Transcript Document 7235593

Building on Strengths:
Change and Challenge in
Curriculum Development in
Hong Kong
Curriculum Development Institute
Education and Manpower Bureau
25 February 2005
• Where are we?
• What have we achieved?
• What are the connections
between Basic Education and
New Senior Secondary Education?
• How to prepare for NSS?
Where are we?
Seven Learning Goals
Curriculum in Basic Education :
Foundation for Senior Secondary Education
Focus of Curriculum reform
Develop in students
– Generic Skills
– Values and Attitudes
Strengthen
– Cross-curricular learning
– Catering for learner diversity
Implement
– Four key tasks
– Assessment for learning
– Life wide learning
Promote Learning to Learn through 4 Key Tasks
Reading to Learn
Moral &
Civic
Education
IT for Interactive
Learning
Project
Learning
Building on Strengths
High quality & equality
Low achievement gap between high & low SEN students
A very hardworking work force strong in subject expertise
Strong demand for professional development opportunities
More professional and intellectual discourse focussing on
students
School-based adaptations to various initiatives
What have we achieved?
Some Survey Results (2001-04) (1)
Attitudes towards Curriculum Reform
• Agreement with Aims and Principles of
Curriculum Reform: 75-99%
 The order of extent of agreement
School heads > the KLA heads > the KLA teachers
• Confidence and Perceived Competence in
Implementing Strategies of Curriculum
Reform
 Confidence of the heads and KLA teachers: moderate to
high
 In most areas, respondents’ perceived competence:
moderate to high
 Respondents’ confidence level and perceived competence
were highly correlated
Some Survey Results (2001-04) (2)
Items in Curriculum Reform
beneficial to students’ learning
• Strategic planning and school-based
curriculum development
• Reduce the time spent on tests and
examinations. Use diversified assessment
tasks to obtain feedback on learning and
teaching.
• Help students to develop the generic skills
and establish their values and attitude
• Four Key Tasks – especially Project learning
Some Survey Results (2001-04) (3)
Perceived Impacts on Students
As from Primary School Heads:
As from Secondary School
Heads:
1. Communication skills
2. Learning Interest
3. Learning Performance
4. Respecting Others
5. Creativity
6. Learning Motivation
7. Critical thinking skills
8. Responsibility
9. Commitment
10. National Identity
11. Perseverance
1. Communication skills
2. Learning Performance
3. Learning Interest
4. Creativity
5. Respecting Others
6. Responsibility
7. Learning Motivation
8. Critical thinking skills
Some Survey Results (2001-04) (4)
Perceived Impacts on Schools
•
General speaking, more than 50% of school heads reported
significant improvements in nine areas:
1. Relationship between school and teachers
2. Relationship between school and parents
3. Team culture among teaching staff
4. School as a learning community
5. Relationship between teachers and students
6. Development of school resources
7. Morale of the teaching staff
8. Teachers’ enthusiasm
•
However, about 80% of school heads reported
undermining of “teachers’ workload”.
Some Survey Results (2001-04) (5)
Perceived Impacts on School Heads
The majority of school heads reported personal
improvements since leading the curriculum reform
in five aspects:
1. Professional development (80.8% - 86.0%)
2. Collaboration with teachers (75.9% - 82.7%)
3. Confidence in leading the school curriculum
development (73.4% - 81.9%)
4. Competence in leading the school curriculum
development (67.5% - 81.1%)
5. Leadership competence (62.2% - 71.6%)
Some Survey Results (2001-04) (6)
% Implemented
Primary
Secondary
2003/2004 2003/2004
Formulate five-year
short term strategies for
whole-school curriculum
development
