate proficiency
– To acquire a broad knowledge base, and be able to understand
contemporary issues that may impact on daily life
– To be informed & responsible citizen with a sense of national &
global identity
– To respect pluralism of cultures & views, and be a critical,
reflective & independent thinker
– To acquire IT & other skills as necessary for being a life-long
learner
– To understand their own career or academic aspirations and
develop positive attitude towards working & learning
– To lead a healthy life style with active participation in aesthetic
and physical activities
新
高
中
課
程
的
七
個
學
習
目
標
Curriculum-PedagogyAssessment
Curriculum
Pedagogy
•4 Core Subjects + 2-3 Electives + OLE
•Both Content Knowledge + Generic Skills
Assessment
•Focus on deep learning
•Assessment for learning
•Inquiry-based learning
•Assessment of learning
•Problem-based learning
NSS Curriculum
Framework
Composition
Percentage in Total
School Time
Core Subjects Chinese, English, Math, LS
45-55%
Elective
Each student may choose 2-3 elective subjects/
20-30%
Subjects
career-oriented subjects COSs
OLE
MCE, PE, AE, Career-Oriented Experiences,
Community Service & ECA
School Time
Schools are required to have at least 190 school
days a year, 5-6 school hours a day & a total of
2700 hours in 3 years
15-35%
新
高
中
課
程
框
架
P Exam : SBA = 65% : 35%
Chinese Language
SBA={ Compulsory Part = 15%,
Elective Part = 20% }
SBA 校本評核
Compulsory Part
-Coursework = 7.5%
Elective
Part
SS3
Compulsory Part
SS2
必修部分:
SS1
佔本科課時的三分之二至四分
之三。包括寫作、聆聽、說話、
文學、中華文化、品德情意、
思維和語文自學九個範疇的學
習
-Reading
= 4.5%
-Activities
= 3.0%
選修部份:
Elective Part 選修部份:
建議選三
至四個單
元
-建議選三至四個單元
•名著及改編影視作品
•戲劇工作坊
•小說與文化
•文化專題探討
…….
P Exam : SBA = 70% : 30%
English Language
SBA = { Compulsory Part =
15%, Elective Part = 15% }
SBA
Compulsory Part
-oral report
SS3
SS2
Compulsory Part:
Elective Part:
•4 language skills
3 Modules one from at
least 1 in each of the
following groups
-ability of the learners to
reflect on and speak about
texts they have read
Language Arts (Drama,
Short stories, Poems and
Songs, Popular Culture)
Elective Part
Non-Language Arts
(Sports
Communication,Debatin
g, Social Issues,
Workplace
Communication)
-ability to reflect on and
communicate the
knowledge and experience
gained in the elective
modules
(grammar,
communicative
functions,
vocabulary &
text-types)
•9 suggested units
SS1
(Getting along with
Task-based approach
others; Study,
is recommended in
School Life &
Work; Cultures of delivering the learning
content
the World etc)
-3 modules , 5% for each
modules
-forms of assessment are
portfolios, essays and oral
reports
P Exam : SBA = 85% : 15%
Mathematics
SBA = { 3 - 4 Assessment
Tasks of 1 hour each = 15% }
Compulsory Part (CP)
Foundation topics +
Non-foundation topics
SS3
CP + [EP]
Elective Part (EP)
Module 1 (Applied) :
Calculus (Simple Calculus) +
Statistics
SS2
CP + [EP]
Module 2 (Pure) :
Algebra (Matrices & System of
Linear Equation) +
Calculus (In-depth Treatment)
SS1
CP + [EP]
P Exam : SBA = 70% : 30%
Liberal Studies
SBA = { Performance in Lessons
(Discussion, Talk, Essay, Charts,
Assignments, Tests) =10%, IES
(Process & Product) =20% }
Compulsory Part
U1: Self & Personal Development
Example 1
Example 2
Example 3
