Cross-stream Project-based Learning

Project Learning one of the 4 key tasks under the Education Reform

Project Learning the key to students’ ownership of knowledge

The Roles of the Principal Policy-environment Builder Staff-mobilization Engineer Curriculum Pilot Resources Architect

Project Learning 2001 – 02Preparation Year 2002 – 03Implementation Year

Cultivation of an atmospheric readiness for the launching of project learning Making good use of staff development days Encouraging staff to attend seminars on the issue Building of Policy-environment

Enhancing staff’s professional receptiveness to the big climate Soliciting staff’s consensus on project learning as a task of priority pursuit Establishing project learning as a development focus of the school Building of Policy-environment

Strategic Engineering of Staff Mobilization Identifying core members of the team (coordinator and assistant coordinator) Developing peer-influence approach Core members to invite other teachers to join the team as teacher advisers Consolidating team solidarity at the earliest possible stage

Steering of Curriculum School-based curriculum of Project-learning Curriculum Design Project learning being infused into existing curriculum and time-table Project learning not as a separate subject assigned separate lesson time

Steering of Curriculum Curriculum Focus All S1 students as target students All S1 students divided into small groups each supervised by a teacher adviser. ( 5 to 6 students in each group )

Steering of Curriculum Curriculum Approach Cross-stream project-based learning

Cross-stream Project-based Learning Curriculum Scope Cross - stream : Cross subjects Major subjects : Humanities subjects EPA, Geography, History syllabuses to be trimmed by 10%

Integration of project learning activities with the normal curricula of other subjects and with the programmes of other functional committees Coordination and coherence across various subject departments and functional committees concerned Cross-stream Project-based Learning

Resources Deployment and Administrative Arrangements Assignment of teaching duties Teacher advisers to teach S1 humanities subjects Teacher advisers as S1 class teachers

Resources Deployment and Administrative Arrangements Time-tabling Arrangements Arrangements to facilitate outings and mass programmes Arrangements to avoid disruption on normal lessons of other subjects

Resources Deployment and Administrative Arrangements Time-tabling Arrangements Teacher advisers’ free periods to coincide with the library period of each S1 class One block of S1 afternoon lessons to be taken up by class-teachers One last period in a cycle for all S1 classes to be taken up by class-teachers

Resources Deployment and Administrative Arrangements Other Administrative Arrangements Clerical support IT Team support Special funding Enlisting parental support (S1 Orientation) Tapping outside expertise

The Way Forward Sustaining and synergising staff commitment Transmission of expertise Building on strengths gained from experience and evaluation

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