On-site Professional Support Services for Secondary Schools/Special Schools Mathematics Education
Schools can apply for the following Mathematics Education school-based support services:
Support Service Type I – Mathematics Education
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 Mathematics Education in secondary schools
3. Foci of Development
The school development officers of the Education Bureau will collaborate with teachers on different aspects of Mathematics Education. The foci of development are as follows:
• To promote experience sharing and exchange through inter-school professional network activities
• To develop school-based curriculum to cater for the diverse needs of students (e.g. the learning needs of gifted students, students with special educational needs (SEN) and non-Chinese speaking (NCS) students) in learning Mathematics
• To strengthen the interface between the primary and junior secondary, and between the junior secondary and senior secondary school-based Mathematics curricula, including the planning and progressive implementation of the revised Mathematics curriculum for junior secondary starting from the 2020/21 s.y.
• To develop effective learning and teaching as well as assessment strategies such as gamification, blended learning and self-directed learning to strengthen students’ mathematical concepts and skills, enhance their learning interest, as well as develop their generic skills, positive values and attitudes
• To enhance the learning of Mathematics through cross-subject collaboration/cross-curricular planning, such as promotion of STEM education and Reading across the Curriculum
• To cultivate teachers’ curriculum leadership and strengthen their professional capacity
• To establish learning community in school and to promote the culture of sharing and exchange among teachers
4. Modes of Exchange and Collaboration
Support Service Type I
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.
Differences between Support Service Type I and Type II Support Service Type I
Mathematics Education
Support Service Type II
Curriculum Leadership Learning Community on Mathematics Education
Participants A core team of teachers of each participating school
2 to 3 curriculum leaders (e.g. Vice Principal, Assistant Principal, Mathematics panel chairpersons and level coordinators) of each participating school
Modes Mainly on-site support Mainly inter-school sharing, collaboration and reflection, with the support from school development officers
Frequency of meetings
Comparatively more Comparatively less
Expectations on
participants
Develop school-based
curriculum and conduct lesson study in collaboration with school development officers
Explore strategies to cope with the specific issues in developing school-based curriculum, through sharing, collaboration and reflection on
pedagogical practices
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
Mr CHENG Pak-chung
School-based Curriculum Development (Secondary) Section Tel: 2639 4704
E-mail:ssdosbcds3@edb.gov.hk