U2: HK Today
U3: Modern China
U4: Globalisation
SS3
U4 +Revisit
U3b,4 + IES
Revisit + IES
+IES
U5: Public Health
U6: Energy & Environment
Independent Enquiry Study (IES)
SS2
U3,6 + IES
U1,2,3a + IES
U4,6 + IES
Focus to be chosen among:
ICT, Mass media, Religion, Arts,
Sports, Education etc
Dimensions to be involved:
SS1
•Both Human World & Physical
World
U1,2,5 + IES
U5,6 + IES
U1,2,3,5 + IES
•Perspectives from personal &
social levels
P Exam:SBA=65%:35%
Chinese Literature
SBA={ Creative Work/Report
= 15%, Elective Part = 20% }
選修單元
•作家追蹤一自選作家作
品選讀
必修部分
SS3
SS2
佔本科課時
的三分之二
至四分之三
包括文學賞析與評論、
文學創作、文學學習基
礎知識
•名著欣賞
選修部分
選三至四
個單元，
每單元約
佔22小時
•文學專題
•現當代文學作品選讀
•香港文學
•戲劇文學評賞
•文學作品的人物形象
•文學創作一原創或改編
SS1
P Exam:SBA=70%:30%
Chinese History
SBA={ Coursework=20%,
Tests/Exams = 10%}
SS3
Elective Part 選修部分
歷史專題部分
(以主題式設計，任選兩個單
元)
SBA
Implementation
SS2
Compulsory Part 必修部分
歷代發展部分 (側重時序發
展)
SS1
SBA
Preparation
歷史研習
的態度與
方法
P Exam : SBA = 80% : 20%
Economics
SBA = { Test/Exam = 10%,
Writings on Current Affairs =5%,
Essay/Report = 5% }
Example 1
Example 2
A. Basic Economics Concept
B. Production & Firm
C. Market & Price
SS3
D. Competition & Market
Structure
J + Elective 1 or 2
J + Elective 1 or 2
E. Efficiency,Equity, the Role
of Government
F. Measurement of Economic
Performance
SS2
H,I,D,E,B
C,H,I,E
G. National Income
Determination & Price Level
H. Money & Banking
I. Macro-economic Problems
& Policies
SS1
A,B,C,F,G
A,B,D,F,G
J. International Trade &
Finance
Geography
SBA = { Fieldwork Report }
Elective Part
SS3
SS2
P Exam : SBA = 85% : 15%
Fieldwork &
Spatial Data
Enquiry
Elective part is an
extension of the
Compulsory Part
Compulsory Part
SS1
(From local, national to global)
P Exam : SBA = 70%: 30%
History
SBA = { Assignment = 15%
Subject Performance = 10%
School Tests/Exams = 5% }
Compulsory Parts
CP1: Introduction - The Making of
Modern World
SS3
SS2
CP2 + CP3 +
CP2: Theme A - Modernization &
Transformation of the 20th Century
Asia
EP1 | EP2 | EP3
CP3: Theme B - Conflicts & Cooperation of the 20th Century
World
(Broadening scope of knowledge as well
as skills in different areas of interest)
Elective Parts
EP1: Comparative Study
EP2: Issue-based Study
SS1
CP1 + CP2 | CP3
(Exploring different inclinations)
EP3: Local & Heritage Study
Tourism & Hospitality
Studies
P Exam : SBA =70% : 30%
SBA = { Project Study =15%,
Subject Performance = 5%,
Tests / Exams = 5% }
Compulsory Part:
I. Introduction to Tourism (Focus
on either II, III, IV)
II. Introduction to Hospitality
SS3
Compulsory Part:
II, III, V or II, IV, V or III, IV, V
and
SS2
SS1
Elective Part:
III. Destination Geography
IV. Customer Relations &
Services
V. Trends & Issues in the
Tourism & Hospitality Industry
Elective Part
EP1 or EP2 or EP3
EP1: Meeting, Incentive,
Convention & Exhibition
Compulsory Part:
EP2: Theme Parks
I and II | III | IV
EP3: Hospitality Marketing
P Exam : SBA =80% : 20%
Biology
SBA = { Experiment =12%,
Assignment = 8% }
Biology
Compulsory Part:
BCP1 = Part I, IIIa
BCP2 = Part II, IIIb, IV
SS3
SS2
Options:
Elective Part (BEP)
1. BCP2 + BEP + {Chem | (Phy + Chem)}
Chemistry
2. BCP2 + BEP + {Sci(Phy, Chem)}
CCP1 = Part I-III, IVa-d & Va-c
3. BCP2 + BEP + {[Other Elective]+[COS]}
CCP2 = Part IVe-f, Vd-e & VIXII
