1. 334: A Brief Revisit & Reflection Stephen Yip Chief Curriculum Development Officer CDI, EMB

2. Introduction In 2000, the Education Commission recommended the adoption of a 3-year senior secondary and 4-year university system. The Chief Executive’s Policy Address (2004) set out the direction to develop the new senior secondary and university system. 2004-05 Consultation phases – Preparation/ Implementation (2005 Policy Address)

3. The Need for Change Building on reform in basic education, the new senior secondary and university system is destined to help each student to be an informed and responsible citizen with a sense of global and national identity. This calls for a more broad-based curriculum with more choice to suit individual aptitudes and interests, enable ALL secondary students to develop their capacities to the full.

4. A Comparison of the Current and the New Academic Structures New Structure (“3+3+4”) New public examination leading to HK Diploma of Secondary Education Current Structure (“3+2+2+3”) 4-Year Undergraduate Degree 3-Year Undergraduate Degree Secondary 7 HKALE HKCEE Secondary 6 Secondary 5 Secondary 4 Secondary 3 Secondary 2 Secondary 1 Senior Secondary 3 Senior Secondary 2 Senior Secondary 1 Secondary 3 Secondary 2 Secondary 1

5. Smoother articulation of SS to different pathways for lifelong learning and success in life Year 2 Senior Sec 1 Senior Sec 2 4-Year Undergraduate Degree Employment Sub-degree Senior Sec 3 Career-oriented Studies Awards Project Yi Jin Continuing Education for Higher Degrees/Further Qualifications Junior Secondary

6. Benefits of Change Reducing one public examinationIncreasing learning time and space and enhancing learning effectiveness All students study Secondary 6Meeting the challenges of the knowledge-based society of HK More choices in senior secondaryDeveloping the full potential of students with different aptitudes and interests More pathways for further study and work Providing opportunities for students to be successful in life 3+2+2+33+3+4 “ 3+2+2+3 ”  “ 3+3+4 ” because:

7. New Curriculum 4 Core Subjects: Chinese Language, English Language, Mathematics, Liberal Studies 2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies Other/ Essential Learning Experiences including moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) 45-55%20-30%15-35% Proposed subjects Liberal Studies Career oriented studies

8. Why Change? Is our existing system not good enough? “A brief conversation with a friend in a ferry” The world has changed! …whether you agree or not… whether you’re ‘fed up’ to hear this or not!

9. Question time: Rationale of Change Which part of the reform (mentioned above) is particularly supported? WHY? Any parts’ rationale not clear? Any parts are NOT supported at all? WHY?

10. Different expectations The new context means new expectations of individuals apply. Most surveys on workplace requirements converge to a list comprising: Ability to communicate Adaptability to change Ability to work in teams Flexible human relations Preparedness to solve problems Ability to analyse and conceptualise (Cont.)

11. Different expectations (cont.) Ability to reflect on oneself Ability to manage oneself Ability to create, innovate and criticise Ability to engage in learning new things anywhere and anytime Ability to cross specialist borders Ability to move across cultures Preparedness for uncertainty and insecurity. (Professor Kai-ming Cheng, Inaugural Professorial Lecture, 2004.)

12. The type of student we need to create Schooling should as well as providing the high level skills of literacy and numeracy also, therefore, provide students with the capacity and motivation to be: A community builder with strong social competencies and a solid values base A team worker A problem solver; complex, creative and critical thinker; and risk taker Independent of mind, responsible, persevering, self regulating, reflective and self evaluating Flexible and able to adapt to change through knowing how to learn and wanting to do so throughout life

13. A new learning paradigm A new process of education is required where: Learning is construction of knowledge by the learner Learning involves interaction between the human being and the external world Different individuals may learn differently with the same learning experience Understanding and application are intertwined There is integration of prior knowledge in solving real life problems Learning occurs in a social setting (ie groups)

14. Meeting the challenge — Australia Three core, interrelated strands Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning (The Victorian Essential Learning Standards)

15. Meeting the challenge — the UK The UK has adopted an expansive approach to meeting the challenge based on a set of principles that inform policy and practice in relation to: Teaching and learning School improvement System wide reform

16. A model for change in the UK These principles are brought together in a model for school and system change comprising: learning, achievement and progress of students at the centre; the ‘holy trinity’ of curriculum, assessment and pedagogy; the key supportive organisational conditions for high levels of teaching and learning; and the national reform agenda in which it all occurs. (Professor David Hopkins)

