Collaborative Research and Development (“Seed”) Projects
for the 2021/22 School Year
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Council & Secondary Section Curriculum Development Institute
February 2021
Fostering an “Entrepreneurial Spirit”
through Whole-school Curriculum Planning
Fostering an “Entrepreneurial Spirit”
through Whole-school Curriculum Planning Fostering an “Entrepreneurial Spirit”
through Whole-school Curriculum Planning
Adopting appropriate and effective strategies to evaluate/provide feedback on students’ entrepreneurial competencies
Encouraging creativity and iterative experimentation in the problem solving process to allow students to take ownership of their learning Promoting cross-curricular collaboration on conducting various learning activities to encourage students to make endeavours, take on challenges and innovate
Enhancing teachers’ professional competence in promoting school- based curriculum development with a view to fostering an
“entrepreneurial spirit” in students
Enabling students to define a problem and formulate plans for approaching it in a life-wide learning context
Objectives
Promoting whole-school curriculum planning through sharing visions, reaching consensus, creating space and formulating actionable plans
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This revolution is already in homes across the developed world and increasingly in the
developing world too. … But, so far, this
revolution has not transformed most schools or most teaching and learning in classrooms.
(Sir Michael Barber, 2014)
… education systems … rely heavily on passive forms of learning focused on direct
instruction and memorisation, rather than interactive methods that promote the critical and individual thinking needed in
today’s innovation-driven economy.
(World Economic Forum, 2020)
If all we do is teach our children what we know, they might remember enough to follow our footsteps; but if they learn how
to learn, are able to think for themselves and work with others, they can go
anywhere they want.
(Andreas Schleicher, PISA, 2018)
… high-stakes exams … only measure a far narrower range of traditional
performance ….
… if assessment systems fail to reflect the future skills that employers
demand they will lose credibility naturally.
(Economist Intelligence Unit, 2017)
CREATIVITY
COLLABORATION
ADAPTABILITY
TIME MANAGEMENT
PERSUASION EMOTIONAL INTELLIGENCE
develop in students the competencies
required for meeting future
challenges?
add variety to students’
learning
experiences and promote learner
autonomy?
monitor and evaluate student
learning in a real-life context?
How can we …
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Develop personal
qualities and attitudes
Ability and willingness to take the initiative
Innovation and creativity
Willingness to take risks
Self-confidence
Ability to collaborate and social skills
Learn subjects and basic skills through the use of
entrepreneurial working methods
Learn knowledge and skills
concerning business
development and innovative process
Ministry of Education and Research, Norway, 2010
Entrepreneurship in Education
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Entrepreneurship education is essential for developing the human capital necessary for society of the future. It is not enough to add
entrepreneurship on the perimeter – it needs to be core to the way education operates.
World Economic Forum, 2009
Values Education (including MCE &
Basic Law education) Chinese History
and Chinese
Culture STEM
Education &
ITE
Entrepreneurial Spirit
Language across the Curriculum
(LaC) Teaching
Chinese as a Second Language Gifted
Education Life-wide
Learning
Major Renewed Emphases
Development of an entrepreneurial spirit
is not confined to teaching students to start and run new businesses;
can focus on developing knowledge, generic skills, positive values and attitudes which will benefit students
in their personal development
as future endeavours as business owners, freelancers or innovators
(Secondary Education Curriculum Guide 2017)
Entrepreneurship in Education
• builds the enterprise competencies and introduces business competencies,
leading to start-up and new business development.
• focuses broadly on the development of
enterprise competencies that are essential in the workplace, and related to personal development, mindset, skills and
abilities
• learners to demonstrate a
‘can-do’ confidence, a creative questioning approach, and the
willingness to take risks in uncertainty and flexible working patterns
• learners to show the attributes of teamwork, initiative, originality and
self-discipline. OECD 2015; The Quality Assurance Agency for Higher Education UK 2018
The premise of the Seed Project
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Handicraft Making
Students to design and make household objects for the underprivileged
Prototype
Test •Test your ideas
Define •Develop points of view based on the users’
needs
Empathise •Understand the users
Learning Opportunity: Addressing and Defining Problems through DESIGN THINKING
Ideate •Propose creative solutions
•Create designs underpinned by your
thoughts
Learning Opportunity:
A CROSS-DISCIPLINARY APPROACH
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Students in teams draw knowledge from different disciplines and formulate action plans for design and make
Requisite knowledge, skills & attitudes
Visual Arts - Woodwork /
pottery:
historical and cultural value, techniques - Aesthetic
perception
- Artistic heritage - Appreciation of
Chinese arts
Design &
Technology - Creativity /
Innovativeness - Problem Solving - Self-
determination - Risk-taking
Chinese History - Learning about
Chinese history and culture in the context of traditional
handicrafts and everyday objects
Languages - Active listening
in interview - Drawing
consensus in group planning
Learning Opportunity: Interaction with the
REAL WORLD
Interpersonal Skills
Interpersonal Skills
Marketing Skills Marketing Skills
Engagement with local craftsmen/practitioners
in the creative industry
• Students learn more about innovative
thinking and translating ideas into practice.
