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(1)

Briefing Session on the Ongoing Renewal of the School Curriculum:

Updating of the Secondary Education Curriculum

Guide (SECG)

January 2017

Curriculum Development Council

(2)

Content

• Background of the ongoing renewal of the school curriculum

• Celebrating student achievements in the “Learning to Learn” curriculum reform

• Recommendations on whole-school curriculum for schools

• The central school curriculum framework

• Updated seven learning goals (shaping qualities expected of secondary graduates)

• Integrative use of generic skills, values and attitudes across the curriculum

• Renewed Four Key Tasks

• Ongoing / future direction of curriculum development

• Major renewed emphases (MRE) at the junior secondary level and beyond

• Planning tools for whole-school curriculum planning

• Way Forward

(3)

Background of the

ongoing renewal of the

school curriculum

(4)

Respond to local,

regional and global

contextual changes

Build on existing

strengths and practices of

schools

Curriculum enhancement

to benefit student learning

Ongoing Renewal of the School

Curriculum

(5)

BECG (2002) / SSCG (2009) (2009)

8 KLA Curriculum Guides (2002)

Various Subject Curriculum Guides Learning to Learn Report (2001)

SECG 2017

中學教育課程指引

(2017 onwards)

KLA Curriculum Guides 學習領域課程指引

&

Subject curriculum guides/

supplements 科目課程指引

/補充文件

BECG 2014 基礎教育課程指引

(小一至小六 )

Ongoing Renewal of the School

Curriculum

(6)

Booklet Title

Part I Ongoing Curriculum Renewal – Focusing, Deepening and Sustaining

Booklet 1 Ongoing Renewal of the School Curriculum

Part II Curriculum Planning, Pedagogy and Assessment Cycle Booklet 2 Learning Goals, School Curriculum Framework and Planning Booklet 3 Effective Learning and Teaching: Developing Lifelong and Self-

directed Learners

Booklet 4 Assessment Literacy and School Assessment Policy Booklet 5 Embracing Learner Diversity

Booklet 6 Booklet 6A Booklet 6B Booklet 6C Booklet 6D

Four Key Tasks (Overview)

Moral and Civic Education

Reading to Learn: towards Reading across the Curriculum

Project Learning

IT for Self-directed Learning

Booklet 7 Experiential Learning: Life-wide Learning Part III Smooth Transitions

Booklet 8 Interfaces between KS2/KS3 and KS3/KS4

Booklet 9 Career and Life Planning - Multiple Pathways for All Students to Excel

Part IV Enabling Environments

Booklet 10 Quality Learning and Teaching Resources

Booklet 11 Professional Development and Schools as Learning Organisations

Secondary Education Curriculum Guide (SECG) (2017)

(7)

Recommendations on whole-school

curriculum

for schools

(8)

Values & attitudes Basic skills Seven priority

values

Perseverance

Respect for Others

Responsibility

National Identity

Commitment

Integrity

Care for Others

Generic skills Basic Skills

• Communication Skills

• Mathematical Skills

• IT Skills Thinking Skills

• Critical Thinking Skills

• Creativity

• Problem Solving Skills

Personal & Social Skills

• Self-management Skills

• Self-learning Skills

• Collaboration Skills

The Hong Kong School Curriculum

Intellectual Development

Community Service Moral and Civic

Education

Physical and Aesthetic Development

Seven learning goals

Fostering

whole-person development

English Language

Education

Mathematics Education

Science Education

Language Early

Childhood Mathematics

Nature &

Living General Studies

Self &

Society

Multiple pathways

Nurturing lifelong &

self-directed learning capabilities

2 or 3 electives : a) 20 elective subjects;

b) Applied Learning; &

c) Other Languages

Career-related Experiences

Physical Fitness &

Health Arts &

Creativity

Generic skills

Values & attitudes Values & attitudes

Technology Education Personal,

Social &

Humanities Education

A broad and balanced curriculum with diversification and specialisations (choices) for academic, professional and vocational development according to students’ needs

