1 secondary education and latest development of the new senior secondary curriculum dr k k chan...
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Secondary Education and
Latest Development of the
New Senior Secondary Curriculum
中學教育與新高中學制的發展Dr K K Chan
Curriculum Development Institute14 August 2006
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What is the reform ?
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What is worth learning?• Why
• Learning goals• Knowledge, generic skills, values & attitudes
• What• Flexible curriculum framework
• How• Curriculum as learning experiences (more
hands-on, construction of knowledge)• Means (LWL, 4 key tasks, etc.)
The Key QuestionThe Key QuestionThe Key QuestionThe Key Question
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Seven Learning Goals of School Curriculum
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Value &Attitude
Generic Skill
New Senior Secondary & Basic Education Curriculum
Framework
New Senior Secondary & Basic Education Curriculum
Framework4 Core Subjects:
Chinese Language,English Language,
Mathematics,Liberal Studies
(45-55%)
2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies
(20-30%)
Other Learning Experiences
including moral and civic education, community service, aesthetic and
physical experiences and work-related experiences
(e.g. job attachment)
(15-35%)
P.1- S.3P.1- S.3
NSSNSS
Moral and Civic
Education
Moral and Civic
Education
Intellectual DevelopmentIntellectual
DevelopmentCommunity
ServiceCommunity
Service
Physical & Aesthetic
Development
Physical & Aesthetic
Development
Career-related Experiences
Career-related Experiences
General Studies
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Short-term Targets (2001-2006)
1) Four Key Tasks - Promote Learning to Learn
Information Technology for
Interactive Learning
Moral & Civic
Education
Reading to Learn
Project Learning
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3) Promote assessment for learning
Critical thinking skill
Communication skill
Creativity
2) Infuse generic skills into the learning and teaching of 8 key learning areas
Short-term Targets (2001-2006)
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4) Have a broad and balanced curriculum
5) Review schools’ current work, formulate curriculum development plan at their own pace and according to their students’ needs and abilities
Short-term Targets (2001-2006)
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A partnership, incremental and “ecological” model of change
Short-term Targets (2001-2006)
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• Medium-term Targets (2006 – 2011)
• Long-term Targets (2011 and beyond)
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Trimming and restructuring the curriculum
Re-engineering work process to reduce unnecessary administrative workload of teaching staff
Reducing excess tests and examinations
Planning the time-table flexibly
Make good use of various grants
Sharing good practices and learning and teaching materials with peers
Motivate students to learn in various environments using a range of diverse and appropriate strategies
Building on StrengthsBuilding on StrengthsBuilding on StrengthsBuilding on Strengths
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Develop in students• Generic skills• Values and attitudes
Strengthen• Cross-curricular learning• Catering for learner diversity
Implement • Assessment for learning • Life-wide learning• Four key tasks (“Organic” Integration)
Focus of Curriculum Focus of Curriculum ReformReform
Focus of Curriculum Focus of Curriculum ReformReform
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Where are we ?Where are we ?
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Progress in basic Progress in basic education education
- 3rd KLA Survey - 3rd KLA Survey (Oct 05)(Oct 05)
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Changes at school levelFor majority of schools
A broad and balanced curriculum + 5 essential learning experiences
Smooth transition across different Key Stages
Strategic planning
Coordinated effort
Collaborative culture
Concerted effort
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Changes in curriculum development & teachers’ practice
Most teachers Apart from 4 Key Tasks, infused generic
skills and values and attitudes Adopted different L/T strategies Used different modes of assessment
and assessment for learning Played multiple roles
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Impact on students (primary and junior secondary
levels)
Communication skills and creativity
Students’ motivation and interest in
learning, self-learning ability and habit
National identity
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Impact on school heads, teachers and schools
Schools as a learning community
Professional development
improved in varying degrees
More than half of School Heads
indicated that there was improvement in the
relationship between teachers &
students and schools & parents
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Areas of Concern
1. Perseverance
2. Impact on teachers:
Teachers’ workload + morale of teaching staff
Teachers’ competence
3. Primary schools were more positive than secondary schools
4. School heads gave a more positive response than KLA heads & KLA teachers in both primary and secondary schools
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Observations and Reflections on the Change Process
Intellectual discourse + coherence making It takes time to communicate, adapt, learn, p
ractise, buy-in … Different stages of change: shock, awarenes
s, management, collaboration, refocussing Change is complex, interactive Communication, sharing and support Students’ benefits
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The New Academic Structure for Senior Secondary Education and Higher Education and its Latest Development
3 + 3 + 4
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Sept 2009 - 1st cohort of NSS students 2012 - 1st HKDSE examination - 1st cohort of SS3 students entering
the university
2016 - 1st batch of university students to be gradua
ted under the new structure
Year of Implementation: 2009
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Benefits, learning goals, principles of design of curriculum & assessment
for new senior secondary (NSS) education
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• ALL students will have the opportunity to receive 3-year senior secondary education.
