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Contributed by 1i-Journey'participants (Second Cohort) and their schools Edited by the Education Bureau, the HKSAR Government and
Contents Page 1
‘i-Journey’ Paid Non-local Study Leave Scheme for Teachers 2
Interdisciplinary Learning & Entrepreneurship Education 4
Interdisciplinary Project Learning - Nurturing Students into Self-directed Learners (by Jane LAU Wai-sze)
5
Foster Entrepreneurship Education (by Sharon LEE Man-wai) 9
Applying the Deep Learning Approach to Develop a STEAM Project-based Curriculum for S1 and S2 Students (by Samuel LI Lok-shing)
12
Thinking and Creating a Better World (by Mark MAK Ting) 16
Develop a STEM Curriculum in Kwok Yat Wai College (by Daniel TONG Sui-hong) 20 Junior Secondary Interdisciplinary Curriculum (by TSUI Ming-yan) 25
Assessment Literacy 29
Nurturing Effective English Writers through Enhancing the Assessment Literacy of Teachers and Students (by Vivian FUNG Wai-yee)
30
Assessment as Learning to Foster Self-directed Learning (by Fred HO Hok-leong) 33 From Formative to Summative - Bridging Formative Assessment Activities in English
Literature and English Drama Lessons and Summative Assessment of English Reading Skills (by Freddie KWONG Hoi-kit)
36
Students’ Self-assessment in Mathematics (by LAM Chi-bun) 40
Rethinking Quality Formative Assessment: ‘Science and Technology’ as a Pilot Scheme - Using the Evans Assessment Tool (EAT) Framework (by Fanny LAM Yuen-fan)
44
Improving the Internal Assessment Design through Strengthening Assessment of / for / as Learning (by Joyce WONG Pui-shan)
48
STEM Education 52
School-based STEM Education in CLSMSS (by Ray CHAN Wai-leong) 53 Promoting STEM Education through Design and Make Activities - Balloon-powered Cars
(by Karen HUNG Lok-kay)
57
Technology for Smart Living 3.0 (by LAI Kai-hoi) 62
The Effects of Implementing Transdisciplinary and Thematic Approach in STEM Curriculum on Students’ Perception in Learning (by Kevin LAW Lok-kan)
66
Using e-Tools to Facilitate the Project-based Learning of Physics (by Calvin LEE Ka-fai) 69 Innovation and Technology Exploration Programme (by Alex TONG Wai-yin) 73
‘i-Journey’
Paid Non-local Study Leave Scheme for Teachers
The ‘i-Journey' Paid Non-local Study Leave Scheme for Teachers (the Scheme) is an education initiative pledged in the 2017 Policy Address.
The Scheme provides opportunities for secondary and primary school teachers to broaden their perspectives and enrich their experience. Through providing overseas professional development activities of a longer duration, with study leave for teachers and funding support for employment of supply teachers for schools, the Scheme aims to –
⚫ enhance teachers’ professional capacity and inspire them with the latest global education developments;
⚫ promote a culture of research and inquiry in schools that brings positive changes and impact on learning and teaching; and
⚫ create space for teachers to undertake professional development activities on a full- time basis.
The “i” in ‘i-Journey’ refers to the three crucial elements of this Scheme – “inquire”, “inspire”, and “impact”, and together they make a fruitful learning journey for the participants. The whole learning journey begins with participants’ inquiry into a particular educational topic or concern, followed by their inspiration gained in the process, and most importantly, ends with the impact they would bring to their teaching, student learning as well as school development.
The second cohort of customised programmes, with a total of 40 teacher participants, took place between February and June 2019.
Three customised programmes on different themes were devised, namely:
(1) Interdisciplinary Learning &
Entrepreneurship Education (2) Assessment Literacy
(3) STEM Education
Each of these three customised programmes included the following major components:
Phase One (2018/19 s.y.)
i. Pre-trip Preparation: A one-week period for structured learning in a local university and developing a school-based project proposal
ii. Overseas Experience: A five-week period for structured learning in an overseas university with school attachment / visits, during which participants further develop and finalise their proposals with the knowledge and experience gained iii. Post-trip Consolidation: A two-week period upon returning to Hong Kong for consolidation of learning in a local university, write-up of a detailed implementation plan for the school-based project and participating in related courses / activities
Phase Two (2019/20 s.y. and 2020/21 s.y.)
iv. Implementation of Finalised Proposal: A period for the implementation of the school-based project in participants’ schools with a view to bringing positive changes; and the sharing of good practices with a larger professional community
The COVID-19 pandemic brought considerable challenges to teacher participants in the process of project implementation. We would like to express our gratitude to the participants for making strenuous efforts to keep on exploring, trying and implementing their projects amid various challenges and difficulties with a view to generating a positive impact to learning and teaching.
This publication, iMPACT, provides a glimpse of the participants’ valuable experiences of project implementation and insights from the fruitful ‘i-Journey’.
The second of this issue features 18 selected reports showcasing the second cohort participants’ projects carried out in schools they were serving at the time of project implementation. It comes with a range of project ideas and details that could serve as a source of inspiration for other educators.
Programme A(4) – Interdisciplinary Learning and Entrepreneurship Education Late February – Mid April 2019
Turku, Finland
Administered by the Education Bureau, the Programme consisted of both local and overseas components. While the local part of the programme was supported by Department of Education Studies, The Hong Kong Baptist University, the overseas customised programme was conducted by the Faculty of Education, University of Turku.
The customised overseas programme aimed to enable participants to:
(a) acquire knowledge of the Finnish education system and its key features, as well as the focus of basic education modernization in Finland;
(b) learn about the Educational Reform completed in 2015 and the new National Core Curriculum implemented in August 2016 in Finland and the latest development, in particular interdisciplinary learning / entrepreneurship education and phenomenon-based learning;
(c) enrich their knowledge of teacher education in Finland and how it nurtures Finnish teachers’
leadership in facilitating development of curriculum, instructions and assessment;
(d) integrate structured learning and attachment experience to become reflective practitioners; and (e) develop teacher leadership through sharing learning outcomes in Professional Learning Communities
and disseminating good practices, with a view to inspiring paradigm shifts in interdisciplinary learning / entrepreneurship education.
