Curriculum Planning

to have a solid foundation in the following areas related to scientific thinking and investigation:

• Focusing and planning (e.g. asking testable questions, proposing hypotheses, controlling variables and predicting results)

• Conducting experiments (e.g. observing, measuring, handling equipment)

• Analysing data (e.g. classifying evidence, interpreting data and communicating results)

• Reflecting on experimental results (e.g. inferring from data, evaluating methods and suggesting improvement)

• Using evidence to support and justify their arguments (e.g. the validity of claims, the effectiveness and limitations of scientific models, and decisions on environmental issues)

3.2.2 Sequencing

Since an interdisciplinary thematic approach is adopted in the design of the curriculum and concepts are not necessarily built up linearly for each discipline, it is important that teachers consider the progression and interaction of ideas in the various modules. A sequence for the eight modules in the Compulsory Part of the curriculum is suggested below. Though the modules do not follow on from each other exactly, the later modules require the ideas developed in earlier ones. If teachers choose to organise the modules in a different sequence, they should ensure that ideas and skills are built on progressively and that student learning becomes more complex as they construct new ideas and develop new skills.

Compulsory Modules C1 Water for Living

C2 Balance within Our Body C3 Science in a Sprint

C4 Chemical Patterns C5 Electrical Enlightenment C6 Balance in Nature

C7 Radiation and Us C8 From Genes to Life

Within a particular module, teachers can organise the content in different sequences. For some of the modules (e.g. C1, C2, C8), we have included multiple teaching sequences for

appropriate. A diagrammatic representation of the module organisation showing the interconnectedness between the concepts in the modules is also included. Our intention is to help teachers to think of learning and teaching in a more ‘map-like’ way, and to bring out the explicit connections between concepts where appropriate. Teachers need to help students to bring together the concepts they learn in a meaningful way; otherwise, the fragmented ideas they have acquired will be quickly forgotten.

3.3 Curriculum Planning Strategies

In planning for a school-based Integrated Science curriculum, it is important to achieve a balance across its different purposes, which include: the different facets of the curriculum targets; the development of skills in scientific investigations; and the generic skills advocated in the current curriculum reform. Schools are encouraged to consider the following curriculum planning strategies:

3.3.1 Organising the Different Facets of the Curriculum

In the Integrated Science curriculum, we emphasise the understanding of the main scientific explanations that give us a framework for making sense of the world and the broad patterns that cut across science disciplines. It is expected that after completing this curriculum, students will develop an understanding of (i) the key ideas in science, (ii) the nature of science and (iii) the unifying concepts that pervade science.

It is likely that all three of the above aspects will not be met to the same extent in each module. In planning a school-based curriculum, it is advisable to match the different modules to particular emphases, so that the different emphases can be covered more systematically and extensively. Theoretically, every module can be written to emphasise certain curriculum goals, but in each module there is usually one or more curriculum emphases that fit most naturally. For example, the module on ‘Chemical Patterns’ readily allows for the integration of ideas about the nature of science, whereas the module on ‘Energy, Weather and Air Quality’ naturally brings out ideas about the various unifying concepts. The ‘Module highlights’ in the table of content of each module has listed the opportunities offered in each module for the development of unifying concepts and nature of science and should be referred to in the planning of the school-based Integrated Science curriculum.

3.3.2 Fostering Autonomy in Scientific Investigation

The Integrated Science curriculum treats science as a way of thinking rather than a body of

scientists. This includes the ability to combine observation, experimentation, imagination and deliberation creatively and flexibly in pursuing solutions to personally relevant problems.

Students should be provided with opportunities to design and conduct scientific investigations into problems of their own. They need to shape the questions themselves so that the investigations become their tasks. The more control that students exercise on what they do to learn, the greater the sense of ownership and, therefore, the greater the likely motivational power of the activity. So, in planning investigation activities, teachers should try to ensure that:

• The investigation is perceived by students to be challenging, meaningful and authentic (relevant to life outside the classroom).

• Students are given choices and are allowed to follow their own preferences.

• Timely feedback is provided on current levels of performance and advice is given for improvement in the future.

