On-site Professional Support Services for Secondary Schools/Special Schools
Curriculum Leadership Learning Community on Personal, Social and Humanities Education (PSHE)
Schools can apply for the following Personal, Social and Humanities Education school-based support service:
Support Service Type II – Curriculum Leadership Learning Community on Personal, Social and Humanities Education
1. Support Service Coordinator
School-based Curriculum Development (Secondary) Section, Curriculum Support Division, Education Bureau
2. Area of Support
Building Learning Partnership, Personal, Social and Humanities Education in secondary schools
3. Examples of Support Services
The curriculum support officers of the Education Bureau will collaborate with teachers on different aspects of Personal, Social and Humanities Education. Some examples of the support services are as follows:
• To broaden knowledge and experience of curriculum leaders (e.g. PSHE KLA coordinators) who are enthusiastic about curriculum innovations, in planning and implementing school-based values education curriculum, through collaboration and reflection on pedagogical practices
• To establish a professional platform to share resources, exchange experiences and in collaboration explore strategies to apply the principle of integrating organically and connecting naturally with the curriculum and use the multi-pronged approach to implement national security education, as well as to develop students’ positive values and attitudes.
4. Modes of Exchange and Collaboration
Support Service Type II
A professional platform is established for curriculum leaders of all participating schools to explore, in collaboration, strategies to cope with specific issues on school-based curriculum development. It aims at empowering curriculum leaders to become change agents in leading their school teams to promote educational initiatives and/or developing school-based curriculum, through peer learning, sharing and collaboration among the participating schools. The deliverables would be experiences gained through piloting school-based curriculum measures, school-based handbooks or tools, school cases and
curriculum plans. In general, there are 2 to 3 curriculum leaders (PSHE KLA coordinators and subject panel chairpersons) nominated by each participating school to form a Learning Community (LC) on the chosen theme. Teachers of participating schools may join some LC activities flexibly to promote the collaborative culture among schools. Please refer to the table below for arrangement of activities:
LC activity No. of Times
Contents Participants
Preparation meeting
1 Formulating objectives, theme and content of the developmental plan
Devising roles and duties of participating schools
Curriculum leaders of all participating schools
On-site support
2 Providing individual on-site support by curriculum support officers to facilitate schools in devising implementation strategies according to the objectives formulated
Curriculum leaders and teachers of respective participating schools
Theme-based professional development activities
1-2 Professional development activities, in the forms of seminars, workshops or sharing sessions, to enhance professional capacity of curriculum leaders and teachers
Curriculum leaders and teachers of all
participating schools
Inter-school Visit
1-2 Inter-school visits and sharing among participating schools
Inter-school collaborative lesson planning, observation and discussion and/or professional development activities
Curriculum leaders and teachers of
participating schools concerned
Consolidation 1 Consolidation and dissemination of outcomes Curriculum leaders of all participating schools
Differences between Support Service Type I and Type II Support Service Type I
Personal, Social and Humanities Education
Support Service Type II
Curriculum Leadership Learning Community on Personal, Social and Humanities
Education Participants A core team of teachers of
each participating school
2 to 3 curriculum leaders (e.g. PSHE KLA coordinators and subject panel chairpersons) of each participating school
Modes Mainly on-site support Mainly inter-school sharing, collaboration and reflection, with the support from curriculum support officers
Frequency of meetings
Comparatively more Comparatively less
Expectations on participants
Develop school-based curriculum and conduct lesson study in collaboration with curriculum support
Explore strategies to cope with the specific issues in developing school-based values education curriculum, through sharing, collaboration and reflection on pedagogical
officers practices
5. Expectations on Participating Schools
To make the best use of the support services, participating schools are expected to:
• delegate a designated personnel among the 2-3 participating curriculum leaders to liaise with curriculum support officers, and let the 2 to 3 curriculum leaders attend scheduled meetings as agreed in the Preparation meeting of the respective LC, so as to promote inter-school collaboration
• schedule a common time slot for all internal school personnel involved for regular meetings (around 1.5 hours per week/cycle, preferably within the timetable) to ensure, under the lead of the 2-3 curriculum leaders, ample opportunities for professional discourse in exploring strategies to cope with the specific issues on school-based curriculum development
• share with other teachers their experience in school-based curriculum development and the materials and resources they develop, e.g. work plans, learning and teaching materials, research reports and student work. (The copyright of these materials will be co-owned by the EDB and the schools concerned. The EDB also reserves the right to compile and refine the materials before disseminating them for educational purposes.)
• observe strictly their legal obligations and, in all cases, comply with the Copyright Ordinance in developing school-based learning and teaching materials
6. Points to Note
The duration of on-site support services normally lasts for one year.
The School-based Curriculum Development (Secondary) Section, in collaboration with teachers, generates knowledge from classroom practices, such as exemplars of learning and teaching, experiences in collaborative lesson planning etc., part of which has been uploaded to the Section’s homepage. For details, please visit the website: http://www.edb.gov.hk/sbss/sbcds
7. Enquiries
Ms HUNG Lai-ting, Venus
School-based Curriculum Development (Secondary) Section Tel: 2639 4745
E-mail: [email protected]