• Higher education institutions will be better placed to provide balanced, all round development to students.
• Greater diversity and choice suits the different needs, interests (e.g. with career aspirations) and abilities of students.
Benefits of NSS Curriculum
and Assessment
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• Replacing the HKCEE and HKALE with one public examination leading to HKDSE reduces the current over-emphasis on examining and gives more time to productive learning, and remedial or enhancement programmes.
• Continuous school-based assessment will complement the public examination and provide a more comprehensive assessment of students’ abilities.
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• Standards-referenced reporting will be adopted in the new pubic examination.
• Recognition and encouragement to courses that provide alternative pathways.
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Curriculum
• Chinese Language 12.5 - 15%• English Language 12.5 - 15%• Mathematics 10 - 15%• Liberal Studies min. 10%
Core subjects: 45 - 55%
Core subjectsCore subjects Time allocationTime allocation
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Elective subjects:
Students can choose 2/3Xs including Career-oriented Studies (will be renamed as Applied Learning)
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Table of Elective Subjects
1 Chinese Literature
2 Literature in English
3 Chinese History
4 Economics
5 Ethics and Religious Studies
6 Geography
7 History
8 Tourism and Hospitality Studies
9 Biology
10 Chemistry
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Physics
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Science
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Business, Accounting and Financial Studies
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Design and Applied Technology
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Health Management and Social Care
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Technology and Living (formerly named as Home Economics)
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Information and Communication Technology
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Music
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Visual Arts
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Physical Education
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Progression of Studies• Through sequencing of themes, induction of
students to the subject & flexible time-tabling• SBA to start in SS2 and exams at the end of SS3
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Fundamental influences of curriculum design (1) •Views of knowledge
disciplinary
interdisciplinary dynamic personal construction
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Fundamental influences of curriculum design (2)
•Views of learning by acquisition contextualised & personal construction collaborative construction rich experiences enhance capacity to adapt to change
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Fundamental influences of curriculum design (3)
•Needs of post-secondary education & work world
Broad based & specialized knowledge
Learning to learn capability Interpersonal skills
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Main Changes from HKCEE/AL to NSS Subjects
HKCEE/ALNSS
LS electivesadditional core subject on top of C,E,M
No. of subjects
HKCEE: 7-9AL: 4-5
6-7/8 (SS1) subjects for most students
Streaming No clear streaming. 2-3 electives from different KLAs/COS
Subject level
HKCEE/ALMost NSS subjects are HKCEE curricula + 1 year with AL standard
Contents 20% change in new contents on average (* LS)
OLESome students
All students having OLE
University Admission
Criteria
2 langs+1-2 specified subjects
Most university programmes require 4+1 (specified/unspecified), some 4+2 and student learning profile
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University Admission Requirement
Faculty/department details have already been announced in July 2006 Most programmes 4 Core subjects + 1 X (specified/unspecified), some 2/with Student Learning Profile Students taking 2 science electives would have room to take 3rd elective from other KLAs
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Other Time-Line
Dec 2006
Senior Secondary Curriculum Guide – Other Learning Experiences
24 Curriculum and Assessment Guides for core & elective subjects
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Other Learning Experiences
(OLE)
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Whole-person Development: A balanced development Chinese virtues (Ethics, Intellect, Physical development, Social skills and Aesthetics)
Complement the examination subjects/career-oriented studies
Build up life-long capacities To nurture informed & responsible
citizenship To respect for plural values To adopt a healthy living style To develop career aspirations and
positive work
Aims & Expected Outcomes of OLE
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Responses of schools to OLE in school leaders workshops (n=208)– Physical development - over 90% schools h
ave 5% lesson time – Aesthetic development - 51% of schools ha
ve 5% lesson time– Vice-principals, ECA Masters, and MCE Mast
ers likely to be the main coordinator of OLE in school, also SLP
– All 208 schools have recording system of st
udents’ 'non-academic' participation and achievement (via hard copy, WebSAMS …)
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Issues of NSS for Special Educational Needs (SEN)
• Funding
• Post-secondary pathways
(vocational education & training)
• Strategic implementation of NSS
curriculum and assessment
frameworks
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Managing & Leading Change Critical milestones – certainties & uncertainties
Communication means- Web bulletin- District focus groups- E-mail- Advisory bodies
Coherence-making: JSEA, Education regulations/ordinance, MOI
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How are schools supported ?