Major renewed emphases (MRE):

STEM education & ITE, Values education (incl. MCE & Basic Law education), etc

Generic skills

Knowledge

Knowledge Level

Secondary 4-6

Secondary 1-3

Primary 1-6

Kindergarten*

Chinese Language Education

Arts Education

Physical Education Other Learning

Experiences

(incl. MCE, CS, CRE, AD & PD)

4 core subjects:

Chinese Language, English Language,

Mathematics & Liberal Studies

* Based on the soon-to-be-released “Kindergarten Education Curriculum Guide “(2017)

(9)

Revised Seven Learning Goals of Secondary Curriculum

To enable students to

1. become an informed and responsible citizen with a sense of national and global identity, appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralism in society

2. acquire and construct a broad and solid knowledge base, and to understand contemporary issues that may impact on students’ daily lives at personal, community, national and global levels

3. become proficient in biliterate and trilingual communication for better study and life

4. develop and apply generic skills in an integrative manner, and to become an independent and self-directed learner for future study and work

5. use information and information technology ethically, flexibly and effectively

6. understand one’s own interests, aptitudes and abilities, and to develop and reflect upon personal goals with aspirations for further studies and future career

7. lead a healthy lifestyle with active participation in physical and aesthetic activities, and to appreciate sports and the arts

(10)

Integrative Use of Generic Skills

Basic Skills Thinking Skills Personal and Social Skills

Communication Skills

Critical Thinking Skills

Self-management Skills

Mathematical

Skills Creativity Self-learning Skills

IT Skills Problem Solving Skills

Collaboration

Skills

(11)

Junior secondary education – suggested time allocation

• Flexible Time

Component of the JS Curriculum % of Time Allocation

No. of Hours

Key Learning Area

Chinese Language Education 17-21% 468-578 English Language Education 17-21% 468-578

Mathematics Education 12-15% 331-413

Science Education 10-15% 276-413

Personal, Social and Humanities

Education 15-20% 413-551

Technology Education 8-15% 220-413

Arts Education 8-10% 220-276

Physical Education 5-8% 138-220

Sub-total of the lower range of lesson hours over 3 years 92% 2 534

Across Key Learning Areas

Flexibility is provided for values

education, additional common reading time, other life-wide learning

experiences, etc

8%

About 220 hours over 3

years

Flexible time for enhancing whole-person development across KLAs

Students’ entitlement:

A broad and balanced curriculum

(12)

Senior secondary education – suggested time allocation

Component of the SS Student Programme % of Time

Allocation No. of Hours

Four Core Subjects

 Chinese Language

 English Language

 Mathematics

 Liberal Studies

45-55% 1 125 – 1 375

Two to Three Elective Subjects

 20 Subjects from KLAs

 Over 30 Applied Learning courses

 6 Other Languages

20-30% 500 – 750

Other Learning Experiences

 Moral and Civic Education

 Community Service

 Aesthetic Development

 Physical Development

 Career-related Experiences

10-15% 250 – 375

OLE is a core component of SS curriculum for whole-person development

(13)

Renewed Four Key Tasks since 2001

Moral

&

Civic Education Reading to Learn:

Towards Reading across the Curriculum

IT for Self-

directed Learning

Project Learning

(14)

Ongoing/Future direction for curriculum development

• STEM education

• Information Technology in Education (ITE)

• Vocational and Professional Education and Training (VPET)

• Language across the Curriculum (LaC)

• Values education (including Moral and Civic education, Basic Law education, life education)

• Entrepreneurial spirit (開拓與創新精神)

(15)

Major renewed emphases (MRE) at JS level and beyond

• Strengthening values education (including Moral and Civic education and Basic Law education)

• Reinforcing the learning of Chinese history and Chinese culture

• Extending “Reading to Learn” to

“Language across the Curriculum”

• Promoting STEM education and ITE

• Fostering an entrepreneurial spirit (開拓與創新精神)