4. Sci(Bio, Phy) + {Chem | Sci(Bio, Chem)}
Physics
Compulsory Part:
SS1
BCP1 + {[CCP1]+[PCP1]}
PCP1 = Part I-IV
PCP2 = Part V & Some Subtopics in I-IV
P Exam : SBA =80% : 20%
Chemistry
SBA = { Experiment =12%,
Assignment = 8% }
Chemistry
CCP1 = Part I-III, IVa-d & Va-c
CCP2 = Part IVe-f, Vd-e & VIXII
SS3
Options:
Elective Part (CEP)
1. CCP2 + CEP + {Bio | (Phy + Bio)}
2. CCP2 + CEP + {Sci(Phy, Bio)}
3. CCP2 + CEP + {[Other Elective]+[COS]}
SS2
4. Sci(Chem, Phy) + {Bio | Sci(Bio, Phy)}
Compulsory Part:
SS1
CCP1 + {[BCP1]+[PCP1]}
Biology
Compulsory Part:
BCP1 = Part I, IIIa
BCP2 = Part II, IIIb, IV
Physics
PCP1 = Part I-IV
PCP2 = Part V & Some Subtopics in I-IV
P Exam : SBA =80% : 20%
Physics
SBA = { Experiment =12%,
Assignment = 8% }
Physics
PCP1 = Part I-IV
PCP2 = Part V & Some Subtopics in I-IV
SS3
Options:
Elective Part (PEP)
1. PCP2 + PEP + {Bio | (Bio + Chem)}
2. PCP2 + PEP + {Sci(Bio, Chem)}
3. PCP2 + PEP + {[Other Elective]+[COS]}
SS2
4. Sci(Bio, Phy) + {Chem | Sci(Chem, Phy)}
Compulsory Part:
SS1
BCP1 + {[CCP1]+[PCP1]}
Biology
Compulsory Part:
BCP1 = Part I, IIIa
BCP2 = Part II, IIIb, IV
Chemistry
CCP1 = Part I-III, IVa-d & Va-c
CCP2 = Part IVe-f, Vd-e & VIXII
Business, Accounting
& Financial Studies
P Exam : SBA = 80% : 20%
SBA = { Tests/Exam = 6%,
Business Report = 6%, Enterprise
Experiences =8% }
CP = Compulsory Part
EP = Elective Part
IP = Induction Programme
SS3
SS2
Options:
•Overview of Accounting Module |
Business Management Module
1. EP + {ES}
•Sample lessons on topics of these
modules
2. EP + {COS}
•Guest lectures by professionals or
entrepreneurs
3. {ES} + {COS}
•Visits to financial institutions or
corporations
ES = Elective Subjects (e.g. ICT)
COS = Career-Oriented Subjects
SS1
CP + IP + {ES}
Information &
Communication Technology
P Exam : SBA = 75% : 25%
SBA = { Core Techniques
Assessment = 10%, Project Study =
15% }
Compulsory Part
CP1 = IP + CSF + I&A
CP2 = BPC + SI
Options:
SS3
SS2
EP = Elective Part
ES = Elective Subjects (e.g. ICT)
1. CP2 + EP + {ES}
COS = Career-Oriented Subjects
2. CP2 + EP +{COS}
IP = Information Processing
3. {ES} + {COS}
CSF = Computer System
Fundamental
I&A = Internet and its Application
BPC = Basic Programming Concept
SS1
CP1 + {ES}
SI
= Social Implications
P Exam : SBA = 50% : 50%
Visual Arts
•More independent learning
SS3
SS2
SS1
SBA = { Creative Work = 35%,
Arts Appreciation = 15% }
•Explore knowledge & understanding in
appreciation & criticism
•Develop independence in selecting
•Explore new concepts for visual arts
own focus
presentation
•Develop portfolio
•Employ historical & arts knowledge to
support analysis & interpretation of arts
work
•From more teacher-directed
studies to individual studies
•Basic arts concept
•Select arts topic/ theme
Progression of Studies
Elective Subjects
SS3
SS2
SS1
Core Subjects
Core Subjects
Core Subjects
X1 X2 (X3)
X1 X2 (X3)
X1 X2 (X3)
OLE
OLE
OLE
Discussion on NSS Curriculum
• How are these subjects different from
the subjects we are offering now?
• Do we agree to offer these subjects
starting from 2009/10 onwards?
• How should NSS subjects be taught?
• Who should be assigned to teach
these subjects?
• Who should lead the preparation for
these subjects?
• What are the curriculum strategies?