Listed below are some examples of areas which students might find it interesting to investigate:

• The design of sports shoes for different kinds of sports (C3)

• The causes and impact of algal bloom in Hong Kong waters (C6)

• Constructing and testing new polymers for a particular use by varying the amount of cross-linking agent (E3)

3.3.3 Nurturing Students’ Generic Skills

In line with the current curriculum reform, the Integrated Science curriculum is designed for the development of generic skills. Some examples are listed below for teachers’ reference:

Generic skills Examples of opportunities for promoting the acquisition of generic skills in different modules

Communication skills

y Using a wide range of scientific and technical vocabulary and conventions to communicate information (e.g. the use of chemical symbols in writing chemical equations – C4) y Understanding and appreciating the viewpoints of people

with different interests; resolving conflicts to solve problems concerning STSE issues (e.g. discussion on improving the air quality of Hong Kong – E1; discussion on ethical issues

Critical thinking skills

y Evaluating key ideas, opinions and arguments identified from reading materials and synthesising them to construct their own interpretations for making judgments (e.g. evaluating the claim ‘Life begins in water’ – C1)

y Recognising the usefulness and limitation of scientific models and theories (e.g. conceptualising electric current as flow of water – C5)

y Interpolating or extrapolating to predict trends and patterns from a limited range of evidence and justifying their validity (e.g. discussion of the risks related to the use of low- and high-frequency radiations – C7)

Creativity y Developing curiosity and interest in science (e.g. the

observation of early scientists in the series of experiments on electricity and magnetism – C5)

y Proposing solutions for science problems and evaluating their appropriateness (e.g. discussion of the use of radioactive materials in smoke detectors – C7)

y Being willing to try new approaches or methods in solving problems (e.g. discussion on the methods for diminishing the harmful effects of chemical fertilisers and pesticides – E3) Collaboration

skills

y Agreeing on the roles and responsibilities of members in performing group experiments

y Exchanging ideas and agreeing on realistic objectives for working together in a science project

Information technology skills

y Using animation and simulations to visualise scientific ideas (e.g. illustrating the processes of genetic information flow in a cell – C8)

y Using IT tools to analyse and present information (e.g. the use of motion video analysis (MVA) in analysing motion – C3)

y Using appropriate sensors and data-loggers to gather data from experiments which are too fast or too slow

Numeracy skills y Making approximations and estimates to obtain reasonable answers

y Reading, interpreting and drawing simple inferences from tables, statistical diagrams and graphs

y Plotting graphs from data provided and selecting appropriate axes and scales

y Recording information with consistent accuracy

y Comparing the quality of information to be obtained from different graphs showing the same data

y Developing simple models using algebraic and graphical methods (e.g. deriving equations from linear motion graphs – C3)

Problem-solving skills

y Recognising the complexity of a problem and searching for appropriate information to solve it

y Proposing solution plans for scientific problems and

evaluating their feasibility, validity and appropriateness (e.g.

discussion of the various means for pollution control and waste treatment – C6)

Self-management skills

y Making informed decisions and safe choices in developing good habits and maintaining a healthy life style (e.g. in discussing health problems, such as stomach ache, obesity and hypertension, associated with poor eating habits, based on scientific principles – E2)

Study skills y Extracting the main ideas and presenting them in an

informative way (e.g. constructing concept maps to show the mechanism of blood glucose and temperature regulation – C2)

y Planning and carrying out a self-study science project y Evaluating the effectiveness of a self-study plan Figure 3.1 Opportunities for nurturing students’ generic skills

3.3.4 Collaborating with other KLAs

It is important that students’ learning is coherent and that learning experiences in their different curricula complement and supplement each other. There are many opportunities for cross-curricular learning for students depending on the other elective subjects they are taking.

