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Chapter 6 Learning and Teaching Resources

6.5 Resource Management

The EDB will continue to develop and update useful resources, including supplementary documents to support the implementation of the Biology Curriculum. A list of resource materials published by the EDB can be found in Appendix 2. Also, to assist schools in managing curriculum change, the EDB has provided a one-stop curriculum resources

directory service at http://www.edb.gov.hk/en/curriculum-development/resource-support/overview/index.html

which provides a central pool of ready-to-use learning and teaching resources and useful references developed by the EDB and other parties.

Appendix 1

Time-tabling arrangements and deployment of teachers to cater for the diverse needs of students

There are four subjects – Biology, Chemistry, Physics and Science (including Mode I and Mode II) – offered in the Science Education KLA, leading to a number of possible subject combinations for students. The provision of these different subject combinations is valuable for serving the needs of students who intend to pursue further study in different areas.

Possible ways of managing school time-tabling and resources to allow students more choices are discussed below.

Implementation of Mode I - Integrated Science Curriculum

If this subject is to be taken by a class of students as a single elective subject, the normal time-tabling for elective subjects can be adopted. It is common practice in schools for teachers to be involved in teaching a course for three years. However, due to the multi-disciplinary nature of this subject, schools may consider assigning teachers with different expertise to teach this subject at different levels (S4, 5 & 6), or two teachers of different subject expertise to teach one class, so that teachers can focus more on modules with which they are familiar. This also help share out the effort required in preparing for new curriculum.

We encourage schools to promote partnership in the preparation of lessons, team teaching and lesson observations, so that teachers can learn from each other. It is recommended that schools reserve time for collaborative lesson preparation in the time-table so that teachers can work together.

In cases where a school is offering this subject to two or more classes, it is advisable to assign teachers with different subject expertise to the different classes. With special time-tabling, it will be possible to swap classes so that teachers can concentrate on the modules that they know best. After a few years, the teachers will be able to cover the teaching of the whole curriculum and be better placed to monitor student progress.

The following illustrates the different arrangements that schools may adopt according to the resources they have and the readiness of their teachers:

Option A: One teacher teaching one class at all three levels. If the teacher is required to teach beyond his/her own expertise, more time should be allowed for his/her professional development in knowledge updating and lesson preparation.

Option B: Teachers with different expertise share the teaching of one class. This allows them to concentrate on preparing the modules in areas in which they are most knowledgeable.

Option C: Two teachers with different expertise teach two classes, with each teaching one class. These teachers should share their knowledge and experience regularly and help each other in preparing resources.

Option D: Two teachers with different expertise teach two classes, with a special time-table arrangement which allows them to swap their responsibilities at various times in the year.

Implementation of Mode II - Combined Science Curriculum with Biology, Chemistry and Physics

The Combined Science Curriculum is designed for students taking two elective subjects in the Science Education KLA. Students will take one specialised science and Combined Science in the two parts that are complementary to the discipline in which they specialise.

Special time-tabling and staff deployment are needed for implementation of this option in schools.

To help students build up a broad knowledge base, it is recommended that they should be offered more elective subjects in S4, and be guided to select two or three electives to focus on in S5 and S6. Students wishing to take two elective subjects in the Science Education KLA should start with all three science disciplines using the lesson time for two elective subjects in S4. That is, if four periods per cycle are allocated for one elective subject, schools may arrange three periods for each science discipline in S4. Teachers should refer to the C&A Guides for a selection of topics suitable for inclusion in the S4 curriculum to help students build up a broad-based foundation. Schools may consider the following two arrangements in S5 and S6:

(A) Flexible grouping and a split-class arrangement

Students from two or three different classes are arranged into three groups – namely, a Biology group, a Chemistry group and a Physics group, depending on the specialised subject they opt for. As illustrated in the diagram below, the students will have four periods per cycle for their specialised subject and two periods per cycle for the other two complementary subjects.

S4 S6

S5

Bio Chem Phy

Class A Class B

Bio Chem Phy Bio Chem Phy

Bio Chem Phy

Class A Class B

Bio Chem Phy Bio Chem Phy C P

Bio

Bio Group

C P Bio

Bio Group

B P Chem

Chem Group

B P Chem

Chem Group

Chem

Chem Group

C B Phy

Phy Group

An example of two classes taking two elective subjects from the Science Education KLA

To implement the split-class arrangement, three common blocks in the time-table have to be arranged for the Biology, Chemistry and Physics teachers. That is, in the four periods allocated for the 1st Block, subject teachers will be teaching the groups that chose to specialise in their subject areas. In the 2nd and 3rd Blocks, they will give two periods each to the groups taking the other two specialised subjects.

