introduction - education bureau | 教育局 · literary learning elements in primary chinese...

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INTRODUCTION

The Knowledge Fair can be viewed as a celebration of the success among teachers and

professionals of their endeavours in taking forward the current Curriculum Reform. It

also provides a learning opportunity for all. Over the last three years, as demonstrated in

previous events, there has been considerable evidence of good practice in the following

areas:

• Student learning, pedagogy and assessment

• Curriculum planning and organization

• Making space in school organization

The focus for this year’s Knowledge Fair is ‘Widening the Space of Learning’. We wish to

highlight how the current Curriculum Reform can have a positive impact on student

learning, when use is made of the flexible and open curriculum framework, diversified

learning, teaching and assessment strategies, and other school measures that make greater

space for teachers and students. The concept of ‘widening the space of learning’ can be

applied to both the ‘means’ for bringing about learning (e.g. diversified teaching strategies,

organizational space, flexible time) and the ‘ends’ or ‘outcomes’ (e.g. broadened knowledge

and experience in and beyond the curriculum). Over 50 sessions will be presented. These

are designed not only to disseminate good practices, but more importantly to provide

‘seeds’ for future professional knowledge-transfer based on evidence and self-reflection,

in line with the recommendations in the Learning to Learn Report (Curriculum

Development Council, 2001).

In the Introduction to each category, we indicate why, in what respects and how to widen

the space of learning in different contexts, in order to make improvements at student,

teacher and school levels.

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Area Category Code/ Title SessionLevel Details

(Page No.)

ChineseLanguageEducation

EnglishLanguageEducation

MathematicsEducation

Personal,Social andHumanitiesEducation

ScienceEducation

TechnologyEducation

CH1 P

CH2 P

CH6 S

EE2 S

MA2 S

PS1 S

PS3 S

SC1 S

SC2 S

SC3 S

TE1 S

TE3 S

Note: P - primary schools S - secondary schools PS - both Spec - special school

PARALLEL SESSIONS UNDER THE THREE AREAS(1) Student Learning, Pedagogy and Assessment

(2) Curriculum Planning and Organization

(3) Making Space in School Organization

(1)Student

Learning,Pedagogy and

Assessment

Strengthening Literary Learning Elements in

Primary Chinese Language — Using Synthetic

Modular Design to Enhance Learning Effectiveness

Strengthening Literary Learning Elements in

Primary Chinese Language — Widening the Space

of Language Learning through Co-curricular

Activities

Developing School-based Learning Activities of

Speaking and Listening

Who is Afraid of Language Arts? : An Eye-opening

Experience of its Use in the Secondary Classroom

Open-ended Assessment in the Learning and

Teaching of Secondary Mathematics

Mult i -perspect ive Studies in Integrated

Humanities: The Importance of Curriculum Space

and Student-centered Learning Strategies

What Makes Project Learning Work in PSHE?

Looking from the Space of Learning and Teaching

Classroom and Beyond: Informed Decision in

Science Education

Classroom and Beyond: Interschool Chemistry

Project Learning Competition

Classroom and Beyond: Physics in Ocean Park

More Learning, Less Teaching — Let Students

Explore the World of Technology

TE Assessment: More Than A Snap Shot of

Students’ Achievement?

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23

25

26

28

28

29

30

31

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(Page No.)

(1)Student

Learning,Pedagogy and

Assessment

ArtsEducation

PhysicalEducation

GeneralStudies forPrimarySchools

Moral andCivicEducation

BasicCompetencyAssessment

Catering forStudentDiversity

Reading toLearn

ProjectLearning

AE1 PS

AE2 PS

PE2 PS

GS1 P

SP5 P

MC1 PS

MC2 S

BC1 P

ID

ID1 P

ID2 P

ID3 P

ID4 P

ID5 P

CR2 P

PL1 S

Widening the Space of Learning in the Arts (Visual

Arts and Music)

Widening the Space of Learning in and through

Drama

Enhancing Learning through Students’ Self and

Peer Assessment

In What Ways Can Inquiry-based Approach Bring

about Effective Learning in General Studies?

Set the Goal and Off You Go — A Key to Inquiry-

based Learning

The Application of Success Factors in the

Organization of Co-curricular Activities to Develop

Students’ National Identity in Primary and

Secondary Schools

Enhancing Learning through Service-learning

Activities Jointly Organized by Schools and

Community

Using BCA (Student Assessment) in Learning and

Teaching: A Sharing of Case Experiences

Multiple Pathways to Cater for Individual

Differences-Introduction

Cross Level Subject Setting — Appropriate

Curriculum and Suitable Pace for All Students

Building on Variation

Making Use of Individual Differences to Develop

A Community of Learners

Teaching at the Frontline - The Use of IT to Cater

for Individual Differences

Motivation and Models of Learning

Use of Diverse, Quality and Appropriate Reading

Materials to Promote Reading Culture

Strategy for Developing School-based Curriculum

on Project Learning

PARALLEL SESSIONS UNDER THE THREE AREAS


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40

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46

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48

48

49

45

54

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(Page No.)

(2)Curriculum

Planning andOrganization




Personal,Social andHumanitiesEducation

TechnologyEducation

School-basedCurriculumDevelopment

SpecialEducationalNeeds

CH3 S

EE1 P

EE3 S

MA1 P

PS2 S

TE2 S

SB1 S

SP1 P

SP2 P

SP3 P

SE1 Spec

Developing Higher Order Thinking Skills through

Chinese Language Learning

“G.A.M.E.” — Gains from the Case Studies of

English Language Learning through Cross-

curricular Modules at Primary Level

Breaking the Boundaries: Creating Space for Self-

access Language Learning (SALL) in Hong Kong

Secondary Schools

The Thinking Space in Primary Mathematics

Curriculum

Creating Space in History Education — An

Alternative Mode: History and Culture

TE Learning Beyond the Boundaries: Subject,

Classroom, Teachers and Students, School Hours,

etc.

How Teachers and Students Benefit from a

Reflective School-based Life Skills Curriculum

“Where Dreams Come True”: Our School-based

Curriculum Development Journey

Catch the Lessons if You Can

Curriculum Development: All Roads Lead to

Rome?

“Constructing a School-based Curriculum on the

Basis of the Generic Skills from a Cross-curricular

Perspective” — An Experience of A Special School

for Students with Intellectual Disability (severe

grade)


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20

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23

25

31

41

56

56

57

51

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(Page No.)

(3)Making Space

in SchoolOrganization


PhysicalEducation

Kindergartenand Primary

School-basedCurriculumDevelopment

GiftedEducation

Life-wideLearning

Reading toLearn

StudentPortfolios

CH4 S

CH5 S

PE1 PS

KP1 P

SP4 P

GE1 S

LW1 PS

CR1 PS

PR1 PS

Developing Web-based Independent Language

Learning System

Life-wide Reading

Facilitation of Student Learning and Teacher

Development through School-based Mass Exercise

Breaking through ‘Boundaries’ to Enhance

Interface at Kindergarten and Primary One

Making Sense of Knowledge: Creating Space for

School-based Curriculum Development Through

Knowledge Management

Enhancing Students’ Higher Order Thinking Skills

through a Series of Museum Activities

Quality Matters: Widening the Space of Learning

through Life-wide Learning (LWL) Effectively

Collaboration as the Key to Promote Reading

Culture

Student Portfolios — Creating Space for Student

Learning and Teacher Development


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37

34

57

49

53

44

43

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PROGRAMME

Date: 12 November 2003 (Wednesday)

Time: 8:45 am - 5:15 pm

Venues: I. Yaumati Catholic Primary School (Hoi Wang Road)10 Hoi Wang Road, Yau Ma Tei, Kowloon

II. PLK Camoes Tan Siu Lin Primary School6 Hoi Ting Road, Yau Ma Tei, Kowloon

Guest of Honour: Mrs. Fanny Law, GBS, JPPermanent Secretary for Education and Manpower

Keynote Speech: ‘Widening the Space of Learning’by Professor Ference Marton, University of Gothenburg, Sweden

Registration

# Opening Address byMrs. Fanny Law, PSEM

Keynote Speech byProf. Ference Marton

(Venue I)

Break

Parallel Session 2 (Venue I and Venue II)

Break

Registration

# Opening Address byDr. K K Chan, PAS(CD)

Keynote Speech byProf. Ference Marton

(Repeated Session)

(Venue II)

Break

Parallel Session 4 (Venue I and Venue II)

Time Event

8:45 - 9:00 am

9:00 - 10:30 am

10:30 - 11:00 am

11:00 am - 12:30 pm

12:30 - 1:30 pm

1:30 - 1:45 pm

1:45 - 3:15 pm

3:15 - 3:45 pm

3:45 - 5:15 pm

Parallel Session 1

(Venue I and Venue II)

Parallel Session 3

(Venue I and Venue II)

# Please be seated 10 minutes before the Opening Address.

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Area Category Session 1 Session 2 Session 3 Session 49:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m.

12:30 p.m.

OVERVIEW OF PARALLEL SESSIONS

Keynote Speech




KS1 PSWidening the Spaceof Learning(Language Medium:English)

KS1 PSWidening the Spaceof Learning(Language Medium:English)

MA2 SOpen-endedAssessment in theLearning andTeaching ofSecondaryMathematics

(p.23)

StudentLearning,

Pedagogy andAssessment

CH1 PStrengtheningLiterary LearningElements inPrimary ChineseLanguage — UsingSynthetic ModularDesign to EnhanceLearningEffectiveness

(p.17)

CH6 SDeveloping School-based LearningActivities ofSpeaking andListening

(p.19)

EE2 SWho is Afraid ofLanguage Arts? :An Eye-openingExperience of itsUse in theSecondaryClassroom(Language Medium:English)

(p.21)

MA2 SOpen-endedAssessment in theLearning andTeaching ofSecondaryMathematics

(p.23)

CH2 PStrengtheningLiterary LearningElements in PrimaryChinese Language— Widening theSpace of LanguageLearning throughCo-curricularActivities

(p.17)

Notes: Session Code of each event can be found at top left corner of the boxP - primary schools S - secondary schools PS - both Spec - special schoolsAll sessions will be conducted in Cantonese unless specified (p.xx) - page number of session details

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12:30 p.m.

Personal, Socialand Humanities

Education

ScienceEducation

TechnologyEducation

Arts Education

PhysicalEducation

PS3 SWhat MakesProject LearningWork in PSHE?Looking from theSpace of Learningand Teaching

(p.26)

SC2 SClassroom andBeyond: InterschoolChemistry ProjectLearningCompetition

(p.28)

AE2 SWidening the Spaceof Learning in andthrough Drama

(p.33)

PS1 SMulti-perspectiveStudies in IntegratedHumanities: TheImportance ofCurriculum Spaceand Student-centered LearningStrategies

(p.25)

SC3 SClassroom andBeyond: Physics inOcean Park

(p.29)

AE1 PSWidening the Spaceof Learning in theArts (Visual Artsand Music)

(p.32)

PE2 PSEnhancing Learningthrough Students’Self and PeerAssessment

(p.35)

SC1 SClassroom andBeyond: InformedDecision in ScienceEducation

(p.28)

TE1 SMore Learning,Less Teaching —Let StudentsExplore the Worldof Technology

(p.30)

AE1 PSWidening the Spaceof Learning in theArts (Visual Artsand Music)

(p.32)

AE2 PWidening the Spaceof Learning in andthrough Drama

(p.33)

TE3 STE Assessment:More Than A SnapShot of Students’Achievement?