• Diversifying life-wide learning experiences

• Stepping up gifted education

• Enhancing the teaching of Chinese as a second language

(16)

Values Education

National Identity

Integrity Perseverance

Commitment Respect for Others

Responsibility

Care for Others

Basic Law education

Life education Environmental

education

Media education

Sex education

Human Rights education

Health &

Anti-drug education

Road Safety

education

(17)

 Basic Law education (BLE):

• To strengthen students’ thinking skills and nurture positive values and attitudes including the following:

• To enable students to understand its importance and the principle of “one country, two systems”

Strengthening Values Education

(including moral & civic education and Basic Law education)

Justice Rule of law

Democracy

Freedom Human rights

Equality

Rationality

(18)

Lesson time

Topics/themes related to the Basic Law

 Life and Society (L&S)

(or an independent module for schools not offering L&S)

15 hours

Topics/themes relevant to Basic Law education

Examples:

 Chinese History*

 History*

 Geography

24 hours 10 hours 2 hours

* Based on the proposed revised curriculum under consultation. As curriculum

revision is an ongoing process, schools should implement the most recent curriculum guides prepared by the CDC with regard to the contents and time allocated to

KLA/subjects/topics related to Basic Law education.

(19)

初中《憲法與基本法》的核心課程/單元

核心內容 憲法的相關條文 課時

1. 「一國兩制」的歷史背景、《基本 法》的憲制地位、制定和公佈過程

 第31條【國家設立特別行政區;特區的制度 由全國人大以法律規定】

 第62條(13)【全國人大決定特別行政區的 設立及其制度】

 第80條【國家主席根據全國人大的決定公佈 法律】

1

2. 中央與香港特別行政區的關係  第59條【全國人大由省、自治區、直轄市、

特別行政區和軍隊選出的代表組成】

1

3. 《基本法》的解釋和修改  第67條(4)【全國人大常委會解釋法律】

 第62條(13)【全國人大決定特別行政區的 設立及其制度】

1

4. 香港居民的基本權利和義務 2.5

5. 香港特區政治體制的基本特點 3

6. 《基本法》與公共財政 0.5

7. 《基本法》如何保障香港的金融和貿

易發展 2

8. 《基本法》與日常生活 2

9. 對外事務 2

總課時: 15

(20)

推行初中《憲法與基本法》單元課程

網上發佈 • 形式為電腦簡報,讓教師下載在課堂使用

學校試行 • 【中文版】 (計劃2017年 3月-4月供三間學校試教;2017年

6月供網上下載使用)

推行模式 • 為初中沒有開設生活與社會科相關單元的學校,提供15小

時的獨立《憲法與基本法》單元課程。學校可同時運用其 他現成教學資源,

 將《憲法與基本法》單元融入初中德育及公民教育課 程內教授;

 以獨立單元模式教授;及/或

 在施教時,將《憲法與基本法》單元的內容與相關的 個人、社會及人文教育學習領域科目結合

支援配套 • 《基本法》中學教師知識增益網上課程【中文版,預計需

15小時】 (計劃2017年4月- 5試用;2017年6月開辦第一期)

• 《基本法》中學生網上自學課程【中、英文版,預計需15 小時】 (計劃2017年7月試用;2017年10月啟用)

(21)

1. Principals (including courses for newly appointed and aspiring principals)

2. Teachers (including courses for pre-service, in-service and newly appointed teachers)

3. School Sponsoring Bodies

4. Values Education Learning Circle (lesson demonstration and school-based professional development)

5. Regular seminars / workshops (in collaboration with subjects / key tasks )

• General Studies at the primary level

• Life and Society

• Liberal Studies

• Chinese History

• Moral and Civic Education…

Strengthening Professional Development

(22)

Reinforcing the learning of Chinese history and Chinese culture

The study of Chinese History (compulsory)

Reinforcing foundation knowledge and developing values on which students understand their own country and progress towards developing a sense of national identity

