Transcript 課改中的課程領導
Secondary Education and Latest Development of the New Senior Secondary Curriculum 中學教育與新高中學制的發展 Dr K K Chan Curriculum Development Institute 14 August 2006 What is the reform ? 2 The Key Question What is worth learning? • Why • Learning goals • Knowledge, generic skills, values & attitudes • What • Flexible curriculum framework • How • Curriculum as learning experiences (more hands-on, construction of knowledge) • Means (LWL, 4 key tasks, etc.) 3 Seven Learning Goals of School Curriculum 4 New Senior Secondary & Basic Education Curriculum Framework 4 Core Subjects: Chinese Language, English Language, Mathematics, Liberal Studies 2-3 Elective Subjects out of 20 subjects or out of courses in careeroriented studies (45-55%) (20-30%) Other Learning Experiences including moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) (15-35%) NSS Generic Skill Value & Attitude P.1- S.3 General Studies Moral and Intellectual Community Physical & Career-related Aesthetic Civic Development Service Development Experiences Education 5 Short-term Targets (2001-2006) 1) Four Key Tasks － Promote Learning to Learn Reading to Learn Moral & Civic Education Information Technology for Interactive Learning Project Learning 6 Short-term Targets (2001-2006) 2) Infuse generic skills into the learning and teaching of 8 key learning areas Critical thinking skill 3) Communication skill Creativity Promote assessment for learning 7 Short-term Targets (2001-2006) Have a broad and balanced curriculum 5) Review schools’ current work, formulate curriculum development plan at their own pace and according to their students’ needs and abilities 4) 8 Short-term Targets (2001-2006) A partnership, incremental and “ecological” model of change 9 • Medium-term Targets (2006 – 2011) • Long-term Targets (2011 and beyond) 10 Building on Strengths Trimming and restructuring the curriculum Re-engineering work process to reduce unnecessary administrative workload of teaching staff Reducing excess tests and examinations Planning the time-table flexibly Make good use of various grants Sharing good practices and learning and teaching materials with peers Motivate students to learn in various environments using a range of diverse and appropriate strategies 11 Focus of Curriculum Reform Develop in students • Generic skills • Values and attitudes Strengthen • Cross-curricular learning • Catering for learner diversity Implement • Assessment for learning • Life-wide learning • Four key tasks (“Organic” Integration) 12 Where are we ? 13 Progress in basic education - 3rd KLA Survey (Oct 05) 14 Changes at school level For majority of schools A broad and balanced curriculum + 5 essential learning experiences Smooth transition across different Key Stages Strategic planning Coordinated effort Collaborative culture Concerted effort 15 Changes in curriculum development & teachers’ practice Most teachers Apart from 4 Key Tasks, infused generic skills and values and attitudes Adopted different L/T strategies Used different modes of assessment and assessment for learning Played multiple roles 16 Impact on students (primary and junior secondary levels) Communication skills and creativity Students’ motivation and interest in learning, self-learning ability and habit National identity 17 Impact on school heads, teachers and schools Schools as a learning community Professional development improved in varying degrees More than half of School Heads indicated that there was improvement in the relationship between teachers & students and schools & parents 18 Areas of Concern 1. Perseverance 2. Impact on teachers: Teachers’ workload + morale of teaching staff Teachers’ competence 3. Primary schools were more positive than secondary schools 4. School heads gave a more positive response than KLA heads & KLA teachers in both primary and secondary schools 19 Observations and Reflections on the Change Process Intellectual discourse + coherence making It takes time to communicate, adapt, learn, practise, buy-in … Different stages of change: shock, awareness, management, collaboration, refocussing Change is complex, interactive Communication, sharing and support Students’ benefits 20 The New Academic Structure for Senior Secondary Education and Higher Education and its Latest Development 3+3+4 21 Year of Implementation: 2009 Sept 2009 - 1st cohort of NSS students 2012 - 1st HKDSE examination - 1st cohort of SS3 students entering the university 2016 - 1st batch of university students to be graduated under the new structure Benefits, learning goals, principles of design of curriculum & assessment for new senior secondary (NSS) education Benefits of NSS Curriculum and Assessment • ALL students will have the opportunity to receive 3-year senior secondary education. • Higher education institutions will be better placed to provide balanced, all round development to students. • Greater diversity and choice suits the different needs, interests (e.g. with career aspirations) and abilities of students. • Replacing the HKCEE and HKALE with one public examination leading to HKDSE reduces the current over-emphasis on examining and gives more time to productive learning, and remedial or enhancement programmes. • Continuous school-based assessment will complement the public examination and provide a more comprehensive assessment of students’ abilities. • Standards-referenced reporting will be adopted in the new pubic examination. • Recognition and encouragement to courses that provide alternative pathways. Curriculum Core subjects • • • • Chinese Language English Language Mathematics Liberal Studies Time allocation 12.5 - 15% 12.5 - 15% 10 - 15% min. 10% Core subjects: 45 - 55% Elective subjects: Students can choose 2/3Xs including Careeroriented Studies (will be renamed as Applied Learning) Table of Elective Subjects 1 2 3 4 5 6 7 8 9 10 Chinese Literature Literature in English Chinese History Economics Ethics and Religious Studies Geography History Tourism and Hospitality Studies Biology Chemistry 11 12 13 14 15 16 17 18 19 20 Physics Science Business, Accounting and Financial