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Briefing Session on Seed Briefing Session on Seed Projects 2008/09Projects 2008/09Briefing Session on Seed Briefing Session on Seed Projects 2008/09Projects 2008/09
19 April 2008
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Key Messages Key Messages
What are the aims, questions, and impact of Seed Projects?
Where are we in the journey of curriculum reform?
What is the way forward?
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What are Seed Projects What are Seed Projects (Research & Development Projects)?(Research & Development Projects)? What are Seed Projects What are Seed Projects (Research & Development Projects)?(Research & Development Projects)?
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Aims of Seed Projects (Collaborative Research Aims of Seed Projects (Collaborative Research and Development Projects) as Strategies to and Development Projects) as Strategies to Support Curriculum ReformSupport Curriculum Reform
Aims of Seed Projects (Collaborative Research Aims of Seed Projects (Collaborative Research and Development Projects) as Strategies to and Development Projects) as Strategies to Support Curriculum ReformSupport Curriculum Reform
To generate good practices on new curriculum emphases that could make impact on student learning, supported by collection of evidence, for the reference of other schools
To develop curriculum leadership and professional expertise in schools through collaboration of schools, experts and curriculum developers
To facilitate/improve overall school-based curriculum development in schools through connecting experiences of Seed Projects to future development and to suit different contexts of schools
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Three basic questions to be asked in all seed projectsThree basic questions to be asked in all seed projects
1. How is the RD project conducted with regard to learning objectives, curriculum planning, learning & teaching strategies, LT resources, and assessment practice to achieve aims of Seed Projects?
2. What is the impact on students, teachers and schools?
3. What are the facilitating and limiting conditions affecting the processes in 1., and how are the barriers overcome/not overcome (issues)? What experiences could we learn from them?
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Impact of Seed ProjectsImpact of Seed Projects
Impact of Seed Projects
Strongly agree / agree
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
The seed project(s) have facilitated curriculum development in my school
95% 93% 97% 94% 96%
The seed projects strategy helps to promote the curriculum reform in Hong Kong
95% 96% 94% 92% 98%
The seed project(s) have improved student learning in my school
92% 96% 96% 92% 95%
The seed project(s) have enhanced the effectiveness of teaching in my school
91% 93% 96% 93% 93%
The seed project(s) have enhanced teachers’ professional development in my school
95% 96% 98% 93% 97%
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Outcomes of Seed ProjectsOutcomes of Seed Projects
Means of dissemination Meetings, seminars, workshops and training courses, network and learning community …..
Deliverables: LPF/LOF, curriculum guides, CDs, reports, teaching materials and exemplars …..
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Relationship between Seed Projects and Curriculum ReformRelationship between Seed Projects and Curriculum Reform
- School-based- Teaching improvement- Problem solving- Learning community
- Theory and practice
- Knowledge for practice
- Teaching resources
- …
“Seed” Projects
PDPSchool- based
support
Seconded teachers • Knowledge
in and of practice
• Evidence- based
- Curriculum development + Reform emphasis
- Change agents in schools
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What are the Seed Projects What are the Seed Projects for 2008-09?for 2008-09? What are the Seed Projects What are the Seed Projects for 2008-09?for 2008-09?
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How do we choose and design the Seed Projects for 2008-09? How do we choose and design the Seed Projects for 2008-09?