Interdisciplinary Project Learning –
Nurturing Students into Self-directed Learners
Jane LAU Wai-sze
Lingnan Secondary School
Objectives of the Interdisciplinary Project
To keep pace with the latest trends of education development and respond to the school’s major concern in promoting self-directed learning, I applied the learning from ‘i-Journey’ Scheme to the planning of an interdisciplinary project learning programme.Appropriate topics were selected by teachers to develop the blueprint for the programme, which aimed to engage students in issue-based inquiries to develop their multi-perspective thinking skills. To promote professional exchange among subject panels, teachers of Integrated Humanities were invited to share their experience in co-ordinating project learning.
We expected to achieve the following objectives through the project:
i. Develop students’ abilities to integrate and apply knowledge of different subjects and to construct knowledge;
ii. Develop students’ generic skills, such as the skills for self-learning, creativity, collaboration, problem-solving as well as innovative thinking; and
iii. Broaden students’ learning experience and develop their positive values and attitudes through diversified learning opportunities.
Details of the Interdisciplinary Project
Students of S1 to S3 weredivided into groups of four to six.
They were tasked with gathering information, conducting observation and interviews, and recording data.
Thereafter, they would
consolidate and analyse the information, write up a report or produce exhibits to showcase their findings, and give group presentations. To foster their self-directed learning skills, students may decide their
inquiry focus and presentation format.
The themes set for different levels and the subjects involved are as follows:
S1: A Case Study on Hong Kong’s Intangible Cultural Heritage (Chinese Language, Integrated Humanities, Chinese History and Library)
This project learning programme involved a case study on a local intangible cultural heritage. Students would examine the significance of traditional culture to modern people and develop a sense of national identity by exploring the origin of the cultural heritage, its development and characteristics, and associated traditional customs.
S2: ‘Leftovers Manager’ School Programme (Integrated Humanities, English Language and Library)
Students would explore the problem of leftovers and identify possible ways to treat leftovers. They would
promote the ‘Leftovers Manager’ campaign in school using different approaches, including designing promotional posters and four-panel comic strips, to raise fellow students’ awareness of the importance of saving food. To encourage practice of English and increase their environmental awareness, students would learn food- related vocabulary and read relevant English articles, and share ideas about how to reduce leftovers in English on online forums.
Students’ Product Showing their Application of Knowledge on Intangible Cultural Heritage of Hong Kong
S2 Students’ Poster to Promote Reduction of Food Waste
S3: Smart City – Applications of Automatic Sensing Devices (Science, Computer, Mathematics, Design and Technology, Integrated Humanities and Library) Students would design for a museum an automatic sensing device that facilitates the visits of people with disabilities. Exploring how human beings harness technology to solve problems could develop students’
creativity and their capacity to care for others. This programme enabled students to connect a wide range of knowledge across subjects, for example, ultrasound applications, coding fundamentals, as well as the theory and application of design processes.
Challenges Encountered during Project
Implementation
As the project would involve different subjects at different levels, teachers had to work out collaboratively the teaching focus and adjust the programme according to the progress. In addition, they had to unleash students’ creativity and promote their self- directedness, which was no way easy. To this end, teachers gave students the autonomy to choose their own inquiry focus
and medium for presenting learning outcomes, for example, digital presentation, posters and three-dimensional artworks so that they could play to their strengths irrespective of their talents.
Field trips were cancelled because of the pandemic. As suspension of face-to-face classes hampered the teaching progress, we decided that students should first get acquainted with the prior knowledge of relevant topics via online lessons. Following that,
the interdisciplinary project learning programme would be conducted using the blended learning approach. As social distancing measures needed to be maintained after face-to- face teaching resumed, it was difficult to conduct group discussion and collaboration.
Therefore, students were asked to gather information and discuss using e-learning platforms. Then they reported their progress, discussed follow- up issues and shared their learning outcomes in face-to- face classes.
Success of the Project – Impacts on Students and Teachers
By allowing students to set their inquiry focus and explore everyday issues using knowledge acquired from different subjects, the project sought to enhance students’ learning motivation and promote self-directed learning. Students had discussion over their inquiry topics via e-learning platforms, and during this, they not only strengthened their communication and collaboration skills but also built stronger interpersonal relationship. Peer assessment was conducted to evaluate students’ presentation of
specific assessment criteria. Furthermore, students were encouraged to foster a culture of mutual appreciation and practise the virtue of respecting others. Students’ creativity was evident in the great variety of exhibits showcased in the presentations.
For teachers, this joint effort laid a solid foundation on cross-subject collaboration.
Working out the topics for the project together enabled teachers to not only promote a culture of sharing and exchange but also examine the existing curricula afresh to ensure their continuous refinement and renewal. Although the field trips
S3 Students’ Automatic Sensing Devices
were cancelled, I developed ‘A Guide for Preparing Interdisciplinary Project Learning’ with reference to the practices of Finnish teachers. The Guide, which covers relevant theories, planning steps,
points to note about field trips and useful forms, may serve as future reference for teachers in planning project learning.
Conclusion
The Finnish education philosophy and practices were a great source of inspiration for this project.
I was also moved by my Finnish counterparts’
passion and visions for education. As teachers, we need to groom our students for future challenges.
Therefore, developing students’ transversal competences and transforming them into self- directed learners are more important than imparting knowledge to them. By promoting interdisciplinary project learning, I hope to enhance students’ self-directed learning and generic skills, and their ability to connect knowledge of different subjects, so that they can rise to challenges in the future.
Foster Entrepreneurship Education
Sharon LEE Man-wai
Christian and Missionary Alliance Sun Kei Secondary School
Objectives of the Project
Our school has attached great importance to imparting to students knowledge and skills required in the 21st century.
