Dr. KK Chan, Chief Executive Curriculum Development Institute Education Department

1. Staff Seminar for HK Institute of EducationCurriculum Reform in HK: Key messages, strategies, partnership25 Sept 2002 Dr. KK Chan, Chief Executive Curriculum Development Institute Education Department

2. Components of presentation • Key reform messages • Strategies, Supportive Measures for Schools & Teachers: benefits & issues • Achievements, existing issues & solutions

3. A. Key Reform Messages

4. Theoretical perspectives of curriculum development - dynamic balance

5. Policy recommendations: • Education Commission report (2000) • Learning to Learn Report (CDC, 2001) • Basic Education Curriculum Guide (CDC, 2002) replacing 1993 version • 8 KLA & GS Curriculum Guides (CDC, 2002) – learning targets & contents, core, extension, pedagogy, exemplars

6. Seven learning goals for 10 year strategic plan (2001-2011) (CDC, 2001)

7. The School Curriculum Framework ***

9. B. Strategies, Supportive Measures for Schools & Teachers: benefits & issues

10. Strategies for curriculum development (1)

11. Strategies for curriculum development (2)

12. Reading to Learn Moral & Civic Education IT for Interactive Learning Project Learning Short-term targets 2001-2006 (1) (interim review in 2006) 1. Four key tasks

13. Short-term targets 2001-2006 (2) (interim review in 2006) 2. Critical thinking, creativity, and communication in 8 Key Learning Areas 3. Connect “central curriculum” in 8 KLA Guides with school-based curriculum development at different levels (flexibilities and balance) References: Key Learning Area Curriculum Guides (CDC, 2002) http://www.cdc.org.hk; http://cd.ed.gov.hk)

14. Medium-term targets 2006-2011 • Continue to improve learning & teaching based on results of review in 2006 • Adopt latest curriculum framework with more school-based curriculum development • Smooth interface with new senior secondary education

15. 中國語文教育學習領域課程架構

16. Diagrammatic Representation of English Language Education KLA Curriculum Framework English Language Education Curriculum Strands Interpersonal Knowledge Experience 9 Generic Skills Values and Attitudes Flexible and diversified modes of curriculum planning + Effective learning, teaching and assessment Overall Aims and Learning Targets of English Language Education

17. Diagrammatic Representation of Mathematics Education KLA CurriculumFramework Mathematics Curriculum Generic Skills Learning Dimensions Values & Attitudes effective linkage of learning, teaching and assessment Overall Aims and Learning Targets of Mathematics

18. Culture & Heritage Place & Environment Time, Continuity & Change Resources & Econ. Activities Social Systems & Citizenship Personal & Social Development Diagrammatic Representation of PSHE KLA Curriculum Framework Sanctity of life, truth, aesthetics ... Equality, kindness, benevolence… optimistic, participatory, critical ... critical thinking skills, critical thinking skills, self management skills, self management skills, problem solving skills, problem solving skills, numeracy numeracy skills, skills, collaboration skills, collaboration skills, communication skills, communication skills, creativity, creativity, study skills, study skills, IT skills IT skills

19. Strands Diagrammatic Representation of Science Education KLA CurriculumFramework Learning in science should centre on scientific investigation that develops understanding of scientific concepts and principles, and the interconnections between science, technology and society.

20. TE Learning Existing 15 TE Subjects Framework used by Technology Education

21. Overall Aims of Arts Curriculum Learning Targets Developing Creativity & Imagination Developing Skills & Processes Cultivating Critical Responses Understanding Arts in Context Generic Skills Values and Attitudes Learning Objectives Students develop skills, knowledge and positive attitudes in the arts through Learning Activities by means of Effective Learning & Teaching and Assessment *KS1 *KS2 *KS3 *KS4 Visual Arts Media Arts Dance Drama Music Other Emerging Art Forms Diagrammatic Representation of Arts Education KLA CurriculumFramework

22. Diagrammatic Representation of Physical Education KLA CurriculumFramework

23. What results are expected, products & processes? (1) (Recommendation in Basic Education Curriculum Guide) • 5-year action plans & delivery • Reading time, % time for KLAs, flexible time-tabling, collaborative lesson preparation time • Balance of central & SB curriculum to cater for needs of students • Impact on student learning

24. What results are expected, products & processes? (2) (Recommendation in Basic Education Curriculum Guide) 5. Teachers: understanding, confidence & competence, beliefs in learning & teaching, student-teacher interaction, reflective practice 6. Use of appropriate assessment & feedback • Nature of homework • Use of textbooks & diversified LT resources

25. B. Supportive Measures

26. 1. CDC BECG & KLA Curriculum Guides “central curriculum” as safety nets ☆Benefits: • All student entitlement to learning opportunities • Guidance for teachers • Evidence-based exemplars ☆Issues: • Takes time to use • Reliance on textbooks Solution: Encourage use in support strategies

27. 2. Teacher & principal professional development programmes (1) Strategy 1: Special “targets” • School heads (strategic & action planning) • Panel Chairmen of KLAs, moral & civic education co-ordinators • P1 & 2 language teachers • New teachers, new panel chairman • PSM(CD) Seconded/Seed teachers as change agents • Individual learning organisational learning

28. 2. Teacher & principal professional development programmes (2) Strategy 2 : Specific themes ☆Benefits: • Focus on priorities • Cascading effects in each school • Fill gaps of knowledge ☆Issues: • Workload of teachers • Training capacity of local institutions & ED • Programme co-ordination Solution: train the trainers, teacher career ladder

29. 3. Collaborative research & development (“seed”) projects4. On-site support for schools5. Learning & teaching materials6. Networks7. Working with parents

30. 8. Other support - exemplary bank, website

31. C. Achievements, Existing Issues, Reviews & Solutions

32. Strengths & Achievements • Maintaining strengths recognised in BECG - e.g. value for effort • Changing discourse from focus on “teaching” to “learner” & “learning” • Curriculum is not only document, acceptance of flexibility • More effective practices in schools, obvious in confidence to speak, reading & writing • Have “moved” schools, 30% vs 10% • Enhance evidence-based & reflective culture • Over-subscription PD programmes & projects • CDC/HKEA “one document” & “one committee” approach, teacher/SB assessment

33. Existing Issues, Reviews (1) • Overall professional capacity, know-how, acceptance of complexity, learning culture, 2. Assessment as integral part of curriculum – Assessment for & of learning • Basic Competency Assessment (2003) – • Core-competency at S5 • Move away from norm-referenced assessment towards teacher/SB assessment == Levels of performance/standards for Chinese, English, Maths curricula & other KLAs

34. Existing Issues, Reviews (2) • Review of senior secondary education – current basic education & exam reforms to pave the way • Scaling up, effective transfer, leverage, cascading • Effect of mass media • High expectations, but time to see impact • Review of medium of instruction, and secondary school place allocation

35. 2002 onwards • Strategic priority in reading to learn, languages, project learning, moral & civic education • Targetted leaders: e.g. principals & panel chairmen, PSM(CD) • Effective methods of transfer to make impact on student learning • Local & international partnership, effective adaptation through work & practice, collaboration (schools, Us, community) • Formative evaluation to improve strategies, communication

37. Our Will:精衛銜微木，將以填滄海刑天舞戈戚，猛志固常在

38. Our Attitude toward adversities:兩岸猿聲啼不住 輕舟已過萬重山