Ongoing Renewal of the School Curriculum Focusing, Deepening and Sustaining
Technology Education Key Learning Area
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Positioning of TEKLA
What is Technology? What is Technology Education?
Technology is the purposeful application of knowledge, skills and experiences in using
resources to create products or systems to meet human needs
Technology influences and is influenced by the culture of people, is part of our daily life and has impact on the individual, family and society
Technology Education is the learning of how human beings solve their daily problems and how to replicate and transfer the process to solve new problems that arise from time to time
Technology Education is the entitlement of EVERY student
Curriculum Aims of Technology Education
Technological Literacy
• Technological Understanding
– Knowledge Contexts in Technology
• Technological Capability
– Process in Technology
• Technological Awareness
– Impact of Technology
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Learning Elements under Knowledge Contexts in Technology Education
Technology
&
Living Systems
&
Control Strategies
&
Management
Business Environments,
Operations &
Organisations
Resources Management
Marketing Operations
&
Manufacturing
Tools &
Equipment
Production Process
Project Management Materials
&
Structures
Materials &
Resources
Material Processing
Structures &
Mechanisms Information &
Communication Technology
Computer Systems
Computer Networks
Programming Concepts
Concepts of System
Application of Systems
System Integration
Control &
Automation
Food & Nutrition
Food Preparation
& Processing
Fabric &
Clothing Construction
Fashion &
Dress Sense
Family Living
Home Management &
Technology
Common Topics
Rationales of Updating the Curriculum Focusing, Deepening & Sustaining
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Technology Education KLA
• In response to rapid development in science and technology
• Developing a solid and balanced foundation in technology education among students
• Strengthening vertical continuity and lateral coherence within and across KLAs
STEM education
• Nurturing diversified talents for enhancing international competitiveness of Hong Kong
• Enhancing students’ ability to integrate and apply knowledge and skills Ongoing renewal of the school curriculum
• STEM education as a key emphasis of the ongoing curriculum renewal
• Incorporating other updates, e.g. generic skills, values education, information literacy and language across the curriculum
Sustaining
• Six knowledge contexts under TEKLA
• Open & flexible curriculum (core and extensions modules)
Deepening
• Strengthening the interface between junior and senior secondary education
• Effective use of e-learning
• Creating learning opportunities across KLAs
• Infusing values education across the curriculum and school life
Focusing
• Information literacy
• Language across the Curriculum
• Nine Generic Skills
• STEM Education
Technology Education Key Learning Area
Update Curriculum Framework (Secondary 1-3)
Ensure at least 30% of curriculum time under ICT to teach programming concepts (including coding)
Cover six knowledge contexts, namely ICT, Materials & Structures, Operations &
Manufacturing, Strategies & Management, Systems & Control, and Technology & Living;
grouped into 16 core and 10 extension modules
All schools are recommended to offer core modules with 8% of the curriculum time (4 periods per 6-day cycle). Some schools offer extension modules to meet different needs of students (up to 15% of the curriculum time)
Promote theme-based, design-and-make learning activities to enhance integration and application of knowledge and skills through project learning among students
Cultivate students’ interest and curiosity through hands-on and minds-on STEM-related activities, allowing students to solve problems and create new solutions for the well-being of humankind
Renew TEKLA Curriculum
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TEKLA Curriculum
Enriched TEKLA Curriculum
Date Progress
7 September 2012 The draft enriched curriculum was issued to schools to solicit views from secondary schools
1 August 2013 • The enriched TEKLA curriculum was issued to schools through EDBCM87/2013
• Implementation of the enriched TEKLA curriculum in 2014/15 school year starting from S1, full implementation at junior secondary level in 2016/17 school year
From 2013 onwards • Briefing sessions were conducted for the curriculum planning on the enriched TEKLA curriculum
• Learning and teaching resources were provided to schools for their reference 2014/15 school year • Implementation of the enriched TEKLA curriculum starting from S1
2016/17 school year • Full implementation of the enriched TEKLA curriculum in S1 - 3
S1 (If schools are ready) 2013/
2014 sy
• All Schools
• S1 2014/
2015 sy
• All Schools
• S1-S3 2016/
2017 sy
Updating of TEKLA Curriculum Guide
Curriculum Aims and Framework
• Fine-tuning the curriculum aims
– Alignment of the TE curriculum aims with the updated 7 learning goals
– Emphasising the development of technological literacy in students through the three TE strands
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Curriculum aims of TE Updated Learning Goals of school curriculum
Technological Understanding
