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Briefing Session on Seed Briefing Session on Seed Projects 2008/09Projects 2008/09Briefing Session on Seed Briefing Session on Seed Projects 2008/09Projects 2008/09

19 April 2008

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Key Messages Key Messages

What are the aims, questions, and impact of Seed Projects?

Where are we in the journey of curriculum reform?

What is the way forward?

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What are Seed Projects What are Seed Projects (Research & Development Projects)?(Research & Development Projects)? What are Seed Projects What are Seed Projects (Research & Development Projects)?(Research & Development Projects)?

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Aims of Seed Projects (Collaborative Research Aims of Seed Projects (Collaborative Research and Development Projects) as Strategies to and Development Projects) as Strategies to Support Curriculum ReformSupport Curriculum Reform

Aims of Seed Projects (Collaborative Research Aims of Seed Projects (Collaborative Research and Development Projects) as Strategies to and Development Projects) as Strategies to Support Curriculum ReformSupport Curriculum Reform

To generate good practices on new curriculum emphases that could make impact on student learning, supported by collection of evidence, for the reference of other schools

To develop curriculum leadership and professional expertise in schools through collaboration of schools, experts and curriculum developers

To facilitate/improve overall school-based curriculum development in schools through connecting experiences of Seed Projects to future development and to suit different contexts of schools

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Three basic questions to be asked in all seed projectsThree basic questions to be asked in all seed projects

1. How is the RD project conducted with regard to learning objectives, curriculum planning, learning & teaching strategies, LT resources, and assessment practice to achieve aims of Seed Projects?

2. What is the impact on students, teachers and schools?

3. What are the facilitating and limiting conditions affecting the processes in 1., and how are the barriers overcome/not overcome (issues)? What experiences could we learn from them?

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Plan

ActionReflect

Development Cycle of Seed ProjectsDevelopment Cycle of Seed Projects

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Impact of Seed ProjectsImpact of Seed Projects

Impact of Seed Projects

Strongly agree / agree

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

The seed project(s) have facilitated curriculum development in my school

95% 93% 97% 94% 96%

The seed projects strategy helps to promote the curriculum reform in Hong Kong

95% 96% 94% 92% 98%

The seed project(s) have improved student learning in my school

92% 96% 96% 92% 95%

The seed project(s) have enhanced the effectiveness of teaching in my school

91% 93% 96% 93% 93%

The seed project(s) have enhanced teachers’ professional development in my school

95% 96% 98% 93% 97%

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Outcomes of Seed ProjectsOutcomes of Seed Projects

Means of dissemination Meetings, seminars, workshops and training courses, network and learning community …..

Deliverables: LPF/LOF, curriculum guides, CDs, reports, teaching materials and exemplars …..

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Reference in EDB WebsiteReference in EDB Website

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Relationship between Seed Projects and Curriculum ReformRelationship between Seed Projects and Curriculum Reform

- School-based- Teaching improvement- Problem solving- Learning community

- Theory and practice

- Knowledge for practice

- Teaching resources

- …

“Seed” Projects

PDPSchool- based

support

Seconded teachers • Knowledge

in and of practice

• Evidence- based

- Curriculum development + Reform emphasis

- Change agents in schools

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What are the Seed Projects What are the Seed Projects for 2008-09?for 2008-09? What are the Seed Projects What are the Seed Projects for 2008-09?for 2008-09?

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How do we choose and design the Seed Projects for 2008-09? How do we choose and design the Seed Projects for 2008-09?

The needs and progress of curriculum reform at different levels of schooling, gaps and future needs

Contextualisation in the setting of Hong Kong

Sustaining the strengths and high standard of education of Hong Kong in a globalised world

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Core of Education Reform in HKCore of Education Reform in HK

Curriculum Development& Learning of

Students

Education System

•School development plan

•School-based management

•Quality Assurance

Education System

•School development plan

•School-based management

•Quality Assurance

Support to schools

•CEG• Profossional development programmes

•Curriculum leaders

•On-site SB support

• learning & teaching resources, exemplars

Support to schools

•CEG• Profossional development programmes

•Curriculum leaders

•On-site SB support

• learning & teaching resources, exemplars

Other Success Factors•Assessment/Exam Reform•University admission system•Resources•Employers’ Recognition