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• Basic Education Curriculum Guide• KLA Curriculum Guides• Curriculum & Assessment Guides• Senior Secondary Curriculum Guide
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Current Support Services offered by Current Support Services offered by EMBEMB
QAD / REO / USP
PDT
USP
CDI / USP
School Development:School Development PlanWorkload re-engineeringSSE, ESR & post-ESR
Principal Development:Principal professional development activities
Teachers’ Reflective Practice:MentoringLesson studyAction researchCollaborative lesson preparation
CDI
USP
REO
Curriculum Development: School-based curriculum development (Primary & Secondary)Language learningNon-language KLAs & Primary GSLiberal StudiesSEN (LA & GE)Reading, project learning, MCEATT of NET
School Development Capacity Building
USP:
University-school Partnership Prgrammes
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Other Support Measures
• Professional development (in-service) programmes (annual calendar)
• Learning and teaching resources (packages, internet)
• Research and Development (Seed ) Projects
• Seconded Teachers• Quality Education Fund• Primary School Curriculum Leader Initia
tive
Professional Development Programmes
for Secondary School Principals and Teachers
(2006/07)
Curriculum Development Institute
Education and Manpower Bureau
July 2006http://www.emb.gov.hk/FileManager/EN/Content_5160/ss%20pdp%20print%20e%20060711.doc
48• http://www.emb.gov.hk/index.aspx?nodeid=4702
&langno=1
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Challenges for
schools
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Balanced
Consideration
T E N S I O N SShort term and
Long termLocalization Vs
GlobalizationDesirability and
Feasibility
Tensions among Academic, Personal, Social and Economic Goals of
the Curriculum
Central Curriculum Vs School-based
Curriculum
Knowledge Transmission Vs
Knowledge Creation
Competition VsCo-operation
Uniformity Vs Diversity and Flexibility
Specialist Development Vs
Whole-person Development
Assessment for Selection VsAssessment for Enhancing the
Effectiveness of Student Learning and Quality of Teaching
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Teachers are acquiring: * knowledge for practice
* knowledge in practice * knowledge of practice
Linking the individual learning to organizational learning
Pressure & workload
Image of profession
Challenges for teachersChallenges for teachers
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Education System •School Place Allocation Systems•Policy on Medium of Instruction
Education System •School Place Allocation Systems•Policy on Medium of Instruction
Impetus for Schools•Capacity Enhancement Grant•Teachers’ Professional Development•Research and Development Projects / Seed Projects•On-site Support Services•Learning and Teaching Resources and Exemplars
Impetus for Schools•Capacity Enhancement Grant•Teachers’ Professional Development•Research and Development Projects / Seed Projects•On-site Support Services•Learning and Teaching Resources and Exemplars
Curriculum Development and Student
Learning
Other Facilitating Factors •Reform of Assessment, Public Exams•University Admission System•Resource Provision•Employers’ Recognition
Other Facilitating Factors •Reform of Assessment, Public Exams•University Admission System•Resource Provision•Employers’ Recognition
The Core of Hong Kong Education The Core of Hong Kong Education ReformReform
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EMB http://www.emb.gov.hk
CDI http://cd.emb.gov.hk
Visit our
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千淘萬漉雖辛苦,吹盡狂沙始到金。
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Your concerted efforts are to be anticipated
and appreciated!Thank you !
We work We work together together
alwaysalways