PSHE KLA (JS)

5% of total lesson time should be devoted to the teaching of Chinese History:

 Independent subject mode: Chinese History is taught as an independent subject (currently adopted by most schools)

 Integrated curriculum mode: Chinese history should be a core topic

 One-history mode: the study of Chinese history and world history through one single subject

The study of Chinese history and Chinese culture

Reinforcing foundation knowledge and developing values on which students

understand their own country and progress towards developing their sense of national identity

All KLAs

 Chinese history and Chinese culture are covered in all KLAs, e.g. Chinese culture is one of the nine strands of Chinese Language Education KLA

(23)

- Setting up an LaC Committee to set direction and oversee the implementation - Enhancing

collaboration between KLAs - Making use of the

8% of the flexible lesson time at JS level for LaC activities

- Effective use of a variety of texts to encourage deep reading, connect students’

learning experience and broaden their knowledge base

- Leveraging on e-reading resources with

multimodal features to facilitate understanding and enjoyment

- Devising a holistic plan to mobilise different

stakeholders and arrange time for cross-curricular reading

Extending “Reading to Learn” to “Language across the Curriculum” (LaC)

Reading to Learn

Reading across the Curriculum

Language across the Curriculum

Literacy skills development

(24)

Enhancing the teaching of Chinese as a second language

• The “Chinese Language Curriculum Second Language Learning Framework” has been introduced since 2014/15 to help non-Chinese speaking (NCS) students overcome the difficulties of learning Chinese as a second language

Listening

Speaking

Reading

Writing

Learning progress in small steps

Learning aspirations under multiple pathways

Bridging over to mainstream Chinese classes

Chinese Language Curriculum Second Language Learning Framework

(25)

VPET in Secondary Education

• Life-wide Learning (LWL) and Other Learning Experiences (OLE)

• Applied Learning (ApL)

• Rebranding of Vocational Education and Training in HK

• Playing a key role in providing students of different intelligences with multiple pathways

Vocational and Professional Education and Training (VPET)

25

 deepens vocational and professional education

 six areas of studies with practical learning linked to broad professional and vocational fields

 offers context for developing beginners’ skill sets and career-related competencies

 prepares students for further studies and future

employment

(26)

Promotion of STEM Education

Six strategies

1. Updating the curricula of the KLAs concerned with the focus on nurturing students’ creativity, collaboration, problem solving skills and innovativeness through

student-centred pedagogies

2. Strengthening the provision of quality learning

experiences to students through support to schools on whole-school curriculum planning and collaboration with relevant organisations

3. Offering KLA-based and cross-KLA resource materials to schools

4. Strengthening the professional capacity, knowledge transfer and cross-fertilisation among schools and teachers

5. Synchronising the contributions from different community key players

6. Adopting actions to review the development of STEM education, consolidate the good practices for

dissemination and generate knowledge for transfer

(27)

1. Enhancing schools' IT infrastructure

2. Enhancing quality of e-learning

resources

(e-textbooks, EDB One-stop Portal, resource@HKEdCity, etc)

3. Renewing curriculum and

transforming pedagogies

(adoption of innovative pedagogies and Information Literacy (IL) framework in schools)

4. Capacity building

(PDPs, conferences, CoE school- based support, community of practice)

5. Collaboration with stakeholders

(parent education, e- safety and health

education/counselling)

6. On-going research and evaluation

(ITE4 survey, case study) (WiFi infrastructure and acquire mobile computing devices)

The Fourth Strategy on IT in Education (ITE4):

Unleashing students' learning

power

(28)

1. Enhancing schools' IT infrastructure

2. Enhancing quality of e-learning

resources

(e-textbooks, EDB One-stop Portal, resource@HKEdCity, etc)

3. Renewing curriculum and

transforming pedagogies

(adoption of innovative pedagogies and Information Literacy (IL) framework in schools)

4. Capacity building

(PDPs, conferences, CoE school- based support, community of practice)