Other Success Factors•Assessment/Exam Reform•University admission system•Resources•Employers’ Recognition

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Seven Learning Goals of School Curriculum in Basic EducationSeven Learning Goals of School Curriculum in Basic Education

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Seven Learning Goals of Senior Secondary CurriculumSeven Learning Goals of Senior Secondary Curriculum

1. To be biliterate and trilingual with adequate proficiency

2. To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on one’s daily life at personal, community, national and global levels

3. To be an informed and responsible citizen with a sense of global and national identity

4. To respect pluralism of cultures and views, and be a critical, reflective and independent thinker

5. To acquire IT & other skills for being a lifelong learner

6. To understand one’s career/academic aspirations and develop positive attitudes towards work and learning

7. To lead a healthy life style with active participation in aesthetic and physical activities

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Generic Skill

Value &Attitude

New Senior Secondary New Senior Secondary & Basic Education& Basic Education

Curriculum FrameworkCurriculum FrameworkNew Senior Secondary New Senior Secondary & Basic Education& Basic Education

Curriculum FrameworkCurriculum Framework4 Core Subjects:

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

2-3 Elective Subjects out of 20 subjects or out of

courses in Applied Learning(20-30%)

Other Learning Experiences including moral and civic education,

community service, aesthetic and physical development and

career-related experiences (15-35%)

P.1- S.3P.1- S.3

NSSNSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

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Develop in students Broad knowledge base & generic skills Positive values and attitudes

Strengthen Cross-curricular learning Catering for learner diversity

Implement Assessment for learning Life-wide learning Four key tasks　 (“organic” integration)

Focus of Curriculum ReformFocus of Curriculum ReformFocus of Curriculum ReformFocus of Curriculum Reform

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Fundamental Influences of Curriculum Design (1) Fundamental Influences of Curriculum Design (1)

Views of knowledge Disciplinary

Interdisciplinary

Dynamic

Personal construction

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Views of learning By acquisition Contextualised & personal construction Collaborative construction Rich experiences enhance capacity to a

dapt to change

Fundamental Influences of Curriculum Design (2) Fundamental Influences of Curriculum Design (2)

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Needs of post-secondary education & work world Broad base & specialized knowledge Learning to learn capability Interpersonal skills

Fundamental Influences of Curriculum Design (3) Fundamental Influences of Curriculum Design (3)

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Learning Communities

Inquiry-Based LearningMeaningful Learning

Generic Skills

Content Knowledge

Bransford, Brown, & Cocking (2000). How People Learn

What is worth learning

How knowledge is learnt

From Curriculum to PedagogyFrom Curriculum to Pedagogy

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Conditions for Knowledge Building –

Aligning Curriculum, Pedagogy & Assessment

Conditions for Knowledge Building –

Aligning Curriculum, Pedagogy & Assessment

what is worth learning

how to know students

have learned

how students learn & teachers teach

Curriculum

Pedagogy

Assessment

Alignment for student

learning

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Learning as a‘product’

Learning as a‘process’

Learning as‘Co-construction’

Learning Communities

Meaningful Learning

Generic Skills

Content Knowledge

Teaching asDirect Instruction

Teaching asEnquiry

Teaching as‘Co-construction’

Views of Learning

Views of Teaching

Focus on…

Classroom example:Doing an enquiry-based project on ‘tourism in HK’ with teachers’ guidance

Classroom example:A whole-school, community-centred initiative on ‘Creative writing in Chinese’: Students and teachers (and parents) are encouraged to build knowledge about how creativity flourishes in school and how people judge creative works

Classroom examples:Explaining the concept of ‘ecology’ by identifying goals for learners, presenting abundant of examples, linking new concepts to old, demonstration and re-presenting the concepts.

Learning and Teaching Strategies and Approaches in NSS

Learning and Teaching Strategies and Approaches in NSS

Classroom example:Coaching in sports/ physical activities: Promoting ‘thoughtful practice’ and ‘informative feedback’.