understand the interdisciplinary nature of technological activities
understand the underlying concepts and principles of technological artefacts, systems and environments
understand and apply the knowledge of process and resources used in designing, making and evaluating products, systems and solutions
to acquire and construct a broad and solid knowledge base, and to be able to understand contemporary issues that may impact on their daily lives at personal, community, national and global levels
Technological Capability
develop their abilities in identifying needs, problems and opportunities, their respective constraints and preferences
develop, communicate, implement and evaluate solutions creatively
develop their abilities in making informed decisions in creating, using and modifying artefacts, systems and environments
to develop and apply generic skills in an integrative manner, and to become independent and self-directed learner for further study and work
to use information and information technology ethically, flexibly and effectively
to be proficient in biliterate and trilingual communication for better study and life
Technological Awareness
be aware of the cultural and contextual dependence of technological developments
respect cultural differences and the rights of others as well as develop a sense of social responsibility in performing technological activities
be aware that the well-being of oneself, one’s family, society and the natural environment depends upon decisions on how to use technological artefacts and systems appropriately
to be an informed and responsible citizen with a sense of national and global identity, appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralism in society
to lead a healthy lifestyle with active participation in physical and aesthetic activities, and be able to appreciate sports and the arts
to understand one’s own interests, aptitudes and abilities,
Updating of TEKLA Curriculum Guide
Curriculum Aims and Framework
• Updating the curriculum framework
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The six knowledge contexts for KS3
Information and Communication Technology (ICT) Materials and Structures (M&S)
Operations and Manufacture (O&M) Strategies and Management (S&M) Systems and Control (S&C) Technology and Living (T&L)
TEKLA Curriculum
• The TE curriculum framework comprising six knowledge contexts is maintained
• Modular approach is proposed through 16 core learning element modules and 10 extension learning element
modules
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Knowledge contexts
Modules* Learning objectives
Information and Communication Technology (ICT)
K1 Computer Systems Understand and apply ICT as a prime tool for learning and in our daily life
K2 Programming Concepts
K16 Information Processing and Presentation E1 Computer Networks
Materials and Structures
K3 Materials and Resources Understand the importance of materials and resources in the design process K4 Structures and Mechanisms
E2 Material Processing Operations and
Manufacturing
K5 Tools and Equipment Understand how to manage the resources and processes required to realise their design solutions
K6 Production Process E3 Project Management Strategies and
Management
K7 Business Environments, Operations and Organisations
Understand the concepts of business and management
E4 Resources Management E5 Marketing
Systems and Control
K8 Concepts of System Understand the concepts, applications and implications of both micro and macro systems
K9 Application of Systems E6 System Integration E7 Control and Automation Technology and
Living
K10 Food and Nutrition Understand how technology affects our lives and enhances the nurturing of quality people and quality homes K11 Food Preparation and Processing
K12 Fabric and Clothing Construction K13 Fashion and Dress Sense
K14 Family Living
K15 Home Management and Technology E8 Fabric and Clothing Construction E9 Fashion and Dress Sense
E10 Home Management and Technology
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Home Economics/Technology and Living in TEKLA
ICT M&S O&M S&M S&C T&L
Apply concepts and skills acquired in Computer Literacy
• Materials &
resources
• Tools &
equipment
• Production process
• Project
management
• Business environments, operations &
organisations
• Resources management
• Marketing
• Concepts of system
• Food &
nutrition
• Food
preparation &
processing
• Fabric &
clothing
• Fashion & dress sense
• Family living
• Home
management &
technology
• Materials processing
• Structures &
mechanisms
• Application of systems
• System integration
• Control &
automation
ICT M&S O&M S&M S&C T&L
Apply concepts and skills acquired in Computer Literacy
• Computer system
• Programming concepts
• Materials &
resources
• Material processing
• Structures &
mechanisms
• Tools &
equipment
• Production process
• Project
management
• Business environments, operations &
organisations
• Resources management
• Marketing
• Concepts of system
• Application of systems
• System integration
• Control &
automation
• Family living
• Home
management &
technology
• Computer network
• Food &
nutrition
• Food
preparation &
processing
• Fabric &
clothing
• Fashion &
dress sense
Design and Technology in TEKLA
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STEM Education
What is STEM Education?
