Incorporating the “key focuses for curriculum development” in
planning the PSHE KLA curriculum
Ms CHEUNG Ka-wai Principal
and
Ms KWONG Siu-po Prefect of Studies
Tak Nga Secondary School
School-based Curriculum Planning
School-based Curriculum
Student needs
School Strengths &
areas for improvement
Data Analysis
• Internal &
External Assessment
• Lesson
Observation
• Lesson Study
• Student Learning Survey
• Focus Group Interview
• APASO
• Stakeholder Survey
• ESR report
Teachers’ Reflection
• School Self- evaluation Workshops
• Panel & Functional Group meetings
Central Curriculum
7 learning
goals Values &
Attitudes
School Self-evaluation Workshop – Teachers Reflect on how far the School Goals in 2016-2019 are achieved 24-10-2018 (Wed)
2016-2019 SDP Evaluation
Major Concern 1 -To help students become active learners Major concern 2 -To enhance students’ self-confidence Q1 Is there evidence of students achieving the targets? Q2 What make students not achieving the targets?
Q3. What can be done to help students achieve the targets?
Major Concern 1: To help students develop positive values and attitudes - Students’ sense of responsibility and Self-esteem
Major Concern 2: To help students become effective learners
- Students’ self-management skills and Students’ strategies and resources for effective learning Academic Committee and Student Formation Committee Joint Meeting 7-1-2019
2019-2022 School Development Plan - Formulation of Strategies (Staff Meeting 20-3-2019)
Promotion of National and
Global Understanding
PSHE Seven Key Focuses and PSHE KLA curriculum planning
To help students become effective learners
:
- to enhance students’ self-management skills
- to equip students with strategies and resources for effective learning
To help students develop positive values and
attitudes : sense of
responsibility and Self-esteem
Interlocking Relationships between Curriculum, Pedagogy and Assessment
Source: Assessment literacy and School Assessment Policy p. 4, Fig. 4.1 9
Curriculum Planning:
Junior Secondary Curriculum Self- Audit: PSHE Key Learning Area
10
Curriculum Planning:
Junior Secondary Curriculum Self- Audit: PSHE Key Learning Area
Loopholes found in curriculum
Collaborative activities among subjects
11
Pedagogy:
Junior Secondary Curriculum Self- Audit: PSHE Key Learning Area
12
Pedagogy:
Junior Secondary Curriculum: PSHE Key Learning Area
School 3-year plan (2016-19)
2016-19 Objective: To help students become active learners
•
•
13
Assessment:
Junior Secondary Curriculum Self- Audit: PSHE Key Learning Area
School 3-year plan (2016-19)
2016-19 Objective: To help students become active learners
14
S2 PSHE Extended Activities
PSHE KLA: S2 Lesson Study (2018-19)
15
7 KEY focuses of latest PSHE Junior curriculum
(4) e-Learning
(5) Generic Skills and their Integrative Use; (3) Values Education;
Adopted in previous school years (LACC Committee)
(7) Language across the Curriculum.
PSHE KLA: S2 Lesson Study (2018-19)
Target students
S2 students (4 classes) Subjects
Geography, History &
Chinese History Activity
Extended 9
thperiod
(55 minutes)
Mini-project based (groups)
16
學習目標 (本科知識/技能/態度)
Learning Objectives of the lesson (subject matters / skills / attitudes)
Attitudes:
Active participation in orienteering game.
Tasks completed cooperatively and seriously.
Skills:
Application
(to make use of the subject specific skills in enquiry activities)
Collaboration
(to engage effectively in tasks and teamwork, and to benefit from collaborative relationships);
Communication
(to interact with people and express their ideas effectively);
17
Skills:
Information Technology
(to seek, select, absorb, analyse, manage and present information critically and Intelligently);
Problem-solving
(to use thinking skills to resolve a difficulty and determine the best course of action)
To use tools to measure air quality and noise level
To read maps
Knowledge:
Chin Hist and Hist: history of TNSS and Yau Yat Chuen
Geography: land use, air quality and noise level in Yau Yat Chuen and map reading
學習目標 (本科知識/技能/態度)
Learning Objectives of the lesson (subject matters / skills / attitudes)
18
I. eLearning
Eduventure Nearpod
19
Table 1.2 Grouping of the Nine Generic Skills into Three Clusters (PSHE KLA Curriculum Guide p. 18)
Basic Skills Thinking Skills Personal and Social Skills
Communication skills
Critical Thinking Skills
Self-management Skills
Mathematical Skills Creativity Self-learning Skills
II. Generic skills and their Integrative Use
20
Table 1.2 Grouping of the Nine Generic Skills into Three Clusters (PSHE KLA Curriculum Guide p. 18)
Basic Skills Thinking Skills Personal and Social Skills
Communication skills
Problem Solving
Skills* Collaboration Skills
21
II. Generic skills and their Integrative Use
Eduventure : outside school
22
Problem-solving
(to use thinking skills to resolve a difficulty and
determine the best course
of action)
Eduventure:
outside school
Questions
Problem-solving
(to use thinking skills to resolve a difficulty and determine the best course of action)
23
Eduventure: outside school
Student performance
24
Eduventure: outside school
Student performance
25
Nearpod: inside school
Questions
26
Nearpod: inside school
Result
27
Collaboration skills
Collaboration
(to engage effectively in tasks and teamwork, and to benefit from collaborative relationships)
28
29
Positive learning attitude
III. Students’ attitudes (values education)
30
Attitudes:
Active pArticipAtion in orienteering gAme. tAsks completed cooperAtively And seriously.
Pre activity briefing
學習目標 (本科知識/技能/態度)
Learning Objectives of the lesson (subject matters / skills / attitudes)
31
Reminders
Do Don’t
Using iPad and eLearning
tools (Nearpod / Eduventure) to mark down your answer
Follow the instruction of your teacher (Teacher’s marksheets)
Just stay at the location of the checkpoint at school
Back to 4/F Multi-purpose room after finishing the tasks
Follow traffic regulations
Be polite and well behaved
Do NOT RUN!
Do not disturb other school activities
Do not go to other spots / checkpoint without telling your teacher
Failed to complete the task on time
Return to 4/F Multi-purpose room late
Do not go to the hall and 1/F during the activity
32
33
34
Students post activity evaluation
35
Lesson study Teachers’ Survey Results 2018-19
36 Scores 1-5
1=Strongly Disagree; 5=Strongly Agree Success Criteria: 3 or above
S2 PSHE
9th period activities
1 In lesson preparation, strategies of e-learning were developed.
共同備課有助發展電子教學的策略。
4.8
2 In the lessons observed, opportunities for students to apply knowledge and skills were provided through e-learning.
在學習活動中，電子教學提供機會讓學生應用知識和技能。
4.4
3 In the lessons observed, students’ learning was effectively assessed.
在學習活動中，有效評估學生學習。
4.1
4 In general, Lesson Study has enhanced my learning and teaching effectiveness.
整體而言，課堂研究有助提升學與教效能。
4.1
Lesson design +
Teaching & Learning strategies
Positive learning attitudes
- Active participation
- Willing to share and interact with group members - Accept different points of view
- Cooperation & collaboration - Willing to contribute in groups
- Responsible to complete given tasks (Perseverance)
2019-20 school yeAr
plAn
37Students enhancement Teachers enhancement
PSHE KLA: S2 Lesson Study (2018-19)
38
Curriculum
Planning Curriculum
implementation Curriculum Evaluation
Teachers’
Capacity Teachers’
Capacity
(PSHE KLA Curriculum Guide p. 50)