17. Meeting the Challenge – Hong Kong Education Reform Curriculum Reform Basic Education Reform of Senior Academic Structure (334)

18. Unpacking 334: What’s in it? Any new elements related to teaching & learning?

19. Conditions for Knowledge Building in 334 – aligning Curriculum, Pedagogy & Assessment what is worth learning how to know students have learned how students learn & teachers teach how students learn & teachers teach Curriculum Pedagogy Assessment Alignment for student learning

20. Value & Attitude Generic Skill Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence, Fullan) 4 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%) Essential Learning Experiences including moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) (15-35%) P1- S3 NSS Moral and Civic Education Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences General Studies

21. Curriculum – design (EMB, 2005) Prior knowledge – KLAs in basic education, cross- curricular opportunities in project learning, Essentials (core) – E, C, Maths, Liberal Studies Essentials (Other Learning Experiences) – moral & civic education, aesthetic & physical activities, community service, career-related activities Choices & diversification – elective subjects/career- oriented curriculum with elective parts, Greater breadth & same depth (AL/AS) Progression of studies Prior knowledge – KLAs in basic education, cross- curricular opportunities in project learning, Essentials (core) – E, C, Maths, Liberal Studies Essentials (Other Learning Experiences) – moral & civic education, aesthetic & physical activities, community service, career-related activities Choices & diversification – elective subjects/career- oriented curriculum with elective parts, Greater breadth & same depth (AL/AS) Progression of studies

22. Why Other /Essential Learning Experiences Expected Outcomes of OLE  Whole Person Development ( 德、智、體、羣、美 )  Complement the examination subjects/ career- oriented studies  Building up life-long capacities: To nurture informed & responsible citizenship To respect for Plural values & Healthy living style To develop career aspirations

23. Seven Guiding Principles of Designing School-based OLE 1.Student-focused 2.Building on existing practice (own strengths) 3.Entitlements (including disadvantaged students) 4.Quality experience 5.Coherent with KS3 and the whole NSS Curriculum 6.Flexibility (e.g. could be out-of lesson time for community service) 7.Diversity in Implementation modes (e.g. in the form of lessons, sessions, projects, programs…) ……  NSS Guide, 2006 1.Student-focused 2.Building on existing practice (own strengths) 3.Entitlements (including disadvantaged students) 4.Quality experience 5.Coherent with KS3 and the whole NSS Curriculum 6.Flexibility (e.g. could be out-of lesson time for community service) 7.Diversity in Implementation modes (e.g. in the form of lessons, sessions, projects, programs…) ……  NSS Guide, 2006

24. Learning Communities Inquiry-Based Learning Meaningful Learning Generic Skills Content Knowledge Bransford, Brown, & Cocking (2000). How People Learn from curriculum to pedagogy What is worth learning How knowledge is learnt

25. Effective pedagogy – inquiry/problem- based learning Teachers do: Clear target/goal/objective Ask more Talk less Individual/group/whole- class Feedback Scaffolding Teaching ‘content’ & use generic skills Accept no ‘model’ answer… Learn with students … Students do: Set goals Respond actively Ask more Group & independent learning Reflection Learning w generic skills

26. Pedagogy ……. focus on deep understanding Knowledge is ‘ information on tap ’ Skills are ‘ routine performances on tap ’ Understanding is ‘ the ability to think and act flexibly with what one knows ’. In other words, ‘ an understanding of a topic is a “ flexible performance capacity ” with emphasis on the flexible ’. MS Wiske Teaching for Understanding Knowledge is ‘ information on tap ’ Skills are ‘ routine performances on tap ’ Understanding is ‘ the ability to think and act flexibly with what one knows ’. In other words, ‘ an understanding of a topic is a “ flexible performance capacity ” with emphasis on the flexible ’. MS Wiske Teaching for Understanding

27. Research into human learning Research in human learning suggests that all learners are capable of making further progress given appropriate learning conditions, which can be characterised as a mix of ‘ challenge and support ’. New learning opportunities are likely to be most effective in promoting further learning if they: take account of the learner ’ s present knowledge, skills and understandings; tap into the learner ’ s interests and motivations; are consistent with what is known about the learner ’ s preferred style/s of learning; and if learning opportunities are provided in a supportive social context. (Professor Geoff Masters) Research in human learning suggests that all learners are capable of making further progress given appropriate learning conditions, which can be characterised as a mix of ‘ challenge and support ’. New learning opportunities are likely to be most effective in promoting further learning if they: take account of the learner ’ s present knowledge, skills and understandings; tap into the learner ’ s interests and motivations; are consistent with what is known about the learner ’ s preferred style/s of learning; and if learning opportunities are provided in a supportive social context. (Professor Geoff Masters)