The needs and progress of curriculum reform at different levels of schooling, gaps and future needs
Contextualisation in the setting of Hong Kong
Sustaining the strengths and high standard of education of Hong Kong in a globalised world
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Core of Education Reform in HKCore of Education Reform in HK
Curriculum Development& Learning of
Students
Education System
•School development plan
•School-based management
•Quality Assurance
Education System
•School development plan
•School-based management
•Quality Assurance
Support to schools
•CEG• Profossional development programmes
•Curriculum leaders
•On-site SB support
• learning & teaching resources, exemplars
Support to schools
•CEG• Profossional development programmes
•Curriculum leaders
•On-site SB support
• learning & teaching resources, exemplars
Other Success Factors•Assessment/Exam Reform•University admission system•Resources•Employers’ Recognition
Other Success Factors•Assessment/Exam Reform•University admission system•Resources•Employers’ Recognition
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Seven Learning Goals of School Curriculum in Basic EducationSeven Learning Goals of School Curriculum in Basic Education
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Seven Learning Goals of Senior Secondary CurriculumSeven Learning Goals of Senior Secondary Curriculum
1. To be biliterate and trilingual with adequate proficiency
2. To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on one’s daily life at personal, community, national and global levels
3. To be an informed and responsible citizen with a sense of global and national identity
4. To respect pluralism of cultures and views, and 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
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Generic Skill
Value &Attitude
New Senior Secondary New Senior Secondary & Basic Education& Basic Education
Curriculum FrameworkCurriculum FrameworkNew Senior Secondary New Senior Secondary & Basic Education& Basic Education
Curriculum FrameworkCurriculum Framework4 Core Subjects:
Chinese Language,English Language,
Mathematics,Liberal Studies
(45-55%)
2-3 Elective Subjects out of 20 subjects or out of
courses in Applied Learning(20-30%)
Other Learning Experiences including moral and civic education,
community service, aesthetic and physical development and
career-related experiences (15-35%)
P.1- S.3P.1- S.3
NSSNSS
Moral and Civic
Education
Moral and Civic
Education
Intellectual DevelopmentIntellectual
DevelopmentCommunity
ServiceCommunity
Service
Physical & Aesthetic
Development
Physical & Aesthetic
Development
Career-related Experiences
Career-related Experiences
General Studies
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Develop in students Broad knowledge base & generic skills Positive values and attitudes
Strengthen Cross-curricular learning Catering for learner diversity
Implement Assessment for learning Life-wide learning Four key tasks (“organic” integration)
Focus of Curriculum ReformFocus of Curriculum ReformFocus of Curriculum ReformFocus of Curriculum Reform
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Fundamental Influences of Curriculum Design (1) Fundamental Influences of Curriculum Design (1)
Views of knowledge Disciplinary
Interdisciplinary
Dynamic
Personal construction
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Views of learning By acquisition Contextualised & personal construction Collaborative construction Rich experiences enhance capacity to a
dapt to change
Fundamental Influences of Curriculum Design (2) Fundamental Influences of Curriculum Design (2)
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Needs of post-secondary education & work world Broad base & specialized knowledge Learning to learn capability Interpersonal skills
Fundamental Influences of Curriculum Design (3) Fundamental Influences of Curriculum Design (3)
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Learning Communities
Inquiry-Based LearningMeaningful Learning
Generic Skills
Content Knowledge
Bransford, Brown, & Cocking (2000). How People Learn
What is worth learning
How knowledge is learnt
From Curriculum to PedagogyFrom Curriculum to Pedagogy
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Conditions for Knowledge Building –
Aligning Curriculum, Pedagogy & Assessment
Conditions for Knowledge Building –
Aligning Curriculum, Pedagogy & Assessment
what is worth learning
how to know students
have learned
how students learn & teachers teach
Curriculum
Pedagogy
Assessment
Alignment for student
learning
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Learning as a‘product’
Learning as a‘process’
Learning as‘Co-construction’
Learning Communities
Meaningful Learning
Generic Skills
Content Knowledge
Teaching asDirect Instruction
Teaching asEnquiry
Teaching as‘Co-construction’
Views of Learning
Views of Teaching
Focus on…
Classroom example:Doing an enquiry-based project on ‘tourism in HK’ with teachers’ guidance
Classroom example:A whole-school, community-centred initiative on ‘Creative writing in Chinese’: Students and teachers (and parents) are encouraged to build knowledge about how creativity flourishes in school and how people judge creative works
Classroom examples:Explaining the concept of ‘ecology’ by identifying goals for learners, presenting abundant of examples, linking new concepts to old, demonstration and re-presenting the concepts.
Learning and Teaching Strategies and Approaches in NSS
Learning and Teaching Strategies and Approaches in NSS
Classroom example:Coaching in sports/ physical activities: Promoting ‘thoughtful practice’ and ‘informative feedback’.