Biology Teacher Chemistry Teacher Physics Teacher 1st Block

(4 periods)

Biology (Bio Group)

Chemistry (Chem Group)

Physics (Phy Group) 2nd Block

(2 periods)

Bio part of Combined Science

(Chem Group)

Chem part of Combined Science

(Phy Group)

Phy part of Combined Science

(Bio Group) 3rd Block

(2 periods)

Bio part of Combined Science

(Phy Group)

Chem part of Combined Science

(Bio Group)

Phy part of Combined Science

(Chem Group)

(B) Block time-table arrangement

Schools may arrange three common blocks in the time-table for three classes. The three subjects in each block will share the same time slots in the time-table. In each block, students may take any one subject from the three subjects offered in the block.

Class A Class B Class C Other

Classes

Core subjects

Chin Lang Chin Lang Chin Lang Chin Lang

Eng Lang Eng Lang Eng Lang Eng Lang

Math Math Math Math

LS LS LS LS

1st Block Bio / Combined Sci (Chem, Bio) / X from other KLAs Integrated Science 2nd Block Chem / Combined Sci (Phy, Chem) / X from other KLAs X from other

KLAs 3rd Block Phy / Combined Sci (Bio, Phy) / X from other KLAs X from other

KLAs

In the above arrangement, X is an elective subject from the other KLAs or an ApL course.

Students in Classes A, B and C are offered the following possible choices:

Biology + 2X

Chemistry + 2X

Physics + 2X

Biology + Combined Science (Phy, Chem) + X

Chemistry + Combined Science (Bio, Phy) + X

Physics + Combined Science (Chem, Bio) + X

Biology + Chemistry + X

Chemistry + Physics + X

Biology + Physics + X

Biology + Chemistry + Physics

3X (from other KLAs / ApL)

From the time-table, it is clear that two teachers of each science disciplines are needed. For example, in the first common block, one Biology teacher is needed to teach four periods of Biology and another Biology teacher is needed to teach the two periods for the Biology part of Combined Science.

Appendix 2

Resources published by the Education Bureau

Title Category Year of

Production

1. Cells and Cellular Processes” CD-ROM 2008

2. Curriculum Resources for Infusing Ideas about Nature and History of Biology and Scientific Inquiry into the Learning and Teaching of the Senior Secondary Biology Curriculum

Folder &

CD-ROM

2009

3. Curriculum Resources for Infusing Science – Technology – Society – Environment

Connections into the Learning and Teaching of the Senior Secondary Biology Curriculum

Folder &

CD-ROM

2009

4. Learning and Teaching Resources for Senior Secondary Biology Curriculum: Problem-based Learning

Folder &

CD-ROM

2009

5. An English-Chinese Glossary of Terms Commonly Used in the Teaching of Biological Sciences in Secondary Schools

http://cd1.edb.hkedcity.net/cd/science/glossarysci.html

Online 2007

6 Biology (S4-6) Curriculum Supplementary Document http://www.edb.gov.hk/en/curriculum-development/kla/

science-edu/ref-and-resources/biology.html

Online 2014

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Glossary

Term Description

Applied Learning (ApL, formerly known as Career-oriented Studies)

Applied Learning (ApL, formerly known as Career-oriented Studies) is an essential component of the senior secondary curriculum. ApL uses broad professional and vocational fields as the learning platform, developing students’ foundation skills, thinking skills, people skills, positive values & attitudes and career-related competencies, to prepare them for further study /work as well as for lifelong learning. ApL courses complement 24 subjects, diversifying the senior secondary curriculum.

Assessment objectives The outcomes of the curriculum to be assessed in the public assessments.

Biliterate and trilingual Capable of reading and writing effectively in Standard Written Chinese, English and to use Cantonese, Putonghua and spoken English. The language education policy of Hong Kong is to enable the Hong Kong students to become biliterate (in written Chinese and English) and trilingual (in Cantonese, Putonghua and spoken English).

Co-construction Different from the direct instruction and construction approaches to learning and teaching, the co-construction approach emphasises the class as a community of learners who contribute collectively to the creation of knowledge and the building of criteria for judging such knowledge.

Core subjects Subjects recommended for all students to take at senior secondary level: Chinese Language, English Language, Mathematics and Liberal Studies.

Curriculum and

Assessment (C&A) Guide

A guide prepared by the CDC-HKEAA Committee. It comprises curriculum aims, curriculum framework, curriculum planning, learning and teaching, and assessment.

Term Description

Curriculum interface Curriculum interface refers to the interface between the different key stages/educational stages of the school curriculum (including individual subjects), e.g. the interface between Kindergarten and Primary; Primary and Secondary; and Junior Secondary and Senior Secondary. The Hong Kong school curriculum, made up of eight key learning areas (under which specific subjects are categorised), provides a coherent learning framework to enhance students’ capabilities for whole-person development through engaging them in the five essential learning experiences and helping them develop the nine generic skills as well as positive values and attitudes. Thus when students move on to senior secondary education, they will already have developed the basic knowledge and skills that the study of various subjects requires.

When designing the learning and teaching content and strategies, teachers should build on the knowledge and learning experiences students have gained in the previous key stages.

Elective subjects A total of 20 subjects in the proposed new system from which students may choose according to their interests, abilities and aptitudes.