Entrepreneurship education aligns with our school’s development focus as it places due emphasis on promoting students’ creativity and problem-solving skills, and encouraging students to put their innovative ideas into action. Besides, we aim to nurture students to be responsible and enterprising individuals, and invent innovative products to improve the quality of lives. Taking these considerations, I aimed to develop a project to:
• stimulate students’ creative thinking and innovation by problem-based learning; and
• develop students’ knowledge, skills and attitudes by experiential learning of entrepreneurship.
Students Engaging in Group Discussion
Implementation of the Project
Major activities in internal entrepreneurship education During the overseas trip, I gained insights into the design of learning activities on internal entrepreneurship education. With the support from ‘Young Founders School’, an organisation promoting entrepreneurship education, an entrepreneurship course was designed for all S3 students and conducted in Economics lessons.
Relevant topics, including best practice on start- ups, entrepreneurial mindset and LEAN start-up to develop business for shortening the product
development cycles, were introduced to enhance students’ understanding of the essential attributes of entrepreneurs.
Representatives from a local university and a non- profit-making organisation were also invited to share about ‘Marketing Strategies’ and ‘Innovative Market Strategies on Social Enterprises’ to the whole school to promote entrepreneurship spirit amongst students.
Major activities in external entrepreneurship education Students were encouraged to participate in competitions and activities outside school to cultivate their entrepreneurial mindset and develop their entrepreneurial alertness to viable business opportunities. Some S4 to S6 students were nominated to participate in territory-wide social venture start-up competitions to
enhance their
understanding of social entrepreneurship and raise their awareness of
social needs. Moreover, some S3 to S5 students were selected to join start-up bootcamps and workshops, during which they participated in hands-on activities to develop start-up ideas and equip themselves with essential life skills such as decision making and critical thinking skills.
Through cooperation with ‘Po Leung Kuk Life Planning & Financial Education Centre’, an inter-school ideation programme named
‘Youth Flea Market’ was organised for twenty S4 and S5 students to engage them in problem-solving tasks, which helped develop their spirit of inquiry and ability to cope with challenges.
Workshops on business strategies, proposal writing, and presentation skills were launched. Detailed rubrics were designed to assess students’ performance based on the overall planning of the project proposed, team cooperation, creativity and oral presentation.
Assessment
Formative assessment was adopted for the entrepreneurship course in S3 Economics curriculum. Reflective assignments were designed
for students to record their learning on key concepts. Teachers offered timely feedback after each assignment to help students improve.
A Student Presenting in an External Competition on her Business Plan
Students Participating in an External Competition on Entrepreneurship Education
Challenges Encountered during Project Implementation
As entrepreneurship education was newly promoted in our school, teachers’ possession of the required knowledge and skills was essential to the success of the project. Realising that teachers
lacked experience in designing and conducting entrepreneurship learning activities by adopting a problem-based learning approach, we worked in collaboration with outside organisations to familiarise teachers with relevant knowledge on entrepreneurship education.
Impact of the Project
Students acquired basic knowledge of business development, such as the components of a business plan including market analysis, product development, financial summaries and company analysis. The experiential learning activities helped cultivate students’ entrepreneurial mindset, which prompted them to seize the best of the opportunities and take calculated risks. Even if students did not aspire to become entrepreneurs, the project has honed their generic skills such as problem-solving skills and creativity, which are useful for their future study and career development. Students have enhanced their 6Cs skills, including character, collaboration, citizenship, creativity, communication and critical
thinking. Through problem-based learning, students’ learning interest was enhanced, and they are able to conceive new ideas and turn them into action for solving problems.
Regarding my own professional development, the project has enhanced my professional capacities and capabilities. During the project implementation, I took on a dual role as a facilitator and students’ learning partner. Such partnership allowed me to review and revise my teaching approaches from students’ perspective, strengthen my role as an inspirational co- constructor of knowledge with students, and guide them to set their learning goals.
Way Forward
Entrepreneurial education focuses on developing students’ knowledge, skills and attitudes which will benefit their personal development as well as future endeavours. Moving forward, more
problem-solving learning tasks would be designed to enable students to think critically and creatively to come up with innovative ideas with a view to adding value to the society.
6Cs of Education
Applying the Deep Learning Approach to Develop a STEAM Project-based Curriculum for S1 and S2 Students
Samuel LI Lok-shing
Cumberland Presbyterian Church Yao Dao Secondary School
I initiated the project because…
In Finnish education system, the 6Cs of Education in the Deep Learning approach, namely character, citizenship, collaboration, communication, creativity and critical thinking, are advocated to prepare students for the challenges of an ever-changing world. In line with such mission, our school was developing a new STEAM curriculum, ‘T&M’ to nurture students’ 6Cs skills by incorporating the Deep Learning approach. With reference to the Craft Education subject guide in Finland, my colleagues and I devised the work plans and objectives for the ‘T&M’ curriculum.
I want to achieve…
Through the project, we aimed to achieve the following objectives:
To migrate the present iPad 1-to-1 project to STEAM project-based learning;
To provide professional development activities about Deep Learning to all the teachers teaching ‘T&M’;
To develop learning and teaching strategies of the Deep Learning approach;
To evaluate the effectiveness of the learning and teaching strategies and make recommendations for the future development of STEAM Education in our school.
I implemented the project…
Implementation
The project, with the theme on
‘Healthy Living’, was implemented in two phases in S1 and S2. Students were required to design a product to improve the lives of people in school and in the society in the first and second phase respectively. Inspired by the practice in Finnish schools of providing opportunities for students to integrate and apply knowledge and skills to solve real-life problems, I deployed teachers of
different subjects to conduct teaching. A Task Force comprised of teachers of different subjects was formed.
Meetings were held to discuss the ‘T&M’ curriculum and assessment. Alongside the 6Cs skills, design thinking skills for product design and the SCAMPER technique for product improvement were introduced to students.
Professional Learning Community (PLC)
Inspired in the course in a local university, a ‘T&M’
PLC was set up to enhance teachers’ professional capabilities and monitor curriculum implementation. Regular meetings were held to discuss the teaching progress and review learning and teaching effectiveness. Teaching materials were also shared among the teachers involved for
timely revision. Besides, a workshop on the Deep Learning approach was organised for 11 ‘T&M’
teachers, which emphasises the new role of teacher as an activator instead of just a facilitator.
