Briefing Session on Seed ProjectsDr S K KwanPEO(CD)Education Bureau3 March 2012*

Background of the Curriculum ReformWhat are the roles and impacts on Seed Projects? School, Teacher and Student LevelsKLAs LevelsHow do we plan the Seed Projects for 2012/13?What is the way forward? Key Messages*

*Core of Education Reform in HKCurriculum Development & Learning of StudentsEducation SystemSchool development planSchool-based management Quality AssuranceSupport to schools CEG Profossional development programmes Curriculum leaders On-site SB support learning & teaching resources, exemplarsOther Success FactorsAssessment/Exam ReformUniversity admission systemResourcesEmployers Recognition

Promote Learning to Learn through the 4 Key TasksReading to LearnIt for Interactive LearningMoral and Civic Education Project Learning

Infuse Generic Skills into Learning and Teaching of Key Learning Areas

Review schools current work, formulate curriculum development plan at their own paceTarget for Short-term (2001/02-2005/06)*

In 2011, our students will possess life-long learning qualities such as resourcefulness, resilience, motivation, collaboration, critical mindedness and creativityFrom 2006/07-2010/11, a broad and balanced curriculum for whole-person development will be provided in schools to meet the needs for life-long learning, and to raise the quality of education furtherTarget for Medium-term (2006/07-2010/11) & Long-term Phase (beyond 2011)*

Roles and Impacts of Seed Projects*

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 Aims of Seed Projects as Strategies to Support Curriculum Reform*

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?

What is the impact on students, teachers and schools?

What are the facilitating and limiting conditions affecting the processes and how are the barriers overcome/not overcome? What experiences could we learn from them? Three basic questions to be asked in all seed projects*

Plan ActionReflectDevelopment Cycle of Seed Projects*

School-based Teaching improvement Problem solving Learning communityTheory and practiceKnowledge for practiceTeaching resourcesSeed ProjectsPDPSchool- based supportSeconded teachers Knowledge in and of practice Evidence- basedCurriculum development + Reform emphasisChange agents in schoolsSeed Project and Curriculum Reform*

Number of Seed Projects (2001/02 2011/12)*

YearPrimary LevelSecondary LevelPrimary & Secondary Levels2001/02 to 2005/063974392006/200761932007/200871342008/200981322009/201081232010/201181032011/20128122Total8415356

Number of Participating Seed Schools (2001/02 2011/12)*

YearPrimary SchoolsSecondary Schools2001/02 to 2005/064233962006/200754832007/200847602008/200940372009/201052372010/201138282011/20123330Total687671

ObjectivesGenerate useful knowledge & experiencesDevelop a critical mass of curriculum change agentsServe as an impetus to school-based curriculum developmentStarted in 2001-2002 school year & around 293 seed projects have been implemented since thenEvaluation tool : annual year-end questionnaire survey seed project strategy has played an important role in generating new knowledge and good practiceEvaluation of Seed Projects: Background

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Impact of Seed Projects*

Impact of Seed ProjectsStrongly agree / agree05-0606-0707-0808-0909-1010/11The seed project(s) have facilitated curriculum development in my school94%96%96%92%95%97%The seed projects strategy helps to promote the curriculum reform in Hong Kong 92%98%93%96%91%95%The seed project(s) have improved student learning in my school92%95%90%95%95%95%The seed project(s) have enhanced the effectiveness of teaching in my school93%93%92%96%95%95%The seed project(s) have enhanced teachers professional development in my school93%97%94%95%97%98%

The practice of curriculum adaptation, collaborative lesson planning and class observation has begun to take rootSchool-based curriculum development has become common practice in different KLAsGeneric skills have been infused into daily learning activities across different KLAs/subjectsSchools have developed assessment for learning policies and used assessment to improve learning and teachingImpact is sustained through continuation of participating seed projects, sharing of experiences among teachers, extending the planning and practice to other levels and reinforcing the experiences gained

Sustaining the positive impact on curriculum development, learning-teaching-assessment policiesImpact of Seed Projects on Schools*

Enhanced professional capacity of teachers in curriculum leadership, awareness of learning Teachers become more reflective & their level and skill of questioning in classroom teaching have been promotedTeachers have better understanding of curriculum planning, learning and teaching strategies in relevant KLAs/subjectsMore teachers adopted student-centred approach in teachingTeachers have designed more activities for students both inside and outside the classroom to enhance learning and teachingTeachers have more collaboration with professional staff and fellow teachers

Teachers gained professional knowledge and increased their teaching effectiveness

Impact of Seed Projects on Teachers*

Improvement in learning attitudesStudents become more motivated and active in participating in class activities. More effective learning (including self assessment and ownership enhancement) with various learning experiences provided. Students learning in relevant KLAs/subjects have been enhancedStudents are more involved, observant and expressive, thus creating a more student-directed lesson and a more interactive class Students more interest in aesthetic experiences, confidence in speaking and expressing ones own ideas Impact of Seed Projects on StudentsSubsequently, students become independent learners. Learners autonomy and ownership have been promoted. *