(p.31)


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12:30 p.m.

General Studiesfor Primary

Schools

Moral and CivicEducation

BasicCompetencyAssessment

Catering forStudentDiversity

GS1 PIn What Ways CanInquiry-basedApproach Bringabout EffectiveLearning in GeneralStudies?

(p.37)

MC1 PSThe Application ofSuccess Factors inthe Organization ofCo-curricularActivities toDevelop Students’National Identity inPrimary andSecondary Schools

(p.40)

SP5 PSet the Goal andOff You Go — AKey to Inquiry-based Learning

(p.38)

BC1 PUsing BCA(StudentAssessment) inLearning andTeaching: A Sharingof Case Experiences

(p.42)

GS1 PIn What Ways CanInquiry-basedApproach Bringabout EffectiveLearning in GeneralStudies?

(p.37)

MC2 SEnhancing Learningthrough Service-learning ActivitiesJointly Organizedby Schools andCommunity

(p.40)

IDMultiple Pathways toCater for IndividualDifferences:-Introduction

(p.46)

ID1 PCross Level SubjectSetting —AppropriateCurriculum andSuitable Pace for AllStudents

(p.46)

ID2 PBuilding on Variation

(p.47)


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Reading toLearn

Project Learning


CH3 SDeveloping HigherOrder ThinkingSkills throughChinese LanguageLearning

(p.18)

CR2 PUse of Diverse,Quality andAppropriateReading Materialsto Promote ReadingCulture

(p.45)

PL1 SStrategy forDeveloping School-based Curriculumon Project Learning

(p.54)

ID3 PMaking Use ofIndividualDifferences toDevelop ACommunity ofLearners

(p.48)

ID4 PTeaching at theFrontline — TheUse of IT to Caterfor IndividualDifferences

(p.48)

ID5 PMotivation andModels of Learning

(p.49)

CurriculumPlanning andOrganization



12:30 p.m.

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Personal, Socialand Humanities

Education

TechnologyEducation

MA1 PThe Thinking Spacein PrimaryMathematicsCurriculum

(p.23)

EE1 P“G.A.M.E.” —Gains from theCase Studies ofEnglish LanguageLearning throughCross-curricularModules at PrimaryLevel(Language Medium:Cantonesesupplemented withEnglish)

(p.20)

PS2 SCreating Space inHistory Education— An AlternativeMode: History andCulture

(p.25)

MA1 PThe Thinking Spacein PrimaryMathematicsCurriculum

(p.23)


EE1 P“G.A.M.E.” —Gains from theCase Studies ofEnglish LanguageLearning throughCross-curricularModules at PrimaryLevel(Language Medium:Cantonesesupplemented withEnglish)

(p.20)

EE3 SBreaking theBoundaries:Creating Space forSelf-accessLanguage Learning(SALL) in HongKong SecondarySchools(Language Medium:English)

(p.21)

TE2 STE Learning Beyondthe Boundaries:Subject, Classroom,Teachers & Students,School Hours, etc.

(p.31)


12:30 p.m.

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School-basedCurriculum

Development

SpecialEducational

Needs


SB1 SHow Teachers andStudents Benefitfrom a ReflectiveSchool-based LifeSkills Curriculum

(p.41)

SE1 Spec“Constructing aSchool-basedCurriculumon the Basis of theGeneric Skills from aCross-curricularPerspective” - AnExperience of ASpecial School forStudents withIntellectualDisability (SevereGrade)

(p.51)

SP2 PCatch the Lessons ifYou Can

(p.56)

CH4 SDeveloping Web-based IndependentLanguage LearningSystem

(p.18)

SP1 P“Where DreamsCome True”: OurSchool-basedCurriculumDevelopmentJourney

(p.56)

SP3 PCurriculumDevelopment: AllRoads Lead toRome?

(p.57)

CH5 SLife-wide Reading

(p.19)

Making Spacein School

Organization



12:30 p.m.

13

PhysicalEducation

Kindergartensand Primary

School-basedCurriculum

Development

GiftedEducation

Life-wideLearning

Reading toLearn

PE1 PSFacilitation ofStudent Learningand TeacherDevelopmentthrough School-based Mass Exercise

(p.34)

PE1 PSFacilitation ofStudent Learningand TeacherDevelopmentthrough School-based Mass Exercise

(p.34)

SP4 PMaking Sense ofKnowledge:Creating Space forSchool-basedCurriculumDevelopmentThrough KnowledgeManagement

(p.57)

GE1 SEnhancing Students’Higher OrderThinking Skillsthrough a Series ofMuseum Activities

(p.49)

LW1 PQuality Matters:Widening the Spaceof Learning throughLife-wide Learning(LWL) Effectively

(p.53)

CR1 PSCollaboration as theKey to PromoteReading Culture

(p.44)

KP1 PBreaking through‘Boundaries’ toEnhance Interfaceat Kindergartensand Primary One

(p.37)

LW1 SQuality Matters:Widening the Spaceof Learning throughLife-wide Learning(LWL) Effectively

(p.53)



12:30 p.m.

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StudentPortfolios

PR1 PStudent Portfolios— Creating Spacefor StudentLearning andTeacherDevelopment

(p.43)

PR1 SStudent Portfolios— Creating Spacefor StudentLearning andTeacherDevelopment

(p.43)



12:30 p.m.

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INTRODUCTION TOPARALLEL SESSIONS

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CHINESE LANGUAGE EDUCATIONThere have been significant changes in Chinese Language learning and teaching since the issue of

Chinese Language Education Key Learning Area Curriculum Guide (Primary 1 to Secondary 3) in

July 2002. More and more schools have started school-based curriculum planning using an open and

flexible curriculum framework, and developing an integrated and balanced language learning experience

incorporating nine strands.

During the last two years many schools have pioneered strategies for developing a modular curriculum,

new learning materials and the learning of literature through participating in Seed Projects. Preliminary

findings and achievements were presented at last year’s Knowledge Fair. This year, some of these

schools have taken a further step, widening the space of learning and promoting learning effectiveness

through participating in two Seed Projects - Strengthening Literary Learning Elements in Primary Chinese

Language and Promoting the Effectiveness of Learning and Teaching in Secondary Chinese Language.

In Primary schools, Strengthening Literary Learning Elements is designed to foster students’ interest in

learning and to develop their aesthetic sense. Learning space is created through innovative curriculum

organization and co-curricular activities. Spontaneous and active learning is promoted. In Secondary

schools, based on the solid foundation of three years’ experience of developing a school-based curriculum

and learning materials, focuses are being shifted to thematic inquiries on promoting learning and

teaching effectiveness in the domains of reading, listening and speaking, thinking and independent

language learning.

During individually tailored processes of learning and teaching at Primary and Secondary schools,

teachers attempt to create a life-wide language-learning environment for students, placing them in a

cultural context conducive to language learning. This widens students’ learning space in aspects such

as language recognition, communication, literary appreciation, thinking and creativity. Students develop

language skills in a balanced way through effective curriculum organization strategies. Their learning

interest is fostered, motivation raised and thinking space widened through interactive learning activities.

They learn to learn independently using a range of different media.

In this years’ Knowledge Fair, teachers participating in the Seed Projects will share their experiences

with participants, analyse the factors that lead to success, describe difficulties encountered and discuss

solutions to problems. It is hoped that these will be useful to other schools.

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CH1

CH2

Strengthening Literary Learning Elements in Primary Chinese Language —Using Synthetic Modular Design to Enhance Learning Effectiveness

This session aims at sharing the experience gained in carrying out the seed project on “Strengthening LiteraryLearning Elements in Primary Chinese Language”. In order to improve students’ language proficiency, asynthetic modular design which integrates reading, writing, listening and speaking is used in the curriculumplanning process for Primary Chinese Language learning and teaching. Independent learning is encouraged towiden the space and depth of Chinese literature learning. Activities such as poetry recitation and effectiveassessment have had a positive impact on students’ learning. Guided reading outside the classroom has alsohelped to develop students’ independent learning capabilities.

Chairperson(s)Mr HO Yu-sun Chinese Language Education Section, CDI

Speaker(s)Mr WONG Yuk-tong Heep Wo Primary School (P.M.)Mr KWAN Ming-kai Heep Wo Primary School (P.M.)

Language Medium Cantonese

Strengthening Literary Learning Elements in Primary Chinese Language —Widening the Space of Language Learning through Co-curricular Activities

This session aims at sharing the experience gained in carrying out the seed project on “Strengthening LiteraryLearning Elements in Primary Chinese Language”. In order to widen the space in the learning of Chineseliterature, co-curricular activities focusing on the learning of literature have been organised for students.Student interest in Chinese literature has been aroused through their active participation in a range of activities.School facilities have been fully utilised and collaborative lesson preparation by teachers has improved thequality of learning materials.

Chairperson(s)Mr LEUNG Pui-man Chinese Language Education Section, CDI

Speaker(s)Ms KWONG Man-hung Our Lady of China Catholic Primary School (P.M.)Ms WATT Sze-ping Our Lady of China Catholic Primary School (P.M.)Mr YU Kwok-leung Our Lady of China Catholic Primary School (P.M.)Mr CHOI Kai-ming Our Lady of China Catholic Primary School (P.M.)

Language Medium CantoneseCH

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CH3

CH4

Developing Higher Order Thinking Skills Through Chinese LanguageLearning

To strengthen students’ thinking ability, the school has developed eight enhancement modules at Secondary3-4 levels based on the existing Chinese Language syllabus, with an emphasis on spoken interactive activities.Various learning activities for practical- contextualised thinking have been promoted to widen students’ spaceof learning.

In the new modules, teachers have adopted a thinking-based questioning approach (dialogue approach) asteaching strategy. Students have enhanced their thinking ability through learning activities such as groupdiscussion, debating, topic presentation, and questioning and answering.

Chairperson(s)Mr YU Man-sang Chinese Language Education Section, CDI

Speaker(s)Ms KAM Tung-yee SKH Bishop Mok Sau Tseng Secondary School


Developing Web-based Independent Language Learning System

In order to foster students’ learning in Chinese Language, the school has carried out a project developing aweb-based independent language learning system which contains an item bank incorporating feedback onanswers. The system has provided ample space for students to engage in independent learning by allowingthem access to language exercises according to their own needs and at their own pace outside school hours.Teachers have also made use of the data collected by the system to better understand student learning problemsand thus make improvements in their teaching. In the long run, the school may also develop a school-baseditem bank in which questions can be categorized according to students’ ability. The session will start with anintroduction setting out the rationale underpinning the system’s development and its operation. The speakerswill then illustrate the challenges that arose and the impact of the project.

