1. Curriculum Reform: Review & Reflections Seminar for Shatin Methodist College 13 June 2003

2. What is the Curriculum Reform in HK?

3. Seven Learning Goals

5. Short-term Targets (2001-2006) IT for Interactive Learning Moral & Civic Education Project Learning Reading to Learn 1) Promote Learning to Learn through 4 Key Tasks

6. Short-term Targets (2001-2006) 3) Review schools’ current work, formulate curriculum development plan at their own pace Critical ThinkingCommunicationCreativity 2) Infuse Generic Skills into Learning & Teaching of 8 Key Learning Areas

7. A partnership, incremental & “ ecological ” model of change Short-term Targets (2001-2006)

8. Reflection Upon Changes

9. Reflections Upon Changes 1. Change in “ level/quality ” of concerns:  2000 – What are the reforms?  2001 – How to do it ?  2002 – What is the impact?  2003 – How to do it better? The Reports 4 Key Tasks Knowledge Fair 2002 Linked to Learning Goals, Knowledge Transfer

10.  Shift in discourse – focus on learners/ learning goals, learning & teaching strategies & assessment Reflections Upon Changes

11. 2. Understanding of complexity of change - e.g. connection between curriculum- teacher-school development, pedagogy, learning & teaching resources Reflections Upon Changes Student Learning Curriculum Development Teacher Development School Development

12. 3. Flexibility & autonomy - more valued and effectively used Reflections Upon Changes 4. Authentic experiences in planned & unplanned change through SARS & post-SARS development - tolerance of uncertainty & new views of knowledge

13. 5. Emerging learning culture & capacity building in schools - through action research, collaborative lesson preparation, peer observation, & reflective practice among heads & teachers, other forms of learning 6. Co-ordinated developments - e.g. time-tabling, funding 7. New form of “governance”, partnership involving schools & community - neither solely top-down nor bottom up Reflections Upon Changes

14. 8.Roles of Teachers  Transmitter  Facilitator  Resource person  Counsellor  Assessor

15. 9.Effective Classroom Practices  Clear learning focus  More “space” to students  Positive feedback to students  Co-operative learning Reflections Upon Changes

16. 10.Impact on Students  Reading more widely  Willing to express themselves  Interest in learning Reflections Upon Changes

17. What are the Problems?

18.  Moving targets & ever-rising expectations  Teachers’ dilemma in schools  How to align assessment & exams with curriculum change? Valid assessment vs reliable assessment Fairness of assessment vs fairness of scoring Quantity & quality Continuous & summative assessment Making good use of assessment data to inform learning & teaching  Other necessary changes - exit points, reform of senior secondary education, university education, teacher education systems

19. How do we know the results of curriculum reform – assessment & evaluation

20.  Assessment for Learning Resource Bank  Basic Competency Assessment System programme  Development of levels of learning outcome with descriptors & exemplars  Improving public examination system  Standard-referenced assessment for Eng & Chi  More open-ended questions  More school-based assessment  Assessment of students

21. 1.Evaluation Survey  An annual evaluation survey on implementation of whole-school curriculum as well as KLAs for 3 years  A composite stakeholder survey on education reforms to be responded by parents, public, heads, teachers 2.Programme evaluation on major strategies, e.g. seed projects, PSM(CD), seconded teachers 3.Focus group interviews: teachers, heads, parents, employers 4.Student assessments  Evaluation of Directions, Programmes, Strategies, …

22. 5.Others: Informal Evaluation  Informal feedback from parents, employers  Other documentary sources  Observation  Media response  Evaluation of Directions, Programmes, Strategies, …

23. Education & Manpower Bureau http://www.emb.gov.hk Curriculum Development Institute http://cd.emb.gov.hk