CDI020071578
Curriculum Management and Planning for
Computer and Information Technology (S4-5) with Different Elective Modules in Schools
在電腦與資訊科技課程(中四至中五)中管理及規畫
多個不同的選修單元
Program Rundown
1400 – 1420 Introduction
1420 – 1500 Presentation 1 -- Mr. YAU Siu-hung Vice-principal
Yan Chai Hospital Wong Wha San Secondary School
1500 – 1520 Break
1520 – 1550 Presentation 2 -- Mr. WONG Wing-hong Robert Panel Head
La Salle College 1550 – 1700 Summary
Q & A
Objectives
To enhance computer teachers’ knowledge on curriculum management and planning
1. The rationale behind offering different elective
modules in Computer and Information Technology (S4- 5).
2. Curriculum planning and implementation details, in terms of resources management and catering for
learner diversity in offering different elective modules in
schools
Computer and Information Technology
The Elective Modules are for students who wish to excel in a specialised area of their own choice.
A. Algorithm and Programming B. Organisation of Computer
C. Data Communications and Networking
D. Multimedia Production and Web Authoring
The number of elective modules provided by each school is to be determined by the school concerned, taking into
consideration students’ interests, teachers’ expertise and the resources available (p. 6).
3.3 Curriculum Planning Strategies
3.3.1 For Students of Different Abilities and Inclinations
The NSS ICT curriculum provides four options in the elective part:
•Databases
•Data Communications and Networking
•Multimedia Production and Web Site Development
•Software Development
The design of the Elective Part aims to provide students with a range of choices. Students are encouraged to
choose the option that matches their interests, their intended post- secondary studies or career aspirations (p. 77).
Current Situation
CIT 2007 (No. of schools)
No. of Elective Modules Offered
No. of Schools
1 307
2 117
3 12
4 2
Total 438
CIT 2007 (No. of schools)
Elective Modules Offered to Students Sub-Total Total
A 47 307
B 13
C 5
D 242
A B 2 107
A C 2
A D 87
B D 16
C D 10
A B D 7 12
A C D 4
B C D 1
A B C D 2 2
438
CIT 2007 (No. of students)
Module 2007 2006
A 3,724 4,170
B 829 791
C 486 569
D 13,142 13,352
Total 18,181 18,882
PDP
Program Max.
Capacity
Applied
Networking 180 390
PHP & MySQL 24 184
Networking (re-run) 260 400
Retooling Networking 80 160
Databases (Oracle) 200 300
Networking (Cisco) 150 237
Oracle Certified Associate (OCA)
Cisco Certified Network Associate (CCNA)
Recognition
Does your school plan to offer Data Communication and Networking as the Elective Option in the NSS ICT?
Planning -- 未決定．擔心太少學校選擇此選項。（如現在 CIT 的 Module C）
一間學校不能開２組（學生人數及學校課程設計（新高中）規範）
Resources -- 正在考慮中，要視乎人手及器材安排
成本會否很貴？會否有額外資源 ($) 買設備？
沒有足夠的教學硬件 / 硬件支援不足 / 缺乏硬件資源 / 設備不足 / Lack of hardware / 學生能力及資源問題
教材只有英文版本，學校缺乏器材（硬件）
不夠人手 / 老師仍未受訓 / Worrying that we are not ready for it
Preference -- Difficult for students (especially girls) / 學生興趣不大，而實習機會不多 / 學生程度 / 學生能力及資源問題 / 學生取向
No interest
Feedbacks from Teachers
1. What is the rationale of providing different elective modules in CIT?
2. How to allocate students to different elective modules / classes?
3. What are students’ preferences?
4. Is there any work done for interfacing with junior computer literacy that affect students’ preference?
5. How to arrange the timetable?
6. How to manage human resources (i.e. teachers’ expertise)?
7. Does it need any extra resources / management?
8. How to address the issue of learner diversity?
9. What are the difficulties encountered?
10. What is the future planning on this issue for the NSS ICT?
Guiding Questions
Presentation 1 – Mr. YAU Siu-hung Vice-Principal
Yan Chai Hospital Wong Wha San Secondary School
Presentation 2 -- Mr. WONG Wing-hong Robert Panel Head
La Salle College
Presentations
Break
Presentation 2 -- Mr. WONG Wing-hong Robert Panel Head
La Salle College
Presentations
Summary
Curriculum Planning – General Principles
Curriculum planning starts at the junior secondary level
Learning is made more meaningful by introducing authentic tasks and scenarios
Topics are not to be taught in isolation
Learning is not confined to time-tabled lessons
Teachers are encouraged to work together as a team
Teachers are encouraged to make flexible use of class time
Teachers are encouraged to make use of both formative assessment and summative assessment
(p. 69 - 70)
Progression
To help students achieve the curriculum aims and objectives, schools should feel free to vary the organization and teaching sequence of learning elements.