Chairperson(s)Ms LAM Bo-yuk Chinese Language Education Section, CDI

Speaker(s)Ms LO Yim-mei Yu Chun Keung Memorial College No.2Ms LAM Suet-kam Yu Chun Keung Memorial College No.2


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CH5

CH6

Life-wide Reading

To promote a healthy reading culture, Sung Lan Middle School and S.K.H. Bishop Baker Secondary Schoolorganized a great variety of learning activities inside and outside the classroom to widen students’ horizonsand broaden their thinking. The former school has designed a module on reading strategies and formed aReading Committee comprising language teachers, the school librarian and teachers of other KLAs. The latterschool has initiated a ‘Reading Lesson’ and ‘Reading Induction Lesson’, designed to develop the culture of‘Teachers and Students Reading Together’. A ‘Reading Club’ provides an opportunity for students of differentclasses to share their experiences in reading. ‘Reading Menu - Recommending Good Books’ also providesparents with the opportunity to participate and promote reading.

Chairperson(s)Ms FUNG Chun-kam Chinese Language Education Section, CDI

Speaker(s)Ms LAU Man-ling Sung Lan Middle SchoolMs WONG Man-han SKH Bishop Baker Secondary School


Developing School-based Learning Activities of Speaking and Listening

In the implementation of the newly revised Secondary Chinese Language Curriculum, the school has designedvarious learning modules for speaking and listening to meet students’ needs better by flexibly adapting textbooksand focusing on learning objectives. The space of learning has been widened through the integration oflearning activities for speaking and listening inside the classroom and beyond school. In addition, the modulesalso include content from a range of different dimensions so that the learning of Chinese Culture, thinkingdevelopment and moral and values education can be enhanced. The session will make use of authentic examplesto introduce school-based speaking and listening teaching materials, and will illustrate how the students’space for learning has been widened.

Chairperson(s)Ms CHEUK Yat-hing Chinese Language Education Section, CDI

Speaker(s)Ms PAU Kwai-fun St. Peter’s Secondary SchoolMs WONG Yin-yin St. Peter’s Secondary School


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ENGLISH LANGUAGE EDUCATIONIn this year’s Knowledge Fair, in the English Language Education Key Learning Area we present and

discuss experiences gained from the implementation of three seed projects in 2002-2003: “Case Studies

of English Language Learning through Cross-curricular Modules at Primary Level”, “The Learning and

Teaching of Language Arts at Secondary Level”, and “Self-access Language Learning (SALL) in Hong Kong

Secondary Schools”. Despite the different language learning strategies and approaches they embody,

the projects share a common characteristic. Each project represents a way of widening the space of

learning through encouraging learners to actively engage with a wide variety of authentic learning

materials and activities, designed to help them to increase their motivation, enhance their language

proficiency, develop their learning how to learn skills and strengthen their capacity for independent

language learning. Each of the presentations will highlight the critical factors that contribute to the

achievement of such a goal. Taken together, these include the teachers’ understanding of the theoretical

underpinnings of the approaches they chose to adopt; their shared commitment to adopting the

approaches; their awareness of their students’ needs and abilities; appropriate goal setting; flexible

curriculum planning; use of appropriate activities and materials; close collaboration among the teachers

concerned; as well as the school management’s support.

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EE1 “G.A.M.E.” - Gains from the Case Studies of English Language Learningthrough Cross-curricular Modules at Primary Level

This session aims at sharing the experiences gained in the implementation of the Project “Case Studies ofEnglish Language Learning through Cross-curricular Modules at Primary Level” in the following aspects:

• GGGGGoal Setting and Sharing - setting reasonably high expectations for students, and sharing goals and thecriteria for successful performance on them with the students

• AAAAActivity Design and Support - engaging students in a variety of meaningful and interesting activities relevantto their daily experiences, and providing the necessary support to help students work towards the learningtargets and objectives

• MMMMMaximizing Opportunities for Learning - widening students’ exposure to things beyond the textbooks

• EEEEEvaluation and Reflection - reflecting on ways that have proved helpful to students in their learning

Chairperson(s)Ms CHAN Yin-ping English Language Education Section, CDI

Speaker(s)Ms CHOW Suet-wai Shak Chung Shan Memorial Catholic Primary SchoolMs WONG Kit-yan SKH Chi Fu Chi Nam Primary SchoolMs FONG Ho-kei SKH Chi Fu Chi Nam Primary SchoolMs HUNG Mei-wah Our Lady of China Catholic Primary School (AM)Ms NG Kwok-wai Our Lady of China Catholic Primary School (AM)

Language Medium Cantonese supplemented with English

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EE2

EE3

Who is Afraid of Language Arts? : An Eye-opening Experience of its Use inthe Secondary Classroom

This session aims at sharing the experiences gained in the implementation of the Project: “The Learning andTeaching of Language Arts at Secondary Level”. The speakers will discuss how they selected and developedappropriate language arts materials and activities, and what teaching strategies proved useful in providinggreater opportunities for learners to:• develop sensitivity to language features;• express and respond to feelings and experiences;• interact socially in English;• think creatively and critically; and• learn about foreign cultures.

The speakers will also highlight the challenges they encountered and how they overcame them.

Chairperson(s)Mrs Helen KUNG English Language Education Section, CDI

Speaker(s)Ms LI Yee-lin, Anita English Language Teaching Unit, Chinese University of Hong Kong

(Former teacher of SKH St Simon’s Lui Ming Choi Secondary School)Mr MAN Ka-yiu Lee Kau Yan Memorial SchoolMrs Cara LAM SKH Tang Shiu Kin Secondary School

Language Medium English

Breaking the Boundaries: Creating Space for Self-access Language Learning(SALL) in Hong Kong Secondary Schools

This session aims to share the key findings of the seed project on “Self-access Language Learning (SALL) inHong Kong Secondary Schools”. These were as follows:

SALL helped students extend their space for learning by:• providing ample opportunities and space (both physical and cognitive) for language learning;• increasing students’ engagement in language learning activities both inside and outside school;• encouraging students to assume an active learner role and to develop greater learner autonomy; and• enhancing motivation and confidence in using English

SALL helped teachers widen the space for teaching and curriculum development by:• encouraging experimentation with teaching methods and helping students take charge of their own learning;• enhancing teachers’ commitment to partnership and collaboration with each other and with their learners;• engaging students in SALL both inside and outside school; and• integrating SALL into the school-based language curriculum.

Chairperson(s)Mr Raymond NG English Language Education Section, CDI

Speaker(s)Ms Tammy WONG Baptist Lui Ming Choi Secondary SchoolMs CHUI Hung-fun Buddhist Kok Kwong Secondary SchoolMrs Anne TAM SKH Tsang Shiu Tim Secondary SchoolMs TSE Pik-yuk SKH Tsang Shiu Tim Secondary School

Language Medium English

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MATHEMATICS EDUCATIONTo address the needs of our students to face the challenges of the 21st Century and to help them

develop the capability of learning to learn, mathematics learning and teaching should focus on the

learning process and the fostering of thinking abilities, generic skills and positive attitude of learning

mathematics. The Primary Mathematics Curriculum (2000) and Secondary Mathematics Curriculum

(1999) have been developed in line with these objectives. To create a better environment for the

betterment of learning and teaching, we should look for ways to widen our space in (1) curriculum

planning, (2) learning, (3) teaching, (4) school management, (5) thinking abilities, etc. Recently,

there are much concern on the development of thinking space and developing diversified assessment.

In this Knowledge Fair, two seminars entitled “The Thinking Space in Primary Mathematics Curriculum”

and “Open-ended Assessment in the Learning and Teaching of Secondary Mathematics” are organized.

They aim at sharing the experiences of how to develop thinking abilities through the implementation

of the primary mathematics curriculum and the use of open-ended assessment as feedback in further

developing students’ generic skills, in particular, critical thinking and problem solving skills. In the

seminars, our speakers will discuss how curriculum planning, school management and teachers’

preparation could help develop thinking abilities and open-ended assessment. Difficulties anticipated,

prerequisites and essential elements required will be discussed. Teachers and speakers participated in

related seed projects will share their experiences and discuss with audience how their experiences can

be transferred to other schools.

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The Thinking Space in Primary Mathematics Curriculum

The session aims at sharing experience with participants on how to develop thinking abilities through theimplementation of the primary mathematics curriculum. The following questions will be discussed withreference to theoretical assumptions, practical suggestions and actions:• How can curriculum planning bring about an interactive environment in the classroom in which to develop

students’ thinking abilities?• How can school management widen teachers’ space for enhancing learning?• How should teachers prepare for widening students’ learning space?• What modes are recommended?• What are the difficulties?• What are the essential elements in building up an interactive environment to develop students’ thinking

abilities?• How can our experience in the seed schools be transferred to other schools? What possible pathways are

there in the development of students’ thinking abilities?

Chairperson(s)Mr LEE Pak-leung Mathematics Education Section, CDI

Speaker(s)Mr LEUNG King-man Mathematics Education Section, CDIMr KAN Ming-chung Mathematics Education Section, CDIMr CHEUNG Yeuk-lok TKDS Fong Shu Chuen School


Open-ended Assessment in the Learning and Teaching of SecondaryMathematics

The session aims at sharing experience with the audience on how to develop open-ended assessment in thelearning and teaching of the secondary mathematics curriculum. The following questions will be discussed:• Why are open-ended assessments important to enhance students’ life-long learning?• How can open-ended mathematics assessment items and assessment rubrics be developed? What are the

difficulties, and how can they be resolved?• What are effective ways to use open-ended assessments to develop students’ thinking abilities and to enhance

learning?• What impact is there on school-based curriculum development? What changes to teachers, students and

school culture are brought about?• What are the prerequisites and key factors in developing effective open-ended assessment? How should

schools/teachers be prepared for widening students’ learning space through using open-ended assessment inthe learning and teaching of the secondary mathematics curriculum?

• How can our experience in the seed schools be transferred to other schools? What possible pathways arethere in the development of students’ thinking abilities?

Chairperson(s)Mr LEUNG Kwong-shing Mathematics Education Section, CDI

Speaker(s)Mr CHIANG Kin-nam Mathematics Education Section, CDIMr CHAN Sau-tang Mathematics Education Section, CDI


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PERSONAL, SOCIAL AND HUMANITIES EDUCATIONThe PSHE curriculum framework presented in the PSHE KLA Curriculum Guide (P1 - S3) has set

out a central curriculum with learning targets and objectives, which spell out what students should

know, value and be able to do at the end of nine years of compulsory schooling. Schools should use

various means to help their students achieve the learning targets. Based on their own contexts and the

varied needs of their students, schools may adopt different modes for organizing the essential knowledge

embedded in the six strands of the PSHE curriculum. During the past three years, many schools have

joined the Seed Project and have tried out different modes of curriculum organization.