的任怎 目處新
策新樣 ？？課
略科去
是程
？的教
否的
同科
籌新
意目
劃科
開與
工？
設現
作應
以在
？由
上的
有誰
各科
什教
十目
麼？
二有
推應
個何
行由
選不
新誰
修同
課去
科之
程擔
考學
、習
接是
受從
別人
人際
的間
挑交
戰往
或中
是產
回生
饋的
，，
要學
觀習
摩者
別需
人要
如別
何人
解測
難試
。自
己
思
•
或進知
書行識
寫某是
給些建
別行構
人動於
知、與
道操人
，作一
他或起
們觀追
就察尋
會之事
學後物
得，意
更再義
好將的
。自過
己程
的之
經中
歷。
講當
述學
及習
／者
•
How knowledge is built or learnt?
• Knowledge is an intrinsic part of doing
things and learning is a construction
process
• Learning is created between people.
All learners need to test their thinking,
to be challenged, or receive feedback,
and to watch how others work out
problems.
• Knowledge is constructed in
collaborative meaning making.
Learners learn better when they act,
manipulate, observe, and then talk
and/or write to others about what they
have experienced.
•
The Mindset of
Teaching & Learning
的知
過識
程是
。在
做
的
過
程
中
能
領
悟
的
內
在
的
東
西
，
學
習
是
一
個
建
構
學
生
是
如
何
建
構
和
學
會
知
識
的
？
New Learning Paradigm &
Pedagogy
Learning is
construction of knowledge by
learners;
interactions with others;
different for different people;
understanding & application are
intertwined;
integration of prior knowledge
and new knowledge for real-life
problem solving; and
occurring in a social setting
Teaching should
•
be student-centred;
•
be participative;
•
have MI elements
incorporated;
•
be for deep learning;
•
be able to develop students’
capacity for independent
learning as well as
cooperative learning
A focus on deep
understanding
•
新
的
學
習
範
式
和
教
學
法
Effective Assessment
• Establishes where
individuals are in their
learning
• Emphasizes and encourages
the development of
understanding
• Supports students to monitor
their own progress over time
• Assessment is an integrated
part of a good pedagogy ,
which has the potential to
improve student
achievement
Schools should have
•Standard-referenced
Assessment
•Enquiry-based
learning
•Problem-based
learning
•On-going assessment
•School-based
assessment
促
進
學
生
學
習
的
有
效
評
核
方
法
Discussion
• To what extent is our teaching
student-centred? Participative?
MI incorporated? Deep
learning focused?
• To what extent is capacity for
independent learning and
cooperative learning developed
in our teaching?
• What are the strategies for
adopting the new paradigm in
learning and assessment?
展在
策採
略納
？學
習
和
評
核
新
範
式
方
面
有
何
發
學有
習多
的大
能程
力度
？發
展
學
生
獨
立
學
習
及
合
作
於鼓本
深勵校
入學教
學生學
習參法
？與有
？多
滲大
入程
多度
元是
智以
能學
？生
聚本
焦？
Other Learning
Experiences
終
身
學
習
•
全
人
發
展
於學
培校
育需
學要
生增
：辦
其
他
學
習
經
歷
(OLE)
成
為
關
心
社
會
及
負
責
任
的
公
民
•
能
尊
重
多
元
種
族
文
化
•
有
健
康
的
生
活
方
式
及
•
發
展
對
升
學
及
擇
業
的
願
望
•
•
Purposes of having OLE:
• Whole person development
• Life-long capacity building
• To nurture informed and
responsible citizenship
• To respect for plural values
• To develop a healthy living
style
• To develop career aspirations
的
目
的
在
Seven Principles of
OLE
其
他
學
習
經
歷
(OLE)
• Student-focused
• Building on existing practices (school’s own
strengths)
• Entitlements (including disadvantaged students)
• Quality experiences
• Coherence between KS3(Junior Secondary)
and NSS
• Flexibility (e.g. community service within
school time)
• Diversity in Implementation Mode (in a form
of lessons, sessions, projects, programs)
的
七
個
原
則
Five Kinds of OLE
•
•
•
•
與 體 美 社 德 五
升 育 育 會 育 項
學
服 及 其
及
務 公 他
就
民 學
業
教 習
相
育 經
歷
關
的
經
歷
：
及
活
動
(OLE)
•
Moral & Civic Education (e.g. assembly,
life education, class teacher periods, sex
education, environment education, health
education)
Community Services (e.g. visits to elderly
home, Clean HK, charity event,
neighbourhood project)
Aesthetic Activities (e.g. music festival, arts
programme)
Physical Activities (e.g. PE & related ECA,
sports coach)
Career-Related Experiences (e.g. learning
in classroom or beyond classroom, running
real business guided by teachers, real work
experiences)
Discussion
OLE
如
何
？令
每
個
學
生
都
參
加
各
類
的
在
未
來
尚
要
加
強
的
是
那
個
方
面
？
本
校
尚
未
推
行
那
類
OLE
• Which kinds of OLE not
being incorporated in our
school so far?