Draw up a school-based
curriculum to cater for
the needs of students
75.8 / 87
59.3 / 62
95.3 / 96
93.0 / 90
Some Survey Results (2001-04) (7)
Four Key Learning Tasks
% Implemented
Primary
Secondary
2003/2004 2003/2004
Moral and civic education
98.4 / 98
97.7 / 87
Reading to learn
99.2 / 99
93.0 / 100
Project learning
98.4 / 99
96.5 / 99
The use of IT for
interactive learning
99.2 / 97
98.8 / 96
Some Survey Results (2001-04) (8)
Assessment
% Implemented
Primary
Secondary
2003/2004
2003/2004
Formulate a wholeschool assessment
71.9 / 92
policy
Reduce the time spent
on tests & examinations,
so as to allow students
99.2 / 100
to have adequate
learning time
69.8 / 83
90.7 / 98
What are the connections
between Basic Education
and New Senior Secondary
Education?
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
Other Learning
Experiences
including moral and civic
education, community
service, aesthetic and
physical experiences and
work-related experiences
(e.g. job attachment)
NSS
Generic
Skill
Value &
Attitude
P1- S3
General
Studies
• Whole-person development with
diversification
• Learning to learn & Life-long
learning
Brief Introduction to
New Senior Secondary (NSS)
Education
A Comparison of the Current and the New
Academic Structures
Current Structure
(“3+2+2+3”)
3-Year
Undergraduate
Degree
HKALE
New Structure
(“3+3+4”)
4-Year
Undergraduate
Degree
Secondary 7
Secondary 6
Senior Secondary 3
Secondary 5
Senior Secondary 2
Secondary 4
Senior Secondary 1
Secondary 3
Secondary 3
Secondary 2
Secondary 2
Secondary 1
Secondary 1
HKCEE
New public
examination leading
to HK Diploma of
Secondary
Education
Benefits of Change
“3+2+2+3”  “ 3+3+4 ” because:
Reducing one public examination
Increasing learning time and space
and enhancing learning effectiveness
All students study Secondary 6
Meeting the challenges of the
knowledge-based society of HK
More choices in senior secondary
Developing the full potential of
students with different aptitudes and
interests
More pathways for further study
and work
Providing opportunities for students
to be successful in life
Multiple Pathways
CURRICULUM
PRESENT
S6-7
C
E
S4-5
C
E
M
Basic
Education
(8 KLAs)
C
E
M
Arts
Arts
PSHE
Science
Science Commercial Technical
Sci
Tech
Reform in Basic Education: Learning to Learn Since 2001
Arts
PE
Seven learning goals for NSS Curriculum
1. To be biliterate and trilingual
2. To acquire a broad knowledge base, and be able to understand
contemporary issues that may impact on their daily life at
personal, community, national and global levels
3. To be an informed and responsible citizen
4. To be a critical, reflective and independent thinker
5. To acquire IT & other skills for being a lifelong learner
6. To understand one’s career/academic aspirations and develop
positive attitudes towards work and learning
7. To lead a healthy life style with active participation in aesthetic
and physical activities
Guiding Principles for curriculum
design
Balance between breadth (overall design & LS) &
depth (Xs)
Balance between theoretical & applied learning (Xs &
COC, Core & elective parts in each subjects)
Flexible & diversified – time allocation, timetabling
Learning how to learn & enquiry-based learning
Smoother articulation to multiple pathways(varied
combinations of elective subjects & COC)
Greater coherence (LS to complement Xs subjects,
KLAs in basic education)
Curriculum for 3+3
2-3Xs
NSS
Junior
Secondary
C
C
E
E
M
M
Other
Learning
Experiences
LS
PSHE Sci
Tech
Arts
PE
Other
Learning
Experiences
New Curriculum
4 Core Subjects:
Chinese Language,
English Language,
Mathematics,
Liberal Studies
45-55%
2-3 Elective
Subjects out of
20 subjects or out
of courses in
career-oriented
studies
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%
Proposed Subjects
KLA
Subjects
Chinese Language Education


