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Modes of Curriculum Planning

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General Studies

Approach 1 – Subject-based STEM Education

4. Transportation: Students talk about green picnics by choices of transport, clothing, personal belongings, food and drinks

3.5 Modes of Curriculum Planning

The open curriculum framework of GS allows a high degree of flexibility for curriculum planning, adaptation of curriculum content, as well as offering diverse learning experiences for students. Schools should consider their mission, school contexts and strengths in planning a quality GS curriculum, which can cater for the needs, interests and abilities of their students.

The GS curriculum advocates an integrative approach to devising thematic learning activities under the six strands in relation to PSHE, SE and TE KLAs. When planning the school-based GS curriculum, schools can systematically arrange the core elements of the six learning strands through a thematic approach, and enrich the curriculum with diversified life-wide learning activities.

3.5.1 Lateral Coherence across Learning Strands

To illustrate the interconnection of learning objectives under different strands, schools are encouraged to plan the learning themes with special focus on Alongside covering the core learning elements in formal curriculum time, the school provides students with diversified and interactive learning experiences on the Basic Law and ‘one country, two systems’, such as those related to the national flag and emblem, and simulated elections.

Furthermore, moral and civic education activities held in the school illustrate the close relationship between the Basic Law and our everyday life, such as flag-raising ceremony and simulated election.

It cultivates in students positive values and helps them respect for law and order. With the ‘Planning, Implementation and Evaluation’ cycle, schools can develop diversified learning activities (e.g. visits, cross-border learning activities and video competitions) and assess students’

performance timely to inform subsequent planning.

lateral coherence. In order to create space for development of skills and positive values, overemphasis on content knowledge should be avoided. For example,

Key Stage 1

• When planning the theme ‘Proper Use of Leisure Time’, teachers can arouse students’ curiosity and interest in science and technology by guiding them to make simple toys with common materials in addition to explanation on how to make good use of leisure time. Students also learn to treasure and share toys.

• When planning the theme “The Nature”, teachers can encourage students to observe the characteristics of marine living things and beware of the interaction between living things and the environment. This also helps student to respect for life and inspire them with wonders of the nature.

Key Stage 2

• Enquiry into the theme ‘Economic Transition in Hong Kong’ can help students understand the main features of the Hong Kong economy and its development. Students can also learn that trading with the Mainland and other parts of the world is beneficial to Hong Kong. The economic and technological advancement of the trading partners also affect the economy of Hong Kong. During the enquiry process, students may make reference to the concepts stipulated in the articles in Chapter V of the Basic Law to understand the relationship between the Central Authorities and Hong Kong Special Administrative Region in economic development.

• When planning the theme ‘Environmental Pollution’, teachers can select current local and global environmental issues to illustrate the causes of pollution. Simple scientific investigation to the environmental problems may be carried out. For example, students can make noise barriers with different materials and test for the effectiveness by decibel meters.

When developing subject-based or cross-curricular learning themes, schools could give priority to everyday life examples in order to enhance students’

interest in learning.

3.5.2 Devising Learning Themes with Unique School Contexts

To keep pace with rapid societal changes, schools could take into account the school contexts, school development and the developmental needs of students.

Curriculum Planning, Management and Leadership For example, they could devise learning themes to help students of junior

classes know more about their school and the community.

Example 1 KS1

Theme: Going to school

Besides, schools can design different learning topics and modules by integrating learning content from PSHE, SE and TE KLAs. This helps develop their abilities to integrate and apply their knowledge and skills.

Example 2 KS1

Theme: My Community

When designing the learning plan of the captioned theme, schools can use their local district as a blueprint so that students can learn the characteristics of an authentic community, such as the lifestyles and consumption patterns of the people. Schools can enrich the theme with the core learning elements of other learning strands, such as describing the natural environment, weather and plants. It helps develop students’ positive attitudes towards the environment and their sense of belonging to the community.

A school devised a school-based learning and teaching package on “My School” according to the backgrounds and abilities of students. Students brought things they used in kindergartens to class to share with their peers and discussed the changes since they had been promoted to primary school.

This helped students develop communication skills and friendships.

In addition, teachers designed worksheet to help students know more about the schools by observing, interviewing the staff (e.g. teachers, janitors) and reading articles on the interesting stories of the school. Hence, students learnt to respect for all members of the school and have the sense of belonging to the school developed.

3.5.3 Vertical Continuity of the Curricula in Consecutive Key Stages

Curriculum planning should be coherent and systematic. Schools should attach importance to the vertical continuity of the GS curriculum in their curriculum planning. The core learning elements of different learning strands should be inter-connected with progression across different learning levels.

Students should be given opportunities to construct knowledge with their prior knowledge.

A curriculum plan should avoid including all core learning elements of the whole learning stage into the curriculum of one year level, which leads to excessive information and surface learning without progression. Students would have difficulties in grasping knowledge and mastering skills, and the learning process is dominated by rote memory of information.

My Community ― Shatin

Students collect information and conduct survey on their housing estates and the community in order to understand the urban planning and development of Shatin. Teachers guide students to conduct a case study on Lek Yuen Estate to explore the characteristics of public housing estates and urban planning. Furthermore, students understand urban planning of new town in terms of housing and transportation through analysing, comparing information and discussion. As an extended activity on community history, the school encourages students to search for information about historical sites in Shatin (e.g., Che Kung Temple or Tsang Tai Uk).

Regarding community life, the school helps students know more about the features of urban planning of a central town, including shopping malls, recreational and cultural facilities and healthcare facilities.

Field trips to the Shatin Park or country parks provide students with authentic learning experiences to learn about features of common plants and their adaptation in tropical climates. Appreciation towards the nature can thus be cultivated.

Teachers also help students identify their community on a Hong Kong map and encourage them to explore the features of other communities.

Curriculum Planning, Management and Leadership Examples:

Basic human body structure and common communicable diseases are the core learning elements of the strand ‘Health and Living’. Schools should spread the core learning elements across different levels with progression. Such practice ensures vertical continuity of the curriculum.

• Developing healthy living habits and environmental hygiene are important themes in KS1. Alongside appropriate attire, it is essential to understand how muscles and bones work together and the importance of maintaining proper postures. Regarding environmental hygiene, food-borne and respiratory diseases are common among children. When introducing basic knowledge of the digestive and respiratory systems, students should know their functions and develop good living habits.

• Healthy lifestyles and concerns for community health are important themes in KS2. To cultivate students’ awareness of community health, schools may arrange project learning on public health issues, in particular, the large-scale outspread of infectious diseases like cholera, dengue fever and Severe Acute Respiratory Syndrome. Students thus know the transmission modes of diseases and the importance of maintaining community health. By learning various systems of the human body, students appreciate the wonderful functions of the human body and understand the importance of a healthy lifestyle and community health.

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