For example, the modules on ‘Water for Living’, ‘Balance in Nature’ and ‘Energy, Weather and Air Quality’ provide a good match with topics in Geography; and the module on ‘Science in a Sprint’ can be related to topics in Physical Education. Also, the modules on ‘Balance within Our Body’ and ‘Keeping Ourselves Healthy’ can be linked to the subject Health Management and Social Care; and students taking Business, Accounting and Financial Studies or Economics, will be able to discuss future investment opportunities in new

Last but not the least, the scientific explanations students acquire and the logical way of thinking they develop in this curriculum will support students’ participation in discussions on the study area ‘Science, Technology and the Environment’ in Liberal Studies. To build a sound and robust school-based senior secondary curriculum, science teachers should collaborate with teachers of other KLAs, taking the following aspects into consideration:

• the students’ needs, interests and abilities;

• the broad topics, themes and concepts that students will come across in the study of subjects in other KLAs; and

• the science concepts, investigation skills, thinking skills and study skills that are required for mastering subjects in other KLAs.

3.3.5 Flexible Use of Learning Time

As mentioned in Chapter 2, 250 hours (10% of the total curriculum time) should be allocated to cover this subject. Teachers are encouraged to use this time flexibly to help students attain all the different targets of the curriculum. Since students’ interests are very diverse, they may find some of the modules more interesting and be more motivated to explore particular topics or issues in depth. The 14 hours allocated to scientific investigations can be flexibly used to carry out investigations into these topics. Schools are also encouraged to include half-day or whole-day activity sessions (shared among different KLAs) in the school time-table, to allow continuous stretches of time for field trips, visits, or scientific investigations.

3.4 Managing the Curriculum

Since Integrated Science is a new subject in the senior secondary curriculum, the concerted effort of science teachers, the Science Education KLA coordinator and the school head as curriculum leaders in different areas is necessary for the smooth implementation of the subject. Their roles are discussed below.

3.4.1 Role of School Head

The School Head should play a leading role in planning, directing and supporting school-based curriculum development as a whole. Heads need to understand the central curriculum framework, the strengths of their teachers and the needs and interests of their students. School Heads are encouraged to work closely with their Deputy Heads or Academic Masters/Mistresses to carry out their roles as curriculum leaders, which in Science Education involve:

• understanding the direction of curriculum reform and the aims and purposes of the various science subjects, so that holistic school-based science curriculum development can be promoted;

• appointing a Science Education KLA Head to coordinate the planning of the science curricula, to ensure coherence and continuity between junior and senior secondary levels;

• avoiding early curriculum specialisation at junior secondary level (e.g. early streaming);

• catering for students’ diverse needs and aspirations by offering a variety of subject combinations through flexible timetabling;

• drawing up plans to cater for students with a strong interest and talent in science by referring to the Three-tier Model set out by the EDB in developing a long-term policy for the gifted education curriculum;

• working closely with the Academic Masters and Career Masters to help students make a good choice of elective subjects;

• providing ‘taster’ programmes in S4 and the necessary bridging programmes when students alter their choice of subjects in S5 or S6.

• deploying school resources appropriately (e.g. laboratories, laboratory technicians and equipment) to promote effective learning and teaching of the different science subjects and combinations on offer;

• promoting and facilitating a collaborative and sharing culture among teachers by reserving time for collaborative lesson preparation or peer lesson observation in the school time-table;

• drawing up a professional development programme for all teaching staff, in particular for teachers of the Integrated Science curriculum who have to teach beyond their subject expertise;

• encouraging and facilitating professional exchange and sharing of good practices through school networking on a face to face and electronic basis in support of the implementation of the Integrated Science curriculum;

• encouraging and facilitating cross curricular learning opportunities (e.g. project learning, reading science articles in the language classroom) to enhance knowledge integration and reduce teachers’ and students’ workload.

3.4.2 Role of Science Education KLA Coordinator

Due to the interdisciplinary nature of the curriculum, the Science Education KLA Coordinator has a very special role in the implementation of the curriculum. The Coordinator

ensure proper deployment of resources and collaboration among KLA members (including science teachers and laboratory technicians) for the curriculum by:

• setting clear and well-defined curriculum, instructional and assessment policies in line with the guidelines set out in the Science Education KLA Curriculum Guide (Primary 1 – Secondary 3) (2002), Senior Secondary Curriculum Guide (2009) and the relevant Curriculum and Assessment Guides;

• ensuring a smooth interface between the Key Stages by working closely with different science panels to ensure coherence and continuity in planning and implementing the various science curricula;