I also shared my overseas experience and organised some activities for teachers to enrich their knowledge of the Deep Learning approach.
EDB School-based Support Programme With a view to developing
quality assessment, our school participated in the EDB’s school-
based support programme on STEM Education. The supporting team offered us
professional advice on the design of the assessment plan.
A Student Presenting the Product of a Massager for Teachers
SCAMPER Technique
Evaluation
Mid-term and end-of-term evaluations were conducted to evaluate the effectiveness of
the project. Teacher and student questionnaires, teacher observation and assignments
were adopted to collect more comprehensive evaluation data.
The challenges faced…
Due to COVID-19, the two planned phases in the project could not be fully executed. ‘T&M’ classes were cancelled due to the suspension of face-to- face classes. Instead, all S2 students were selected to join the DreamStarter Programme in the following school year, during which they acquired knowledge on product design and presentation skills.
The development of PLC was satisfactory in the first term. Although face-to-face classes were suspended, regular meetings were still held to discuss the follow-up issues relating to ‘T&M’ and a platform was provided to facilitate teachers’
collaboration and professional exchange.
Project Outcomes
To evaluate the effectiveness of the learning activities in the first phase, an end-of-term evaluation was conducted through teacher and student survey with Google Form. Teachers’ and students’ response rates were 100% and 54.7%
respectively.
Teacher survey indicated that teachers were fully aware of and achieved the teaching objectives of
‘T&M’. Positive responses were also received towards teacher training on the Deep Learning approach. As revealed in the student survey, a majority of them indicated they made progress in the learning objectives, including setting goals, reflecting on their learning and acquiring skills on design-and-make. Moreover, based on teachers’
observation, students demonstrated improvements in the 6Cs skills. For instance, students demonstrated good citizenship when
serving the needy in the society. Their creativity was also enhanced in design-and-make activities.
Furthermore, students have improved their collaboration and communication skills. However, there was room for improvement in students’
skills in using hand tools.
Besides, an assessment plan with detailed rubrics assessing students’ acquisition of the 6Cs skills was developed. Different levels of attainment were set to enable students to grasp their learning progress and performance, which is conducive to their self- directed learning.
Evaluation Results of Students and Teachers Survey
Survey for Students and Teachers on
the Eight Teaching and Learning Objectives of 'T&M’ Curriculum
Way Forward
Although not all activities could be conducted due to the pandemic, we received encouraging feedback from teachers and students. Building on this valuable experience, the ‘T&M’ curriculum will be extended to S3 next school year to enable students to integrate and apply knowledge and skills across subjects and enhance the depth of their learning.
Thinking and Creating a Better World
Mark MAK Ting
HKSKH Bishop Hall Secondary School
Why Did We Initiate the Project?
Our school had once implemented project learning at S2 level, during which students set their own sub-topics under a designated theme.
However, teachers’ design of project learning did not allow for opportunities for students to integrate and apply interdisciplinary knowledge, skills and attitudes. It was my wish to improve the
design of project learning with the incorporation of interdisciplinary learning elements. Knowing Finland has been promoting interdisciplinary learning, I joined ‘i-Journey’ Scheme to take a page from the Finnish to optimise the design of project learning in our school.
What Did We Want to Achieve through the Project?
Teachers adopted
phenomenon-based learning approach in designing interdisciplinary project learning activities. They set themes of inquiry and students delved into a related
phenomenon of their choice.
During the inquiry process, students integrated and applied knowledge and skills from different subjects, thus developing their critical thinking, creativity, self-directed learning
and problem-solving skills.
Meanwhile, students were expected to apply Micro:bit knowledge to create inventions that could solve problems in everyday life.
How Did We Execute the Project?
In the 2019/20 and 20/21 school years, all S2 and two S5 classes were engaged in interdisciplinary project learning through phenomenon-driven inquiry. Details of the project are as follows:
Themes of Inquiry
➢ 2019/20 school year
◼ Climate change
➢ 2020/21 school year
◼ Sustainable urban living
Preparation
Panel heads of related subjects (i.e. Liberal Studies/Integrated Humanities, Geography, Science, Computer and Life Planning) discussed the relevant knowledge, skills, attitudes and values in the learning process, and worked out detailed plans based on the chosen themes of inquiry, including setting learning goals and designing related learning activities.
Implementation
Phase 1
Each group of students selected a phenomenon based on the designated theme and analysed its causes and problems. They applied knowledge and skills across disciplines in an integrative manner to collect data and present findings. They were required to upload their analysis worksheets to Padlet so as to share and discuss their learning outcomes with their peers, thereby facilitating peer learning.
Phase 2
To address the problems identified in Phase 1, students designed a smart device using Micro:bit. Before that, students used recyclable materials to produce a scene model simulating the scenarios which the smart device would be used in. Then, students used Micro:bit and other e-tools (e.g. iPad applications) to design a smart device and conducted testing in the scene model. To showcase students’
achievements, the smart devices and final reports were presented in the Academic Carnival.
A Student Collecting Data with a Mobile Logger Device
Modifications Made after the First Year
Since students were allowed to present their learning outcomes in different formats, such as posters and bookmarks, we decided to invite teachers of other subjects to join the project after the first year. For example, Visual Arts teachers could teach students compositional techniques for graphic design, and English teachers could enhance students’ understanding of the themes of inquiry by selecting related reading texts. In view of the difficulties in organising activities across levels under the pandemic, project learning was arranged for S2 students only.
As for teacher professional development, we sought to enhance teachers’ abilities to guide students to conduct inquiries and enhance their understanding of Micro:bit.
Workshops covering
information gathering skills and
the fundamentals of Micro:bit were organised to enable teachers to effectively guide students through the processes of choosing inquiry topics and creating inventions.
A Student-designed Poster on Sustainable Urban Living
Teachers Engaging in the Professional Development Workshop
How Did We Overcome the Challenges Experienced during Project Implementation?