In the previous two Knowledge Fairs, these Seed Schools shared with participants how they reorganized

the PSHE curriculum, how the need for resource materials was addressed, and what innovations were

made on the part of school administration, etc. These sharing sessions were all well received.

This year, the PSHE Section is organizing three sharing sessions, focusing on the impact of the

various curriculum initiatives on student learning. The session on “Multi-perspective Studies in Integrated

Humanities: the Importance of Curriculum Space and Student-centred Learning Strategies” will show

how student learning can be improved with a widened curriculum space and adoption of student-

centred learning strategies. The session on “Creating Space in History Education - An Alternative Mode:

History and Culture” will show teachers how greater space for learning can be created through “History

and Culture”, and what the critical factors to success are. “What Makes Project Learning Work in

PSHE? Looking from the Space of Learning and Teaching” will discuss the factors that have a positive

impact on student learning, and how greater space for student learning, space for teachers and space

in the curriculum can be found.

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Multi-perspective Studies in Integrated Humanities (IH): The Importance ofCurriculum Space and Student-centered Learning Strategies

Many teachers agree with the rationale underpinning the promotion of multi-perspective studies throughIntegrated Humanities (IH). However, when they try to put this into practice in learning and teaching, theyare not certain as what to do. This session aims to discuss how teachers can make good use of curriculum spaceand student-centred learning strategies to promote multi-perspective studies in IH.The session begins with a brief introduction to the curriculum rationale and framework of Integrated Humanities(S1-3), followed by a demonstration of student work to illustrate the impact on learning of widening curriculumspace and of student-centred learning strategies. Mrs Ho Lee Doen-yee, an ex-seed teacher, will then share herexperience in promoting multi-perspective studies in IH. She will address:• the importance for teachers and students of understanding the rationale underpinning IH• how to adapt the curriculum to optimize the use of curriculum space and to meet the learning needs of

students• the use of student-centred learning strategies for promoting multi-perspective studies in IH

- group discussion- project learning- field trip- mind-mapping- other teaching strategies

Chairperson(s)Mr LEE Chi-hung Personal, Social and Humanities Education Section, CDI

Speaker(s)Ms WONG Siu-ping, Sincere Personal, Social and Humanities Education Section, CDIMrs HO LEE Doen-yee United Christian College (Kowloon East)


Creating Space in History Education - An Alternative Mode: History andCulture

The session aims at sharing experience with teachers on how to create greater space for learning through“History and Culture” (seed project) in a school-based curriculum.• How can greater student learning space be created through curriculum planning?• How can learners’ space be widened through pedagogic strategies?• How can students’ learning space be expanded beyond textbooks through learning outside classroom?• How can learners’ thinking space be widened through the change of assessment strategies?• What are the critical factors for success?

- support from the school administration- changing teachers’ mindsets through teacher development programmes and collaborative lesson preparation- the active participation of teachers- effective project learning

Chairperson(s)Mr WONG Ho-chiu Personal, Social and Humanities Education Section, CDI

Speaker(s)Ms LEE Wing-ching St. Mary’s Church College


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PS3 What Makes Project Learning Work in PSHE? Looking from the Space ofLearning and Teaching

This session aims at sharing the findings of a ‘Seed’ Project on project learning in PSHE, in particular thefactors that have a positive impact on student learning.Key messages:

Space of learning• Time for students to think, to discuss and to do• The power of feedback• The importance of consolidation

Space for teachers• Space for reflection: collaborative teaching, consensual understanding• Space for professional growth: school-based teacher training, visits, sharing sessions• Security for trying something new

Space in the curriculum• The role of project learning in the school curriculum• Timetable arrangements

Chairperson(s)Mr WONG Wang-fai Personal, Social and Humanities Education Section, CDI

Speaker(s)Mr CHAN Pat-chun Queen Elizabeth School Old Students’ Association Secondary SchoolMr HO Shu-chee Pentecostal Lam Hon Kwong SchoolMr LAU Tsing-kwong Ma On Shan St. Joseph’s Secondary School


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SCIENCE EDUCATIONClassroom and Beyond: diversified pedagogies for learning andteaching of Science

Students develop their attitudes and abilities and construct knowledge from their learning experiences.

From what they see and experience, they gradually build up their knowledge of people and things.

They gradually learn how to analyze, judge and establish their own values. “Classroom and Beyond:

diversified pedagogies for the learning and teaching of science” is a series of talks that aims at sharing

with teachers some of the learning and teaching strategies that have been adopted to widen the learning

space of students in try-out schools. The integration of various forms of learning activities within and

outside the classroom enables students to have an interesting and diversified learning life, helping

them to cultivate an interest in learning, positive values and attitudes, and to hone their thinking,

analytical skills, creativity and communication skills.

“Classroom and Beyond: Informed Decision in Science Education” illustrates ways to foster informed

decision-making skills in classrooms through addressing controversial science issues such as the

consumption of genetically modified foods and the building of a railway across Long Valley. “Classroom

and Beyond: Interschool Chemistry Project Learning Competition” illustrates ways to foster creativity and

problem-solving skills through a science project competition. Students applied their knowledge of

chemical reactions to design and make a boat powered by acid and carbonate. “Classroom and Beyond:

Physics in Ocean Park” illustrates how to harness learning opportunities for the development of

investigation and problem-solving skills in an amusement park. With the use of stopwatches and

video cameras, an amusement park can be turned into a real-life laboratory for conducting physics

experiments.

The speakers will also share with the participants their reflections on the learning process and impacts

on student learning. The success factors and constraints will also be discussed.

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Classroom and Beyond: Informed Decision in Science Education

• Impact on student learning, e.g.:- Students started to look for more scientific knowledge and evidence, to apply their knowledge and to

make moral and ethical judgments on controversial science issues- Students developed a deeper understanding of related topics- Students developed various skills, e.g. searching, processing and presenting information, and problem

solving, etc.

• Factors underpinning success, e.g.:- Students were active learners- Use of relevant/daily-life contexts- The planning and conducting of suitable teaching and learning activities

• How constraints are overcome:- Careful planning giving due consideration to the contextual factors of the school, e.g. pre-trip, trial-run, etc.- Allowing for flexibility to respond to aspects of the actual situation

Chairperson(s)Ms KWOK Kin-ling, Doris Science Education Section, CDIMr SO Chi-shing, Jason Science Education Section, CDI

Speaker(s)Mr HO Ngar-yin, Assunta Queen Elizabeth SchoolMr NG Yau-keung Principal, HKTA Ching Chung Secondary School


Classroom and Beyond: Interschool Chemistry Project LearningCompetition

• Impact on student learning, e.g.:- Students actively applied chemistry knowledge to solve problems- Students developed a deeper understanding of related topics- Students developed various skills, e.g. searching, processing and presenting information, designing and

making, conducting scientific investigation and creative problem-solving, etc.• Factors underpinning success, e.g.:

- Students were active learners- The use of relevant/daily-life contexts- The planning and conducting of suitable teaching and learning activities

• How constraints are overcome:- Careful planning giving due consideration to the contextual factors of the school, e.g. trial-run, etc.- Allowing for flexibility to respond to different scenarios

Chairperson(s)Mr FONG Wai-hung, Raymond Science Education Section, CDI

Speaker(s)Ms LEUNG Siu-wai Ho Fung College (Sponsored by Sik Sik Yuen)Ms YU Ching-fun Ho Fung College (Sponsored by Sik Sik Yuen)


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SC3 Classroom and Beyond: Physics in Ocean Park

• Impact on student learning, e.g.:- Students showed appreciation in conducting measurement and data analysis in real life situations- Students developed a deeper understanding of related topics- Students developed various skills. e.g. searching, processing and presenting information, designing and

making, conducting scientific investigation and creative problem-solving, etc.

• Factors underpinning success, e.g.:- Students were active learners- Use of relevant/daily-life contexts- The planning and conducting of suitable teaching and learning activities

• How constraints are overcome:- Careful planning giving due consideration to the contextual factors- Allowing for flexibility to respond to aspects of the actual situation

Chairperson(s)Mr YU Hon-yui Science Education Section, CDI

Speaker(s)Mr SHUM On-bong YPI and CA Lee Lim Ming CollegeMr HO Yau-sing SKH Holy Trinity Church Secondary School


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TECHNOLOGY EDUCATIONLearning and teaching in Technology Education (TE) is characterized by a variety of learning activities

designed to cater for the learning needs of different students. The aim is to develop the cognitive skills

and nurture the positive values and attitudes of students through their acquisition of processing skills

and technological understanding.

Through refocusing classroom activities in order to give more space for learning to the students, the

learning of essential TE knowledge contexts is enhanced; teaching and assessment practices are revised;

and as a result, the teaching, learning and assessment processes are better integrated. Through such

an approach, TE learning is enriched and enhanced and learner responsibility fostered.

In this Knowledge Fair, three TE research and development projects are presented to illustrate this

refocusing of classroom activities. They are:

• Enhancing student learning through the process of hands-on exploration and the elimination ofhurdles in implementation;

• Enhancing student learning through the integration of TE learning experiences acquired throughdifferent subjects; and

• Enhancing student learning through the incorporation of assessment into the learning process.

It is anticipated that the experiences presented will provide useful references for schools wishing to

enhance student learning in the TE Key Learning Area.

More Learning, Less Teaching - Let Students Explore the World ofTechnology

This project uses an exploratory approach to motivate students to learn. The learning activities have thefollowing features:• Hands on / minds on: Design of learning activities that allow students to learn at their own pace in exploring

the world of technology• Ownership of learning is shared by teachers and students in the activities

The benefits and limitations of these learning activities are discussed.

Chairperson(s)Mr LAU Ka-fai, Calvin Technology Education Section, CDI

Speaker(s)Mr YEUNG Mou-yuen Kwun Tong Kung Lok Government Secondary SchoolMr IP Kwok-wah HKTA The Yuen Yuen Institute No. 2 Secondary School


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TE Learning Beyond the Boundaries: Subject, Classroom, Teachers andStudents, School Hours, etc.

In this project, two factors enabling the integration of learning in TE are identified:• Curriculum design which enables students to:

- Transfer knowledge and skills to the learning of other subject areas/ KLAs- Experience the effect of peer tutoring in learning TE- Become motivated to extend their learning outside school hours

• Support from the school authority that enhances teachers’ collaboration through:- Co-teaching- Collegiality and support among teachers

Chairperson(s)Mr CHENG Lai-wa, Jeff Technology Education Section, CDI

Speaker(s)Mr WONG Lam-hin Lions College


TE Assessment: More Than A Snap Shot of Students’ Achievement?

In this session, the experiences of the seed schools with regard to the formative function of assessment in TEwill be discussed. In a design project, students were informed of the assessment criteria well in advance. Therole of assessment was extended from providing a snapshot of students’ achievement to assessing essentialcomponents integrated within the learning process. The backwash effect of assessment was demonstrated andthe professional growth of teachers was also noted. Some tryout materials of learning and teaching wereprepared for the reference of other schools.