ObjectivesBring in front-line experience to EDBDevelop teachers professionalism & insight through exposure to new areas of work and collaboration with other education professionalsProvide cross-fertilization of expertise and experience Enhance partnership between EDB and schools

Started in 2001-2002 school year & over 490 seconded teachers have been seconded to CDI since then

Evaluation tool -- annual year-end questionnaire surveyEvaluation of seconded teachers strategy for Seed Projects - Background *

Helped to promote a more positive attitude towards developing the school-based curriculum through sharing with colleagues in the schoolEnhanced learning and teaching effectiveness through collaborative effort with colleaguesMore support from schools in developing the school-based curriculum and trying out new ideas

Impact of Secondment on Schools*

Gained professional growth and knowledge through various learning opportunities. Enhanced professional capacity of teachers in curriculum leadership, awareness of learning Shared views and effective strategies among seconded teachers through professional network establishedDeveloped insights and set clear goals in developing the school-based curriculum after secondmentTried out new ideas/initiatives to enhance learning and teaching after returning to schools

Impact on seconded teachers professional development *

KLAs Levels(CLE, ELE & NET, ME, LS & SEN)Impact on Seed Projects*

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(2010-11)*

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Seed Project (2010-2011) English Language EducationEffective Strategies to Enhance the Implementation of the Reading Workshops of the English Language Curriculum at KS2*

Impact on English Language Curriculum Planning and DevelopmentImpact of the Seed Project at Primary Level Promoting effective learning and teaching strategies to enhance pupils reading skills at KS2Exploring the use of a broader range of text typesDeveloping appropriate learning and teaching materials for the progressive development of reading skills and strategies from KS1 to KS2

Impact on Pupils LearningBuilding their motivation and confidence in reading English textsDeveloping a broader range of reading strategies to process different text types Progressing from comprehension to analysis and evaluation of the book contentDeveloping a positive attitude towards reading to learnImpact on Teaching Building expertise in conducting Supported Reading at KS2Exploring effective questioning techniques to develop pupils critical thinking skillsPromoting a collaborative culture and professional development through co-planning, sharing and peer observation

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NET Sections Seed ProjectsKey Stages 1-2English Language Support for Schools with Non-Chinese Speaking (NCS) Students (2009/10 to 2011/12)Key Stage 2 Integration Programme (KIP) (2009/10 to 2011/12)Supported Reading in English (SuRE) (2010/11 to 2011/12)Developing KS2 Students Potentials in Writing: Intervention and Enrichment Programmes (WIELD) (2010/11 to 2011/12)

Key Stage 3Strategies for English Learning through Language Arts and Reading (Stellar) (2009/10 to 2011/12)Extending English Learning (ExEL) (2010/11 to 2011/12)

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Impact on Students Motivation & Attitude in Learning EnglishStudents participating in the Seed Projects have demonstrated the following:Enjoyment and confidence in reading and writing texts based on their effective use of literacy skills and strategies Keenness to engage in English learning activities due to positive experiences gained through working on differentiated challenging but manageable tasks Elevated motivation to voluntarily interact with peers and teachers in EnglishActive involvement in learning and using English for authentic communication and cross-curricular activitiesReadiness and motivation to engage in sustained silent reading and willingness to read more as a result of valuables skills developed among students, especially in primary schoolsImproved performance among higher and lower ability groups as a result of short, focused programmes conducted in small groupsPeer support focused on mobilising students in the senior levels to support the younger students with similar language challenges through the Buddy Reading ProgrammeA greater sense of satisfaction enjoyed by students from being able to use higher level reading skills, e.g. using contextual clues to infer ideas not explicitly stated *

Impact on Teachers Professional DevelopmentTeachers participating in the Seed Projects have demonstrated the following:Willingness and confidence to develop innovative teaching resources and strategies to cater for the students diverse needsReadiness to trial the newly-acquired strategies with their own students in a supportive environmentAppropriate expectations on students based on a better understanding of students range of abilities following school visits Strong support in promoting collaboration between the English Panel members and the NETs to enhance students English proficiency Keenness to participate in and share their experiences on innovative teaching strategies with members of the English and other KLAs Panels, as well as between schools through professional development activities and sharing sessionsReflection on their current teaching practices and materials for improvementCollaboration within communities of practice through a range of activities, e.g. co-planning and co-teaching Increased awareness and confidence in enhancing secondary students English language proficiency among content subject teachersCommitment and confidence to try new initiatives as a result of school-based mentoring (between the seconded and school teachers)*

Impact on School-based English Language Curriculum Development

School-based English language curricula developed in schools participating in the Seed Projects are characterised by the following:Clearly specified aims and targets, based on the centralised English curriculum framework, realised through the learning-teaching-assessment cycle Integration of project-based and textbook resourcesInclusion of a wide range of contexts and purposes for using EnglishConsideration for addressing a wider range of students learning needsEnriched and flexible school-based curricula developed as a result of the change among teachers and school leadersCurricula developed and continuously enhanced in the schools subject to a cycle of planning, implementation, review and improvement resulting in sustainable curricula Closer parent-school relationship cultivated

