Facilities and Equipment in Schools

6.2.1 GS Room

Schools with a GS Room should make good use of the facilities and equipment in the room to provide students with opportunities of hands-on and minds-on learning activities, in order to foster learning.

Example 1: Use of GS Room

Different types of teaching tools, such as human body models, globes, plant and animal specimens and water rocket are kept inside the GS Room for student learning. Students could make use of the facilities in GS room for scientific investigations and related learning activities in GS lessons. The GS room provides students with a good learning atmosphere, allowing them to conduct investigation and participate in problem-solving activities.

In order to keep abreast of the latest development of the GS curriculum, the items in “Furniture and Equipment List” have been categorised in “Categorisation of Furniture and Equipment for General Studies”. STEM education resources are also included for teachers’ easy reference when designing learning and teaching activities. Schools may purchase the resources according to their own needs. “Categorisation of Furniture and Equipment for General Studies” has been uploaded to the EDB website.

Example 2: Investigative activities

Every month, GS teachers of the school regularly conduct investigations for senior level students in the GS room in the afternoon. Through observation and participation in simple experiments, students’ interests in conducting scientific investigations can be aroused.

In fact, a majority of GS learning activities can be conducted in classrooms or in open spaces on school premises. Schools can refer to the “Safety Handbook for General Studies for Primary Schools” on how to manage and make good use of GS resources. Website: http://www.edb.gov.hk/en/gs_safetyguide

Learning and Teaching Resources Example 3: Creating Learning Environment

Schools can make good use of multipurpose areas or open areas in the school to create learning environments (e.g., information corridor, science exploration corner, ecological environment exhibition zone). Interactive exhibition zone, with I.T. learning tools, can be set up to allow students to explore and learn on their own.

Display boards can be used to exhibit information related to health, STEM education, Chinese culture and other aspects. These can help enrich students’

knowledge.

6.2.2 School Library

The abundant resources in the school libraries can broaden students’ horizons and enhance their literacy. GS subject panel could collaborate with the teacher librarians to promote Reading across the Curriculum (RaC) and project learning. The school library could provide students with books, magazines and multimedia learning resources which are interesting and commensurate with students’ abilities and enable them to integrate and apply the information.

GS provides opportunities for students to construct knowledge and apply reading strategies through RaC and develop into life-long learners. Reading materials in the library which match the interests and abilities of the students can help promote RaC in the school.

Example:

Students read information related to common communicable diseases on government websites. They then draw mind maps to list the causes, ways of transmission and ways to prevent or cure the diseases. And then, students read stories about Hong Kong during a pandemic. This enables students to connect subject knowledge with life experiences and social issues.

6.2.3 Information Technology Facilities in Schools

With the rapid development of information technology, the Wi-Fi infrastructure in schools has been upgraded to accommodate the use of e-learning resources in class. The computer devices in classrooms should be repaired, replaced and purchased timely to keep up with the need for e-learning development.

Schools should provide students with opportunities to use IT facilities in schools for organising and demonstrating their ideas and learning outcomes.

IT can be used as an effective tool for learning and sharing of knowledge.

Schools may use technology equipment to make models for illustrating concepts and demonstrating students’ designs. Use of technology equipment can nurture students’ curiosity and interests in the operation of machines.

Students can learn to appreciate the designs and functions of technology products. In addition, with appropriate use of technology products, the school- based computer curriculum can also be enriched to support the cross-curricular STEM activities, such as project learning and model making.

If schools need to purchase equipment or items other than those listed on the “Furniture and Equipment List for New Schools” and “Categorisation of Furniture and Equipment for General Studies”, they should pay attention to the following:

(1) When purchasing non-standard furniture, equipment or items, approval from Incorporated Management Committee (IMC) or School Management Committee (SMC) should be sought in advance.

(2) The equipment should be properly kept in designated places on the school premises (e.g., General Studies Room, Computer Room or STEM Room). Schools should comply with the “Safety precautions and guidelines” of School Administration Guide, which is updated from time to time, and the safety precautions under Section 21(2) of Education Regulations (Chapter 279 Subsidiary Legislation A), and inform the IMC or SMC of the above arrangement.

(3) Schools should ensure that the equipment and devices are managed according to the safety measures prescribed by the manufacturers.

Installation, maintenance and regular inspection should be conducted by qualified technicians. Those items should be operated by qualified or trained personnel. Students should not be allowed to operate the machines on their own nor carry out dangerous experiments. Schools should take all reasonable precautions to reduce risks and avoid accidents.

Learning and Teaching Resources Example: Use of Technology Product – 3D Printer

When students learn the topic of renewable energy, they might make models of windmill generators using a 3D printer and then modify the products by going through the design cycle.

When students learn the topic of Chinese culture, they can learn about mortise and tenon in ancient Chinese architecture. They can then apply the principles of mortise and tenon to make models and resemble products using 3D printing.

Students and teachers must follow the safety regulations when using a 3D printer.