During the first year of implementation, the second phase of learning activities were cancelled because of the pandemic. Fortunately, our school joined the STEM project learning programme ‘Live Smart@Kowloon East’ organised by external organisations, which was taken as an alternative to the second phase. Under this programme, students attended workshops and invented handy gadgets that addressed everyday issues.
Despite the pandemic, the project could still be implemented, thanks to our school’s comprehensive e-learning facilities. A tablet computer was made available for each student so students could work on their projects using a variety of apps. During online lessons, students held group discussions using TEAMS and OneNote, and shared the results of their analyses of phenomena via Padlet.
With the use of apps, students managed to achieve the expected learning outcomes in topic selection, information gathering and coding with Micro:bit.
What Are the Achievements of Our Project?
The project promoted self-directed learning by allowing students to choose sub-topics, gather information and write codes by themselves.
During the learning process, students fashioned smart devices by integrating and applying knowledge and skills from different subjects and made use of IT to engage in group tasks. They also creatively showcased the fruits of their learning across different media such as posters, PowerPoint slides and Minecraft videos. Building
on this experience, interdisciplinary project learning will be adopted as a regular learning activity for all S2 students in our school. During project implementation, teachers of different subjects stepped up communication and collaboration to help students construct and apply knowledge. I contributed to the promotion of professional exchange by sharing with other education workers my experience of studying in Finland and implementing interdisciplinary project learning.
Conclusion
Having a cohesive team was instrumental to the success of the project. My colleagues were accommodating, supportive and cooperative throughout the preparation process. Besides, since the project had to be carried out with blended
learning during the pandemic, we had to address contingencies and make adjustments, which invariably contributed to the project’s success. With the successful experience, I intend to keep promoting a culture of
interdisciplinary collaboration in my school and involve more subjects in the design of project learning to promote its continuous development and strengthen students’ ability to integrate and apply knowledge and skills.
Learning Activities on Microsoft TEAMS and Microsoft OneNote
Presentation Topic of the Awarded Team in the 'Live Smart@Kowloon East’ Learning Programme
Develop a STEM Curriculum in Kwok Yat Wai College
Daniel TONG Sui-hong
TWGHs Kwok Yat Wai College
Establishment of the Pilot STEM Curriculum -
‘Creative Technology’
The project aims to establish a pilot STEM curriculum in a school-based subject ‘Creative Technology’ in junior forms through integration of elements of Computer Literacy, Design and Technology, Technology and Living as well as Business. Different levels of learning materials with self-learning elements were developed to cater for learner diversity, allowing students to learn according to their progress and interests.
Stages of Implementation
The project was implemented in several stages as below.
Trial Run of Project Learning
A trial run of cross- subject project learning named ‘A4 Carton Oven’, which involved Design and Technology, Computer Literacy and
Home Economics, was launched for all S1 students to design an oven for cooking. In the process, students acquired the knowledge on food safety and cooking skills.
Launch of the New Subject, ‘Creative Technology’
A school-based STEM subject, ‘Creative Technology’, was launched for S1 and S2 students with four learning modules including
‘Coding’ in Computer Literacy, ‘Food Technology’ in Design and Technology, ‘Maker’
in Technology and Living and ‘E-commerce’ in Business. Taking reference from the practice in Finland, students were separated into two groups in the first phase of the project and took turns to learn the modules on ‘Maker’ and
‘Food Technology’ for 10 weeks. The reduction in class size enabled teachers to better cater for students’ diverse learning needs.
In the second phase, two cross-subject projects covering the selected learning modules were launched for 8 weeks.
S1 students worked on a project of making an A4 carton oven while S2 students designed a device to tackle the problems they faced during the pandemic.
Students Recording the Oven Temperature in the Project
Students Developing their Collaboration and Communication Skills in the Project
Trimming Down of 'A4 Carton Oven' Project to Individual Project due to Pandemic
Self-Directed Learning Web Platform
A self-directed learning web platform was launched in February 2020. More than 40 videos were uploaded with the learning contents being classified into three levels of difficulties. Such design enabled students to self-learn according to their abilities and pace. Due to suspension of face-to-face classes, hands-on learning activities could not be conducted.
Web-based simulation exercises, for instance, learning by trial-and-error, were included in the learning platform to imitate the
hands-on learning activities.
STEM Workshop
To enrich students’ learning experience, a STEM workshop was organised for S1 students to allow them to make a robot by applying STEM skills.
The Self-directed Learning Web Platform
S1 Students Attending a STEM Workshop
Newspaper Article Reporting the STEM Workshop for S1 Students
Encouraging Results of the Project
Positive Changes on Students and Teachers Through ‘Learning by Doing’, students gained hands-on practice on the target skills, for example, skills of using cutting tools and connecting wires on electric circuit board, and showed more interest in learning. In addition, students’ communication and collaboration skills were improved through conducting group tasks. The collaborative learning atmosphere not only raised students’ sense of achievement, but also boosted their self- esteem and enhanced their learning motivation.The project strengthened cross-departmental collaboration among teachers. Teachers collaborated to plan and design the teaching materials and activities of ‘Creative Technology’, which built a culture of professional exchange and ultimately contributed to enhancing their expertise.
Positive Changes on the Curriculum
The cross-module projects facilitated students’
consolidation of subject knowledge. Also, the self- directed learning web platform was useful under the blended mode of learning during the pandemic. The provision of learning materials (e.g.
videos of experiments) with different levels of difficulties enabled students to learn according to their abilities and learning interests. Students were also given greater autonomy in learning which enhanced their self-directed learning.
Regarding the refinements on assessment, the scaling of the assessment was adjusted, and bonus mark was adopted. With reference to Finland’s practice of giving marks to students for participation regardless of the accuracy of their answers, I included bonus marks to reward students who helped others in learning. Award of zero mark was also avoided to encourage students to improve.
Students Collaborating in the Class Activities of the Maker Module
Assessment Rubrics of the Coding Module
Positive Changes on the Learning Environment
The hardware setup in the classrooms in Finland was an important reference for me to promote STEM Education. In my project, ceiling-mounted power cords were installed in the STEM room to allow greater flexibility in classroom settings to conduct different types of learning activities.