Chairperson(s)Mr LEUNG Cheuk-fai Technology Education Section,CDI

Speaker(s)Mr CHOW Wing-ho Wa Ying CollegeMr YUNG Chi-ho Wa Ying CollegeStudents Wa Ying CollegeMr LEUNG Shi-chuen Caritas Shatin Marden Foundation Secondary School


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ARTS EDUCATIONTo explore new and diversified instructional designs for the learning and teaching of the arts, a number

of research and development projects have been conducted since 2001. These cover a range of topics

such as assessment for learning in arts education, integrative learning in the arts, art appreciation and

critical responses and harnessing drama to enrich students’ learning. The presentations of the Arts

Education Key Learning Area in the Knowledge Fair of this year are drawn from the authentic

experiences of these projects and structured around the theme ‘Widening the Space of Learning’ with

a view to increasing participants’ awareness of how the space of learning can be widened through arts

presentation, appreciation and criticism. Some of these examples include integrating daily life experience

with school learning, adopting different teaching strategies to stretch students’ imagination, and allowing

flexibility in curriculum organization to broaden students’ knowledge and experiences in the arts.

Participants will be able to interact with the presenters by asking questions in the seminar, debating in

a forum and personally experiencing students’ learning in the drama workshop.

AE1 Widening the Space of Learning in the Arts (Visual Arts and Music)

In Visual Arts learning, do students only draw, paint and sculpt? In Music, do students only sing, read andlisten to music? In addition to these activities, learning in the arts embraces many other things. Students learnto see, to listen, to think, to feel, to explore, to experiment, to create and to express themselves in a variety ofways and from multiple perspectives. Teachers can bring this about through adopting diversified learning andassessment modes, e.g. interactive learning, integrative learning, project learning and life-wide learning. Thescope of student learning is thus significantly widened.

Chairperson(s)Mr YEH Cheung-shing Arts Education Section, CDIMs HO Pui-fan, Jessie Arts Education Section, CDI

Speaker(s)Ms CHAN Shun-shan HKCWC Fung Yiu King Memorial Secondary SchoolMr CHO Wing-keung Kwun Tong Government Secondary SchoolMr LAM Hiu-tung St. Peter’s Secondary SchoolMr LAU To Tin Shui Wai Methodist Primary SchoolMs LEE Wai-sze Methodist CollegeMs LEUNG Mun-yee Tin Shui Wai Methodist Primary SchoolMs MAH Wing-yee TWGHs Wong Yee Jar Jat Memorial Primary SchoolMs TAM Man-yee, Millie St Joseph’s Primary School (A.M.)Ms TONG Yuen-kuan Yu Chun Keung Memorial College No.2Ms YOUNG San-yan Ling Liang Church M H Lau Secondary SchoolMr YUEN Hoi-kwong Tin Shui Wai Methodist Primary School


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AE2 Widening the Space of Learning in and through Drama

Students’ learning can be enhanced by using dramatic contexts and strategies. In Drama, imaginative activitiesare used to extend time and space. Drama often embraces a range of curriculum content related to personaldaily experience, thus widening students’ knowledge and deepening their experience. The creation of safefictional environments facilitates exploration and self-expression. Role-taking requires active critical thinking,and helps students to look at issues from different perspectives and to respect others’ views, leading to greatermutual understanding and the building up of positive values and attitudes.

Chairperson(s)Ms CHU Siu-fong Arts Education Section, CDI

Speaker(s)Ms NG Wing-yan Hoi Pa Street Government Primary SchoolMr DU Ih-hsuan Baptist Lui Ming Choi Secondary SchoolMr SHU Chi-yee Arts Education Section, CDIMr WONG Wing-hong Arts Education Section, CDI


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PHYSICAL EDUCATIONPhysical Education (PE) implies “educating students through physical activities”. It equips students

with skills, knowledge, values and attitudes to assist them to face the challenges of the 21st century.

Through carefully selected activities, appropriate modes of delivery and good organization, PE can

provide greater learning and teaching space to achieve its goals. Students can be involved both in mass

exercise and in self and peer assessment so that they can learn from each other during the process. The

physical space for PE learning can be broadened from the playground and the classroom to the home

and the community. The amount of time devoted to participation in physical activities can be extended

by allocating specific time-slots for exercise in the school timetable and out of school hours. Cognitive

development can be enhanced through group discussion, performance evaluation, and reflection.

Moreover, schools can enable parents to understand the PE learning of their children and be involved

in it.

The PE presentations in the Knowledge Fair are designed to share experience on how schools have

achieved the above.

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PE1 Facilitation of Student Learning and Teacher Development through School-based Mass Exercise

Two schools share their experiences on how students, teachers and school heads become partners to facilitatelearning through mass exercise, using the whole-school approach. The sessions provide examples of:• Enhancing student participation in physical activities• Providing space for teachers and students to create exercise routines for their schools• Providing space for students to develop generic skills, particularly collaboration skills, communication skills,

critical thinking skills and creativity, during the design process of the exercise• Reflection and collaborative lesson planning

Chairperson(s)Ms LEUNG Kwok-wai, Masa Physical Education Section, CDI

Speaker(s)Mr HUNG Wai-shing Principal, Fanling Assembly of God Church Primary SchoolMr NGAI Tin-chung Tai Po Old Market Public School (Plover Cove)


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Formative assessment enhances student learning. The teachers involved in this session found that it was veryuseful to use checklists for self and peer assessment to help students reflect and learn more deeply. Feedbackgenerated from the assessments proved effective in identifying students’ strengths and weaknesses in learning.The session will show examples of:• Enhancing student learning through reflection• Widening teaching space during students’ self and peer assessment• Enabling parents to know more about their children’s learning through assessment reports

Chairperson(s)Mr KAN Wai-fu, Michael Physical Education Section, CDIMs YUEN Lai-fong, Jacqueline Physical Education Section, CDI

Speaker(s)Mr LI Chi-ming Yuen Long Public Secondary SchoolMr CHAN Kwok-keung Canton Road Government Primary School


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KINDERGARTEN/PRIMARY 1 INTERFACE AND GENERALSTUDIESChildren leaving kindergartens usually have great expectations when they enter the new level of

schooling, but in contrast, primary school teachers often have low expectations of their P1 students.

Similarly, teachers of General Studies in primary schools commonly believe that students cannot

learn effectively without close supervision from the teacher and clear instructions provided by the

textbook. Students, however, simply want to be allowed to ask questions and find out answers relevant

to their daily life problems.

The schools participating in the seed projects on the KG/P1 interface and inquiry-based learning in

General Studies have been attempting to make greater space in school organization, curriculum structure

and learning pedagogy. The teachers involved have gained a deeper understanding of curriculum

reform strategies. Through better communication and collaboration with kindergarten teachers and

parents, and among teachers of different subjects/ levels, these teachers have gained a better

understanding of the needs of their students. The P1 teachers, with the support of their school heads,

have overcome different hurdles and introduced new measures for meeting the needs of students

transferring from KG to P1. For the General Studies teachers, they have adopted different inquiry-

based learning strategies to help students become active knowledge constructors. They have collected

useful evidence on the development of self-directed learning skills, and about confidence and motivation

in learning.

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Breaking through ‘Boundaries’ to Enhance Interface at KG/P1

Physical boundaries as well as communication barriers exist between kindergarten and primary school. Theseaffect student learning at the KG/P1 interface. Subject boundaries at primary level and the lack ofcommunication between school and parents may also hinder the smooth transfer of students from KG to thenew P1 level of schooling. In two seed projects on bringing improvements to the transfer of students from KGto P1, schools attempted to explore and find solutions to the following questions:• How can communication be improved between kindergartens and primary schools?• How can schools overcome resource limitations in terms of physical space, time and manpower?• How can we help students adapt better and learn with interest at P1 in English Language, General Studies

and Arts Education?• What can be done to actively involve parents and teachers of different levels and subjects?

Chairperson(s)Mr LAI Yiu-keung Kindergarten and Primary Section, CDIMrs LAI LEE Suk-ching Kindergarten and Primary Section, CDI

Speaker(s)Mrs Candice SO Kowloon Rhenish SchoolMrs ORH WONG Suk-fan Kowloon Rhenish SchoolMiss SIU Mo-ching St. Patrick’s Catholic Primary School (Po Kong Village Road)Miss LAU Wing-sze St. Patrick’s Catholic Primary School (Po Kong Village Road)


In What Ways Can Inquiry-based Approach Bring about Effective Learningin General Studies?

This session addresses the questions:• What are the perceived difficulties and critical success factors for inquiry-based learning in GS?• In what ways does the GS curriculum allow space for planning and implementing related learning strategies?• What kind of space should teachers create to develop students’ inquiry and investigative skills?

Schools and teachers made different attempts through project learning and hands-on and mind-on technologicalactivities to strengthen students’ self-directed learning skills. Students’ interests in learning are thus sustainedand positive attitudes cultivated, while teachers also find that they have benefited professionally in the process.

Chairperson(s)Mr CHEUNG Chow-ming Kindergarten and Primary Section, CDI

Speaker(s)Mr CHEUNG Chi-tsun Sau Mau Ping Catholic Primary SchoolMr FUNG Kwok-lin Sau Mau Ping Catholic Primary SchoolMs YEUNG Chui-shan Sau Mau Ping Catholic Primary SchoolMs CHEUNG Wai-ching, Ada St Bonaventure Catholic Primary SchoolMr CHAN Chun-cheong St Bonaventure Catholic Primary SchoolMr LAM Wai-choi St Bonaventure Catholic Primary SchoolMr WAT Hing-yuen St Bonaventure Catholic Primary SchoolMs YAN Kit-ying St Bonaventure Catholic Primary School


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SP5 Set the Goal and Off You Go — A Key to Inquiry-based Learning

The inquiry approach is highly recommended in the new GS curriculum for enhancing student’s learningeffectiveness, while ‘project learning’ and ‘investigation’ are the two commonly adopted inquiry-based learningand teaching strategies for most schools. In the inquiry-based learning process, how should teachers positionthemselves to facilitate students’ learning? In view of students’ differences in level and ability, what strategiescan teachers adopt to help them become active knowledge constructors? In this session, teachers from 3schools will share their strategies, struggles and reflections when leading groups of P2, P4 and P6 students inproject learning and science investigation activities. It is hoped that participants may discover some keys toinquiry-based learning from the session.

Chairperson(s)Ms LEE Shuk-chong School-based Curriculum Development (Primary) Section, CDI

Speaker(s)Ms MAK Yin-yuk Fanling Assembly of God Church Primary SchoolMs CHAN Shuk-ying Christian Alliance H.C. Chan Primary School (P.M.)Mr YU Chung-kuen Christian Alliance H.C. Chan Primary School (P.M.)Mr CHAN Pak-man CCC Kei Ching Primary School (P.M.)


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MORAL AND CIVIC EDUCATIONThe development of positive values and attitudes in our students is an integral part of whole-person

education. Moral and Civic Education helps students to establish their values and attitudes as a

priority for personal development and improving society.

