Curriculum Management

3.4.1 Effective Curriculum Management

In order to develop and manage the curriculum effectively, curriculum leaders in a school have to work collaboratively and take the following aspects into consideration.

(1) Understanding the curriculum and student needs

The curriculum framework for Combined Science outlines the rationale, curriculum aims, learning targets, curriculum structure and organisation, curriculum planning, learning and teaching as well as assessment. A good understanding of the curriculum, the needs and interests of students, and the strengths and culture of the school will facilitate effective school-based curriculum development. School-based curriculum developers should align learning and teaching with the school vision and mission as well as with the central curriculum framework.

(2) Organisation and structure

Curriculum leaders, including Science Education KLA coordinator, science panel chairpersons and science teachers, have to work collaboratively as a team and play different roles in managing the school-based curriculum development. In addition to overseeing and coordinating the implementation of the curriculum, the Science Education KLA coordinator and panel chairpersons have to develop a plan for enhancing teamwork and the professional capacity of teachers.

(3) Curriculum planning

Schools have to develop a plan for school-based curriculum development in science education which ensures coherence among the different science subjects and with other subjects. It is important to ensure progression from the junior secondary science curriculum and provide a balanced foundation in science education for students. Details about curriculum planning strategies are described in Section 3.3 of this chapter.

(4) Capacity building and professional development

Team building can be enhanced through regular exchange of ideas, experiences and reflections, obtained through collaborative lesson preparation, peer coaching and lesson observation. Such practices will help promote a collaborative and sharing culture among teachers, as well as enhancing their professional development. Schools should also provide more time for teachers to participate in various professional development programmes and deploy them appropriately and flexibly in accordance with their strengths.

(5) Resource development

Learning and teaching resources will be developed by the EDB to support the implementation of the curriculum. Schools are encouraged to adapt these resources or to develop their own learning and teaching materials to meet the needs of their students.

These 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 Intranet. Details about learning and teaching resources are described in Chapter 6.

(6) Managing change

In view of the dynamic nature of scientific knowledge and the changes in contemporary society, school-based curricula need to be flexible. While schools can define the scope and direction of curriculum development with a degree of certainty, their implementation needs to be flexible enough to respond to changes. The strategies for managing change include participation and communication, periodic review to monitor progress and the collection of evidence to make informed changes.

3.4.2 Roles of Different Stakeholders in Schools

Curriculum leaders take on different roles in managing curriculum change and these may vary depending on the school context.

(1) Science Teachers

Science teachers can contribute to the development of the school-based science curriculum by working in line with the school policy and assisting panel chairpersons as individuals and in collaboration with other science teachers. They can also play the role of curriculum leaders by initiating innovative curricular changes.

When implementing the school-based science curriculum, teachers should:

 explain clearly to students the overall plan and purpose of the school-based science curriculum;

 foster a motivating learning environment among students and enable them to become self-directed and self-regulated learners;

 take initiatives to try out innovative learning and teaching strategies;

 initiate sharing of ideas, knowledge and experiences to foster peer support and improvement in learning and teaching;

 work collaboratively with laboratory technicians to design appropriate activities and provide a safe environment conducive to learning;

 keep abreast of the latest curriculum development and changes through reading and sharing with other teachers;

 participate actively in professional development courses, workshops and seminars to enhance their professionalism; and

 review the school-based science curriculum from time to time with a view to improving it.

(2) Science Education KLA Coordinator/Science Panel Chairperson

Science Education KLA coordinators/Science panel chairpersons play a significant role in developing, managing and implementing the curriculum. They also act as a “bridge”

between the school administrative personnel and other science panel members. In order to enhance the communication and collaboration among different panel members and to coordinate the implementation of the curriculum, they should:

 take the lead in developing a plan for providing a balanced science education to students by making use of the guidelines set out in the Science Education KLA Curriculum Guide (P1-S6) (CDC, 2017b) and related C&A Guides;

 ensure smooth interface between Key Stages by working closely with different science panels in school-based curriculum development;

 meet regularly with panel members to discuss matters such as curriculum planning, assessment policies, the use of learning and teaching materials, the adoption of learning and teaching strategies, and to review progress and explore curriculum implementation strategies to enhance the effectiveness 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;

 encourage panel members to participate in professional development courses, workshops, seminars and projects;

 ensure efficient provision and use of facilities and resources (e.g. laboratory facilities and equipment, laboratory technicians and IT equipment) to support the implementation of the curriculum; and

 coordinate among science panels and laboratory technicians to ensure that safety and precautionary measures are taken for the conduct of practical work and scientific investigations.

(3) School Head

School heads take the leading role in directing, planning and supporting school-based curriculum development. It is necessary for them to understand the central curriculum framework and be fully aware of contextual factors such as the needs of the students, the strengths of individual staff members, and the organisational culture in their school. They are encouraged to appoint a Science Education KLA coordinator to oversee the development and implementation of the school-based Science curricula. School heads have to work closely with their Deputy Heads or Academic Masters/Mistresses and should:

 understand the full picture and define the scope of curriculum development for the Science Education KLA in alignment with the vision and mission of the school and the direction of whole school curriculum development;

 clarify the implementation roles and responsibilities of middle level curriculum leaders of the Science Education KLA;

 ensure that students are provided with different options in the Science Education KLA to cater for their needs and aspirations, and that they are equipped with a balanced foundation in science;

 deploy school resources (e.g. laboratory technicians and equipments) appropriately to facilitate effective learning and teaching;

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

 provide time for teachers to participate in professional development programmes;

 appreciate and commend progress made, and sustain appropriate curriculum initiatives;

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

 network with other schools to promote professional exchange of information and the sharing of good practices.