• Which kinds of OLE need to
be strengthened in the future?
How?
• How could we ensure that
every student participate in
all kinds of OLE?
？
Student Learning
Profile
•
•
•
Purpose of having SLP:
• To motivate ongoing
work of students
• To provide an all-round
and authentic assessment
of students
• A passport for entry into
the world of work or
further education
的作 核為 動 增
一為
學 員 設
份學
生 學 學
護生
提 生 習
照進
共 持 歷
入
全 續 程
工
面 學 檔
作
及 習 的
世
實 的 目
界
質 積 的
及
性 極 ：
晉
的 性
修
評
Content of SLP
內檔歷學
容的程習
OLE Reports
School Internal
Results
Achievements &
Awards
Portfolios
HKDSE
1. Moral & Civic
Education
2. Community
Services
3. Aesthetic Activities
4. Sports Activities
5. Career-Related
Experiences
Framework of SLP
• Formative purpose (to embrace both
reflection-oriented and record-oriented
reports)
• Personal purpose (to develop a
reflective habit of mind and a whole
person development pathway)
• Social purpose (to learn through
mediators)
• Multiplicity Purpose (to value multiple
intelligence)
• Integrity Purpose (to manage
complexity)
、、塑
操社造
守群性
性性的
的的目
目目的
的的、
、個
多人
元發
化展
的的
目目
的的
學
習
歷
程
檔
的
理
念
框
架
：
Educational Experiences
‘Non-educational experiences’ are those that are
simply undergone & have no significant effect on
individual.
‘Mis-educational experiences’ are those that hamper
our ability to have further experiences or develop
disinclination to encounter such areas.
-John Dewey
Educational experiences are those that have
significant effect on individuals and provide
them capacity and motivation to become lifelong learners.
所培義有
需養深意
要人遠義
的們的的
能具影教
力有響育
和成，經
學為這歷
習終樣對
動身的個
機學教人
。習育有
者能意
Discussion
念如
？何
發
展
學
生
這
方
面
的
概
該
由
誰
來
負
責
去
推
動
？
如
何
推
行
SLP
• How should SLP be
implemented in 2006/07?
• Who should be responsible for
management of the information
for SLP?
• How should we develop the
concept of SLP among students?
？
求、對
別教教
人學師
對技自
自術身
己的的
教整學
學合習
上、有
支對要
援外求
界：
不學
同習
行不
業同
的學
人習
的的
存方
在式
感、
興教
趣學
、語
尋言
•
‧
• Learning enriched schools are professional
learning communities: teachers see teaching
as a collective enterprise rather than an
individual enterprise
• Demand on teachers’ own learning: to learn
about learning styles; medium of instruction;
technology integration; interest with adults
‘out there’; and get more support for their
teaching
• Develop capacity in teachers: to self-reflect;
to examine student performance; to act on
their own understandings; and to share their
understandings with others
採發
取展
有教
效師
行能
動力
、：
與能
別自
人我
分反
享思
自、
己考
的察
理學
解生
表
現
、
根
据
自
已
理
解
•
-EMB Paper
•
School Capacity &
Culture
視能
作促
團進
隊學
事生
業學
而習
非的
一學
種校
個是
體專
事業
業學
習
的
社
群
：
教
師
將
教
學
任
務
學
校
能
力
與
文
化
Discussion
• To what extent is our
school a professional
learning community or a
learning enriched school?
• Which are the areas that
we can do better?
• What are the strategies in
developing our school
capacity and culture?
何在
策發
畧展
？本
校
的
能
力
和
文
化
方
面
有
我 校習本
們 ？社校
能
群有
在
或多
方
是大
面
一程
做
能度
得
促屬
更
進於
好
學一
呢
生個
？
學專
習業
學學
Strategic Planning
•334
•
見
到
什願
麼景
的：
景我
象們
？期
望
在
推
行
334
Our 334 Vision
• What do we want to see as a
result of implementing 334?
Strategic Plan
• Other than the results in the
above discussion, what else
should we include in our
strategic plan?
包項策
括策畧
在畧性
策外計
畧，劃
性我：
計們除
劃尚上
之有述
內那討
？些論
項所
目得
需的
要各
後
能