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The Three Seed Projects of Mathematics in 2011/12 Exploration and Development of Effective Learning and Teaching Strategies in the Dimension of Shape & Space in Primary MathematicsExploration and Development of Effective Learning, Teaching and Assessment Strategies for Geometry at KS3Investigation and development of effective strategies that turn the rationale behind the internal school-based assessment in the Senior Secondary Mathematics Curriculum into classroom practicesMathematics Education Sections Seed Project *

AimsInvestigating and developing effective learning, teaching and assessment strategies for selected topics in the Mathematics curriculumDeveloping appropriate learning, teaching and assessment materials and trying them out in schools Promoting assessment for learningFacilitating teachers to integrate different assessment activities into actual classroom teachingMathematics Education Sections Seed Project *

ImpactsTeachers have a better understanding of the rationale and objectives of the Mathematics curriculumTeachers are more aware of reflecting on the students learning difficulties in Mathematics to adjust teaching strategies (e.g. analysing students performance data to adjust teaching strategies)Teachers are more keen to explore and try diversified strategies to enhance students learning performance (e.g. using models and non-examples to enhance students understanding of concepts and to develop students critical thinking skill)Professional exchange among teachers has been facilitated through collaborative lesson planning, peer lesson observation and post-lesson discussion (e.g. thinking deeper through professional dialogue on adapting and using effectively the teaching materials to suit classes of different abilities)Good practices have been disseminated (e.g. PDP, sharing sessions)

Mathematics Education Sections Seed Project *

Seed Projects (LS0111)- Curriculum leadership and school-based curriculum planning of NSS Liberal Studies AimsDevelop professional leadership and confidence of Liberal Studies panel heads to build up and lead the subject panel,Develop teachers competences in planning and implementing school-based Liberal Studies curriculum collaboratively, including learning and teaching of Independent Enquiry Study (IES), to ensure curriculum coherence and smooth implementation,Liberal Studies Section - Seed Projects (LS0111)*

Provide teachers with guiding principles and authentic examples of designing and implementing school-based curriculum plans in Liberal Studies,Generate guiding principles and practical examples of integration of learning and teaching of the modules with IES in the holistic planning of the curriculum,Generate authentic experiences and examples to support teacher training courses and inform the further development of the curriculum.

Liberal Studies Section - Seed Projects (LS0111)*

Impacts onLiberal Studies panel heads and teachersThrough designing assessment tasks collaboratively, the teachers built up common understanding of the curriculum, so that they: better understood the curriculum aims and objectives better understood the rationale and design of assessment questions knew how to set term-based assessment objectives so that students can learn Liberal Studies in a progressive manner knew how to enhance learning and teaching in IESIn general, curriculum coherence and consensus among the Liberal Studies teachers were enhanced.

Liberal Studies Section - Seed Projects (LS0111)*

StudentsThrough preliminary questionnaire survey, lesson observations and examining students work, it was found that some students developed :

better understanding of the curriculum objectives and assessment criteria of Liberal Studiesthe skills in conceptualizing social phenomena and expressing their own viewpoints in a more systematic waymore effective learning strategies in Liberal Studies

Liberal Studies Section - Seed Projects (LS0111)*

2006 *

(2010/11*

Means of dissemination Meetings, seminars, workshops, professional development programmes, training courses, networks and learning communities . .

Deliverables Booklets, CDs, reports, resources packages, exemplars, curriculum guides, LPF/LOF, teaching materials (scheme of work, lesson plans) etc..

Outcomes of Seed Projects*

http://www.edb.gov.hk/index.aspx?nodeID=2370&langno=1Reference in EDB Website*

How do we choose and design the Seed Projects for 2012/13 ?*

The key emphasis of the :Seed projects for 2012/13 will be on improving curriculum Planning as well as learning, teaching and assessment strategies in Key Learning Areas.The planning of the senior secondary curriculum,Interface across Key Stages of learning; andCatering for learner diversityHow do we choose and design the Seed Projects for 2012/13?*

Emphases of Seed Projects for 2012-13Some Titles for 2012-2013Enhancing Self-regulated Learning of Students: Planning of Reading and Usage of Reading Strategies Effective Use of Learning and Teaching Resources to Cater for Learner Diversity in the Learning of English at Primary LevelInvestigation and Development of Effective Strategies on the Learning and Teaching of Permutation, Combination and Probability in the Senior Secondary Mathematics Curriculum Implementation of the Key Emphases in the Updated General Studies for Primary Schools CurriculumCurriculum Leadership and School-based Curriculum Planning of NSS Liberal StudiesLearning and Teaching of Chinese Economy in Junior Secondary Level*

The 7 learning goals, key tasks and priority values for MCE continue as emphases of the reform in the next 5 yearsSchools encouraged to continue to develop school-based curriculum plansMore efforts needed to cater better for learner diversityAssessment for Learning promoted to enhance L&T effectiveness

Way Forward*

*Thank you!We are working together for a reform for whole-person development and life-long learning

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