28. Views about Learning As an outcome : enduring change in knowledge, skill etc. resulting from exposure to some experience. Short term gains in knowledge as opposed to development leading to understanding As a process: transformation of information in solving cognitive problems As an apprenticeship: doing in the community as a way of becoming a full member of that community

29. Watkins classification of learning (Watkins 2003)

30. Cognitive Skills for Learning (Moseley et al. 2003)

31. Teaching as Instruction  Provide an Advanced Organizer  Check what pupils know with quick, snappy question & answer session  Present new knowledge  Provide for practice which emphasises application  Extend practice by homework  Give feedback which is informative  Review new learning

32. Learning by Direct Instruction The findings are most relevant when the object is to teach explicit procedures, concepts or a body of knowledge The findings are less relevant where skills to be taught cannot be broken down into explicit steps (Rosenshine 1987)

33. Uses of Direct Instruction Mathematical procedures English grammar Scientific information Historical facts Using maps Practical skills Mathematical problem solving Extended writing Scientific investigations Discussing controversial social science topics

34. Teaching as Enquiry Engaging in complex cognitive processes requires thoughtful discourse. Pupils are invited to make predictions, debate alternatives, etc. This can take place during interactive whole class teaching or during peer interaction in pairs or groups and should involve:  Placing the topic in the wider, meaningful context (big picture)  Using ‘open ended’ questions  Allowing suitable ‘wait times’  Encouraging explanations or elaboration of answers.

35. Teaching as Expert Performance Helping pupils to learn how to ‘think for themselves’ requires temporary frameworks or scaffolds. They reduce ‘the degrees of freedom a child must manage in the task to prevent error rather than induce it’. (Bruner) Several scaffolds have been identified from the teacher effectiveness literature  Providing models of appropriate response (e.g. model answers, demonstrations etc.)  Providing prompts and feedback as in guided discovery

36. More Effective Scaffolding As identified in the cognitive strategy research these latter scaffolds appear more effective in teaching higher cognitive skills.  Rehearsing an argument (pupils explain to class/group in words their reasoning e.g.their answer to a maths problem)  Cue Cards ( as in writing frames )  Self-evaluation checklists (requires pupils to check through the process by which they reached a conclusion and to indicate how it might be improved

37. 8 Key Characteristics of effective teaching 1Pupil Exploration usually preceded formal presentation. 2Initially, tasks were structured to limit the range of alternatives pupils could explore. 3There was a high proportion of pupil talk, much of it occurring between pupils. 4The metaphors “teacher as a listener” and teacher as “guide on the side rather than sage on the stage” were characteristic.

38. 8 Key Characteristics of an effective teaching (continued) 5Pupils used a variety of means and media to communicate their ideas 6pupils’ questions and comments often determined the focus of classroom discourse 7the ethos encouraged pupils to offer speculative answers to challenging questions. 8lessons often required pupils to reflect critically on the procedures and methods used

39. Instruction Approach Input and output tasks Teacher o many Teacher-chosen resources Teacher controls time: ‘pace’ seen as key Teacher as teller, organiser, judge Construction Approach Tasks for processing and understanding Individuals, peer groups Students experience a resource Longer time blocks, student-paced Teacher as enquirer Co-construction Approach Tasks of generating knowledge Changing groups, networks, linkages Access to world of resources Teacher as learner too Time seen as less relevant Teacher as enquirer Tasks Time & pacing Social structure Resources Role Goals Classroom activity systems in 3 views of learning

40. Classrooms as Learning Communities Building a Learning Community in a classroom: Non- linear evolution Building a sense of community Social engagement in learning Co-constructive responsibility in knowledge building Strategies related to the view- ‘Learning as Product’/ ‘’Teaching as direct instruction’ Strategies related to the view- ‘Learning as Process’/ ‘’Teaching as enquiry’ Strategies related to the view- ‘Learning & Teaching as Co- construction’