Focus on…

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Student

School Organisation LevelSchool Organisation Level

School Curriculum LevelSchool Curriculum Level

Class / group LevelClass / group Level

Guidance and exemplars provided by C&A Guides, EDB 334 web

Funding and support provided (e.g. staffing, grants, professional development)

Facilities, Physical conditions for appropriate learning environment

Systemic LevelSystemic Level

Wide choice of subjects, ApL courses & OLE Forming a task force to co-ordinate and lead

Devising a Whole-school Policy

Ethos building to value diversity and individual differences, as well as uniformity

Human Resource Deployment:

Strengthen communication with parents on student progress Partnership with community to motivate student participation in a wide range of learning activities and competitions

e.g.

•Forming learning support team

•A dual class teacher system

•Assign a teacher to one level instead of a range of levels

•Arrange a teacher to the same class for 3 years

•Employ teacher assistants

•Pedagogy, Environment and Assessment to motivate learning

•Student learning profile to record progress (formative)

•Recognise non-academic achievements and participation in report cards

Identify the core and extended / elective parts of the curriculum for different students

KLA / Panels devise plans to cater student diversity

Make adaptation to assessment, e.g. separate core and extended content in the assessment papers, introducing challenging questions in exam

Learn from other teachers by sharing, peer observation, reflection on lessons and student feedback

strategies:e.g. Multi-level activities, co-construction, learning portfolios

Motivating strategies

Learning & Teaching / Assessment

Timetabling

Professional Development Opportunities

Strategic plan (e.g. 3 yr plan)

Flexible groupingsExtended timetable for

remedial

Developing interdependent, collaborative learning community; celebrating diversity

Enhancement programmes for more able

Modification, tailoring or differentiation within the subject, OLE

Curriculum Development Institute, EDB, 2007Catering for Learner DiversityCatering for Learner Diversity

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Where are we in the journey of Where are we in the journey of curriculum reform?curriculum reform? Where are we in the journey of Where are we in the journey of curriculum reform?curriculum reform?

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Progress Made at School LevelProgress Made at School Level

1. Provision of learning experiences: Better provision of moral & civic education & physical & ae

sthetic development learning opportunities Good provision of community service activities esp at KS2

& career-related experiences esp at KS4

2. School as a learning community Very promising progress in nurturing collaborative culture i

n schools esp through peer observation & collaborative lesson planning

Great progress in enhancing team spirit and learning culture & establishing the school as a learning community

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3. Impact on student learning Continuous improvement in the motivation and performan

ce of students in learning Respondents reflected notable improvement in students’

3 generic skills esp. communication & creativity, & their values & attitudes esp sense of national identity

Progress Made at School LevelProgress Made at School Level

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View from StudentsView from Students

Views from students Students’ self-perception was very positive in general, particularly

in Communication skills (using Cantonese to express ideas) Collaboration skills (respect others’ opinions in group

activities, work with others in solving problems together) Respect for others (accept that other people may have

different opinions)

Students were more positive when compared with the adults in areas like critical thinking skills, self-management skills, respect for others, perseverance (do not give up easily even when facing failures), responsibility (responsible for what I have done & do not blame others)

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Hong Kong Students Achieved High Ratings in PISA 2006Hong Kong Students Achieved High Ratings in PISA 2006

Out of 57 countries/regions, Hong Kong students’ scientific, reading and mathematical literacy ranked in the world top three:

2nd in scientific literacy 3rd in mathematical literacy 3rd in reading literacy

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Progress in International Reading Literacy Study Progress in International Reading Literacy Study (PIRLS)(PIRLS)andand

Programme for International Student Assessment Programme for International Student Assessment (PISA)(PISA)

Progress in International Reading Literacy Study Progress in International Reading Literacy Study (PIRLS)(PIRLS)andand

Programme for International Student Assessment Programme for International Student Assessment (PISA)(PISA)

PIRLS 2006 PISA 2006Target Target students students

9-to 10-year-olds 15-year-olds

Participating Participating countries / countries / regionsregions

45 57

Performance Performance of Hong Kong of Hong Kong students students ( ( Score / Rank )

564 / 2nd 536 / 3rd

Features of the Features of the studies studies

Reading literacy required to progress from the stage of “Learning to Read” to “Reading to Learn”The influence of home-and school-related factors on students’ reading literacy development

Focusing on the reading literacy required to cope with the demand in future careers Impact of the curriculum on reading literacy development