STEM – Science, Technology, Engineering and Mathematics
Introduced in 1990s by the National Science Foundation, USA, now variously used for initiatives in education, industry, economy, etc.
Why is STEM Education Promoted?
2015 Policy Address
Aim of STEM education
To strengthen the Science, Technology and Mathematics Education to nurture diversified talents in the science and
technology fields for enhancing the international competitiveness of HK
• To develop among students a solid knowledge base and to enhance their interests in Science, Technology and Mathematics for further studies and careers in meeting the changes and challenges in the contemporary world
• To strengthen students’ ability to integrate and apply knowledge and skills, and to nurture students’ creativity, collaboration and problem solving skills, as well as to foster their innovation as required in the 21st century
• To strengthen the professional capacity of and collaboration among teachers in schools and the partnerships with community stakeholders
• To nurture talents and develop experts in STEM areas so as to contribute to the development of Hong Kong and the nation
Objectives of Promoting STEM Education
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Subject Knowledge Integrate & Apply
Recommended Approaches for Organising Learning Activities
on STEM Education
SE KLA TE KLA ME KLA
Recommended Approaches of STEM Learning Activities
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Approach One
Learning activities based on topics of TEKLA
Select a topic in TEKLA
SE KLA TE KLA ME KLA
SE learning elements
ME learning elements
To Integrate & Apply
圖片來源: Nature Education
Science lesson obesity & slimming /
food & chemistry
Technology Education lesson
Planning meals for people with different needs - food and nutrition
- food preparation and processing
Maths lesson mathematical or computation skills
Approach One
Learning activities based on topics of TEKLA
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Approach Two
Projects integrating relevant learning elements of different KLAs
SE KLA TE KLA ME KLA
learning elements learning
elements learning
elements
To Integrate & Apply
PROJECT
Design a healthy diet menu for a school lunch box supplier
Junior Secondary
Food pyramid
Science Education
Food substance
Food product development
Technology Education
Principles in food preparation and hygienic
practices Construction
and interpretation
of statistical graphs
Mathematics Education
Collect and organise data
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• Design menu
• Design mobile application for calculating calorie value
• Food research and development
• Design brief
A rehabilitation project to solve the problems of elderly people who live alone in the local community yet suffered from certain physical inabilities
• Students’ activities
– To conduct visits to homes of elderly people or surveys to identify the common problems they face and to analyse the results and explore possible actions to improve his/her living conditions
– To decide on the possible solution
• to design a smart device to help them to control the electrical appliances at home
• to set up an alerting system when they need emergency help
• to design an aid to help their washing up in the toilet – To realise the proposed solution
Approach Two
Projects integrating relevant learning elements of different KLAs
Six Strategies for Promoting STEM Education
4. Enhance professional development of
schools and teachers
2. Enrich learning activities for
students 1. Renew
curricula
3. Provide learning and
teaching resources
5. Strengthen partnerships with community
key players
6. Conduct reviews and disseminate
good practices
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(1) Renew curricula
SE KLA TE KLA ME KLA
Organise signature event to serve as hub – Education Fair for students
Flexible use of curriculum time and effective use of outside classroom learning for engaging students in
worthwhile learning experiences (e.g. cross-curricular and cross-KLA project learning or competitions)
Broaden learning opportunities for students through their participation in local/national/international competitions and projects
Nominate students with special talent to apply for local and overseas scholarships
(2) Enrich learning activities for students
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Develop resource packages for teachers’ reference,
including cross-disciplinary activities, project learning (e.g.
new learning and teaching resource packages for primary General Studies)
Recommend e-resources (e.g. e-library, online courses, e- textbooks) for effective learning and teaching
Enrich the learning and teaching resources on “EDB One- stop Portal for Learning and Teaching Resources” (OSP) hosted at the Hong Kong Education City Limited
Promote learning and teaching resources and life-wide learning activities provided by various organisations (e.g.