Focus on…
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Student
School Organisation LevelSchool Organisation Level
School Curriculum LevelSchool Curriculum Level
Class / group LevelClass / group Level
Guidance and exemplars provided by C&A Guides, EDB 334 web
Funding and support provided (e.g. staffing, grants, professional development)
Facilities, Physical conditions for appropriate learning environment
Systemic LevelSystemic Level
Wide choice of subjects, ApL courses & OLE Forming a task force to co-ordinate and lead
Devising a Whole-school Policy
Ethos building to value diversity and individual differences, as well as uniformity
Human Resource Deployment:
Strengthen communication with parents on student progress Partnership with community to motivate student participation in a wide range of learning activities and competitions
e.g.
•Forming learning support team
•A dual class teacher system
•Assign a teacher to one level instead of a range of levels
•Arrange a teacher to the same class for 3 years
•Employ teacher assistants
•Pedagogy, Environment and Assessment to motivate learning
•Student learning profile to record progress (formative)
•Recognise non-academic achievements and participation in report cards
Identify the core and extended / elective parts of the curriculum for different students
KLA / Panels devise plans to cater student diversity
Make adaptation to assessment, e.g. separate core and extended content in the assessment papers, introducing challenging questions in exam
Learn from other teachers by sharing, peer observation, reflection on lessons and student feedback
strategies:e.g. Multi-level activities, co-construction, learning portfolios
Motivating strategies
Learning & Teaching / Assessment
Timetabling
Professional Development Opportunities
Strategic plan (e.g. 3 yr plan)
Flexible groupingsExtended timetable for
remedial
Developing interdependent, collaborative learning community; celebrating diversity
Enhancement programmes for more able
Modification, tailoring or differentiation within the subject, OLE
Curriculum Development Institute, EDB, 2007Catering for Learner DiversityCatering for Learner Diversity
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Where are we in the journey of Where are we in the journey of curriculum reform?curriculum reform? Where are we in the journey of Where are we in the journey of curriculum reform?curriculum reform?
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Progress Made at School LevelProgress Made at School Level
1. Provision of learning experiences: Better provision of moral & civic education & physical & ae
sthetic development learning opportunities Good provision of community service activities esp at KS2
& career-related experiences esp at KS4
2. School as a learning community Very promising progress in nurturing collaborative culture i
n schools esp through peer observation & collaborative lesson planning
Great progress in enhancing team spirit and learning culture & establishing the school as a learning community
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3. Impact on student learning Continuous improvement in the motivation and performan
ce of students in learning Respondents reflected notable improvement in students’
3 generic skills esp. communication & creativity, & their values & attitudes esp sense of national identity
Progress Made at School LevelProgress Made at School Level
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View from StudentsView from Students
Views from students Students’ self-perception was very positive in general, particularly
in Communication skills (using Cantonese to express ideas) Collaboration skills (respect others’ opinions in group
activities, work with others in solving problems together) Respect for others (accept that other people may have
different opinions)
Students were more positive when compared with the adults in areas like critical thinking skills, self-management skills, respect for others, perseverance (do not give up easily even when facing failures), responsibility (responsible for what I have done & do not blame others)
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Hong Kong Students Achieved High Ratings in PISA 2006Hong Kong Students Achieved High Ratings in PISA 2006
Out of 57 countries/regions, Hong Kong students’ scientific, reading and mathematical literacy ranked in the world top three:
2nd in scientific literacy 3rd in mathematical literacy 3rd in reading literacy
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Progress in International Reading Literacy Study Progress in International Reading Literacy Study (PIRLS)(PIRLS)andand
Programme for International Student Assessment Programme for International Student Assessment (PISA)(PISA)
Progress in International Reading Literacy Study Progress in International Reading Literacy Study (PIRLS)(PIRLS)andand
Programme for International Student Assessment Programme for International Student Assessment (PISA)(PISA)
PIRLS 2006 PISA 2006Target Target students students
9-to 10-year-olds 15-year-olds
Participating Participating countries / countries / regionsregions
45 57
Performance Performance of Hong Kong of Hong Kong students students ( ( Score / Rank )
564 / 2nd 536 / 3rd
Features of the Features of the studies studies
