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Curriculum Reform. Professor WONG Yuk-shan Chairman of the Curriculum Development Council. 11 December 2004. Aims and Principles. Raise the overall standard of knowledge and ability of students Inculate positive values and proper attitudes in students
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Curriculum Reform Professor WONG Yuk-shan Chairman of the Curriculum Development Council 11 December 2004
Aims and Principles • Raise the overall standard of knowledge and ability of students • Inculate positive values and proper attitudes in students • Lay a foundation for lifelong learning and whole-person development
Seven Learning Goals to be Achieved in Ten Years Healthy lifestyle Breadth of knowledge Learning skills Language skills Habit of Reading National Identity Responsibility
Moral and Civic Education Moral Reading Reading to Learn Project Project Learning Information Technology for Interactive Learning Information Short-term Objectives of the Curriculum Reform(2001-2006) 1. Promote Learning to learn by carrying out the four key tasks: 2. Give priority to developing the three generic skills of communication, critical thinking and creativity. 3. Formulate a whole-school curriculum plan according to individual strengths; carry out curriculum adaptation to meet students’ needs; and develop school-based curriculum through Seed Projects and teachers’ professional development.
Progress and Effectiveness • School visits • Focus group visits and discussions • Case analysis • Large scale questionnaire surveys The curriculum reform in P1 to P3 has been making progress since its implementation in 2002.
1. Implementation of the Reform in Schools： • Over 95% of our schools have implemented the four key tasks to help students learn to learn. • Most of the schools (93-95%) have launched tailor-made school-based curriculum to meet the needs of their students. • 80% of the schools have adopted appropriate assessment modes and formulated assessment policies to enhance the effectiveness of learning and teaching.
2. Students’ Learning： • There are marked improvements in students’ communication skills, interest and motivation in learning, academic performance, creativity and critical thinking. • Students have more learning space with appropriate feedback from teachers. This kind of interactive learning has a positive effect on students. • Having developed a habit of extensive reading, students are now more ready to express their opinions and to learn.
3. Culture of the Curriculum Reform： • Over 90% of the education workers support the aims and principles of the curriculum reform. School heads and teachers have greater confidence in the reform. • A culture of learning has been established in schools through action research, collaborative lesson preparation and peer observation. • School heads consider that progress has been made in professional development, teacher collaboration and leadership in curriculum development. • There are improvements in the relationships between teachers, teachers and parents as well as teachers and students. Team spirit of teachers is higher and schools are turning into learning organizations.
4. Promotion of Moral and Civic Education: • In the 2003/04 school year, leadership teams of 39% of primary schools and 35% of secondary schools attended training in moral and civic education. • In the 2003/04 school year, a total of 77 training classes, workshops and seminars were held with participation of 7,014 teachers. • Launch of web pages under the themes of national education, Basic Law education, flag raising activities, healthy living and anti-football gambling.
4. Promotion of Moral andCivic Education： • Mrs Fanny Law explained the importance of the core values of society and personal qualities in her 10 Letters to Youth. • Senior secondary students from 170 schools participated in learning projects held in Beijing, such as the National Education Course and Study Trip to the Mainland of China. • Celebrity Talks Series on National Education and Basic Law Education.
Support to Schools in Implementing Curriculum Reforms • Curriculum leaders in primary schools • Professional training for school heads and teachers • Seed Projects
1. Curriculum Leaders in Primary Schools • Since July 2003, a total of 668 primary school master/ mistress posts have been created for a period of 5 years to support school heads in leading and coordinating curriculum development in primary schools. • Curriculum Leadership Grant has been provided for 58 small primary schools to carry out the reform initiatives. • Over 92% of school heads and curriculum leaders have reached consensus on implementing curriculum development plans for the coming 3 to 5 years. • Over 85% of schools have launched teachers’ professional development programmes like collaborative lesson preparation, peer observation and action researches.
2. Professional Training for School Heads and Teachers • Professional training programmes are specifically designed to meet the learning needs of students with a shift of focus from teacher-led to student-based teaching mode. • A series of programmes on changing the mode and culture of assessment is provided to enhance learning and teaching.
3. Seed Projects • Collaboration among primary and secondary schools, universities and the Curriculum Development Institute. • 547 primary and secondary schools have participated in the projects since 2002. Participants have affirmed that the projects have positive effects on teaching and professional development.
Tasks for 2005-06 • Continue to implement the plans under the short-term objectives • Conduct mid-term reviews on curriculum reform of basic education • Examine results, consolidate experience and adjust strategies.