Chinese Language (core subject)
Chinese Literature
English Language Education


English Language (core subject)
Literature in English
Mathematics Education

Mathematics (core subject + two extensions)

Liberal Studies (core subject)
Personal, Social and
Humanities Education






Chinese History
Economics
Ethics and Religious Studies
Geography
History
Tourism and Hospitality Studies
Science Education




Biology
Chemistry
Physics
Science
Technology Education





Business, Accounting and Financial Studies
Information and Communication Technology
Home Economics
Design and Applied Technology
Health Management and Social Care
Arts Education


Music
Visual Arts
# Performance Arts (to be developed)
Physical Education

Physical Education
Liberal Studies
Why is it a core subject?
To ensure that students experience a broad education in their
senior secondary years
What does it provide to students?
• study contemporary
events not covered by
any single disciplines
(Awareness)
• expand perspectives
beyond single disciplines
(Broadening)
• connect knowledge and
concepts across different
disciplines (Connecting &
Critical thinking)
Chinese
Language
English
Language
X1
Issues in
Liberal Studies
Other Learning
Experiences
X2
X3
Mathematics
Career-oriented Studies
• Taken as alternatives to elective subjects at SS2 and SS3
• Applied learning courses over two years, in areas important to HK’s
cultural and economic development
• Accredited and quality assured
• Offered by tertiary providers working in conjunction with schools
• Linked to employment and further education especially to subdegree qualifications
• Schools may offer any number of career-oriented studies through
networked arrangements with other schools and tertiary providers
Career-oriented studies: current COC courses
BUSINESS
ENGINEERING
Business Enterprise
Taking Off in the Retail World
Basic Event Operations
Event and Project Management
Logistics Fundamentals
Fundamental Building Services
Fundamental Vehicle Servicing
Creative Technology
Industrial Control Technology
Architectural Design and Model Making
ARTS & MEDIA
INFORMATION TECHNOLOGY
3D Computer Animation
Cartoon Character Design
Multimedia Game Design
MIDI Computer Music
Basic Training in Digital Music Production
Video Production
Computer Networking
Creative Multimedia Studies
DESIGN
Fundamental Jewellery
Fundamental Fashion and Image Design
Fashion Design
Hair Design
FOOD PRODUCTION AND
MANAGEMENT
Fundamental Food and Beverage Service
Food & Beverage Service Management
Fundamental Western Food Preparation
Foundation Hotel Chinese Catering Operation
SERVICES
Beauty Therapy
Social Service Support
PERFORMING ARTS
LEISURE AND TOURISM
Make-up and Body Painting
Carnival Entertainer Training
Introduction to Leisure and Tourism Studies
Fundamental Travel and Tourism Services
Narrowing or diversifying
choices?
 Streaming into arts, sciences, technical and
commercial abolished
 Choices from a wider range of KLAs & COC
 Choices catering for interest and aptitude in
each subject
 Broadening in LS complementing depth in
elective subjects
 Other learning experiences-moral and civic
education, 5% aesthetic experience, 5%
physical activities, enhancement, other
languages
From 43 to 24 subjects?
Broadening the professional
expertise
a) Migration to new subjects, re-
organization for cohesive design and
learning
b) Extended part of Maths as Core subject –
Additional Maths, Maths & Statistics
c) Better served in Career-oriented studies
(e.g. Accommodation and catering
services, textiles, Fashion and clothing)
d) To be phased out before 2008 due to
small candidature & out-dated contents
(e.g. human biology, engineering science,
technical drawing, textiles)
Migration to new
subjects
Economic and Public Affairs
Government and Public Affairs
Social Studies
Integrated Humanities
Science & Technology
Design & Technology
Electronics and Electricity
Graphical Communication
Technological Studies
Liberal Studies
Design and Applied
Technology
Commerce
Principles of Accounts
Business, Accounting
And Financial Studies
Putonghua
Chinese Language
Record of other
learning experiences
Other achievements
& awards
Internal
Results
HKCEE
HKALE
HKDSE
Interface & Insights
Learning to learn & Whole person
development
• Broaden the knowledge base & lifewide learning
• Enquiry Learning & Key Tasks
• Make good use of textbooks and
other learning and teaching
resources
Interface & Insights
• Arts & science complementing each
other & broad and balanced
curriculum
• Critical, independent thinking &
generic skills
• School-based assessment &
diversified assessment
• Space for teachers & team work
• Liberal Studies, Cross-curricular
learning in KLAs, project learning &
From Basic Education to Senior
Secondary – an example from LS
• General Studies in primary schools also
emphasize the development of crosscurricular learning, expanding
