Curriculum Framework
Chapter 2 Curriculum Framework
3. Favourable Factors for Nurturing Creativity 10
Factors Corresponding actions
Place To foster a supportive environment (open, inviting and accepting atmosphere; resourceful, safe yet stimulating environment)
Person
To recognise and accommodate the wide range of attributes and dispositions of students (strengths, weaknesses, learning styles, learning needs, motivation and readiness)
To identify and develop students' potential for creative acts
Process
To open up alternatives for students to explore personal interest
To provide interesting and stimulating themes conducive to arousing creative acts and satisfying a craving
To expose students to various stages of creating new ideas, acts or products (preparation, incubation, illumination and verification)
To value attempts to present new ideas and encourage further refinements
Product
To encourage creative actions and output (ideas, plans, methods, solutions, products and theories)
To value the creative experience and celebrate students’ creative output
To encourage students to persuade others (especially experts in the field) to accept their creative output
10 Mooney, R. L. (1975). A conceptual model for integrating four approaches to the identification of creative talent. In C. W. Taylor & F. Barron (Eds.), Scientific Creativity: Its Recognition and Development (pp. 331-340). New York, NY: Robert E. Krieger.
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Examples of implementation in Physical Education Students
are encouraged to express their own ideas and make suggestions on the choice of physical activities as well as their participation in these activities under a stimulating and interesting environment
express their feelings towards characters and issues through dance movements
create movement sequences in educational gymnastics
practise “mental rehearsal” on shooting in basketball to improve their performance
watch gymnastics and dance performance to nurture their aesthetic sensitivity
compose slogans for the cheering teams and design the programme for the school’s Sports Day
use a mind map to design sports competition plans
think of different strategies for promoting a sports activity in the school
Figure 2.5 Students exhibiting creativity in designing their “class uniforms” for the Sports Day (Source: Tseung Kwan O Methodist Primary School)
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Problem Solving Skills
Problem solving involves using various skills to resolve a difficulty. The process includes investigating the problem, synthesising information and generating ideas to determine the best course of action. Students need to adjust and evaluate strategies, as well as consolidate experience for knowledge construction.
Key Stages
Descriptors of expected achievements
across the school curriculum
Examples of implementation in Physical Education
KS1 (P1 - P3)
Students will learn to
develop ideas about the problem and identify related sources of information
identify, under guidance, one or more ways of tackling the problem
choose and implement a solution plan, using support and advice given
follow the given step-by-step methods to check and describe the outcomes
Students
seek help from appropriate persons in cases of injury
observe safety precautions when participating in physical activities and follow proper procedures in cases of emergency
evaluate their own performance in sports competitions under teacher’s guidance and find ways for improvement
KS2 (P4 - P6)
Students will learn to
identify the problem and describe its main features
propose alternative courses of action for solving it
plan and try out the selected option, obtain support and make changes when needed
develop an appropriate method to measure the effectiveness of the solution plan adopted
gain insights from the problem solving process
Students
identify weaknesses of their own movements and ways of improvement
learn from others by observing others’ performance and refine their own sports skills
evaluate their own learning purpose by referring to the observation checklist, and find ways for improvement accordingly
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Key Stages
Descriptors of expected achievements
across the school curriculum
Examples of implementation in Physical Education
KS3 (S1 - S3)
Students will learn to
explore the problem and identify its main focus
suggest and compare the possible outcomes of each alternative course of action and justify the option selected
execute the planned strategy, monitor the progress and make adjustment when necessary
evaluate against established criteria of the quality of outcomes, and review the effectiveness of the problem solving process
formulate personal views, and paraphrase or construct analogies to explain how the problem is solved
Students
explore and identify factors related to the learning of sports skills and find ways for improvement
examine tactics and strategies used by oneself and opponents in competitions, identify strengths and weaknesses, and find ways for improvement
adjust or change strategies to counter an opponent having the upper hand in a match
KS4 (S4 - S6)
Students will learn to
recognise the complexity of the problem and search for appropriate information required to solve it
formulate feasible strategies to achieve optimal results, considering both long and short term objectives
modify objectives or strategies and suggest remedial or enhancing measures to cope with circumstantial changes or difficulties
evaluate the overall strategy and outcomes, and anticipate future problems that may be incurred
consolidate experience on problem solving for knowledge construction
Students
formulate short-term and long-term plans to improve skills in a particular sport
explore feasibility of sports facilities inside or outside school campus when planning an inter-class competition to maximise participation opportunities for fellow classmates
have sound organisation work such as enrolment, competition, and officiating for major sports events in the school
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Self-management Skills
Self-management skills comprise essential life skills and desirable personal qualities such as maintaining emotional stability, making decisions and exercising self-discipline. Self-management skills enable students to embrace challenges encountered on a personal or team basis.
The expected achievements of the students in this generic skill are classified according to different levels of mastery.