Reading literacy required to progress from the stage of “Learning to Read” to “Reading to Learn”The influence of home-and school-related factors on students’ reading literacy development
Focusing on the reading literacy required to cope with the demand in future careers Impact of the curriculum on reading literacy development
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1) Three priority generic skills - critical thinking, creativity & communication generic skills
2) Four key tasks (moral & civic education, reading to learn, information technology for interactive learning, project learning)
3) School-based adaptation to cater for different needs of students better
Sustaining the Strengths of the 1st 5-year Plan
Sustaining the Strengths of the 1st 5-year Plan
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Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan – Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan –
Strengthen moral and civic education and values development in KLAs – “care for others” and “integrity” as new priority values in addition to national identity, respect for others, responsibility, commitment and perseverance
Moral and Civic Education (Values Education)
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Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan
Promote reading to learn and reading across the curriculum:
• to acquire and construct knowledge • to widen students’ exposure, mind and vision• to develop diverse interests and qualities (and
creativity)
Reading to Learn and Reading Across the CurriculumReading to Learn and Reading Across the Curriculum
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Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan – Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan –
• Emphasizing students’ self-directed learning – help learners to see how they learn and pave the way for lifelong learning
• More flexible and diversified assessment methods to recognise different potentials and abilities of students
• Appropriate clear feedback, information & suggestion for improvement
• Active participation in assessments activities• Prompt into quality reflective thinking• Do away with assessment practices that demotivate/h
arm learning
Enhancing Assessment for LearningEnhancing Assessment for Learning
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Changing Emphases of Seed ProjectsChanging Emphases of Seed Projects
2001-2003 – Early focus Mainly on what curriculum reform was and how to plan the
curriculum, learning and teaching strategies
2003-2005 - Aligning curriculum and assessment Learning and teaching strategies, Learning outcome framework
& assessment for learning
2005-08 - Further development with respect to NSS Flexible curriculum planning, learning & teaching strategies, and
preparation for NSS (aesthetic development, Other Learning Experiences), Liberal Studies
2008-09 – Enhancement & diversification Reading across the curriculum, interfaces, national education &
Chinese culture, Applied Learning, catering for diversity (English & Chinese)
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2008-2009e.g.
Enhancing the Effectiveness in Reading: from Chinese Language Learning to Cross-curricular Learning
The Primary Literacy Programme – Reading and Writing (KS1) (with a Focus on Supporting Primary Students with Lower Socio-economic Status)
Nurturing Pupils’ Creative Thinking through the Integration of Reading and Writing in the Primary English Classroom
Strengthening Students’ National Identity Awareness through Inquiry-based Learning in General Studies
Primary and secondary interfaces for mathematics
The Collaborative Implementation Model of Applied Learning for Two or More Schools
Elective modules of NSS Chinese language
Changing Emphases of Seed ProjectsChanging Emphases of Seed Projects
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Year Primary Schools Secondary Schools
2001/2002 106 127
2002/2003 82 72
2003/2004 91 66
2004/2005 81 66
2005/2006 55 66
2006/2007 54 99
2007/2008 54 71
Total 523 567
No. of Participating Seed Schools(2001/02 - 2007/08)No. of Participating Seed Schools(2001/02 - 2007/08)
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YearPrimary
LevelSecondary
LevelPrimary &
Secondary Levels
2001/2002 10 14 13
2002/2003 8 18 7
2003/2004 10 18 5
2004/2005 5 11 8
2005/2006 5 13 6
2006/2007 5 20 4
2007/2008 7 13 4
Total 50 107 47
No. of Seed Projects (2001/02 - 2007/08)No. of Seed Projects (2001/02 - 2007/08)
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What is the way forward?What is the way forward? What is the way forward?What is the way forward?
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Way ForwardWay Forward
1.1. Building on the successful experiences in developBuilding on the successful experiences in developing generic skills such as creativity and critical thiing generic skills such as creativity and critical thinking, catering for individual learning differences, nking, catering for individual learning differences, adaptation of school-based curriculum and articuladaptation of school-based curriculum and articulation of various learning stagesation of various learning stages
2.2. Deepen and optimise the existing developments in Deepen and optimise the existing developments in basic education for the success of NSS education basic education for the success of NSS education