Generic skills Generic skills are skills, abilities and attributes which are fundamental in helping students to acquire, construct and apply knowledge. They are developed through the learning and teaching that take place in different subjects or key learning areas, and are transferable to different learning situations. Nine types of generic skills are identified in the Hong Kong school curriculum, i.e. collaboration skills, communication skills, creativity, critical thinking skills, information technology skills, numeracy skills, problem-solving skills, self-management skills and study skills.

Hong Kong Diploma of Secondary Education (HKDSE)

The qualification to be awarded to students after completing the three-year senior secondary curriculum and taking the public assessment.

Internal assessment This refers to the assessment activities that are conducted regularly in school to assess students’ performance in learning.

Internal assessment is an inseparable part of the learning and teaching process, and it aims to make learning more effective.

With the information that internal assessment provides, teachers will be able to understand students’ progress in learning, provide them with appropriate feedback and make any adjustments to the

Term Description Key Learning Area

(KLA)

Organisation of the school curriculum structured around fundamental concepts of major knowledge domains. It aims at providing a broad, balanced and coherent curriculum for all students in the essential learning experiences. The Hong Kong curriculum has eight KLAs, namely, Chinese Language Education, English Language Education, Mathematics Education, Personal, Social and Humanities Education, Science Education, Technology Education, Arts Education and Physical Education.

Knowledge construction This refers to the process of learning in which learners are involved not only in acquiring new knowledge, but also in actively relating it to their prior knowledge and experience so as to create and form their own knowledge.

Learning community A learning community refers to a group of people who have shared values and goals, and who work closely together to generate knowledge and create new ways of learning through active participation, collaboration and reflection. Such a learning community may involve not only students and teachers, but also parents and other parties in the community.

Learning differences This refers to the gaps in learning that exist in the learning process. Catering for learning differences does not mean rigidly reducing the distance between the learners in terms of progress and development but making full use of their different talents as invaluable resources to facilitate learning and teaching. To cater for learners’ varied needs and abilities, it is important that flexibility be built into the learning and teaching process to help them recognise their unique talents and to provide ample opportunities to encourage them to fulfil their potential and strive for achievement.

Learning outcomes Learning outcomes refer to what learners should be able to do by the end of a particular stage of learning. Learning outcomes are developed based on the learning targets and objectives of the curriculum for the purpose of evaluating learning effectiveness.

Learning outcomes also describe the levels of performance that learners should attain after completing a particular key stage of learning and serve as a tool for promoting learning and teaching.

Term Description Learning targets and

learning objectives

Learning targets set out broadly the knowledge/concepts, skills, values and attitudes that students need to learn and develop.

Learning objectives define specifically what students should know, value and be able to do in each strand of the subject in accordance with the broad subject targets at each key stage of schooling. They are to be used by teachers as a source list for curriculum, lesson and activity planning.

Level descriptors A set of written descriptions that describe what the typical candidates performing a certain level is able to do in public assessments.

Other learning experiences

For whole person development of students, ‘Other Learning Experiences’ (OLE) is one of the three components that complement the examination subjects and Applied Learning (formerly named as Career-oriented Studies) under the Senior Secondary Curriculum. It includes Moral and Civic Education, Aesthetics Development, Physical Development, Community Service and Career-related Experiences.

Public assessment The associated assessment and examination system for the Hong Kong Diploma of Secondary Education.

SBA Moderation Mechanism

The mechanism adopted by HKEAA to adjust SBA marks submitted by schools to iron out possible differences across schools in marking standards and without affecting the rank order determined by the school.

School-based assessment (SBA)

Assessments administered in schools as part of the teaching and learning process, with students being assessed by their subject teachers. Marks awarded will count towards students’ public assessment results.

School-based curriculum Schools and teachers are encouraged to adapt the central curriculum to develop their school-based curriculum to help their students achieve the subject targets and overall aims of education.

Measures may include readjusting the learning targets, varying the organisation of contents, adding optional studies and adapting learning, teaching and assessment strategies. A school-based curriculum is therefore the outcome of a balance between official recommendations and the autonomy of the schools and teachers.

Term Description

Student diversity Students are individuals with varied family, social, economic and cultural backgrounds and learning experience. They have different talents, personalities, intelligence and interests. Their learning abilities, interests and styles are, therefore, diverse.

Student learning profile It is to provide supplementary information on the secondary school leavers’ participation and specialties during senior secondary years, in addition to their academic performance as reported in the Hong Kong Diploma of Secondary Education, including the assessment results for Applied Learning courses, thus giving a fuller picture of the student’s whole person development.

Values & attitudes Values constitute the foundation of the attitudes and beliefs that influence one’s behaviour and way of life. They help form principles underlying human conduct and critical judgment, and are qualities that learners should develop. Some examples of values are rights and responsibilities, commitment, honesty and national identity. Closely associated with values are attitudes.

The latter supports motivation and cognitive functioning, and affects one’s way of reacting to events or situations. Since both values and attitudes significantly affect the way a student learns, they form an important part of the school curriculum.

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