Frequently Asked Questions

Q 1: What is Learning to Learn 2.0?

A 1: Learning to Learn 2.0 is the curriculum renewal of the Learning to Learn curriculum reform implemented since 2001 in response to the local and global contextual changes in economic, scientific, technological, social and political aspects. With a view to keeping our school education abreast of the times and maintaining the global competitiveness of our students, it is necessary for the Hong Kong school curriculum to embark on the next cycle of updating and renewal, which aims to deepen and sustain the accomplishments and to focus on the possible areas for curriculum planning. Ongoing engagement of stakeholders through multiple channels has been conducted in setting the direction for the ongoing curriculum renewal.

Q 2: Is STEM a new strand in the Mathematics Curriculum?

A 2: STEM is an acronym that refers collectively to the academic disciplines of Science, Technology, Engineering and Mathematics. It is not a new strand in the Mathematics Curriculum.

In the local curriculum context, STEM education is promoted through Science, Technology and Mathematics Education KLAs. The aim of promoting STEM education in schools is to strengthen the Science, Technology and Mathematics Education to nurture diversified talents in the science and technology fields for enhancing the international competiveness of Hong Kong.

STEM-related learning activities bridge across the curricula of the KLAs of Science, Technology and Mathematics Education to enhance students’

interest and innovation, and to develop their ability to integrate and apply knowledge and skills within and across KLAs.

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Q 3: In promoting STEM education, what kinds of support will be provided by the EDB? Will any additional resources be provided to schools?

A 3:  Teachers’ professional development and support

The EDB will continue to organise PDPs to enhance teachers’

professional capacity in relation to the promotion of STEM education.

Further to the symposium in July 2015, two events of another symposium cum consultation briefings were organised in early November to enhance teachers’ understanding of STEM education.

In the next three school years, a series of PDPs will be organised for panel heads and teachers, to facilitate teachers in using appropriate strategies to strengthen the ability of students to integrate and apply the knowledge and skills of different disciplines. More seminars and workshops will continue to be organised to enrich teachers with the most up-to-date knowledge on STEM-related fields. At the same time, different platforms will be used to foster sharing of professional knowledge (e.g. through Professional Development Schools Scheme (PDS) of Education Development Fund (EDF), Quality Education Fund (QEF) Thematic Network). Furthermore, opportunities will be provided for teachers to expose themselves to cutting edge development in science and technology fields through exchange with academics/partners in the territory and from the Mainland and overseas.

 Programme to nurture students’ capability in STEM fields

The EDB will organise an education fair related to Science, Technology and Mathematics Education in early 2016 to showcase students’ achievements in learning. This event will enhance students’

interest and creativity in science, technology and mathematics, and help them pave the way for future studies and careers in related areas.

 Learning and teaching resources

The EDB will continue to develop learning and teaching resources, which are to be uploaded to the EDB One-stop Portal for teachers’

reference. The resources include information about STEM-related learning activities and projects, good practices from schools, information about life-wide learning activities and other related reference materials.

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 Using community resources

The EDB will continue to liaise with academic and practitioners who specialise in various science, technology, engineering and mathematics fields, and to explore feasibility of collaborating with tertiary institutions and specialists in organising training programmes and student learning activities.

 Other resources

Schools can acquire additional resources from the Professional Development Schools Scheme (PDS) of Education Development Fund (EDF) and Quality Education Fund (QEF) Thematic Network to promote and enhance school-based programmes related to STEM education.

Q 4: Will schools be provided with IT resources or online platforms in support of the learning and teaching of Mathematics?

A 4: One of the actions of the Fourth Strategy on IT Education is to enhance schools’ IT infrastructure. With the enhanced e-environment, teachers can incorporate resources on the Internet and other e-resources to the Mathematics lessons more readily.

Teachers are encouraged to make effective use of IT and e-resources for engaging students in meaningful Mathematics learning activities, e.g. using dynamic geometric software package for presenting geometric properties of figures and using graphing tools to perform investigative activities on graphs of functions.

