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Curriculum Planning Strategies

Chapter 3 Curriculum Planning

3.2 Curriculum Planning Strategies

Based on the above guiding principles, when planning the implementation of History (S1-S3), schools should focus on (a) developing the junior history curriculum with a balanced and sufficient coverage of major historical periods and patterns of changes in world history so as to ensure a smooth interface between primary, junior secondary and senior secondary education, (b) catering for students’ learning needs and embracing learner diversity, (c) integrating learning with assessment, and (d) linking with other learning experiences and life-wide learning opportunities.

3.2.1 Interface with primary and senior secondary education

History may not be a new subject to most students first entering the junior secondary level as they may have acquired some basic knowledge related to the development of Hong Kong or some major historical events that have great impact on today’s world in their primary education, in particular the study of General Studies, for example, knowing Chinese history and culture through monuments in Hong Kong, the preservation and inheritance of cultural heritage and important historical events that influence global development (e.g. war and peace). However, the core disciplinary concepts of History such as time and chronology, cause and effect may still be unfamiliar to the secondary school newcomers. Therefore, to ensure continuity in the learning experiences of the students, schools and teachers are advised:

 to gain an understanding of the curriculum contents of General Studies for primary schools and how this subject is taught and learnt in schools.

 to obtain knowledge about S1 students’ prior learning experiences through class sharing, students’ reflection of their learning experiences in General Studies and/or providing pre-class activities or tasks to review students’ related learning experiences. With this information, teachers can plan appropriate learning experiences to help students manage learning in S1.

 to cover fundamental historical concepts (such as time and chronology) and skills (such as distinguishing different types of historical sources) in the first two topics to be taught in S1 so as to build up a solid foundation students’ future learning of history.

On the other hand, History (S1-3) also shares the responsibility of preparing students to study History, Liberal Studies as well as other subjects in the senior secondary level. As the senior secondary History curriculum focuses on the major

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historical development of 20 century world, it is crucial to provide students with an all-round world history background in their junior secondary education so that they can have a general understanding of the human past and the major background forces that have shaped the 20th century world which facilitate them to study the senior secondary History. Furthermore, junior secondary History also provides students with the required foundation knowledge to study the senior secondary Liberal Studies, which is a core subject. Through studying junior secondary History, students can acquire essential background knowledge and skills which equip them for studying several modules of the senior secondary Liberal Studies, such as Hong Kong Today, Modern China, and Globalisation. Schools and teachers should plan their junior secondary History curriculum with sufficient coverage of different historical periods and key events to help students acquire the necessary foundation knowledge and skills and better prepare them to study Liberal Studies and other senior secondary PSHE subjects.

3.2.2 Catering for learner diversity

Learner diversity can be expressed diversely in personal interests, cultural background, learning styles and abilities. Catering for learner diversity is possible by curriculum planning and diversifying teaching strategies (learning and teaching strategies will be further elaborated in Chapter 4). The design of the revised curriculum provides flexibility for schools, teachers and students with choices, as one way to embrace learner diversity. In the curriculum, there are foundation parts and extended parts in all 12 topics. The foundation parts provide students with basic knowledge of the topics while the extended parts are designed for the more capable or interested students to explore deeper on the topics. In the perspective of curriculum planning, teachers may spend all lesson time (the total time allocation for this curriculum will be approximately 33 hours of lesson time, which is approximately 50 teaching periods of 40 minutes lesson time each year) on the foundation parts of 12 topics, or may also allocate about 20% of the suggested time (i.e. approximately 7 hours or 10 periods) to extended parts according to the abilities and interests of their students. Teachers may also spend more time on the foundation parts and/or provide extra support to consolidate students’ learning. In this case, the curriculum content can be reduced to cover only the foundation parts of 12 topics. For students who have stronger motivation to learn and higher ability, teachers can make use of the remaining 20% of the total curriculum time to teach the extended parts of some topics/all 12 topics so as to deepen or broaden students’ understanding on the selected topics.

Schools and teachers are encouraged to adopt the extended parts of the curriculum

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to enhance students’ historical understanding as well as their learning interests in history.

