Curriculum Management

adapt these resources or to develop their own learning and teaching materials to meet the needs of their students. Materials can be shared among teachers through the development of a school-based learning and teaching resources bank or a sharing platform in the school’s intranet. For effective use of learning and teaching resources, please refer to Chapter 6 for details.

(6) Managing change

In view of the dynamic nature of chemistry knowledge and ongoing social change, the school-based curriculum must remain flexible to accommodate such change. The scope and direction of curriculum development may be clear, but implementation needs to be flexible enough to accommodate change and learning derived from experience. Strategies for managing change include promoting participation and communication, and undertaking periodic reviews to monitor progress and collect evidence for making informed changes in implementing the curriculum.

3.4.2 Roles of Different Stakeholders in Schools

In schools, curriculum leaders take up different roles in managing curriculum change. The roles they assume may vary depending on the school context.

(1) Chemistry teachers

Chemistry teachers contribute to the development of the school-based Chemistry curriculum by working in line with school policy and contributing to the work of the Chemistry panel.

Furthermore, chemistry teachers can work in collaboration with laboratory supporting staff to design interesting activities and a safe environment conducive to learning. They can also take the role of curriculum leader by initiating innovative curricular changes.

When implementing the school-based Chemistry curriculum, teachers could:

• explain clearly to students the overall plan and purpose of the school-based Chemistry curriculum;

• provide adequate guidance and support to students to achieve learning targets set out in the school-based Chemistry curriculum;

• foster a motivating learning environment among students, and promote self-directed and self-regulated learning;

• take initiatives in trying out innovative learning and teaching strategies;

• initiate the sharing of ideas, knowledge and experience to foster peer support and improvement in teaching and learning;

• keep abreast of the latest curriculum developments and changes through reading and sharing with fellow teachers;

• participate actively in professional development courses, workshops, seminars, etc. to enhance professionalism;

• ensure students take adequate safety measures for the proper conduct of practical and investigative activities;

• review or evaluate the school-based Chemistry curriculum from time to time with a view to improving it.

(2) Co-ordinators of the Science Education KLA / Chemistry panel chairpersons

Co-ordinators of the Science Education KLA and Chemistry panel chairpersons play a significant role in developing and managing the school-based science curriculum as well as facilitating its implementation. They act as the bridge between the school administrative personnel and other science panel members.

Co-ordinators of the Science Education KLA serve as the links among different science panels. To facilitate coordination and collaboration among different panels and to monitor the implementation of the curriculum, the co-ordinators of the Science Education KLA should:

• develop a holistic plan for a balanced science education by making use of the guidelines set out in the Science Education KLA Curriculum Guide (P1-S6) (CDC, 2017b) and related Curriculum and Assessment Guides;

• work closely with different science panels to ensure coherence in planning and collaboration among teachers in the junior and senior secondary levels;

• hold regular meetings with different science panels to discuss matters such as curriculum and assessment policies, and to further explore implementation strategies to enhance the quality of learning and teaching;

• promote regular exchange of ideas, experiences and reflections by various means such as peer coaching, lesson observation, collaborative lesson preparation, etc.;

• facilitate professional development by encouraging panel members to participate in professional development courses, workshops, seminars and projects;

• develop and nourish students’ thirst for learning science by organising interclass science project competitions, or encouraging them to participate in interschool science activities;

• ensure safety by taking precautionary measures for practical works and scientific investigations.

Chemistry panel chairpersons help to develop and manage the school-based Chemistry curriculum, and monitor its implementation. They should:

• keep abreast of the developments and innovations of the Chemistry Curriculum;

• decide what topics in the Elective Part to offer, taking into account students’ needs, interests and abilities as well as teachers’ strength and the school context;

• hold regular meetings with teachers to discuss matters such as curriculum planning, assessment policies, use of learning and teaching materials and strategies, learning progress, etc. and to further explore curriculum implementation strategies to enhance the quality of learning and teaching;

• promote regular exchange of learning and teaching ideas, experiences and reflections by various means such as peer coaching, lesson observation and collaborative lesson preparation;

• take the lead to try out and work on innovative learning and teaching strategies;

• facilitate professional development by encouraging panel members to participate in professional development courses, workshops, seminars and projects;

• ensure the availability and effective use of sufficient resources to support the implementation of the Chemistry Curriculum in school, e.g. laboratory facilities, laboratory supporting staff, IT equipment, etc.;

• ensure that panel members take adequate safety measures for the proper conduction of practical and investigative activities;

• monitor, review or evaluate the implementation of the school-based Chemistry Curriculum from time to time;

• provide comments and suggestions on the curriculum framework to relevant bodies.

(3) School Heads

School heads take the leading role in directing, planning and supporting school-based curriculum development. They need to understand the central curriculum framework and be well aware of contextual factors such as the needs of the students, the strengths of the Chemistry Panel and other panels in the Science Education KLA as well as the organisational culture of the school. School heads are encouraged to work closely with their Deputy Heads or Academic Masters / Mistresses to:

• understand the big picture and define the scope of curriculum development for the Science Education KLA so that it aligns with the vision and mission of the school and accords with the direction taken in the whole school curriculum development;

• clarify the roles and responsibilities of the co-ordinators and panel chairpersons of the Science Education KLA;

• adopt flexible time-tabling to facilitate the implementation of Combined Science to complement the learning of Chemistry in order to provide a balanced foundation in science for students;

• deploy school resources appropriately (e.g. laboratory supporting staff and equipment) to facilitate effective learning and teaching;

• promote a collaborative and sharing culture among teachers by encouraging collaborative lesson preparation and peer lesson observation;

• create space for teachers to participate in professional development programmes;

• appreciate and commend progress made, treasure quality rather than quantity, and sustain appropriate curriculum initiatives;

• help parents and students to understand the school’s beliefs, rationale and practices in the implementation of the curriculum, and their roles in facilitating learning;

• network with other schools on a face-to-face and electronic basis to facilitate the professional exchange of information and sharing of good practices.

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