Incorporating the “key focuses for curriculum development” in

planning the PSHE KLA curriculum

Ms CHEUNG Ka-waiPrincipal

andMs KWONG Siu-poPrefect of Studies

Tak Nga Secondary School

School-based Curriculum Planning

School-based Curriculum

Student needs

School Strengths & areas for

improvement

Data Analysis• Internal &

External Assessment

• Lesson Observation

• Lesson Study• Student Learning

Survey• Focus Group

Interview• APASO• Stakeholder

Survey• ESR report

Teachers’ Reflection• School Self-

evaluation Workshops

• Panel & Functional Group meetings

Central Curriculum

7 learning goals Values &

Attitudes

School Self-evaluation Workshop – Teachers Reflect on how far the School Goals in 2016-2019 are achieved 24-10-2018 (Wed)

2016-2019 SDP EvaluationMajor Concern 1 - To help students become active learners Major concern 2 - To enhance students’ self-confidence Q1 Is there evidence of students achieving the targets? Q2 What make students not achieving the targets? Q3. What can be done to help students achieve the targets?

Major Concern 1: To help students develop positive values and attitudes

- Students’ sense of responsibility and Self-esteem

Major Concern 2: To help students become effective learners

- Students’ self-management skills and Students’ strategies and resources for effective learning

Academic Committee and Student Formation Committee Joint Meeting 7-1-2019

2019-2022 School Development Plan - Formulation of Strategies (Staff Meeting 20-3-2019)

Promotion of National and

Global Understanding

PSHE Seven Key Focuses and PSHE KLA curriculum planning

To help students become effective learners : - to enhance students’ self-management

skills - to equip students with strategies and

resources for effective learning

To help students develop positive values and attitudes : sense of responsibility and Self-esteem

Interlocking Relationships between Curriculum, Pedagogy and Assessment

Source: Assessment literacy and School Assessment Policy p. 4, Fig. 4.1 9

Curriculum Planning:Junior Secondary Curriculum Self-Audit: PSHE Key Learning Area

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Curriculum Planning:Junior Secondary Curriculum Self-Audit: PSHE Key Learning Area

Loopholes found in curriculum Collaborative activities among subjects

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Pedagogy:Junior Secondary Curriculum Self-Audit: PSHE Key Learning Area

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Pedagogy:Junior Secondary Curriculum: PSHE Key Learning Area

School 3-year plan (2016-19)2016-19 Objective: To help students become active learners •

•

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Assessment:Junior Secondary Curriculum Self-Audit: PSHE Key Learning Area

School 3-year plan (2016-19)2016-19 Objective: To help students become active learners

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S2 PSHE Extended ActivitiesPSHE KLA: S2 Lesson Study (2018-19)

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7 KEY focuses of latest PSHE Junior curriculum (4) e-Learning (5) Generic Skills and their Integrative Use; (3) Values Education;

Adopted in previous school years (LACC Committee)(7) Language across the Curriculum.

PSHE KLA: S2 Lesson Study (2018-19)

Target studentsS2 students (4 classes)SubjectsGeography, History & Chinese HistoryActivityExtended 9th period (55 minutes)

Mini-project based (groups)

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學習目標 (本科知識/技能/態度)Learning Objectives of the lesson (subject matters / skills / attitudes)

Attitudes:Active participation in orienteering game. Tasks completed cooperatively and seriously.

Skills:Application (to make use of the subject specific skills in enquiry activities)Collaboration(to engage effectively in tasks and teamwork, and to benefit from collaborative relationships); Communication (to interact with people and express their ideas effectively);

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Skills: Information Technology (to seek, select, absorb, analyse, manage and present information critically and Intelligently); Problem-solving (to use thinking skills to resolve a difficulty and determine the best course of action)To use tools to measure air quality and noise levelTo read maps

Knowledge:Chin Hist and Hist: history of TNSS and Yau Yat ChuenGeography: land use, air quality and noise level in Yau Yat Chuen and map reading

學習目標 (本科知識/技能/態度)Learning Objectives of the lesson (subject matters / skills / attitudes)

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I. eLearningEduventure Nearpod

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Table 1.2 Grouping of the Nine Generic Skills into Three Clusters (PSHE KLA Curriculum Guide p. 18)

Basic Skills Thinking SkillsPersonal and Social

Skills

Communication skills

Critical Thinking Skills

Self-management Skills

Mathematical Skills Creativity Self-learning Skills

II. Generic skills and their Integrative Use

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Table 1.2 Grouping of the Nine Generic Skills into Three Clusters (PSHE KLA Curriculum Guide p. 18)

Basic Skills Thinking SkillsPersonal and Social

Skills

Communication skills

Problem Solving Skills*

Collaboration Skills

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II. Generic skills and their Integrative Use

Eduventure : outside school

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Problem-solving (to use thinking skills to resolve a difficulty and determine the best course of action)

Eduventure:outside school

Questions

Problem-solving (to use thinking skills to resolve a difficulty and determine the best course of action)

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Eduventure: outside schoolStudent performance

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Eduventure: outside schoolStudent performance

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Nearpod: inside schoolQuestions

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Nearpod: inside schoolResult

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Collaboration skills

Collaboration (to engage effectively in tasks and teamwork, and to benefit from collaborative relationships)

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Positive learning attitude

III. Students’ attitudes (values education)

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Attitudes: Active pArticipAtion in orienteering gAme. tAsks completed cooperAtively And seriously.

Pre activity briefing學習目標 (本科知識/技能/態度)Learning Objectives of the lesson (subject matters / skills / attitudes)

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RemindersDo Don’t

Using iPad and eLearning tools (Nearpod / Eduventure) to mark down your answer

Follow the instruction of your teacher (Teacher’s marksheets)

Just stay at the location of the checkpoint at school

Back to 4/F Multi-purposeroom after finishing the tasks

Follow traffic regulations Be polite and well behaved

Do NOT RUN! Do not disturb other school

activities Do not go to other spots /

checkpoint without telling your teacher

Failed to complete the task on time

Return to 4/F Multi-purpose room late

Do not go to the hall and 1/F during the activity

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Students post activity evaluation

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Lesson study Teachers’ Survey Results 2018-19

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Scores 1-51=Strongly Disagree; 5=Strongly AgreeSuccess Criteria: 3 or above

S2 PSHE9th period activities

1 In lesson preparation, strategies of e-learning were developed.共同備課有助發展電子教學的策略。

4.8

2 In the lessons observed, opportunities for students to apply knowledge and skills were provided through e-learning.在學習活動中，電子教學提供機會讓學生應用知識和技能。

4.4

3 In the lessons observed, students’ learning was effectively assessed.在學習活動中，有效評估學生學習。

4.1

4 In general, Lesson Study has enhanced my learning and teaching effectiveness. 整體而言，課堂研究有助提升學與教效能。

4.1

Lesson design + Teaching & Learning strategiesPositive learning attitudes- Active participation- Willing to share and interact with group members- Accept different points of view- Cooperation & collaboration- Willing to contribute in groups- Responsible to complete given tasks (Perseverance)

2019-20 school yeAr plAn 37

Students enhancement Teachers enhancement

PSHE KLA: S2 Lesson Study (2018-19)

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Curriculum Planning

Curriculum implementation

Curriculum Evaluation

Teachers’ Capacity

Teachers’ Capacity

(PSHE KLA Curriculum Guide p. 50)