Teachers may make reference to the interests, abilities and needs of students and adopt the extended parts of some topics/all 12 topics. Besides, in view of the limited lesson times to some schools, after introducing related foundation knowledge in classes, teachers may consider encouraging more capable or interested students to explore the extended parts on their own so as to develop their self-directed learning skills.

3.2.3 Integrating assessment with learning

Assessment is an important integral part of the learning and teaching process. It promotes learning by providing evidence relevant to students’ learning outcomes, giving feedback to teachers and informing them to revise their teaching strategies.

Curriculum and assessment planning should be carried out simultaneously and aligned with each other, so that assessment may promote learning. Teachers are advised to refer to Chapter 5 of this document for the assessment strategies suggested in History Curriculum (S1-3).

3.2.4 Linking with other learning experiences and life-wide learning opportunities

Life-wide learning generally refers to the learning experiences that take place beyond the classroom. Teachers may make good use of resources and facilities at their schools and in the communities to create suitable learning environments (combinations of time, place and people) for particular educational purposes. Such experiential learning in authentic environments enables students to achieve certain learning goals that are difficult to attain through classroom learning.

Nowadays, it is a usual practice for schools to frequently provide students with various life-wide learning activities outside the classroom to enhance student’s learning interest in history, such as museum visits, heritage visits, historical field studies, mainland study tours, and attending seminars conducted by academics or experts, etc.

From the curriculum planning perspective, teachers should consider the followings before organising these activities:

 How can the objectives of the curriculum be fulfilled by organising these activities?

 How much lesson time would it take? Will it be organised during or outside normal lesson time?

 How can we integrate learning from outside the classroom with what is learnt in the classroom?

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3.2.5 History and Values Education

One of the renewed learning goals in the Secondary Education Curriculum Guide (2017) is to enable students to ‘become an informed and responsible citizen with a sense of national and global identity, appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralism in society’. To fully achieve the above-mentioned goals, values education is of paramount importance.

One of the aims of learning history is to help students develop positive values and attitude, and cultivate them as responsible citizens with national identity and global perspectives through the study of historical issues and figures. When studying history, teachers can make use of words and acts of different historical figures and the outbreak and development of historical events to sharpen students’ sense of mission and sense of responsibility, so as to foster their proactive attitude toward life and establish a life target of pursuing truthfulness, compassion, and beauty. Moreover, when planning this curriculum, teachers can provide students with a wide range of learning experiences such as visiting historical buildings and heritages, learning in workshops and experiencing intangible cultural heritage, so as to develop students’ sense of responsibility to treasure heritage, antiquities and monuments, and conserve the cultural heritage.

Moreover, through the History curriculum, students can understand from a historical perspective that the Hong Kong Special Administrative Region is an inalienable part of the People's Republic of China as a historical fact and the close relationship between the development of Hong Kong and the historical and cultural ties with China. The Basic Law is the constitutional document for the HKSAR, which is closely related to students’ everyday life. The primary and secondary curricula, including the History curriculum, have already covered Basic Law education. When teaching relevant topics in this curriculum, teachers may naturally connect the subject contents with the elements of the Basic Law education to facilitate students’ understanding of the origin and background of the Basic Law and do not need to handle them separately or even to teach the articles of the Basic Law. Figure 3.1 shows the topics and learning contents that are related to Basic Law education in this curriculum.

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Level Topic(s) Learning contents related to

Basic Law education

S1

Topic 4: History, culture and heritage of early Hong Kong region

 The major groups and the great clans

 Case study: Getting to know the lives of local residents through intangible cultural heritage (local customs and festivals).

S2

Topic 8: Growth and development of Hong Kong up to the late 19th century

 The establishment of British colonial rule

S3

Topic 12: The growth and transformation of Hong Kong in the 20th century

 Transformation of Hong Kong in the post-WWII era and the return to motherland

Fig 3.1 Topics and learning contents that are related to Basic Law education

Lastly, one of the unique contributions that the study of History can make to the general education of young people is to broaden their global perspectives which will facilitate their understanding of the complex, diverse and interdependent world in which they are living, as well as the opportunities and challenges found in the regional and international contexts in which both our country and Hong Kong are situated. The History Curriculum (S1-3) provides solid historical knowledge foundation for students to understand the world today and develop their global competence which “is the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development”.1

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