The process of helping students to cultivate their values is an exciting and rewarding task. In the

2002-03 school year, we organized Research and Development (“Seed”) Projects were conducted

aiming at achieving the task. Through partnership with some primary and secondary schools, we

conducted research programmes focused on developing students’ national identity, values and attitudes,

and on exploring how student learning could be widened through participating in life-wide learning

activities.

In the project related to the development of national identity among students, the research focused

on the application of success factors generated in 2001-2002, and examined how participating schools

could make use of them in organizing co-curricular activities to develop students’ national identity.

The research also threw light on the role of parents in the organization and implementation of the

activities and on the differing effects of locally held activities and interflow activities on the mainland.

Participating schools were inspired by the positive role played by parents in enhancing students’

national identity. Both intended and unintended learning outcomes arising from these life-wide learning

experiences helped to widen teachers’ and students’ perception of the learning impact.

Regarding the project on providing opportunities to nurture students’ value through service, students

were found to be more ready to learn, to reflect on their values stances, and to cooperate when they

were learned in an authentic situation. Through partnership with the neighbouring community,

teachers and schools were made aware of the importance of using service opportunities and of the

importance of community resources in the development of students’ values and attitudes. Community

partnership extends schools’ capacity to facilitate students’ values development.

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The Application of Success Factors in the Organization of Co-curricularActivities to Develop Students ’ National Identity in Primary and SecondarySchools

This session addresses the following questions and issues:• What are the factors that underpin success and how can they be applied when organizing co-curricular

activities to develop students ’ national identity??• What are the roles of parents in the organization and implementation of these activities?• The contrast between locally held activities and interflow activities on the mainland; and• Practical suggestions for schools.

Chairperson(s)Mr LEE Chi-hoi Moral and Civic Education Section, CDI

Speaker(s)Ms LUI OI-ling Deputy Head, Buddhist Chan Shi Wan SchoolMs CHOW Lai-sheung Buddhist Chan Shi Wan SchoolMr Albert LIU Moral and Civic Education Section, CDIMr Pierre PANG Moral and Civic Education Section, CDI


Enhancing Learning through Se vice-learning Activities Jointly Organized bySchools and Community

This session addresses the following questions and issues:• What are the facilitating factors and the constraints in organizing student activities focused on service?• What impact do such activities have on student learning?• How do these activities help widen students ’ space for learning??• What can teachers learn from working collaboratively with social service agencies?• Practical suggestions for schools.

Chairperson(s)Mr LEE Chi-hoi Moral and Civic Education Section, CDI

Speaker(s)Mr KWAN Chung-wai Buddhist Mau Fung Memorial CollegeMr TAM Hoi-wai Buddhist Mau Fung Memorial CollegeMr CHAN Chung-ning Buddhist Mau Fung Memorial CollegeMs LEE Wai-kei Catholic Ming Yuen Secondary SchoolMs AU How-fan, Teri Chan Shu Kui Memorial School


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SB1 How Teachers and Students Benefit from a Reflective School-based Life SkillsCurriculum

Successful implementation of a Life Skills Curriculum hinges on the degree of autonomy given to learners andteachers to:• Negotiate the learning objectives, the content and the learning process;• Use a wide range of assessment strategies and methods which aim to improve learning and teaching; and• Revise the curriculum based on empirical evidence and the changing needs of learners.

To benefit from this autonomy, both learners and teachers should demonstrate active participation and engagethemselves in quality reflection.

The project school factored the principle of autonomy into the design and implementation of the Life SkillsCurriculum .One of the striking features was the adoption of a comprehensive assessment strategy to collectstudents’ responses towards the curriculum. Through lesson observations, analysis of students’ responses inworksheets and questionnaires, and unstructured interviews, much evidence on students’ opinions, needs andsuggestions was collected. The teachers revised the curriculum accordingly. This negotiating process betweenthe students and the teachers has resulted in the active participation of both parties. The students becamemotivated to learn because they developed a sense of ownership. The teachers gained a better understandingof how their students were learning and used the evidence on this as a basis for planning and teaching.

Chairperson(s)Mr TAM Ka-keung, Alice Moral and Civic Education Section, CDI

Speaker(s)Ms YAN Kin-foon Sir Ellis Kadoorie Secondary School (Shatin)Mr CHEUNG Kwok-ho Sir Ellis Kadoorie Secondary School (Shatin)


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ASSESSMENT FOR LEARNING -STUDENT ASSESSMENT ANDPORTFOLIOAssessment is now recognized as a crucial element in enhancing student learning. Two out of the

many different modes of assessment, Basic Competency Assessment (Student Assessment) and Student

Portfolios, will be examined in the Knowledge Fair.

Basic Competency Assessment (Student Assessment) provides teachers with information about student

attainment of basic competencies. It is flexible with regard to when to use it, for whom and how.

Basic Competency Assessment (Student Assessment) enables teachers to provide students with timely

feedback to help them to progress and attain their goals. This creates the space for students to construct

their knowledge as active learners and for teachers to reflect on their teaching. Student portfolios give

students a sense of progressive learning. They provide students with the space they need to present

what they have learnt in the way they want to.

By keeping track of student growth in learning, both Basic Competency Assessment (Student

Assessment) and Student Portfolios can be used to inform teaching and guide students towards improved

learning.

Using BCA (Student Assessment) in Learning and Teaching :A Sharing ofCase Experiences

The seminar aims at sharing with teachers and curriculum leaders how the services of BCA (Student Assessment)as well as learning and teaching support have been used, where assessment was practised with fluidity as anintegral part of the learning and teaching process with quality use of feedback. Evidence was seen in learningand teaching as shared by stakeholders, precisely on• how BCA (Student Assessment) and web-based learning and teaching support were used in the context of

Assessment for Learning;• how BCA and the learning and teaching support can be used to widen the space for learning, and in the

contexts of Chinese, English and Mathematics;• what professional development /changes have been seen in teachers under the context of Assessment for

Learning; and• what facilitating factors have been seen and how they were maximized, as well as what constraints have been

encountered and how they were/could be overcome.

Chairperson(s)Ms LEE Yeung BCA (L &T) Team, EAP Section, CDI

Speaker(s)Ms CHAN Chui-yuk, Wendy Christian Alliance H. C. Chan Primary School (P.M.)Ms TENG Tin-yan Christian Alliance H. C. Chan Primary School (P.M.)Ms WONG Sze-man, Michelle St. Francis of Assisi’s Caritas School


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Student Portfolios -C eating Space for Student Learning and TeacherDevelopment

This session focuses on how student portfolios can be used as a tool to:• Create space for student learning by enhancing students ’control of their own learning and helping them to

develop as reflective learners; and• Create space for teacher development through providing opportunities for the application of new pedagogies

and for collaborative planning and teaching.

Teachers from seed schools will share their experience in developing student portfolios. They will also highlightthe difficulties they encountered in the process and how they overcame them.

Chairperson(s)Mr CHOW Pat-kan Council and Secondary Section, CDI

Speaker(s)Mr WONG Lam-hin Tung Chung Catholic SchoolMs TSUI Kwai-king PLK Chee Jing Yin Primary School (A.M.)


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READING TO LEARNThe Basic Education Curriculum Guide Building on Strengths: Primary 1 -Secondary 3 sets out

“Reading to Learn” as one of the four key tasks for schools in line with current educational trends..

In this year’s Knowledge Fair, teachers will share the experience they have gained from the

implementation of the seed project “Promoting Reading Culture through School Library Services”.

They will discuss how they were enabled to foster a collaborative culture amongst teachers, parents

and teacher-librarians and how they were able to use reading materials other than text-books in the

curriculum/reading lessons. Through reading, students can widen their space of learning, and at the

same time they can develop reading skills, a healthy reading habit, positive attitudes and thinking

skills.

The teachers will also discuss factors contributing to success, the difficulties they encountered and

their solutions.

Collaboration as the Key to Promote Reading Culture

I this session, speakers will share their experiences in promoting a healthy reading culture through collaborationamongst teachers, teacher-librarians and parents in implementing reading programmes such as MorningReading, and through project learning in their schools.

Speakers will focus on how collaboration took place in their schools, the roles played by the various participants,and the support given by school administrators. In addition, they will discuss what made the programmessuccessful, the problems they encountered, the solutions found and the impact of the programmes on students,teachers and schools. Suggestions to schools on the planning and implementation of reading programmes willalso be given.

Chairperson(s)Ms Helen TSE Curriculum Resources, Library and Educational Technology Section, CDI

Speaker(s)Ms CHU Siu-ching Vice Headmistress, The Salvation Army Lam Butt Chung Memorial SchoolMs AU Siu-wah The Salvation Army Lam Butt Chung Memorial SchoolMr WONG Hin-wah, Trajan Lions CollegeMs LEUNG Wing-kan Lions CollegeMr WONG King-hong Lee Kau Yan Memorial School


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Use of Diverse, Quality and Appropriate Reading Materials to PromoteReading Culture

This session aims at sharing the experiences of using diverse, quality and appropriate reading materials bysubject teachers/teacher-librarians to promote reading culture in their schools.

Speakers will share their experiences in selecting quality reading materials. They will further explain how tointegrate those materials into curriculum/reading sessions. The pros and cons of using reading materials otherthan ‘textbooks’ in teaching will be discussed. Speakers will also share what made the projects success, theproblems they came across and the solutions. The impacts of using quality reading materials on students,teachers and schools will be shared as well. Suggestions will also be given to schools planning to use readingmaterials other than ‘textbooks’.

Chairperson(s)Ms Helen TSE Curriculum Resources, Library and Educational Technology Section, CDI

Speaker(s)Ms CHAK Ki-chun Kwok Man SchoolMs CHU Wai-man, Maria Vice Headmistress, Hong Kong Student Aid Society Primary School

(Former teacher of Kwok Man School)Ms OR Wing-suen Hong Kong and Macau Lutheran Church Primary SchoolMs SUN Hoi-wan, Flora Our Lady of China Catholic Primary School (A.M.)


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MULTIPLE PATHWAYS TO CATER FOR INDIVIDUALDIFFERENCESCatering for students’ learning differences remains a key issue in Curriculum Reform. Every student

is different in cognitive and affective development, motivation, learning styles, interests and potential.

To cater for students’ differences, it is necessary to widen their individual space for learning by providing

a wide range of learning opportunities. For example, teachers can make good use of a variety of

resources instead of being bound by textbooks. They can provide learning experiences which stretch

the students. Schools can adopt different assessment modes to find out students’ strengths and

weaknesses. Based on these findings, teachers can design an appropriate curriculum for their students

and decide on the best teaching strategies. In this Knowledge Fair, the experience of teachers adopting

such strategies will be shared with participants. Firstly, current views of how best to cater for individual

differences will be explored. Then different learning and teaching strategies will be introduced with

the support of evidence. It is hoped that teachers can understand the students’ values and attitudes,

their learning styles and psychological development from the perspectives of education, psychology

and pedagogy and hence provide students with effective guidance.