Elements of Self-management Skills
Beginning --- Developing --- Mastering Students will learn to
Self-worth express positive statements about themselves
identify and apply personal skills, values and attitudes to overcome
challenges
uphold,
synthesise and renew their own beliefs and values
Goal setting and tracking
set goals to assist their learning and personal development
set and keep track of realistic goals
set, keep track of, and be reflective
on and
accountable for goals which work towards
excellence in life Decision making make
decisions in daily life situations with supporting reasons
list out and evaluate pros and cons of a suggestion, and make prediction
about the
consequences of a decision
consider all factors, such as technical, ethical, resource and community considerations before making a decision
Confidence, resilience and adaptability
develop confidence and
resilience in simple tasks and
appreciate the progress made
demonstrate motivation, confidence, commitment and adaptability when faced with new or difficult situations, and derive
satisfaction from accomplishments and efforts
demonstrate confidence and adaptability in adversities, tolerate
ambiguities and appreciate
lessons learnt from mistakes
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Elements of Self-management Skills
Beginning --- Developing --- Mastering Students will learn to
Appropriate expression of emotions
understand, accept and appropriately express emotions
describe their genuine feelings such as joy and disappointment, and identify factors
contributing to these feelings
use appropriate means to contain or release their emotions
Managing resources
demonstrate care for personal properties and shared resources
treasure and make good use of time, money
and other
resources
suggest ways for effective,
equitable and ethical use of resources
Keeping promises to others
keep
promises and fulfil
obligations
assess feasibility before making promises
make determined efforts to keep promises
take
responsibility and make up for broken promises obliged by circumstances Self-discipline exercise
self-control against distractions, and focus on and complete given tasks at hand within a given time
extend self-control in scope and duration over personal impulses
through developing positive
thinking and self-affirmation
exercise self-control naturally as a habit of mind
Reflective practice
review their learning readily to know more about
themselves and how they work
form habits of reviewing their learning and identify factors that contribute to or hinder their learning
effectiveness
sustain self-improvement by paying attention to and making judicious use of feedback
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Examples of implementation in Physical Education Students
set personalised goals and ways of participation in physical activities, and develop an active and healthy lifestyle
motivate themselves to participate more in physical activities and show perseverance to exercise regularly
evaluate one’s own performance in sports and find ways for improvement
develop confidence to face challenges when participating in physical activities and competitions
demonstrate sportsmanship in competitions and apply the spirit in daily life
make decisions and initiate one’s own actions when facing difficulties in one’s pursuit of sports excellence
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Self-learning Skills
Self-learning skills refer to the ability to initiate, plan, carry out, evaluate and adjust learning activities autonomously. Students with advanced self-learning skills can select or design effective strategies for in-depth learning. These skills help students enhance their academic performance and self-efficacy. Self-learning skills form the core part of lifelong learning and help students acquire new knowledge to adapt to the fast changing world.
Key Stages
Descriptors of expected achievements
across the school curriculum
Examples of implementation in Physical Education
KS1 (P1 - P3)
Students will learn to
consciously listen and read to learn, and actively present their learning
concentrate and pay attention to instructions
identify and retain main ideas
collect information from given sources and organise it into pre-determined categories
try out different means to present ideas and demonstrate learning
develop simple learning plans to meet short term targets
show interest in enquiring further
Students
read and understand materials related to physical activities and sports
identify and categories different sports into individual or team sports
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Key Stages
Descriptors of expected achievements
across the school curriculum
Examples of implementation in Physical Education
KS2 (P4 - P6)
Students will learn to
take initiative in the enquiry learning areas selected by themselves
actively locate required information from different media
take initiative in identifying and organising main points from different sources, e.g.
note-taking, mind-mapping
decide on the most suitable means to present ideas and demonstrate learning
seek help appropriately when necessary
manage time to complete tasks according to a plan
make use of feedback to reflect on the effectiveness of different learning tactics
Students
analyse sports-related information from various mediums such as television programmes and newspaper advertisements to get the main messages conveyed
conduct a project on a sports topic such as “The History and Development of Football” and write a report to express their views
identify the essential elements of a healthy lifestyle and apply the knowledge acquired on food and nutrition in daily life
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Key Stages
Descriptors of Expected Achievements
across the School Curriculum
Examples of Implementation in Physical Education
KS3 (S1 - S3)
Students will learn to
initiate learning activities and apply relevant personal strengths to overcome challenges
set learning plans with stage-wise goals
identify lines of reasoning and possible hidden ideas in sources
function effectively in a group to achieve the learning goals
decide on the most suitable means to manage and present knowledge
adjust the learning strategies to improve learning effectiveness
Students
write a report after participating in or organising a sports competition to express their views systematically
design training plans such as physical fitness training, defence and offence tactics of sports
KS4 (S4 - S6)
Students will learn to
initiate challenging learning activities and develop relevant personal strengths to overcome challenges
plan and set goals for self-initiated enquiries
autonomously select or design more effective learning strategies for in-depth learning;
evaluate key ideas, opinions and arguments identified from different sources independently and synthesise them to construct and develop their own interpretation
evaluate and suggest ways to improve the effectiveness of learning strategies
learn beyond the prescribed curriculum and apply knowledge in a variety of contexts
Students
study, analyse and synthesise materials on a sports topic such as “Proper Use of Community Sports Facilities”
analyse physical fitness data of a specific group of people and design exercise plans for them
evaluate performance of school teams, set goals for the coming year, design training plans and formulate strategies to achieve the new goals
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Collaboration Skills
Problem solving, planning and making decisions in a small group require collaboration skills, namely the skills of communication, appreciation, negotiation, making compromises and asserting leadership. Students with these skills will be able to effectively engage in and contribute to tasks involving teamwork.
The expected achievements of the students in this generic skill cannot be suitably classified according to different key stages.
1. Understanding the nature of group