41. Wide Repertoire of Effective Teaching and Learning Strategies

42. From Curriculum to Pedagogy in KLAX Content Knowledge (Sources, Understanding, Structure, & Nature) Generic Skills Meaningful Learning Learning Communities Learning as a ‘product’ Learning as a ‘process’ Learning as ‘Co-construction’ Teaching as Direct Instruction Teaching as Enquiry Teaching as ‘Co-construction’ Learning as… Teaching as… How knowledge is learnt? (Pedagogy & Assessment) What is worth learning? (Curriculum) Classroom examples:

43. ASSESSMENT AS A CONTRIBUTION TO LEARNING  Assessment that fosters understanding has to be more than an end of unit test. It needs to inform students and teachers about what students currently understand, and how to proceed with subsequent teaching and learning  Ongoing assessment is the process of providing students with a clear response to their performances of understanding in a way that will help to improve their next performance

44. ASSESMENT FOR LEARNING The process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there (Assessment Reform Group 2002)

45. IS THIS TRUE OF CLASSROOMS IN YOUR SCHOOL? “My teacher sets me targets to aim for and then helps me check my progress” “My teacher gives me time to look at my work and improve it after she’s marked it” “My teacher tells me what I’m going to learn and then we talk about how to get there” “I know how I learn best and my teacher gives me time to talk about what works for me”

46. KEY FACTORS THAT IMPROVE LEARNING THROUGH ASSESSMENT Providing effective feedback to pupils Actively involving children in their own learning by sharing criteria with learners Adjusting teaching to take account of assessment results recognising the way assessment impacts on self- esteem and motivation considering ways that pupils can assess themselves and understand how to improve

47. 3 Kinds of Feedback 1About Self: should focus on effort rather than on person. Thus ‘That’s a good try’ rather than ‘Good Girl, Well done.’ Purpose is re-enforcement 2Task processing: Purpose is self-regulation ‘Where have you got to?’ ‘What do you think may have gone wrong?’ ‘What are you going to do next?’ 3Correction : most powerful when it is about faulty interpretation rather than supplying missing information. ‘Show me how you got that answer’ rather than, ‘ You need to do it like this.’

48. 3 Kinds of Feedback: Effect Size ( An effect size of 1.0 is equivalent to advancing achievement by one year’s average progress) Task processing self-regulation0.95 cues1.10 Self re-inforcement of effort0.94 praise0.14 Task corrective0.37

49. INVOLVING PUPILS IN THEIR OWN LEARNING 1Asking pupils “what helps them to learn?” For example, “What does it feel like when I choose you to answer a question in front of the class?” 2Devising ways pupils can assess their own learning and share this with the teacher. For example, Pupils use a traffic light system to evaluate their performance (red dot=hard, orange= bit hard, green=easy).

50. Taking Account of Assessment in Teaching Identify Curricular targets (i.e. what pupils need to learn) Set targets for groups/individual pupils Monitor targets regularly to inform decision making and communicate these to pupils either orally or in writing Review targets with colleagues and engage in joint planning for next stage

51. To make sense of data in chart or graph form

52. Identifying Learning Objectives Teachers tend to identify what pupils will do, not what they will learn. Learning objectives then need to be turned into success criteria by using such stems as: To be successful you will need…. What I expect from everyone is…. Better still use questions so that pupils help to establish what is needed To produce good work what will you need t What do you think we mean by…?

53. PUPILS’ AS THEIR OWN ASSESORS Each Curricular targets have their success criteria which are shared with pupils Class debriefing sessions are held at the end of the lesson. “What did we achieve?” “What have we learned for next time?” etc. Pupils in pairs (or groups) complete check- list of success criteria and to talk about what they can do to improve

54. Developing AfL in your school

55. Assessment as a contribution to learning Assessment that fosters understanding has to be more than an end-of-unit test. It needs to inform students and teachers about both what students currently understand, and how to proceed with subsequent teaching and learning. Ongoing assessment is the process of providing students with clear responses to their performances of understanding in a way that will help to improve their next performances. Assessment that fosters understanding has to be more than an end-of-unit test. It needs to inform students and teachers about both what students currently understand, and how to proceed with subsequent teaching and learning. Ongoing assessment is the process of providing students with clear responses to their performances of understanding in a way that will help to improve their next performances.