Multiple Pathways to Cater for Individual Differences -Introduction

To help students to learn effectively, schools and teachers should adopt different learning and teaching strategiesto achieve the range of purposes of learning and to suit the learning styles, abilities, interests and needs ofstudents.

Speaker(s)Prof Colin MARSH Curtin University, AustraliaDr CHAN Ka-ki Curriculum Development Institute

Language Medium Cantonese and English

Cross Level Subject Setting -Appropriate Curriculum and Suitable Pace forAll Students

This session will focus on sharing the rationale underpinning a Cross Level Subject Setting strategy and showhow it has been used to cater for individual differences in the learning of English in HK primary schoolsetting. There will also be specific examples of how the strategy has been used to widen the scope of learningboth inside and outside the classroom.

Chairperson(s)Ms LOH Wai-chee, Teresa Evaluation, Assessment and Projects Section, CDI

Speaker(s)Ms LOH Wai-chee, Teresa Evaluation, Assessment and Projects Section, CDIMs CHEUNG Yuen-yin, Anthea SKH Yat Sau Primary School


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Building on Variation — A Primary 6 Chinese Language research lesson on“Appreciation and use of similes in writing (exemplified in Chinese modernpoetry)”

This session presents an alternative perspective in catering for individual differences in students’ learningoutcomes in schools. A Primary 6 Chinese Language research lesson on “Appreciation and use of similes inwriting (exemplified in Chinese modern poetry)” will be used to illustrate how this is done with a view toproviding greater space for student learning.

Chairperson(s)Dr KO Po-yuk Hong Kong Institute of Education

Speaker(s)Dr KO Po-yuk Hong Kong Institute of EducationMs TSUI Ka-yee SRBCEPSA Ho Sau Ki SchoolMr WONG Chi-on SRBCEPSA Ho Sau Ki SchoolMs KEE Ming-yee SRBCEPSA Ho Sau Ki SchoolMs CHIM Yun-ping SRBCEPSA Ho Sau Ki School


Building on Variation — A Primary 6 Mathematics research lesson on“Speed ”

This session presents an alternative perspective in catering for individual differences in students’ learningoutcomes in schools. A Primary 6 Mathematics research lesson on “Speed” will be used to illustrate how thisis done with a view to providing greater space for student learning.

Chairperson(s)Dr LO Mun-ling Hong Kong Institute of Education

Speaker(s)Dr LO Mun-ling Hong Kong Institute of EducationMs ONG Ming-yuen St. Edward’s Cathalic Primary SchoolMs LEI Kim-leng St. Edward’s Cathalic Primary School


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Making Use of Individual Differences to Develop A Community of Learners

This session aims at sharing the following experiences:• How to employ effective strategies to cater for students ’learning differences in the subject of Chinese/

Mathematics/General Studies• How the application of these strategies can increase the space for learning inside and outside the classroom• What sort of impact on student learning and teachers ’ professional development has been identified in the

implementation of the strategies• What facilitating factors have been observed, and how they can be applied to enhance student learning• What constraints/problems have been encountered and how they can be overcome• Suggestions and recommendations as to how best to develop the potential of individual students which can

vary considerably from one student to another

Chairperson(s)Dr Carol K. K. CHAN The University of Hong KongDr Thomas K. W. TANG The Open University of Hong Kong

Speaker(s)Dr Carol K. K. CHAN The University of Hong KongDr Thomas K. W. TANG The Open University of Hong KongMiss Loretta M. W. HO The University of Hong Kong


Teaching at the Frontline -The Use of IT to Cater for Individual Differences


English/Mathematics• How the application of these strategies can increase the space for learning inside and outside the classroom• What sort of impact on student learning and teachers ’ professional development has been identified in the

implementation of the strategies• What facilitating factors have been observed and how they can be applied to enhance student learning• What constraints/problems have been encountered and how they can be overcome• Suggestions and recommendations as to how to develop the potential of individual students which may


Chairperson(s)Dr LAM Yiu-sing Hong Kong Institute of Education

Speaker(s)Dr LAM Yiu-sing Hong Kong Institute of Education


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Motivation and Models of Learning: Pleasurable Learning and Learning toLearn —The Change and the Unchanged during the Three Years


English/Mathematics• How the application of these strategies can increase the space for learning inside and outside the classroom• What sort of impact on student learning and teachers ’ professional development has been identified in the

implementation of the strategies• What facilitating factors have been observed and how they can be applied to enhance student learning• What constraints/problems have been encountered and how they can be overcome• Suggestions and recommendations as to how to develop the potential of individual students, which may


Chairperson(s)Prof WONG Hin-wah The Chinese University of Hong Kong

Speaker(s)Consultant team The Chinese University of Hong KongMr LEUNG Moon-wing Headmaster, CUHKFAA Thomas Cheung SchoolMr TSUI Chun-cheung Headmaster, LKWFSL Wong Yiu Nam Primary School


Enhancing Students’ Higher Order Thinking Skills through a Series ofMuseum Activities

The session addresses a number of questions. How and why does a ‘museum visit ’enhance students ’thinkingskill? Can students apply higher order thinking skills in a range of subject disciplines? Can teachers apply thesame pedagogy used in the Museum Visit in other KLAs? Should the concept of ‘gifted for all ’be adopted indaily classroom practice and if so how? These are the questions addressed in the gifted programme of ShatinMethodist College. With the aim of widening the learning space of students, a ‘museum visit ’programme wasorganized through the cooperation of Chinese History and History subject teachers. In this programme studentslearned how to think, using the strategy of ‘thinking about thinking ’,and learned to become autonomouslearners. After the visit, teachers evaluated students ’learning progress and performance through their reflectivelearning journals. Afterwards, through a project learning approach, students consolidated their learning bydesigning a museum of their own choice. This presentation will discuss the implications of the above forcurriculum integration, resource allocation, success factors and difficulties encountered. It will discuss therationale and principles underpinning the programme, and explore how the ideas might be applied in athinking curriculum involving a range of subject areas.

The session will examine the following:• How students were ‘stimulated and motivated’ in the museum, how they ‘went through the thinking process’

by using reflective journals, and how they ‘learned ’ through undertaking a project• How different teaching approaches were used, especially with regard to the use of mind-maps, museum

learning and reflective journals• How school administration can facilitate the provision of greater space for learning

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Contexts• Junior Secondary• A ‘joint venture ’ between History and Chinese History teachers, with some curriculum adaptation and

sacrificing of classroom teaching time

Success factors• Team work, co-operative and reflective school culture• Shared vision and common goals, and a supportive attitude among senior management towards SB Gifted

programmes• A persistent and visionary principal coupled with a developmental curriculum• Financial and clerical support• Follow-up group discussion to facilitate student’s learning after visiting museums• A ‘mini-expo’ to demonstrate students’ learning outcomes. Students were given a chance to talk, to think

and re-think about their learning

How constraints are overcome• Team work, co-operative and mutual understanding• Special time-table arrangement to facilitate museum visits and for teachers to accompany the students• Community resources. Talk by museum curator and guided tour by staff

Suggestions to schools• Critical thinking and creative thinking skills can be adopted in the learning process• Experience-sharing and planning with teachers of other subjects helps to consolidate students ’ learning in

different subject areas and ensures transferability of skills and their applications• A ‘thinking curriculum ’for junior forms with long-term goals and an action plan for implementation has to

be worked out• Reflective questions and how to connect what is done with the education reform need to be worked out• There is a need to determine how best to evaluate student learning outcomes• Is there only one model for implementing a ‘thinking curriculum ’ or are there others??• Are both ‘gifted ’ and ‘normal ’ students benefiting at the same time? What evidence do we have for this?• In what ways are learning and teaching improved?

Chairperson(s)Mr WONG Chung-po Gifted Education Section, CDI

Speaker(s)Mr TAI Wai-sum Sha Tin Methodist CollegeMs WONG HUI Chui-hung Sha Tin Methodist CollegeMs PAO YANG, Carlina Sha Tin Methodist College


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“Constructing a School-based Curriculum on the Basis of the Generic Skillsfrom a Cross-curricular Perspective ” -An Experience of A Special School forStudents with Intellectual Disability (Severe Grade)

On the basis of the research conducted last year, the project continues to identify changes in teachers’ attitudeand pedagogy in response to curriculum reforms,and to redefine and integrate generic skills in the school-based curriculum. It also aims to enhance students’ generic skills through curriculum design and teachingstrategies and to explore methods of assessing their generic skills in different contexts.

Chairperson(s)Mrs LI CHEUNG Ching-yee, Curriculum Resources, Library and Educational Technology Section, CDICecilia

Speaker(s)Prof LIAN Ming-gon,John University of Hong KongMs FUNG Chi-man Caritas Lok Kan School


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LIFE-WIDE LEARNING“Learning beyond the classroom” or “Classroom away from school”?

A Whimsy on Life-wide Learning experience

On a sunny Wednesday afternoon, a group of unexpected guests in their school uniform showed upoutside the Temple of Wong Tai Sin. These forty odd students while listened attentively to theirteacher, were busy taking notes and browsing around. The teacher expounded in a raised pitchadhering to his pre-set learning objectives. He would, in occasion, dispatch a couple of students tocarry out some observations on his chosen spots and to report back what were seen to the otherstudents at the rendezvous. Immaculately students jotted down what was reported back in the worksheetprovided and manifested their appreciation of the work of the students taking the errand. Maybe, the“worksheet” made its debut at the Wong Tai Sin Temple? Nevertheless, they attracted the sparselypassers-by’s attention wondering if this would make the headline in the local newspaper the next day.After a brief round of talks, note-taking, and site observations, the teacher and his students took thecoach home filled with joy for what had been achieved. They had completed the worksheets andstuffed the notebooks with words.

On board the coach, still panting a little, the teacher was inundated in his mind with questions such as“Was I satisfied with the organized activities? What did the students learn? Were they pleased to learn thesethings? Why did both my students and I feel satisfied after all? Was it because they managed to fill in theworksheets? Did completed reports and worksheets represent accomplishment of learning objectives orstand for quality? If not, how would I do to enhance effectiveness?”

“Perhaps I needed to leave some space for my students, allowed them more opportunities to choose‘what to learn’ and ‘how to learn’, or cut down on the number of learning objectives to enable ‘deep’learning, rather than the mechanical ‘information intake’ using writing reports or worksheets. Or Ishould have used other strategies to illustrate their learning such as using sketches or drama? Besides,how effective was my delivery? Was the environment suitable for this kind of long explanation? Wouldit be more effective if the talk takes place in classroom? Why would I require my students to learn thisway? What is the ultimate purpose of learning in an authentic environment? Was it the purpose ofthe trip to let students acquire knowledge that could have been obtained from books or it served togive student a memorable learning experience for inculcating in students the attitude that learningoccurred everywhere?