HK Science Park, HK Science Museum)
(3) Provide learning and teaching resources
Organise signature event to serve as hub - Symposia for school heads and curriculum leaders
Organise PDPs for curriculum leaders and teachers of ALL primary and secondary schools in the coming three years
Build learning communities to enhance knowledge exchange e.g.
“Professional Development Schools (PDS) Scheme” and “QEF Thematic Network (QTN)”
Design and Applied Technology Teacher Network, Health
Management & Social Care Learning Community, Technology and Living Learning Community
Enhance teachers’ exposure to cutting edge development in science and technology fields through exchange with academics/partners in the territory and from the Mainland and overseas
(4) Enhance professional development of schools and teachers
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STEM Education Community
EDB and Curriculum
Advisory Committees
Primary and Secondary
Schools
Professional Bodies (e.g.
HKASME, HKTEA, HKIE)
Other Government Departments /
Government- related Organisations Non-
Government Organisations
Tertiary Institutions
(5) Strengthen partnerships with
community key players
Conduct research and evaluation studies on the implementation and review the curricula as
appropriate
Identify good practices and consolidate experience
Disseminate evidence-based practices through PDPs, Centre of Excellence (CoE) (e.g. QTN of QEF, PDS of Education Development Fund)
(6) Conduct review and disseminate good practices
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• Refined generic skills
• Promoting values education
• Strengthening language across the curriculum
• Strengthening information literacy
Other Key Emphases of Ongoing
Curriculum Renewal
Basic skills 基礎能力
Thinking skills 思考能力
Personal and Social skills 個人及社交能力
Communication Skills 溝通能力
Critical Thinking Skills 明辨性思考能力
Self-management Skills 自我管理能力 Mathematical Skills*
數學能力
Creativity 創造力
Self-learning Skills*
自學能力 IT Skills
運用資訊科技能力
Problem Solving Skills 解決問題能力
Collaboration Skills 協作能力
*Numeracy Skills and Study Skills were used in Learning to Learn 2001.
• Based on past experience of implementing the reform, as well as dynamic changes in society and recent research, the nine generic skills are grouped in 3 clusters of related skills for better integrative understanding and application:
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Other Key Emphases of Ongoing
Curriculum Renewal
Generic skills
• Highlighting problem solving skills, creativity and critical thinking skills which are of particular importance in TE learning and teaching
Values education
• Highlighting the nurture of technological awareness in developing learners’ ability to make judgment and
decisions through
– choice of design to meet specific needs – choice of materials for a specific design
– choice of process, tools, equipment to realise a design
Other Key Emphases of Ongoing
Curriculum Renewal
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Language across the Curriculum (LaC)
• Highlighting the collaboration with English / Chinese teachers to facilitate LaC, e.g.
– common topics between the TEKLA and English / Chinese – text types typical of the TEKLA (e.g. procedure / instructions) – TEKLA specific language features and rhetorical functions (e.g.
expressing reasons and explanations / cause and effect, comparing and contrasting, giving explanations)
Information literacy (IL)
• Highlighting IL as the focus of TE where learners learn to capture, manipulate and analyse data into meaningful
information when they try to solve computational problems in IT.