56. Assessment: assessment for learning (on-going assessment) Do they include clear, public criteria? Do they use criteria closely related to understanding goals? Do they provide frequent opportunities for feedback throughout the unit ’ s performances? Do they provide feedback that tells students how well they are doing and how to do better? Do they offer opportunities for multiple perspectives? (ie, teacher assessing student, students assessing one another, student assessing themselves) Do they include clear, public criteria? Do they use criteria closely related to understanding goals? Do they provide frequent opportunities for feedback throughout the unit ’ s performances? Do they provide feedback that tells students how well they are doing and how to do better? Do they offer opportunities for multiple perspectives? (ie, teacher assessing student, students assessing one another, student assessing themselves)

57. Assessment of learning (HKEAA) Standards-referenced Assessment (SRA) To help users better understand what students know and can do To facilitate teaching and learning and make explicit what a student has to do to reach a given level To better maintain standards over time

58. Standards-Based Most systems have adopted standards-based curriculum and assessment. This implies being explicit about the required standard performance expected of students Standards referencing allows performance to be reported in relation standards that do not change over time Some systems use expert judgment to set standards. In HK we use psychometric methods and fine tune using expert judgment

59. Different Kinds of Reporting Comparison of the performance of an individual or group with: that of other individuals or groups, especially a representative sample (Norm-referenced reporting) the criterion set for performance on that task (Criterion- referenced reporting) a predefined standard defined by one or more cut- scores on an underlying variable (Standards-referenced reporting)

60. Standards-Referenced Reporting 5 4 3 2 1 Levels                          DescriptorsSamples

61. HKDSE Levels HKDSE 5 5 4 4 3 3 2 2 1 1 U U 5* 5** HKCEE HKALE B B A A C C D D E E F F U U

62. Assessment of learning (HKEAA) School-based Assessment (SBA) Improve reliability of assessments Improve validity of assessments Less reliance on a ‘one-shot’ examination

63. Assessment of learning (HKEAA) Student Learning Profile Reflects a concern for whole-person development To motivate learning and engagement To recognize non-academic achievements To give employers and higher education institutions a more complete picture of the individual and his/her achievements 香港高級程度會考 香港中學會考 其他資歷 校內成績 其他學習經歷紀錄 香港中學文憑

64. Celebrating Whole Person Development Senior Secondary Student Learning Profile (SLP)

65. Student Learning Profile 1)HK Diploma of Secondary Education 2)Career Oriented Studies 3)School Internal Assessment 4)Other Learning Experiences (Essential Student Experiences) 5)Other Achievements gained outside schools NSS Student Learning Profile Senior Secondary Curriculum Guide in mid 2006 Will include:

66. Student Learning Profile To give employers and tertiary education institutions a more complete picture of the individual and his/her achievements To recognize both academic and non- academic achievements/ participation To motivate on-going learning and engagement To help students reflecting for own whole-person development NSS Student Learning Profile

67. Other Learning Experiences Student Learning Profile Moral & Civic Education Physical Education Aesthetic Experiences Career-related Experiences Community Services Moral & Civic Education Physical Education Aesthetic Experiences Career-related Experiences Community Services Participation Achievements Reflections Attributes & Capabilities Participation Achievements Reflections Attributes & Capabilities

68. P articipation (e.g. no. of hours, participating role) A chievements gained (e.g. Prizes, awards, certificates, qualifications….) R eflections (e.g. student log/ journals, short essays) A ttributes and Capabilities (e.g. leadership, social skills, … ) [a checklist to choose] + a qualitative remarks/ comment (overall)

69. SLP: Certification/ Final Report HKEAA exams COS SLP final report SLP at Systemic Level Electronic system/ infra-structure run by HKEAA/EMB SS3SS2SS1 Achievements and awards outside schools* School-based SLP Other Learning Experiences (PARA) Internal results by subjects Web-SAMS Information validated by schools Student * Data provided by student. Student holds sole responsibility to provide evidence when requested. schools

70. Question time: Views of Teaching/Learning: What is the dominant view in our school/ department/ panel? Wide Repertoire of learning/ teaching strategies: How should our schools go ‘from here to there’? Assessment – Any new ideas that the school/ panel could put into practice? SLP – How would this affect our existing work?

