On-site Professional Support Services for Secondary Schools/Special Schools
Personal, Social and Humanities Education (PSHE)
Schools can apply for the following PSHE-related school-based support services:
Support Service Type I – Personal, Social and Humanities Education (PSHE)
1. Support Service Co-ordinator
School-based Curriculum Development (Secondary) Section, Quality Assurance and School-based Support Division, Education Bureau
2. Areas of Collaboration
Curriculum development, learning and teaching of Personal, Social and Humanities Education (PSHE) in secondary schools
3. Foci of Development
The school development officers of the Education Bureau will collaborate with teachers on different aspects of PSHE. The foci of development are as follows:
To develop broad and balanced school-based PSHE curriculum to help students, particularly those at junior secondary level, acquire a solid knowledge base, to enhance their enquiry learning skills and to foster positive values as well as to nurture humanistic qualities
To strengthen the interface between the junior secondary and senior secondary school-based PSHE curricula to build up a balanced knowledge base and develop essential generic skills for learning PSHE subjects at senior secondary level
To plan and implement values education (including moral and civic education, national security education under the framework of the Constitution and Basic Law education) through cross-subject collaboration to strengthen students’ understanding of the rule of law as well as to enhance their sense of national identity
To promote Reading across the Curriculum, self-directed learning and students’ information literacy through Chinese History, History, Geography or Life & Society as one of the foci of the support services
To explore effective learning, teaching and assessment strategies such as blended learning, self- directed learning and e-assessment to cater for learner diversity (e.g. NCS students’ needs in the learning of Chinese history and Chinese culture)
To cultivate teachers’ curriculum leadership and strengthen their professional capacity
To establish a learning community in school and promote the culture of sharing and exchange among
teachers
To promote experience sharing and exchange through inter-school professional network activities
4. Modes of Exchange and Collaboration
To promote curriculum leadership and facilitate exchange and collaboration among teachers, the following modes are adopted:
On-site Professional Support
In the light of the school’s context and developmental needs, school development officers provide diversified collaborative support services, including reviewing and planning school-based curricula, lesson studies, assessment for learning, formulating development plan and professional development programmes (e.g. seminars, workshop and sharing sessions), as well as pedagogical designs. The primary aim is to promote curriculum leadership for strengthened professional capacity, refined professional practices and sustainable school development.
Support through Professional Network
Professional Network is complementary with the on-site professional support. It facilitates collegial sharing and dissemination of effective practices and resources, thus promoting inter-school sharing.
5. Expectations on Participating Schools
To maximise the support services, participating schools are to find it obligatory to:
delegate a designated personnel, say a Vice Principal or a panel chairperson, to lead a core team of teachers to take forward the on-site professional support services, liaise with school development officers and map out the collaboration work plan
schedule a common time slot for all school personnel involved for regular meetings (around 1.5 hours per week/cycle, preferably within the timetable) to ensure ample opportunities for professional discourse on curriculum development, collaborative lesson preparation, tryout and lesson observation, review and follow-up tasks, so that the communication and collaboration among teachers will be strengthened. School development officers would provide views and advices throughout, to step up curriculum leadership and professional capacity of teachers
share with other teachers experiences in school-based curriculum development and resources developed such as work plans, learning and teaching materials, student work (the copyright of these materials will be co-owned by the Education Bureau (EDB) and the schools concerned. The EDB also reserves the right to compile and refine the materials for dissemination purposes)
observe strictly the legal obligations and, in all cases, comply with the Copyright Ordinance in developing school-based curriculum as well as learning and teaching materials
6. Points to Note
The support service will normally last for 1 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: ssdosbcds1@edb.gov.hk