perspectives of students and
strengthening students’ critical
thinking(about 70% primary schools have
started cross-curricular planning)
• Project learning is one of the four key
tasks in Basic Education curriculum reform
From Basic Education to Senior
Secondary – an example from LS
• Many schools have already started
implementing cross-curricular planning at
junior secondary levels,e.g. civic
education, life education & thinking skills.
About 160 secondary schools have offered
integrated curriculum.
• The curriculum developed have taken into
consideration individual school context
and the experience gained could provide
solid foundation paving the way for the
implementation of Liberal Studies in NSS.
What could schools/principals/
teachers do?
What have schools done?
Findings from KLA Survey:
Areas of Strengths & Areas that
need strengthening
中
文
 School-based Curriculum Development
51% - started implementation
 Literature Learning Strengthened
 Texts: from Prescribed to Flexible
99% - using diversified learning materials
97% - design according to learning objectives
 Assessment for Learning
94% - using diversified assessment modes
 Professional Development Opportunities
82% - on curriculum organization
80% - on assessment for learning
 Public Exam Reform
2007 – Standard-referenced Assessment
& School-based Assessment
English Language Education
Areas of Strength:
 In general, teachers' confidence and
perceived competence in implementing
curriculum reform strategies is high.
 More schools are receptive to the
adoption of diversified modes of
assessment.
 Students' communication skills,
creativity, motivation and interest in
learning, and positive values and
attitudes are perceived to have improved.
English Language Education
Areas that need strengthening:
Organising the school-based
curriculum following the direction of the
central curriculum framework
Using the Key Tasks, in particular
Project Learning and Information
Technology for Interactive Leaning, as an
entry point for implementing the
curriculum reform
Developing students' critical thinking
skills
Mathematics Education
Areas of Strengths:
 Both students and parents show high regard for
Mathematics and find Mathematics important.
 Students’ performance in computation and solving
routine problems is good.
 The strategies for catering learning diversity in
Mathematics are effective. Remedial classes for
students weak in Mathematics are organized in most
schools. “Spare periods” are available in the
Mathematics curriculum for consolidation or
enrichment activities.
.
Mathematics Education
Areas of Strengths:
 The general teaching skills of most Mathematics
teachers are good.
Mathematics Education
Areas that need strengthening:
There should be more emphasis on developing
students’ ability in solving exploratory problems
and in solving problems that require some hands-on
activities.
Modes of assessment should be diversified. Apart
from
paper-and-pencil
assessment,
different
assessment activities should be adopted to assess
students’ various abilities.
Mathematics Education
Areas that need strengthening:
Teachers teaching at various levels should have a
better understanding of the curriculum at other
levels
Teachers should be encouraged to take more active
role in research and development activities, action
research and seed projects
Personal, Social and
Humanities Education
Background:
• The integrated curriculum mode has
been introduced in the PSHE KLA on
a gradual process, taking into
account of school preparation and
experiences (S1 – close to 60%;
S2 – close to 50%; S3 – close to
30%)
Personal, Social and
Humanities Education
Areas of strength:
The development of crosscurricular planning is the highest
amongst the KLAs (Already begun to
develop – 56.8%; Planned, but not
yet developed – 20.5%; Not yet
planned – 22.7%)
Personal, Social and
Humanities Education
Areas of strength:
 High percentage in both actual
implementation and perceived
effectiveness in providing appropriate
learning experiences to help students
work towards the learning targets in
the six strands, and develop the generic
skills, and positive values and
attitudes – amongst the best in the KLAs
(implemented – heads:87.1%;
teachers:85.2% / effective & very
effective – heads:81.5%; teachers:71.8%)
Personal, Social and
Humanities Education
Areas that need strengthening:
About half of the schools still have
not set up a mechanism to
coordinate the PSHE KLA (No –
48.4%; Yes – 51.6%)
Personal, Social and
Humanities Education
Areas that need strengthening:
About 40% of the teacher respondents
are green in teaching in the KLA –
initiation to the subtleties can further tap
novice contribution or their experiences in
teaching other KLAs (0-5 years teaching
PSHE KLA – 39.1%; teaching 16 years of
above – 36.9%)
Weakest link in the coverage of core
elements – global understanding [least
reported in nearly all channels]