• Students pitch their creative output
(e.g. tea ware) at a real audience as part of assessment.
Problem-based learning
Planning a research, formulating
hypotheses and predicting
outcomes
Analysing personal roles and
responsibilities in making
contribution to society
Problem-based learning
Planning a research, formulating
hypotheses and predicting
outcomes
Analysing personal roles and
responsibilities in making
contribution to society
Nurturing Entrepreneurial Competencies:
Possible Approaches
Pitching Role-play Conducting a survey/interview
Presenting ideas and viewpoints logically in
different modes Pitching
Role-play Conducting a survey/interview
Presenting ideas and viewpoints logically in
different modes
Design thinking Connecting ideas using mind maps, imagery,
analogies, etc., to create new
possibilities Conducting a scientific investigation
Making a prototype
Design thinking Connecting ideas using mind maps, imagery,
analogies, etc., to create new
possibilities Conducting a scientific investigation
Making a prototype
Sustaining a discussion Co-operative learning
Sustaining a discussion Co-operative learning
Marketing Skills -Dealing
with/persuading stakeholders
-Adapting a message to a target group -Gauging people’s needs
Interpersonal Skills
-Interpreting, synthesising and appreciating various viewpoints
-Resolving conflicts Innovativeness
-Initiating new thoughts for action -Expanding and refining ideas
-Discerning novelty from observation Opportunity Skills -Recognising/acting on opportunities -Asking questions about what is missing/what could be better -Developing a vision
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Pedagogical considerations
Subjects involved
Real-life problems connected with subject curricula
Knowledge, skills &
attitudes necessary for students to
innovate
Integrating design thinking
into the learning process Range of
possible student output A meaningful
platform for students to present their
output
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Commitment
• The seconded teacher to:
plan and implement curriculum initiatives through a whole-school approach and in alignment with the school context
direct and support cross-curricular collaboration
• Space/flexibility in curriculum planning and implementation
• Learning activities within and beyond timetabled periods
• Collection of evidence (e.g. classroom observations, interviews) on the process of change and impact of student learning
• Engagement with outside organisations
• Dissemination of good practices to other schools after
the tryout
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A joint venture between the School and the EDB
Building on the strengths of the School
Application
• EDBCM No.4/2021 (Appendix B with Annexes 2 and 3;
Appendix C)
• Deadline: 10 March 2021 (Wednesday)
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Project Proposal (Appendix C)
• Needs of school/students
• Schools’ commitment to the project (e.g. timetabling,
staff involvement,
curriculum adaptation)
• Previous experience in implementing project learning/cross-curricular learning
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Project Co-ordinators
Mr HO Chi-nap
Council & Secondary Section, Curriculum Development Institute
Email: cpmspsi1@edb.gov.hk / Tel: 2892 6681
Mr Jimmy LEUNG
Council & Secondary Section, Curriculum Development Institute
Email: cdocs41@edb.gov.hk / Tel: 2892 6448
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References (1)
Barber M., 2014, Foreword for “A Rich Seam – How New
Pedagogies Find Deep Learning”, by M Fullan & M Langworthy EDB HKSAR 2017, Secondary Education Curriculum Guide
EIU, 2017, Worldwide Educating for the Future Index – A benchmark for the skills of tomorrow
Lackeus M., 2015, Entrepreneurship in Education – What, Why, When, How. OECD.
LinkedIn, 2019 & 2020, The skills that employers most looking for Ministry of Education and Research, Norway 2010, Action Plan – Entrepreneurship in Education and Training – from Compulsory School to Higher Education 2009-2014
OECD, 2019, Future of Education and Skills 2030 – Learning Compass 2030, A Series of Concept Notes
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References (2)
Penaluna A. & Penaluna K., 2015, Entrepreneurial Education in Practice – Building Motivations and Competencies. OECD.
Schleicher A., PISA, 2018, Insights and Interpretations
The Quality Assurance Agency for Higher Education UK, 2018, Enterprise & Entrepreneurship Education – Guidance for UK Higher Education Providers
World Economic Forum, 2016, The Future of Jobs –
Employment, skills and workforce strategy for the fourth industrial revolution
World Economic Forum, 2019, Educating the Next Wave of Entrepreneurs – Unlocking Entrepreneurial Capabilities to meet the Global Challenges of the 21st Century
World Economic Forum, 2020, Schools of the Future – Defining New Models of Education for the Fourth Industrial Revolution