5. Collaboration with stakeholders

(parent education, e- safety and health

education/counselling)

6. On-going research and evaluation

(ITE4 survey, case study) (WiFi infrastructure and acquire mobile computing devices)

The Fourth Strategy on IT in Education (ITE4):

Unleashing students' learning

power Infrastructure

• WiFi infrastructure

• Mobile computing devices

Promotion of e-Learning

• Use of e-learning resources / tools and e-textbooks

• Innovative Pedagogies

Personalised Learning

• Learning Management System

• 1:1 Computing / BYOD

(29)

Fostering Entrepreneurial Spirit

Possessing Creativity and Innovativeness

Taking Initiative and Responsibilities

Taking Calculated Risks

Upholding Perseverance

Seizing Opportunities

To develop positive values and attitudes, knowledge and skills which will benefit students in their personal development and future endeavours

Essential qualities

• Cross-curricular collaboration

• Life-wide learning, etc

Junior Secondary

• Economics

• Applied Learning

• OLE, etc

Senior Secondary

Implementation

(30)

Diversifying Life-wide Learning (LWL) Experiences

Non-local contexts

LWL:

• student learning in authentic settings to achieve targets that are harder to attain in ordinary classroom settings

• strategies to help students acquire the 5 essential learning experiences for

enhancing their whole-person development

• supporting student learning in core and elective subjects at the SS level, and carried out through Other Learning Experiences (OLE)

Emphases:

• promoting quality reflection on learning experiences for deep learning

• supporting exploration of opportunities for quality physical and aesthetic

education to nurture students’ confidence, perseverance and aesthetic appreciation

• making use of the Mainland exchange opportunities to strengthen students’

understanding of our country’s development through personal experience

(31)

Stepping up Gifted Education:

A means to embrace learner diversity

 To serve the needs of all students to fully realise their potential and to nurture the gifted/ higher ability students strategically

Gifted Education (JS)

An inclusive approach adopting three levels of engagement under the Three-tier operation mode of Gifted Education

Level 1

School-based (Whole-class)

3E

Special educational services/Off-site support

2C

General enrichment (e.g affective education.

leadership training)

2D

Extension in specific domain (e.g scientific investigation, poetry, leadership training) 1A

Infusion of GE elements

1B

Differentiation of regular curriculum

Level 2

School-based (Pull-out)

Level 3

Off-site

From General Enrichment to Specialised Learning

(32)

Planning tools for whole-school

curriculum planning

(33)

The 5-stage cycle in curriculum planning

1.

Context analysis

Set direction, priorities and major concerns

2.

Curriculum planning &

deploying resources

Set goals &

initiatives;

Cautious, deliberate &

collective

planning; Utilise resources flexibly

3.

Implementing the

curriculum

Adopt a whole- school approach &

wide range of strategies and make adjustments when necessary

4.

Continuous monitoring

Facilitate understanding and collect data;

Propose timely measures and attend to needs

5.

Review &

Evaluation

Make good use of information (e.g.

APASO) and Reliable and precise evaluation system

PIE

(34)

Planning tools for schools

A checklist for review

A checklist for

curriculum planning

Four levels of

curriculum planning

(35)

Way forward

(36)

Way forward

To issue SECG (Booklets 1-11) and upload it to the EDB website for schools’ reference in April / May 2017

To issue publicity materials, e.g. whole-school curriculum framework To conduct a pilot workshop for school leaders on the practical use of the SECG and collect feedback from schools, and to conduct

workshops for school leaders of all secondary schools on the practical use of the SECG and continue to collect feedback from schools

To run KLA-based PDPs to illustrate how the ongoing / future direction of curriculum development could be implemented in KLA/subject level

To collect examples of secondary schools on different facets of

curriculum planning and implementation for sharing of good practices To continue to use feedback to improve supporting strategies and

renew the whole school, KLA and subject curricula as appropriate

(37)

Thank You

參考文獻

相關文件

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