Science Education
Areas of strength:
  Student achievement (4th in
TIMSS and 2nd in PISA)
 Open-ended investigations
(scientific thinking, problem solving,
project work)
 Teacher professionalism (core &
extension  SBCD, lesson study,
teacher networking & sharing)
Science Education
Areas that need strengthening:
Interface between JS and SS
(continuity & coherence)
Science-Technology-Society
issues and evidence-based
decisions  paving way for LS
Flexible use of textbook 
learning to learn
Assessment for Learning
Technology Education
Areas of strength:
 Increase in 14.7% of TEKLA teachers who
showed agreement with the reform
 Over 77% are quite confident in promoting
interactive learning
a variety of assessment modes had been
adopted by 90% of teachers in assessing
student learning
Technology Education
Areas that need strengthening:
 Low awareness level of key features,
rationale, curriculum aims of TEKLA and
the like
Comparatively high percentage of schools
with overall TE curriculum time less than
the recommended percentage at S1-3
less than 40% of TEKLA heads provide
reflection opportunity to facilitate student
learning
Technology Education
Areas that need strengthening:
Support to be solicited from school heads
thorough understanding and review of whole
school curriculum planning in relation to
individual KLA curriculum planning
encourage more and closer collaboration
among TE teachers and with other teachers
through various means
Technology Education
Areas that need strengthening:
Enhance in-depth understanding of TE and
modes of SBCD for TE curriculum planning
Review if sufficient curriculum time has been
allocated to TE as recommended
 Incorporate project learning, reading to learn
in TE curriculum design to improve quality of
student learning
Arts Education
Areas of strengths:
 Compared with the other KLAs, a high percentage of
secondary school arts teachers have planned or
already begun to develop cross-curricular planning.
 Arts teachers of secondary schools have positive
perception about arts education in improving
students’ creativity, and enhancing their
motivation and interest in learning.
 A high percentage of secondary school arts teachers
perceive that arts education is effective in developing
students’ generic skills, positive values and
attitudes.
Arts Education
Areas that need strengthening:
Formal learning time of arts education in primary
and secondary schools is less than the suggested
time allocation.
Compared with the other KLAs, a relatively low
percentage of arts teachers in primary and
secondary schools have received professional
subject training, i.e. 18.5% and 52.3%.
Compared with the other KLAs, arts teachers of
secondary schools have relatively low competence in
encouraging reading.
Physical Education
Areas of Strengths:
Teachers participate actively in professional
development programmes to update their
knowledge.
The activities in the school-based PE
curriculum are more diversified to meet the
needs and interest of students.
More new approaches in teaching and
assessment are used to motivate students and
to enhance students' learning.
Physical Education
Areas of Strengths:
More and more students participate actively
in physical activities outside school hours.
More schools are using resources outside the
school to strengthen/complement their PE
programmes
Physical Education
Areas that need strengthening:
To further strengthen the concept of PE and
the differences among PE, sports and
recreation.
To share their experience/good practices
with other schools.
How to prepare for NSS?
Preparation for NSS
Findings from 467 questionnaires returned
from secondary school principals and viceprincipals:
 83.5% of schools started
planning/preparing New Senior Secondary
Curriculum, 13.9% have not started.
Preparation for NSS
 % of schools that have attempted to
adopt the following measures in preparing
for NSS:
• Carry out curriculum and assessment
reform at junior secondary level (79.4%)
• Started offering AS-level Liberal Studies
(21%)
• Started offering S4 & S5 integrated
Humanities (11.1%)
• Started offering S4&5 Science and
Technology (6.9%)
Preparation for NSS
• Identifying curriculum leaders (75.8%)
• Help panels and teachers develop their
own professional plans (71.1%)
• Plan ahead the subjects to be offered
(71.7%)
• Communicate with parents, students and
teachers regularly on the change (61%)
• Join the networks of principals/vice
principals (40.5%)
Learning culture:
self-learning,
training
Parents support
BECG
tensions
School
Development
Plan
Supportive factors
for
effective learning
dilemmas
worries
Organizational &
cultural settingLeadership &
collaboration
“When I see we are ready is when I see
there is a need for our students.”
(Quote from a principal)
Let’s work together
for the benefits of students
and Hong Kong
EMB
CDI
http://www.emb.gov.hk
http://cd.emb.gov.hk