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1) Three priority generic skills - critical thinking, creativity & communication generic skills

2) Four key tasks (moral & civic education, reading to learn, information technology for interactive learning, project learning)

3) School-based adaptation to cater for different needs of students better

Sustaining the Strengths of the 1st 5-year Plan

Sustaining the Strengths of the 1st 5-year Plan

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Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan – Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan –

Strengthen moral and civic education and values development in KLAs – “care for others” and “integrity” as new priority values in addition to national identity, respect for others, responsibility, commitment and perseverance

Moral and Civic Education (Values Education)

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Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan

Promote reading to learn and reading across the curriculum:

• to acquire and construct knowledge • to widen students’ exposure, mind and vision• to develop diverse interests and qualities (and

creativity)

Reading to Learn and Reading Across the CurriculumReading to Learn and Reading Across the Curriculum

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Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan – Emphases in the 2nd 5-year Plan Building on the 1st 5-year Plan –

• Emphasizing students’ self-directed learning – help learners to see how they learn and pave the way for lifelong learning

• More flexible and diversified assessment methods to recognise different potentials and abilities of students

• Appropriate clear feedback, information & suggestion for improvement

• Active participation in assessments activities• Prompt into quality reflective thinking• Do away with assessment practices that demotivate/h

arm learning

Enhancing Assessment for LearningEnhancing Assessment for Learning

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Changing Emphases of Seed ProjectsChanging Emphases of Seed Projects

2001-2003 – Early focus Mainly on what curriculum reform was and how to plan the

curriculum, learning and teaching strategies

2003-2005 - Aligning curriculum and assessment Learning and teaching strategies, Learning outcome framework

& assessment for learning

2005-08 - Further development with respect to NSS Flexible curriculum planning, learning & teaching strategies, and

preparation for NSS (aesthetic development, Other Learning Experiences), Liberal Studies

2008-09 – Enhancement & diversification Reading across the curriculum, interfaces, national education &

Chinese culture, Applied Learning, catering for diversity (English & Chinese)

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2008-2009e.g.

Enhancing the Effectiveness in Reading: from Chinese Language Learning to Cross-curricular Learning

The Primary Literacy Programme – Reading and Writing (KS1) (with a Focus on Supporting Primary Students with Lower Socio-economic Status)

Nurturing Pupils’ Creative Thinking through the Integration of Reading and Writing in the Primary English Classroom

Strengthening Students’ National Identity Awareness through Inquiry-based Learning in General Studies

Primary and secondary interfaces for mathematics

The Collaborative Implementation Model of Applied Learning for Two or More Schools

Elective modules of NSS Chinese language

Changing Emphases of Seed ProjectsChanging Emphases of Seed Projects

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Year Primary Schools Secondary Schools

2001/2002 106 127

2002/2003 82 72

2003/2004 91 66

2004/2005 81 66

2005/2006 55 66

2006/2007 54 99

2007/2008 54 71

Total 523 567

No. of Participating Seed Schools(2001/02 - 2007/08)No. of Participating Seed Schools(2001/02 - 2007/08)

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YearPrimary

LevelSecondary

LevelPrimary &

Secondary Levels

2001/2002 10 14 13

2002/2003 8 18 7

2003/2004 10 18 5

2004/2005 5 11 8

2005/2006 5 13 6

2006/2007 5 20 4

2007/2008 7 13 4

Total 50 107 47

No. of Seed Projects (2001/02 - 2007/08)No. of Seed Projects (2001/02 - 2007/08)

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What is the way forward?What is the way forward? What is the way forward?What is the way forward?

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Way ForwardWay Forward

1.1. Building on the successful experiences in developBuilding on the successful experiences in developing generic skills such as creativity and critical thiing generic skills such as creativity and critical thinking, catering for individual learning differences, nking, catering for individual learning differences, adaptation of school-based curriculum and articuladaptation of school-based curriculum and articulation of various learning stagesation of various learning stages

2.2. Deepen and optimise the existing developments in Deepen and optimise the existing developments in basic education for the success of NSS education basic education for the success of NSS education

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We work togetherWe work together

Thank you !

PartnershipsPartnerships CollaborationCollaboration