71. School as a Learning Community/ Organisation No reform would succeed in a purely ‘Top-down’ manner. Learning is the key at all three levels (Society/ Community, School, Classroom) Five collective discipline (internal capacities; 內功 ) in a learning organization (P. Senge): –Personal Mastery ( as a professional) –Shared Vision (as a group of professionals) –Mental Models (a ‘shared’ map) –Team learning (On-going reflection in practice) –Systems Thinking ( Growing body of theory/ ‘Living mechanism’ to improve as an orgnaization/ system)

72. Dealing with levels of Concerns

73. Concerns-based Model of Educational Change Stage of Concern Teachers’ concerns & typical expressions 0 Awareness Attention elsewhere 1 Informational Interest to know more 2 Personal Uncertainties 3 Management Focus on how to do 4 Consequence Evaluation of impact on students 5 Collaboration Co-ordination and communication to improve effectiveness 6 Refocusing How to work better I am not concerned about itI would like to know more about it How will it affect me?I seem to be spending all time getting materials ready How is this affecting learners? How could I refine to have more impact? How can I relate what I am doing to what others are doing? I have ideas about something that would work even better.

74. Innovation Configurations: Mapping where we’re heading to… “All too frequently the developers of an educational innovation have not thought clearly about what the use of the change will really entail. They have more about what is needed to support its implementation, such as training and materials.” Innovation Configuration ‘Map’ (e.g. Integrated use of I.T.) UnacceptableAcceptableIdeal e.g. Classrooms with few computers, no Web links; mainly for drilling and practice e.g. Classrooms with computers with good Web access; students work with IT to research, plan and present their learning e.g. Schools build a culture of using IT in most aspects; Also catering for the needs or self-motivated projects among students

75. Examples of Intervention strategies (1) Stage of Concern (0-3) Examples of intervention strategies 0 Awareness Acknowledge little concern about the innovation is legitimate & appropriate; Share some information to arouse interests… 1 Informational Share general descriptive information, short media presentation; State realistic expectation about the costs & benefits; Provide genuine cases/ visits… 2 Personal Establish rapport and signs of encouragement/ assurance; Clarify how innovation relates to other priorities that potentially conflict in energy/time demand. Show how the innovation can be used via gradual introduction rather than leap… 3 Management Provide answers to address small specific ‘how-to’; Demonstrate models for effective use of innovation…

76. Examples of Intervention strategies (2) Stage of Concern (4-6) Examples of intervention strategies 4 Consequence Encourage & reinforce regularly; 5 Collaboration Use ‘stage 5 concerned’ teachers to be teacher educators; Create sharing networking opportunities 6 Refocusing Provide teachers at this stage with resources to access and encourage them to pilot new ideas that are of use

77. Creating a context supportive of change Providing Continuous Assistance Developing, Articulating, and Communicating a Shared Vision of Change Checking on Progress Planning and Providing Resources Investing Professional Learning Intervention Strategies

78. Change Facilitator Team Probing Stages of Concern Levels of Use Innovation Configurations Intervening I I I I I I I I I I I I I I I Resource System Innovation Nonusers and Users User System Culture The Concerns-based Adoption Model Environment

79. The Eight Propositions for 334

80. 1.We have a clear, well-articulated moral purpose underpinning 334 Providing all students with the opportunity to receive a higher standard of education, and a more suitable curriculum catering to individual needs and abilities to ensure their success. 理念明確

81. 2.Schools need to develop effective leadership teams to implement the 334 reform Leadership teams help sustain school improvement, provide support and advice, and develop leadership in others. 領導有力

82. 3.Leadership teams develop and promote a vision and plan with the involvement of key stakeholders The 334 action plan sets out what has to be done, how it will be done, by whom and when 匯聚各方

83. 4.The 334 Action Plan will seek to transform curriculum, pedagogy and assessment Schools must clarify what is worth learning, how teachers will teach and students will learn it, and how we will know what has been learned. 設計課考

84. 5.Efforts to build the capacity of all teachers in the school are central to this task. The school should identify its professional learning needs and prepare a whole school professional development plan. 專業提昇

85. 6.The broad 2005-9 Action Plan is supplemented by more detailed annual plans These annual plans include specific goals, along with professional development and other strategies for key areas of activity. 週年規劃

86. 7.Sharing between schools increases their collective knowledge and capacity to act. Networking is an important source of advice and sharing of successful practice to supplement broader EMB support. 網絡互助

87. 8.334 Action Plans must be flexible enough to accommodate change as needed Implementation of plans needs to be constantly monitored and regularly evaluated to ensure they are achieving what is intended and are adjusted where required. 靈活調適

88. Quality of Space Character Story Blending Confidence