This enables teachers to incorporate different lesson design and facilitate student learning.
Conclusion
I realised the importance of developing students’ learning interests and motivation in sustaining the school-based STEM curriculum development. The design of the STEM curriculum should take into consideration students’
learning needs, connection to their daily life experiences and learner autonomy. Also, some subject panels showed interest in using the self-directed learning web platform, and it is hoped that we can capitalise on the potential of it to bring forth better learning efficacy.
Ceiling-Mounted Power Cords Installed in the STEM Room
Junior Secondary Interdisciplinary Curriculum
TSUI Ming-yan
United Christian College
Background
Finland has endeavoured to promote interdisciplinary learning in recent years, hoping to enable students to integrate and apply knowledge of different subjects to problem solving. Our school sought to develop through this project a junior secondary interdisciplinary curriculum that helps students gain a deeper understanding of
their learning and better apply the knowledge acquired. Teachers joining the project would explore effective ways to promote interdisciplinary learning and enhance professional capabilities with the use of tablet devices.
Implementation
Overall Planning
The learning experience under ‘i-Journey’
Scheme has enlightened me on ways to optimise the learning contents and assessment practices of various subjects, and effectively plan a junior
secondary interdisciplinary curriculum. The project was thus devised with the following components:
Kick-off Activity
We kicked off the project during a class- teacher period to give students a general picture of the project and teachers some ideas of the curricula of the subjects involved.
Promotion
Students designed posters with visualised project details and posted them around the campus to attract peers to the activities offered under the project.
Experiential Learning
To provide students with out-of- classroom learning opportunities, places were selected for them to visit in accordance with the themes set, including Nam Shan Estate and Mei Ho House for S1, local renewable energy facilities for S2, and the Hong Kong Museum of History for S3. However, the visits were cancelled because of the pandemic. To offer students other experiential learning opportunities, we organised hands-on creative activities, such as writing computer programmes and creating storybooks and smart products, which helped students learn by applying the skills, and acquire and construct knowledge through practical experiences.
Reading across the Curriculum
Inspired by Finland’s focused effort to promote a culture of reading, we included reading in the project to develop students’
reading habit and deepen their understanding of respective themes. To this end, subject teachers recommended and provided the school library with relevant reference books or online articles for students to read. Educational videos for certain subjects were also made available online for students to extend their learning.
Assessment
Drawing on Finland’s good practices, we improved assessment design by harnessing technology, connecting assessment to everyday life, and giving students an opportunity to showcase their creativity.
For example, students created artworks using the techniques of photomontage to highlight the characteristics of the local community in Visual Arts classes; produced and analysed energy-related statistical charts in Mathematics classes; and conceived smart products that could improve daily living by comparing ancient artefacts with their modern equivalents in Chinese History classes.
Showcasing Learning Outcomes
Observations made in Finland revealed that teachers could enhance students’
learning interest and confidence by showcasing their learning outcomes.
Following their example, exemplary student works were displayed at the
‘Learning Outcomes Demonstration and Sharing Session’ organised during the post-examination period. At the session, students presented their work and shared their ideas with the attendees.
An overview of the theme for each level:
S1: A Storybook about Shek Kip Mei Estate
Teachers guided students in creating a storybook about Shek Kip Mei Estate by exploring different aspects of public housing, with a view to encouraging students to take an interest in the local community.
Collaborating subject panels included Liberal Studies, History, Chinese Language and Visual Arts.
S2: Play to Save – Exploring Renewable Energy
Teachers inspired students to explore the room for renewable energy development through ‘learning, application and promotion’. Students were encouraged to conserve energy in their daily lives using their knowledge, skills and creativity with an aim to build a low-carbon future.
Collaborating subject panels included Science, Geography, Mathematics and Information Technology.
Student-designed Product to Promote the Use of Renewable Energy
Poster Promoting S1 Activities
Poster Promoting S2 Activities Chinese Essay Writing by S1 Students after the Visit
S3: Traversing Space and Time – Smart Products of Intelligence and Love After imparting to students a variety of STEAM knowledge, such as 3D designing skills, teachers guided students to create smart products that could fix day-to-day problems as a way of showing their love and care for others. Collaborating subject panels included Information Technology, Chemistry, Mathematics, Visual Arts, English Language and Chinese History.
Outcomes
Teachers
Teachers of different subjects held meetings to exchange ideas and familiarise themselves with the teaching contents and assessment modes of other subjects covered by interdisciplinary learning. Interdisciplinary collaboration was enhanced through collaborative class activities and assessment planning, and the introduction of a number of innovative assessment practices and diversified learning activities to arouse students’
interest in learning. Teachers also developed a better grasp of the techniques for applying IT in teaching through peer sharing and exchange.
Students
The adoption of experiential learning effectively enhanced students’ learning motivation. Around
70% of students agreed that interdisciplinary learning boosted their learning motivation, while a majority of students concurred that interdisciplinary learning helped them develop knowledge, skills and positive attitudes. 70% of students reflected that interdisciplinary learning enabled them to understand subject matters from different perspectives. 80% of students considered the project helpful in enhancing their communication, collaboration and IT skills, while helping them develop a concern for the community and others and raising their awareness of environmental protection. In addition, teachers adopted diversified assessment modes, such as taking photographs, writing and conducting experiments, to cater for learner diversity and enable students to put their strengths to work.
Conclusion
I realise that learning is more than acquiring knowledge from books. Schools could organise more out-of-classroom experiential learning activities to help students combine knowledge with practice. Besides, I have learnt how to systematically and holistically plan an interdisciplinary curriculum to develop students’
ability to integrate and apply interdisciplinary knowledge and skills.
I had the opportunity to share my experience of running the project with people within and outside the school. More importantly, participants of
‘i-Journey’ Scheme shared with one another details of their projects and explored together ways to seek improvement, thereby creating a learning community for promoting professional exchange and collaboration among teachers.
