1. P artnership for I mprovement of L earning & T eaching (PILT) Project 9 October, 2004 The Chinese University of Hong Kong Faculty of Education Centre for University and School Partnership 大學與學校夥伴協作中心大學與學校夥伴協作中心 優化教學協作計劃

2. PILT Project Principles of the PILT Project Improving the quality of Learning and Teaching through specific KLAs and cross-curriculum as entry points; Support according to differentiated needs of schools; Teacher empowerment for sustainable development; Trust building and commitment among parties (REO, School and University) concerned. Building a reflective and forward-looking culture for continuous (sustainable) improvement

3. PILT Project No. of schools serving each year: 40 schools Secondary schools: 80% or more Primary schools / Special schools: Not more than 20%

4. PILT Project Approaches of the PILT Project (1) Focus on specific KLAs, for example Personal, Social & Humanities Education (PSHE), Science Education, Mathematics Education and Physical Education.

5. PILT Project Approaches of the PILT Project (2) Using specific KLAs, for example the PSHE, to develop cross-curricular themes through project learning, curriculum integration, life-wide learning, values education as vehicles for restructuring curriculum, teaching and learning.

6. PILT Project Approaches of the PILT Project (3) Backward mapping strategy (using student data, data from general teaching and learning situational analysis) may be used as a starting point.

7. PILT Project Approaches of the PILT Project (4) Different teaching and learning strategies may be adopted, such as cooperative learning and inquiry approach. Alternative assessment methods, i.e. portfolio and learning log, may be used to capture students learning process and outcomes.

8. PILT Project Approaches of the PILT Project (5) Facilitate teachers in collegial lesson preparation, peer observations, reflective teaching or action research for improvement of learning and teaching.

9. PILT Project An example of school support in PSHE

10. PILT Project Figure 1 Diagrammatic Representation of the PSHE framework Learning experiences of PSHE Obtained through enquiry into issues related to the development of the individual, human society and the environment Six Strands to provide relevant contexts and different perspectives Personal and social developm- ent Time, continuity and change Culture and heritage Place and environ- ment Resources and economic activities Social systems and citizenship Generic Skills Values and attitudes Diversified modes of curriculum planning + Effective linkage of learning, teaching and assessment Overall Aim of PSHE

11. PILT Project New LS: PSHE and beyond IH PSHE (S4-S5) S&T (Science and technology KLAs) AL – LS (S6-S7) New LS (S4-S6) ? ©2004 Prepared by Dr. CHENG Hon-man and Prof. LEE Chi-kin, Faculty of Education, CUHK

12. PILT Project Possible Conceptualization of new LS Local (issues) Enquiry (methodological) Arts (Domains of knowledge Global (issues) Values orientation (judgment) Science (Domains of knowledge) ©2004 Prepared by Dr. CHENG Hon-man and Prof. LEE Chi-kin, Faculty of Education, CUHK Civilized Being

13. PILT Project Possible themes and emphases in PSHE Possible themes –Contemporary China –Hong Kong studies –Environmental studies –Human relationships –Science, technology and society –Globalization and modern world Emphases –Citizenship and national identity –Thinking skills and values judgment Citizenship National identity and other core values –Different modes of “curriculum” integration

14. PILT Project

15. Support in different KLAs - Science To deliver a clear picture about the directions for curriculum development of Science Education in Hong Kong To strengthen curriculum leadership in Science Education To help teachers develop school-based curricula that focus on inquiry and scientific investigation, critical and creative thinking Through science learning, students are expected to handle science and technological issues in their daily life

16. PILT Project Support in different KLAs – Physical Education To introduce a health-related Physical Education curriculum promoting Physical Education as a key learning area To develop a student’s assessment scheme for Physical Education To nurture a “Theory to Practice” communication links and culture between professors and frontline teachers To enhance better quality of teaching and learning

17. PILT Project Implementation of the project (1) 1 st / 2 nd Year (Mode and intensity of support depends on the readiness of the schools) Intensive support: Setting targets of implementation, forming action plan, providing school-based development workshops, leading collegial unit/lesson planning, observing peer classroom teaching, reviewing progress, organizing a network to disseminate project experiences.

18. PILT Project Implementation of the project (2) The other Year Distanced support: Cluster for meetings/ sharing at different interval(s) of the academic year The rest of the period General oversight of the school progress: Inviting schools to attend seminars and share experiences.

19. PILT Project Different Supporting Roles of the Team Members School professional Support Team Consultant Team (Faculty) Talks, workshops on direction and development of KLAs Discussant in seminars Pay ad hoc visits to school Consolidation of project experiences Consultant Team (External frontline experts) Seminars for experience sharing Pay visits to schools and occasional on-site support School Development Officers from CUSP Regular on-site support - set implementation plan - arrange team-planning/teaching and lesson observations - review progress - summarize work done and give feedback

20. PILT Project Tentative Working Schedule for the 1 st and 2 nd years (1) Time/ DateScheduled work November/ December 2004 Briefing to the representatives of Partner Schools (Project leader, consultant team and SDOs) December 2004 - January 2005 First visit to the Partner Schools for working out the objectives and a draft working plan (SDOs) February 2005 - March 2005 Talks on the trend of curriculum development in the PSHE / Science & Mathematics education &/ or Physical Education

21. PILT Project Time/ DateScheduled work March 2005 - June 2005 School-based curriculum development and try-out (collegial unit/lesson planning, classroom observations and feedback for refinement) April 2005 Seminar - Experience sharing by frontline experts June 2005 Summarize and review the work done, plan for the next year Tentative Working Schedule for the 1 st and 2 nd years (2)

22. PILT Project Time/ DateScheduled work September 2005 - June 2006 Implementation of school-based plans Tentative Working Schedule for the 1 st and 2 nd years (3)

23. PILT Project S & T (S4-S5) Compulsory Module: Nature and Development of Science and Technology Optional Modules: Environmental Science Health Science Telecommunications Technological Design Visual Communication IH (S4-S5) Core Module: Personal Development Characteristics of Hong Kong Society Development of Modern China Globalization Optional Module : Religion and Life Human-Environment Relationship Relationship between Mass Media and Modern Culture LS (S6-S7) China Today Environmental Studies Hong Kong Studies Human Relationships The Modern World Science, Technology and Society

24. P artnership for I mprovement of L earning & T eaching (PILT) Project 9 October, 2004 The Chinese University of Hong Kong Faculty of Education Centre for University and School Partnership 大學與學校夥伴協作中心大學與學校夥伴協作中心 優化教學協作計劃