Studies Design and Applied Technology Health Management and Social Care Technology and Living (formerly named as Home Economics) Information and Communication Technology Music Visual Arts Physical Education Progression of Studies • • Through sequencing of themes, induction of students to the subject & flexible time-tabling SBA to start in SS2 and exams at the end of SS3 Fundamental influences of curriculum design (1) •Views of knowledge disciplinary interdisciplinary dynamic personal construction Fundamental influences of curriculum design (2) •Views of learning by acquisition contextualised & personal construction collaborative construction rich experiences enhance capacity to adapt to change Fundamental influences of curriculum design (3) •Needs of post-secondary education & work world Broad based & specialized knowledge Learning to learn capability Interpersonal skills Main Changes from HKCEE/AL to NSS Subjects HKCEE/AL LS No. of subjects electives Subject level HKCEE/AL OLE University Admission Criteria additional core subject on top of C,E,M HKCEE: 7-9 6-7/8 (SS1) subjects for most students AL: 4-5 Streaming Contents NSS No clear streaming. 2-3 electives from different KLAs/COS Most NSS subjects are HKCEE curricula + 1 year with AL standard 20% change in new contents on average (* LS) Some students All students having OLE 2 langs+1-2 Most university programmes require 4+1 specified (specified/unspecified), some 4+2 and subjects student learning profile University Admission Requirement Faculty/department details have already been announced in July 2006 Most programmes 4 Core subjects + 1 X (specified/unspecified), some 2/with Student Learning Profile Students taking 2 science electives would have room to take 3rd elective from other KLAs 36 Other Time-Line Dec 2006 Senior Secondary Curriculum Guide – Other Learning Experiences 24 Curriculum and Assessment Guides for core & elective subjects 37 Other Learning Experiences (OLE) Aims & Expected Outcomes of OLE Whole-person Development: A balanced development Chinese virtues (Ethics, Intellect, Physical development, Social skills and Aesthetics) Complement the examination subjects/career-oriented studies Build up life-long capacities To nurture informed & responsible citizenship To respect for plural values To adopt a healthy living style To develop career aspirations and positive work Responses of schools to OLE in school leaders workshops (n=208) – Physical development - over 90% schools have 5% lesson time – Aesthetic development - 51% of schools have 5% lesson time – Vice-principals, ECA Masters, and MCE Masters likely to be the main coordinator of OLE in school, also SLP – All 208 schools have recording system of students’ 'non-academic' participation and achievement (via hard copy, WebSAMS …) Issues of NSS for Special Educational Needs (SEN) • Funding • Post-secondary pathways (vocational education & training) • Strategic implementation of NSS curriculum and assessment frameworks Managing & Leading Change Critical milestones – certainties & uncertainties Communication means - Web bulletin - District focus groups - E-mail - Advisory bodies Coherence-making: JSEA, Education regulations/ordinance, MOI 42 How are schools supported ? • Basic Education Curriculum Guide • KLA Curriculum Guides • Curriculum & Assessment Guides • Senior Secondary Curriculum Guide 44 Current Support Services offered by EMB QAD / REO / USP School Development: School Development Plan Workload re-engineering SSE, ESR & post-ESR PDT USP Principal Development: Principal professional Curriculum Development: School-based curriculum development CDI (Primary & Secondary) REO School Development Language learning Capacity Building Non-language KLAs development activities Teachers’ Reflective Practice: Mentoring Lesson study Action research Collaborative lesson preparation & Primary GS Liberal Studies SEN (LA & GE) Reading, project learning, MCE ATT of NET USP USP: University-school Partnership Prgrammes CDI / USP 45 Other Support Measures • Professional development (in-service) programmes (annual calendar) • Learning and teaching resources (packages, internet) • Research and Development (Seed ) Projects • Seconded Teachers • Quality Education Fund • Primary School Curriculum Leader Initiative 46 Professional Development Programmes for Secondary School Principals and Teachers (2006/07) Curriculum Development Institute Education and Manpower Bureau July 2006 http://www.emb.gov.hk/FileManager/EN/Content_5160/ ss%20pdp%20print%20e%20060711.doc • http://www.emb.gov.hk/index.aspx?nodeid=4702 48 &langno=1 49 Challenges for schools TENSIONS Desirability and Feasibility Short term and Long term Tensions among Academic, Personal, Social and Economic Goals of the Curriculum Assessment for Selection Vs Assessment for Enhancing the Effectiveness of Student Learning and Quality of Teaching Knowledge Transmission Vs Knowledge Creation Localization Vs Globalization Balanced Consideration Competition Vs Co-operation Uniformity Vs Diversity and Flexibility Central Curriculum Vs School-based Curriculum Specialist Development Vs Whole-person Development Challenges for teachers Teachers are acquiring: * knowledge for practice * knowledge in practice * knowledge of practice Linking the individual learning to organizational learning Pressure & workload Image of profession The Core of Hong Kong Education Reform Education System •School Place Allocation Systems •Policy on Medium of Instruction Curriculum Development and Student Learning Other Facilitating Factors •Reform of Assessment, Public Exams •University Admission System •Resource Provision •Employers’ Recognition Impetus for Schools •Capacity Enhancement Grant •Teachers’ Professional Development •Research and Development Projects / Seed Projects •On-site Support Services •Learning and Teaching Resources and Exemplars 53 Visit our EMB http://www.emb.gov.hk CDI http://cd.emb.gov.hk 54 Enquiries Email: [email protected] 55 千淘萬漉雖辛苦， 吹盡狂沙始到金。 56 We work together always Your concerted efforts are to be anticipated and appreciated! Thank you ! 57