A Student-innovated Product to Improve the Daily Living of Human Beings
Poster Promoting S3 Activities
Programme A(5) – Assessment Literacy Late April – Late June 2019
Southampton, the United Kingdom
Administered by the Education Bureau, the Programme consisted of both local and overseas components.
While the local part of the programme was supported by Department of Education Studies, The Hong Kong Baptist University, the overseas customised programme was conducted by the Southampton Education School, University of Southampton.
The customised overseas programme aimed to enable participants to:
(a) acquire knowledge of the local education system and its key features, with a special focus on the latest development of Assessment Literacy in the United Kingdom;
(b) enhance their professional capacity in developing school assessment policy and measures to strengthen the effectiveness of Assessment of/ for/ as Learning;
(c) develop their repertoire and expertise on the design, implementation and data analysis of assessment;
(d) integrate structured learning and school attachment to become reflective practitioners;
and
(e) develop teacher leadership through sharing learning outcomes in Professional Learning Communities and disseminating good practices.
Nurturing Effective English Writers through Enhancing the Assessment Literacy of Teachers and Students
Vivian FUNG Wai-yee
Jockey Club Government Secondary School
Background
To be a good writer, one needs to be familiar with the topic, utilise proper vocabulary and sentence patterns, and present ideas logically. However, as my
students study most subjects in Chinese and have limited exposure to English, they struggle to express ideas fluently in English. Moreover,
poor grades and negative feedback have led students to become avoidant and unconfident towards English writing.
Objectives of the Project
To address my students’ learning needs, this project aimed to increase students’ cognitive and affective engagement in writing, deepen teachers’ and students’ understanding of the role of assessment in enhancing learning and teaching and strengthen their professional capacity to make use of formative assessment data to gauge students’ learning performance. More importantly, it aimed to develop students’ abilities to reflect on their strengths and weaknesses and monitor their learning progress using assessment data.
Project Implementation
Preparation
Realising the importance of the support from key stakeholders, I presented the ideas of the project to the Principal, Vice Principal and Head of the English Department prior to implementation. In addition, I shared with other English teachers my project details and the valuable insights gained overseas, including features of effective feedback and various writing tools, such as ‘Who-Why-What’ (WWW) approach and 'Point-Evidence- Explanation-Link’ (PEEL) structure, which
were adopted in teaching writing for my project.
Upon reviewing the S4 English Language writing curriculum and assessment policy, persuasive writing was selected as the learning and teaching focus in the first term in the 2019/20 school year. Relevant writing questions were designed with reference to the HKDSE writing paper and topics in the reading curriculum.
Implementation
To sharpen students’ skills in planning writing and organising ideas, they were trained to adopt the
‘WWW’ approach when analysing the writing questions and the ‘PEEL’ structure in expository writing. Visually stimulating posters were designed and displayed in classrooms to familiarise students with the concepts introduced.
A feedback form with three to four learning objectives set under the domains of ‘content’,
‘language’ and ‘organisation’ was designed to enhance students’ understanding of the assessment criteria and facilitate peer and self- assessment. Teachers also used the same feedback form to understand students’ evaluation capabilities and evaluate their writing performance.
To strengthen students’ abilities in reflecting their writing performance, focus marking was adopted by teachers for 3 writing assignments in the first term, during which teachers marked one paragraph, two sentences and three words by adopting the ‘123 approach’ using marking codes.
Students were encouraged to focus on the content marked and make improvement.
Besides, a process writing package was devised, which included input for writing tasks, writing tools ‘WWW’ and ‘PEEL’ to guide students to brainstorm ideas, writing tasks as well as self- and peer assessment tasks for students to improve their drafts.
‘Who-Why-What’ (WWW) Approach
‘Point-Evidence-Explanation- Link’ (PEEL) Structure
Learning &
Teaching
Assessment Assessment
Data Analysis
Interlocking Relationships between Learning
& Teaching, Assessment and Assessment Data Analysis
Project Evaluation and Outcomes
To evaluate the effectiveness of the project, pre- and post-tests were conducted, in which students were tasked with writing emails to ask a relative
for sponsorship. Meanwhile, an interview was arranged for S4 English teachers to obtain their feedback on project implementation.
Student Level
There was a 5 to 10% increase in the average scores in the pre- and post-tests, suggesting that students’ overall performance in persuasive writing improved.
Some students demonstrated application of the knowledge and skills learnt, such as elaborating on ideas using ‘PEEL’
structure and explaining possible consequences using conditional sentences. Students also displayed greater confidence and competence in
English writing. They became more aware of their own strengths and weaknesses, which together with the teacher and peer feedback created an atmosphere conducive to fostering self-directed learning.
Teacher feedback was positive overall, especially regarding the use of focus marking and feedback forms. As reflected, with concrete examples of the expected learning outcomes in
the feedback form, even the less able students demonstrated improvement in expressing ideas. In addition, focus marking fostered students’
positive attitudes towards mistakes making as the process of correction would not dampen their spirit. Instead, they became more engaged in exploring new vocabulary and sentence structures for improvement.
Curriculum Level
As the expected learning outcomes were included in the feedback form, teachers could evaluate students’ writing performance in a more focused manner. Besides, with
reference to the successful experience of project implementation, English teachers of other levels have started to set clear teaching objectives and adjust their
teaching based on students’
assessment performance. In view of the project’s effectiveness, the project would be extended to S4 and S5 in the 2020/21 school year.
Conclusion
Inspired by ‘i-Journey’ Scheme, I am more aware of the importance of incorporating formative assessment tasks in my lessons and identifying students’ learning needs through analysing the assessment data. Moving forward, I will focus more on planning and evaluation of the curriculum by holding more frequent collaborative lesson planning meetings, during which we will review students’ progress, adjust teaching and devise appropriate assessment tasks to enhance learning and teaching.
Meeting the Head Teacher of Cantell School
Assessment as Learning to Foster Self-directed Learning
Fred HO Hok-leong
Carmel Secondary School
The Idea of the Project Came from …
Enhancing students’ self-directed learning was the school’s major concern in the previous development cycle during which students were taught various self-directed learning strategies. Building on this foundation, Assessment as Learning is promoted in the current development cycle to further foster students’ abilities in self-directed learning with emphasis on the application of insights gained from
‘i-Journey’ through the project.