• having a good knowledge of the facilities and resources (e.g. laboratory facilities and equipment) available and allocating the resources between the different panels for the implementation of the Integrated Science curriculum;

• playing a leading role in building a positive and harmonious culture for sharing among KLA members by holding regular review meetings, peer coaching, peer lesson observation, collaborative lesson preparation, and a mentoring scheme;

• leading KLA members to design appropriate learning tasks and activities to help students work towards the aims and learning targets laid down in the relevant curriculum documents;

• enhancing the professional development of KLA members by encouraging and facilitating their participation in professional development courses, workshops, seminars and R&D projects;

• keeping abreast of the developments in science and supporting the learning and teaching of the Integrated Science curriculum by building up a resource corner for up-to-date science news, learning and teaching materials, and education magazines for teachers’ professional growth;

• nurturing students’ interest in science by organising thematic Science Day;

interclass science project competitions, participating in interschool science activities, etc.;

• cooperating closely with KLA members to ensure safety by conducting risk assessments and taking precautionary measures in performing practical work and scientific investigations.

3.4.3 Role of Science Teachers

The interdisciplinary nature of the Integrated Science curriculum inevitably brings challenges to teachers both in terms of their subject expertise and their capacity to be resource persons,

facilitators, and role models of scientifically literate citizens. It is therefore, essential that teachers of Integrated Science work closely together to bring the curriculum alive by:

• being acquainted with the aims of the Integrated Science curriculum and the learning focus of each module and sharing them explicitly with students;

• keeping abreast of new developments in science and encouraging their students to explore these developments;

• providing learning contexts that are relevant to students’ daily lives, so that they realise the intertwining nature of science, technology, society and environment;

• developing meaningful and challenging activities to motivate students and develop their scientific thinking skills;

• engaging students in discussions about links between ideas, evidence and argumentation in scientific theory and experimentation;

• making use of the flexibility in the thematic modules to foster students’ autonomy in learning by allowing them to shape their own scientific investigations;

• employing a variety of modes of assessment to assess students’ learning and providing timely feedback to students on their current performance and how they can improve;

• participating actively in professional development courses, workshops, seminars, and school networks by sharing their teaching ideas and classroom practices to support the work of their peers.

For details of the role of teachers as key change agents, please refer to Chapter 9 of The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (2005), and Booklet 8 of the Senior Secondary Curriculum Guide (2009).

3.4.4 Flexible Staff Deployment

If Integrated Science is to be taken by a class of students as a single elective subject, the normal time-tabling for elective subjects can be adopted. It is common practice in schools for teachers to be involved in teaching a course for three years. However, due to the multi-disciplinary nature of this subject, schools may consider assigning teachers with different expertise to teach this subject at different levels (S4, 5 and 6), or two teachers of different subject expertise to teach one class, so that teachers can focus more on modules with which they are familiar. This also helps share out the effort required in preparing for the new curriculum.

We encourage schools to promote partnership in the preparation of lessons, team teaching and lesson observation, so that teachers can learn from each other. It is recommended that schools reserve time for collaborative lesson planning in the time-table so that teachers can work together.

In cases where a school is offering this subject to two or more classes, it is advisable to assign teachers with different subject expertise to the different classes. With special time-tabling, it will be possible to swap classes so that teachers can concentrate on the modules they know best. After a few years, the teachers will be able to cover the teaching of the whole curriculum and be better placed to monitor the progress of the students.

The following table illustrates the different arrangements that schools may adopt, according to their resources and the readiness of their teachers:

Option A: One teacher teaches one class at all three levels. If the teacher is required to teach beyond his/her own expertise, more time should be allowed for his/her professional development in knowledge updating and lesson preparation.

Option B: Teachers with different expertise share the teaching of one class. This allows them to concentrate on preparing the modules in the areas in which they are most knowledgeable.

Option C: Two teachers with different expertise teach two classes, with each teaching one class. These teachers should share their knowledge and experience regularly and help each other in preparing resources.

Option D: Two teachers with different expertise teach two classes, with a special time-tabling arrangement which allows them to swap their responsibilities at various times in the year.

Figure 3.2 Flexible staff deployment for the Integrated Science curriculum

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