1. 2010-2011abcde junior secondary f.1ih/liberal studies (2) chi. hist. (1) cmed (1) e&rs (1)...

2010-2011 A B C D E

Junior Secondary

F.1 IH/Liberal Studies (2) Chi. Hist. (1) CMED (1) E&RS (1)



NSS

F.4 Core : Liberal Studies (3)Electives : Eco (2) Geog. (1) Chi. Hist. (1) Hist. (1) RS (1)F.5

HKAL

F.6 AL Eco (5) AL Geog (5)AL Chi. Hist. (5) ASL Hist. (3)F.7

Personal, Social & Humanities EducationIn CSWCSS

** before Sept. 2010 ~ IH after Sept. 2010 ~ Liberal Studies CMED ~ Civil and Moral Education E&RS ~ Ethics and Religion Studies RS ~ Religion Studies

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What are the implications behind?

In Curriculum Design:Economics, Geography and History ceased to be an independent subjects in JS

The need of preparation for NSS Economics, Geography and History in JS curriculum

Knowledge :Which topics should be kept?What are the principles behind?

Skills :Any special skills should be taught?

Value : ? related to students’ low learning motivation

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Principles

- Bridging to NSS curriculum e.g. the First World War in F.3 under the

theme of “World in Crisis”

-Providing basic knowledge in the subjects e.g. major events in the past in F.2

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-Training and applying the essential skills:

e.g. identification of sources in F.1

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-Arouse interest and passion in studying history and humanities subjects.

e.g. from known to unknown

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-Arouse interest and passion in studying history and humanities subjects.

e.g. student-centered learning methods

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Difficulties encountered:

Conflict of Interest

Limited Teaching Time

Different

Expectatio

n

Doubts and Uncertaintie

s

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Solutions:High degree of accountability:

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attitude

Solutions:Cross reference with EDB Document ~ p.30-38, Personal, Social & Humanities Education, Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) 2002

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Strand Sub-strand

Strand I

HKDSE History

1. 2. 3.

6.

5.4.

7.8.

9.

- Time sequence (1, 2, 3) (4, 5, 6, 7)- Cause-and-effect relationship (4, 5, 6 & 7 – results of 3)

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HKDSE History – Strategic Development of Examination Skills

Year (term)

Examination Skills

DBQ Essay

F.4 (1st term)

View & attitude Usefulness and

limitation

To what extent/How far

F.4 (2nd term)

detect biases adequately reflect

Trace and Explain

F.5 (1st term)

Do you thinkIf you were

Roles

F.5 (2nd term)

TBCCompare

Do you agree

F.6 TBC

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獨立運動的主要模式

Clear learning objectives~ refer to Curriculum Guides (http://www.edb.gov.hk/FileManager/TC/Content_3241/hist_c.pdf)

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Use of Video and Audio Aid

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Use of Diagrams, Mind-map and Timeline

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Use of Diagrams, Mind-map and Timeline

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Extended Learning (reading and exercises)

~ Website, Blog, E-class, etc.

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Handling of Test and Examination Results~question to question / part to part entrance of mark

Data for analysis~question type?~topic?

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Clear Marking Guidelines and Criteria~showing clear requirement for different levels

Data-based Questions

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Clear Marking Guidelines and Criteria~showing clear requirement for different levels

Essay

Peer Learning

?

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Clear Filing System & Storage of documents

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Clear Filing System & Storage of documents

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E-Documents

Regular Backup

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panel members’ professional development

continuity?

responsibility?

reasonable schedule?

high degree of tolerance?

real support e.g. lesson observation, preparation

lessons, concrete encouragement to attend

seminars and talk?24