Objectives of the Project
• To enhance students’ confidence and competence in conducting peer assessment
• To promote effective use of peer assessment to enhance learning and teaching
• To promote formative use of assessment data among teachers
Project Implementation
Learning & Teaching
Conducting Lesson Trials to Implement Peer Assessment
Three lesson trials were conducted in S4 and S5 Physics lessons to implement peer assessment using various teaching strategies that I have acquired from the UK, for example, the 4-corner approach which encourages students to seek feedback from peer ‘experts’. Teachers were invited to observe the lesson trials and provide feedback afterwards.
Conducting Lesson Study
A lesson study was conducted in four S1 Mathematics classes on the topic of ‘Peer Assessment and the Formative Use of Assessment Data’. After each lesson observation, in-depth evaluation and discussion was made on how to revise the strategies of peer assessment.
Promoting Teachers’ Assessment Literacy Establishing a Reading Group
A reading group for teachers was established with an aim to enrich their knowledge and pedagogy to engage students in group activities. Two books were read and meetings were held afterwards to facilitate reflections and discussions.
Sharing in Department Heads Meetings
Key concepts of assessment literacy, useful strategies to carry out self- and peer assessment and different methods of analysing assessment data were shared during department heads meetings. All department heads were asked to plan and design assessment tasks that involved self- and peer assessment.
Sharing in KLA Meetings
Useful strategies observed in Bitterne Park School in the UK were shared during KLA meetings.
Examples include preparing students to be open to mistakes, seek feedback from others and give quality feedback to peers.
Forming a Task Force on Peer Assessment Three teachers from different KLAs, namely Chinese, Personal, Social & Humanities Education (Chinese History) and Mathematics, were invited to join the Task Force.
4-corner Approach
Sharing on Formative Use of Assessment Data in
Challenges Faced Whilst Implementing the Project
Due to the social incidents and COVID-19 pandemic, I had to bring a halt to face-to-face meetings with the Task Force and used Google Classroom for sharing and discussions instead.
Videos about evaluation of my lesson trials and notes of assessment reference materials were recorded and uploaded, along with peer and self- assessment tools, for the Task Force’s easy reference and enhancement of their pedagogical skills and assessment literacy.
Due to school suspension, teachers were struggling to finish the curriculum when school resumed, leaving no room for lesson study and only the Mathematics lesson study could be completed as scheduled. Besides, presentation of our lesson study originally scheduled in the last department meeting was postponed to the following school year due to re-suspension of the school.
Results & Conclusion
Student Level
The implementation of peer assessment was successful as enhanced peer collaboration was observed among the target S4 students in Physics and Biology lessons. S1 students’ target Mathematics skills were also significantly improved after the intervention. A majority of the students showed confidence in identifying their own and peers’ mistakes and most also responded that they were capable of correcting the mistakes by themselves.
Teacher Level
Teachers of my school have become more aware of the formative use of assessment data after the sharing from the Mathematics coordinator. Many departments now utilise assessment data in a more efficient way through analysis of assessment data to identify students’ learning difficulties.
Moreover, they have attempted to incorporate peer assessment into their yearly lesson study. I joined these lesson studies to give suggestions based on what I had experienced in the UK to help refine lesson planning.
Individual Level
Furthermore, this project has raised my awareness towards the importance of self- and peer assessment, and assessment should be well- planned. I have now made peer assessment and discussions common practices in my lessons, for example, exchange of notes between students with peer feedback. As a way forward, I will make refinements in my pedagogy to better cater for the learning needs of the students through more effective use of assessment data.
From Formative to Summative –
Bridging Formative Assessment Activities in English Literature and English Drama Lessons and Summative Assessment of English Reading Skills
Freddie KWONG Hoi-kit
Our Lady of the Rosary College
Reasons for Project Implementation
To FIND OUT
• the relationship between formative assessment activities in English Language Arts (Drama and Literature) classroom and summative assessment in English Language
To EVALUATE
• the effectiveness of formative assessment tasks in English Literature and English Drama lessons in enhancing students’ inference skills and ability to answer higher-order thinking questions and figurative language questions in English Language reading paper assessment
To BUILD
• students’ confidence in tackling higher-order thinking questions and figurative language questions in summative assessment through English Literature and English Drama lessons
Stages of Project Implementation
Due to school suspension, the project was implemented in two stages across two academic years with the following target classes.
⚫ Stage 1 (the 2019/20 school year):
◼ 1A Drama class, 3A (more able) and 3C (less able) English Literature class
⚫ Stage 2 (the 2020/21 school year):
◼ 1B Drama class, 3D (less able) English Literature class
The curricula of English Literature and Drama were revised with a focus to sharpen students’ reading skills and improve learning and teaching with formative assessment tasks. To that end, teaching of reading skills was incorporated.
Formative assessment tasks were designed and used in lessons. Whiteboards and e-learning tools were used to collect students’ responses and facilitate peer and self-evaluation. Besides, literature and drama journal were used to allow students to document their learning progress.
Alterations were also made to the assessment.
Instead of class-based vocabulary quizzes, tasks that required higher-order thinking skills were used.
Collection of Data
To measure the effectiveness of the project in enhancing students’ inference skills and ability to answer higher-order questions and figurative language questions in reading assessment, data of the pre- and post-intervention quizzes were collected and analysed. Questionnaires were distributed to S1 and S3 target classes to collect
their views on the expectation on drama lessons and their previous learning experiences in the related subjects (i.e. English Literature, Drama and English Language) respectively. Three focus group interviews with eight S3 students were also conducted to learn more about their Language Arts learning experiences.
In S1
A module of one-act play was added to the Drama curriculum along with various reading activities including readers’ theatre, play script writing and story reading sessions.
In S3
Greater emphasis was placed on equipping students with skills of answering higher-order thinking questions in response to short stories.
A Class Activity to Enhance Students’ Higher-order Thinking Skills in English Literature Lesson