Opportunities for self-directed learning can also be provided through the adoption of IT. Teachers can select suitable interactive applets or videos on the internet for students’ preparatory activities before the teaching of a topic. Students also can make use of the immediate feedback from online interactive applets to perform enquiry activities.

In the updated Mathematics Education KLA Curriculum Guide, useful e-resources will be suggested for teachers’ reference. Examples of the use of IT for effective learning in Mathematics lessons are also provided.

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The seven learning goals which students are expected to achieve upon completion of primary education as listed in the Basic Education Curriculum Guide – To Sustain, Deepen and Focus on Learning to Learn (Primary 1-6)(BECG) (2014) are given in the following table for reference

The Seven Learning Goals in BECG Details

1. Responsibility  Know how to distinguish right from wrong, fulfil their duties as members in the family, society and the nation, and show acceptance and tolerance towards pluralistic values;

2. National Identity  Understand their national identity and be concerned about society, the nation and the world, and to fulfil their role as a responsible citizen

3. Habit of Reading  Develop an interest in reading extensively and cultivate a habit of reading

4. Language Skills  Actively communicate with others in English and Chinese (including Putonghua);

5. Learning Skills  Develop independent learning skills, especially self-management skills and collaboration skills

6. Breath of Knowledge  Master the basics of the eight Key Learning Areas to prepare for studying in secondary schools

7. Healthy Lifestyle  Lead a healthy lifestyle and develop an interest in aesthetic and physical activities and an ability to appreciate these activities

Source: BECG https://cd.edb.gov.hk/becg/english/chapter1.html#s1.7

Appendix 1

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Suggested Issues of Mathematics Curriculum to be addressed in the Holistic Review

A holistic review of Mathematics curriculum (P1 to S6) is intended to carry out to incorporate the key emphases of the ongoing curriculum renewal to the curriculum content, to further improve the learning progression across key stages and to enhance the support to other disciplines, especially other STEM KLAs. The followings are some selected issues of the primary and secondary Mathematics curricula that are suggested to be addressed in the coming holistic review

1. The content of Enrichment Topics of the primary and junior secondary Mathematics curricula

 The Enrichment Topics in the current curricula are suggested to arouse students’ interest and to extend students’ exposure in mathematics.

 Please refer to p.46-48 of the Mathematics Curriculum Guide (P1 – P6) (2000) and p.15-27 of the Syllabuses for Secondary Schools – Mathematics (Secondary 1 – 5) (1999) for Enrichment Topics in the primary and junior secondary Mathematics curriculum respectively.

2. The setting of Spare Periods in the primary and junior secondary Mathematics curricula

 In the current primary and junior secondary Mathematics curricula, respectively 10%-16% and about 14% of the periods are suggested to be reserved as spare periods for teaching enrichment topics, arranging further exploration of certain learning units or adjusting the rate of learning and teaching.

3. Adjusting the teaching sequence of topics for better interface between Key Stages

 In past Curriculum Development Visits and focus group meetings, reallocations of topics among Key Stages were suggested by teachers, e.g.

whether “Area of Circle” should be introduced in KS2 or KS3.

4. Adjusting the teaching sequence and depth of treatment of topics to provide better support to the learning of other KLAs and subjects

 In past Curriculum Development Visits and focus group meetings, there were views from teachers on adjusting the teaching sequence and depth of treatment of some topics in KS3, e.g. “Equations of Straight Lines” and

Appendix 2

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“Construction and Interpretation of Graphs” to provide better support to the learning of senior secondary science subjects.

5. The learning and teaching of Data Handling

 The recent results of TIMSS suggested rooms of improvement in the learning and teaching of Data Handling. The strengthening of the learning and teaching of Data Handling could also support the development of entrepreneurial spirit.

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Two Approaches for Arranging

STEM-related Learning and Teaching Activities

Appendix 3

APPROACH ONE

APPROACH TWO

Topic

Select a topic from a KLA

Learning elements

Learning elements

Science Education KLA Technology Education KLA Mathematics Education KLA