In practice, most schools will teach the core modules prior to the options.
However, some schools may start teaching the options immediately after the related core module is covered.
Examples: Cases 1, 2 and 3 in the C & A Guide (p. 71 – 76) Different teaching sequences in the L & T resource
package for the option Multimedia Production and Web Site Development
Curriculum Planning Strategies
3.3.1 For Students of Different Abilities and Inclinations Students have a variety of learning style:
•Learning by reading
•Watching others perform
•Learning by doing
Multimedia Production and Web Site Development has a heavier
emphasis on applied learning and is suited to students who learn better in a practical way.
Students may find Databases interesting as they can learn how to apply database theories in daily-life situations.
Students who are problem-solvers and are keen on carrying out projects using computers may consider selecting Software Development which focuses on solving problems and developing solutions.
Students may choose Data Communication and Networking in order to equip their networking knowledge to meet the future demands of the Internet-based business environment. (p. 77)
Curriculum Planning Strategies
3.3.2 Making Student Learning more Meaningful
•Designing Authentic Experiences
•Engaging in Life-wide Learning
Curriculum Planning Strategies
3.4.1 Areas of Work
Understand the Curriculum and Learning Context
•Senior Secondary ICT Curriculum and Assessment Guide
•Vision and mission, strengths and policies of your school
•Students’ abilities and interests
•Community culture and the changing needs of society
Engaging in Life-wide Learning
•Design and implement schemes of work to help students achieve the curriculum aims and learning targets
•Design modes of assessment and tasks to promote assessment for learning
Curriculum Management
3.4.1 Areas of Work Develop Resources
•Develop, collect and organize L & T resources and allow students to access them whenever needed (use of an e-learning platform)
•Make effective use of school and community resources
Build Capacity
•Keep abreast of the latest curriculum development, teaching
strategies, knowledge knowledge and advances in technology
•Build face-to-face / electronic networks with other schools
•Peer lesson observation
•Share the best practices in delivering the ICT curriculum (p. 79-80)
Curriculum Management
3.4.2 Roles of Different School Personnel
•ICT Teachers
•TE KLA Co-ordinator / ICT Panel Chairperson
•School Head
Curriculum Management
3.4.2 Roles of Different School Personnel ICT Teachers
•Acquaint themselves fully with the structure, organization and learning targets of the curriculum
•Help students to identify their specific area(s) of interest in ICT
•Explain clearly to students the overall aims, learning targets, and expectations of the school-based curriculum
•Foster an active learning environment
•Initiate the sharing of teaching ideas, knowledge and experiences to foster peer collaboration, support and professional exchange
•Keep abreast of the latest development of ICT curricula and innovations in ICT (p. 80)
Curriculum Management
3.4.2 Roles of Different School Personnel TE KLA Co-ordinator / ICT Panel Chairperson
•Set a clear direction and plan for its own school-based curriculum
•Decide on which modules to offer in the Elective Part
•Collect and analyze evidence of students’ learning
•Manage and use the L & T resources systematically and effectively
•Hold regular meetings to discuss matters such as schemes of work and choice of textbooks
•Promote professional exchange on subject knowledge, and L & T strategies
•Encourage panel members to participate in professional development courses, workshops, seminars, etc.
•Make the best use of the resources available in school (p. 81)
Curriculum Management
•Interface with CL
•Prior knowledge of students
•Diversity of student preference
•Computer facilities
•Teacher expertise
•Time-table arrangement
Issues to be Considered
Feb. Copyright
Feb. Lab. Visits
May Using Software to enhance L & T
June Public Assessment: Standards and Reporting of Results June Understanding and Interpreting the NSS curriculum
July Mobile Programming (Basic Level)
2008/2009 Assessing Student Learning: Internal Assessment Practices 2008/2009 Mobile Programming (Upper Level)
Cisco, Oracle