Other Key Emphases of Ongoing
Curriculum Renewal
• Emphasising the building of knowledge foundation in TEKLA
– Central curriculum and school-based TE curriculum
– Development of technological literacy through the three strands of TE – knowledge contexts in technology, process in technology and impact of technology
– Time allocation
» Primary level: 12 – 15% of the total curriculum time allocated to General Studies
» Junior secondary level: 8 – 15% of the total curriculum time allocated for TE
» Senior secondary level: 10 – 15% of the total curriculum time allocated to each of the TE elective subjects
Holistic School-based TE
Curriculum Planning
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• Encouraging cross-curricular learning
– Project learning and task-based activities to collaborate within TEKLA and with other KLAs
• Strengthening integrative learning and application skills with disciplines of Science and Mathematics Education KLAs
Holistic School-based TE
Curriculum Planning
• Approaches to learning and teaching – TE learning
• purposeful with a problem as the context of study
• has a deliverable such as an artefact, a system and is usually involving the use of hands and the mind
– TE learning activities
• Classroom teaching, reading and information collection, designing and processing, out-of-school activities
• Integration of different dimensions of technology with the emphases of ongoing curriculum renewal
• Effective learning and teaching strategies:
– Project learning
– Information technology for interactive learning – e-Learning
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Other Updating - Pedagogies
• Promoting the use of e-learning in the context of TE, e.g.
– using simulation / modelling tools in Design and Applied Technology
– using mind mapping tools in Health Management and Social Care
Other Updating – e-Learning
Analysis and recording transactions
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Determining trial balances
Recording adjustments
Accumulating post adjustment
accounting balancesUsing the information to construct financial statement.
It allows students to leverage their understanding of the impact of
transactions in terms of ‘increasing’ or ‘decreasing’ the balance sheet account values.
It provides a very visual tool for understanding the impact of transactions on account values.
It can be used to track account values throughout the accounting cycle.
It simplifies the process for constructing financial statement.
It integrates all aspects of the accounting cycle in one tool.
Use of spreadsheet in teaching the accounting cycle
Assessment in TEKLA
• Assessment for learning
– Teachers collect a wide range of data so that they can modify the learning work for their students
– Highlights students’ strengths and weaknesses
– Provides students with feedback that will further improve their learning
• Assessment of learning
– Provides students, teachers, parents, etc. with information about student learning progress so that the can plan appropriately for the future
• Assessment as learning
– Students looking at their learning and reflecting on their own abilities
– Student, not only as a contributor to the assessment and learning process, but also as the critical connector between them
– Students monitor what they are learning and use the feedback to make adjustments and adaptation
– Provides feedback to teachers to help identify students’ learning problems as well as to improve their own teaching
Other Updating - Assessment
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Assessment strategies for TE, e.g.
• Project work assessment
• Task-based assessment
• Assessing essential manipulative skills
• Assessing knowledge and concepts
• e-Assessment
• Stressing continuous support to learner diversity through
– Selecting and grouping of the 16 core learning element modules and 10 extension learning element modules – Providing a wider variety of technologies
– Allowing different modes of assessment
– Encouraging the accumulation of learning evidences and providing authentic hands-on learning experiences – Encouraging group work and collaboration
Catering for Learner Diversity
Supporting Strategies to Schools
• Enrich learning activities for students – education fair
• Provide learning and teaching resources – EDB One-stop Portal for Learning and Teaching Resources, e-resources, community resources, etc.
• Strengthen partnerships with community key stakeholders and maintain professional communities
• Enhance professional development of schools and teachers – symposia, professional development
programmes (PDPs), Professional Development Schools of Education Development Fund, QEF Thematic Network
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Frequently Asked Questions
Q1. What are the implications of curriculum updating in school-based curriculum development?
A1. • Promoting holistic curriculum planning for vertical continuity and lateral coherence within and across KLAs, and collaboration among teachers
• Enriching learning and teaching activities, such as scientific investigations, design-and-make activities
Q2. How can schools allocate time for promotion of STEM education?
A2 • Effective use of lesson time with infusion of STEM-related learning and teaching activities
• Flexible use of curriculum time/appropriate use of outside classroom learning for STEM-related projects and competitions
Q3. What are the resources available for schools?
A3. • Resources from EDB, e.g. PDPs, resources at One-stop Portal, E-blogs
• Community resources provided by other government /non-government organisations
• Other resources, e.g. QEF project, Professional Development Schools of Education Development Fund
• Updating the curriculum framework
• Emphasising holistic curriculum planning
• Promoting STEM education with solid foundation
• Strengthening the ability to integrate and apply knowledge and skills within and across KLAs
• Key emphases of ongoing curriculum renewal
STEM education, generic skills, values
education, LaC, information literacy, e-learning
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