It looks as if there may be difference between life-wide learning and learning in classroom. Then, howwould teachers “teach” in the context of within or beyond the classroom? Would the strategies theybeen using in teaching in the classrooms indiscriminately work as well outside the classrooms? Withouta doubt, learning in authentic situation, would certainly provide multi-sensory stimulations thatpromote learning in students. What had I learned from this outing for future improvement?”

A sudden jerk, the coach stopped in front of the school entrance, the teacher restored his usual calm

and led his students back to their classroom and was ready to face the challenges of the next lesson.

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Quality Matters: Widening the Space of Learning through Life-wideLearning (LWL) Effectively

Life-wide Learning (LWL) is one of the most popular ways of widening the space of student learning. Insteadof confining learning and teaching within classroom contexts, schools can provide worthwhile opportunitiesfor their students outside the classroom, by carefully considering where students might learn, when theymight learn and with whom they might learn. There are two key questions that we need to ask ourselves whenimplementing Life-wide Learning: a) What are the quality issues involved in implementing LWL with respectto its organization and the selection of effective student learning experiences? and b) How will we know thatLWL works?

In this seminar, under the principle of ‘Quality Matters’ and based on the valuable experiences gained in ournetwork primary schools, we will explore the conceptual and quality frameworks of LWL. We shall highlightthe importance of quality and of self-improvement in LWL.

Chairperson(s)Mr CHUNG Yiu-bun Life-wide Learning Section, CDI

Speaker(s)Mr YIP Yam-wing, Stephen Life-wide Learning Section, CDIMr LEUNG Po-ching Baptist Rainbow Primary School (AM)Mr MOK Kin-sang, Stephen Kwong Ming Primary School (PM)


Quality Matters: Widening the Space of Learning through Life-wideLearning (LWL) Effectively

Life-wide Learning (LWL) is one of the most popular strategies to widen the space of student learning. Insteadof confining learning and teaching within classroom contexts, schools can provide worthwhile opportunitiesfor their students, outside the classroom, by carefully considering where students might learn, when theymight learn and with whom they might learn. In order to implement Life-wide Learning effectively, qualityissues of these learning experiences and its organization should not be undermined. There are two key questionsthat we need to ask ourselves when implementing Life-wide Learning: a) What are the quality issues involvedin implementing LWL with respect to its organization and the selection of effective student learning experience?and b) How will we know that LWL works?

In this seminar, under the principle of ‘Quality Matters’ and based on the valuable experience gained in ournetwork secondary schools, we will explore the conceptual and quality frameworks of LWL. Will shall highightthe importance of quality and self-improvement in LWL.

Chairperson(s)Mr CHUNG Yiu-bun Life-wide Learning Section, CDI

Speaker(s)Mr YIP Yam-wing, Stephen Life-wide Learning Section, CDIMr KWAN Wing-bun Hon Wah Middle SchoolMiss LIU Suet-chun, Janny Fortress Hill Methodist School


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PL1 Strategy for Developing School-based Curriculum on Project Learning

Two secondary schools have developed a school-based curriculum for project learning using different approaches.By comparing the two school experiences, factors underpinning success are identified. These are useful toschools developing similar curriculum initiatives.

Focused questions to be discussed• What is the nature of the two school-based curricula?• What should be kept in mind while planning a school-based curriculum?• What are the roles of school heads and administrators?• How do we analyse the school situation for implementing the curriculum?• How do we cultivate collaborative culture within a school?• How should we evaluate school-based curriculum?

Chairperson(s)Mr WONG Chi-kin Council and Secondary Section,CDI

Speaker(s)Mrs PANG CHUENG Yee-fan Principal, Queen Elizabeth SchoolMrs SUNG PONG Tak-ling Principal, St. Catharine’s School for Girls, Kwun TongMr LIU Kwok-hung St. Catharine’s School for Girls, Kwun TongMr LI Wing-leung Queen Elizabeth School


PROJECT LEARNINGProject Learning is one of the four key tasks introduced in the Learning to Learn Report (Curriculum

Development Council, 2001). It aims to help students develop their independent learning capabilities.

In the past few years, project learning has become popular activity in schools. Schools employ different

approaches to implement project learning according to their context. Project learning experience in

schools highlights the importance of school-based curriculum development. Queen Elizabeth School

and St. Catharine’s School for Girls were seed schools in 2002-2003. Both of them implemented

cross-subject project learning programmes but with different approaches. In this session, a comparison

of the two approaches will be made to shed light on the nature of school-based curriculum development.

Factors underlying successful development of such curriculum initiatives in schools will be discussed.

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SCHOOL-BASED CURRICULUM DEVELOPMENTProcess and Product in School-based Curriculum Development

How far do you agree with Miss Cheung, Miss Chan and Mr. Lee? In this year’s Knowledge Fair, the

SBCDP Section will try to explore the above questions based on the experience of a number of

schools we have worked with.

The session on “Curriculum Development: All Roads Lead to Rome?” focuses on how the English school-

based curriculum is developed in three schools with different starting points. In “Catch the Lessons if

You Can”, we will observe one session of ‘collaborative lesson preparation’ followed by discussion. In

“Where Dreams Come True: Our School-based Curriculum Development Journey”, school heads from

three schools will share their reflections on their school-based curriculum development journey. “Making

Sense of Knowledge: Creating Space for School-based Curriculum Development through Knowledge

Management” is a round-table discussion designed to explore record keeping and staff development in

schools.

Miss Chan:I am very pragmatic. I would define school-based curriculum development as the production of tailoredteaching and learning resources, mainly in the form of worksheets to be used in the classroom. If weproduce teaching materials from P1 to P6, we have developed a school-based curriculum.

Miss Cheung:I don’t quite agree. I think school-based curriculum development is a process in which teachers worktogether and discuss student learning. Through this we work out appropriate teaching strategies. Wethen try them out in the classroom. We need to get feedback through classroom observation, analysisof students’ work and asking students for their opinions. This provides us with important evidence toreflect on. In so doing, we become more professional and better teachers.

Mr. Lee:I think both of you are right. Although process is important, we need product as well. But I wouldconsider the products ‘temporary’ and improvable. My question is: If the products are ‘temporary’, arethey worth keeping? Another question that bothers me is: How are we going to find time to recordand review all the teacher discussion? It is different from ordinary staff meetings.

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“Where Dreams Come True”: Our School-based Curriculum DevelopmentJourney

What are the ‘dreams’ of curriculum leaders in schools? How does their vision of education lead to thedevelopment of a school-based curriculum? What challenges do they face in their school-based curriculumdevelopment journey? What is the developmental process involved in nurturing curriculum leadership atschool level? How does school-based curriculum development offer opportunities for school improvement,and how does it impact on the school? What are the possible contextual constraints throughout the process?In this session, the speakers each will share their journey experiences in School-based Curriculum Development.

Chairperson(s)Mr WUN Chi-wa School-based Curriculum Development (Primary) Section, CDI

Speaker(s)Ms CHAN Shui-yu Headmistress, C. and M.A. Chui Chak Lam Memorial SchoolMr LEUNG Ying-kuen Headmaster, TWGHs Lo Yu Chik Primary SchoolMr SHUM Yiu-kwong Headmaster, FDBWA Chow Chin Yau SchoolMs CHENG Mei-yi School-based Curriculum Development (Primary) Section, CDIMr HO Chun-hoe School-based Curriculum Development (Primary) Section, CDIMrs TSE CHOW Sin-ling School-based Curriculum Development (Primary) Section, CDI


Catch the Lessons If You Can

Collaborative lesson planning stresses the role of teachers as co-workers and co-learners. It is a powerful meansof enhancing teachers’ professional development and changing a school’s culture. In this session, participantswill be invited to join a collaborative lesson-planning meeting, followed by a discussion of their observationson the proceedings. This will help to dispel some of the myths surrounding collaborative lesson planning andshow how teachers can learn through action, sharing and reflecting.

Chairperson(s)Ms WONG Yi-ling School-based Curriculum Development (Primary) Section, CDI

Speaker(s)Ms LEE Shui-kuen St Edward’s Catholic Primary SchoolMs MOK Yuen-man St Edward’s Catholic Primary SchoolMs CHEUNG Po-man St Edward’s Catholic Primary SchoolMs WONG Suet-yan St Edward’s Catholic Primary SchoolMr NG Kai-wo St Edward’s Catholic Primary SchoolMs CHEUNG Wai-ming School-based Curriculum Development (Primary) Section, CDIMs LI Shuk-yee School-based Curriculum Development (Primary) Section, CDIMs WONG Mei-yee School-based Curriculum Development (Primary) Section, CDIMr HUI Suen-on School-based Curriculum Development (Primary) Section, CDI


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Curriculum Development: All Roads Lead to Rome?

Three schools with 4 years of curriculum planning experience will share their experiences and discuss theessential features of their curriculum design. Each school has its own area of interest as its point for school-based curriculum development: shared reading, phonics, and project learning. Despite the differences inschool background, teacher readiness, students’ interests, parental support, as well as the differences in focus,a number of similarities were found when the three school-based curricula were compared. Integration, abalanced curriculum, diversity, variations and spiral learning were found to be important principles guidingthe curriculum development work in all three schools. It is hoped that such sharing would shed light on thecommon grounds as well as unique characteristics that schools have to consider in curriculum planning. Thefact that these schools seem to learn from each other and never stop progressing should also stimulate otherschools to reflect on their development.

Chairperson(s)Ms LAW Wai-han, Grace School-based Curriculum Development (Primary) Section, CDI

Speaker(s)Ms KWOK Lai-man, Ellen ELCHK Hung Hom Lutheran Primary SchoolMs LI Yin-ping, Ellce Tai Po Old Market Public School (Plover Cove)Ms PAU Yuk-fong, Carmen Tai Po Old Market Public School (Plover Cove)Ms LEE Hang-ling, Vivian PLK Leung Chow Shun Kam Primary School (P.M.)Ms SO Wing-yee, Winnie PLK Leung Chow Shun Kam Primary School (P.M.)Ms CHAN Kar-man, Carmen PLK Leung Chow Shun Kam Primary School (P.M.)


Making Sense of Knowledge: Creating Space for School-based CurriculumDevelopment through Knowledge Management

Knowledge management has become a ‘buzz’ word in business corporations. Can we transfer some of theirexperience to schools? What lessons have we learnt? What are the basic principles of knowledge management?In this round table discussion, we plan to discuss the following questions with school heads and curriculumco-ordinators in primary schools :- What is explicit and what is tacit knowledge in schools?- How do we collect, record, store and retrieve data/ information/ knowledge in schools?- How is knowledge shared and generated in schools?

Chairperson(s)Mrs LO TANG Yim-man, Brenda School-based Curriculum Development (Primary) Section, CDI

Speaker(s)Mrs HO TANG Suk-fan Headmistress, Hennessy Road Government Primary School (A.M.)Ms MAK Wai-ching Headmistress, Tai Kok Tsui Catholic Primary School (Hoi Fan Road)Mr SO Ping-fai Headmaster, Tin Shui Wai Methodist Primary School


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introduction - education bureau | 教育局 · literary learning elements in primary chinese...

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