1. 1 Briefing Session on Seed Projects 2008/09 19 April 2008

2. 2 Key Messages What are the aims, questions, and impact of Seed Projects? Where are we in the journey of curriculum reform? What is the way forward?

3. 3 What are Seed Projects (Research & Development Projects)?

4. 4 Aims of Seed Projects (Collaborative Research and Development Projects) as Strategies to Support Curriculum Reform To generate good practices on new curriculum emphases that could make impact on student learning, supported by collection of evidence, for the reference of other schools To develop curriculum leadership and professional expertise in schools through collaboration of schools, experts and curriculum developers To facilitate/improve overall school-based curriculum development in schools through connecting experiences of Seed Projects to future development and to suit different contexts of schools

5. 5 Three basic questions to be asked in all seed projects 1. How is the RD project conducted with regard to learning objectives, curriculum planning, learning & teaching strategies, LT resources, and assessment practice to achieve aims of Seed Projects? 2. What is the impact on students, teachers and schools? 3. What are the facilitating and limiting conditions affecting the processes in 1., and how are the barriers overcome/not overcome (issues)? What experiences could we learn from them?

6. 6 Plan Action Reflect Development Cycle of Seed Projects

7. 7 Impact of Seed Projects Strongly agree / agree 2002- 2003 2003- 2004 2004- 2005 2005- 2006 2006- 2007 The seed project(s) have facilitated curriculum development in my school 95%93%97%94%96% The seed projects strategy helps to promote the curriculum reform in Hong Kong 95%96%94%92%98% The seed project(s) have improved student learning in my school 92%96% 92%95% The seed project(s) have enhanced the effectiveness of teaching in my school 91%93%96%93% The seed project(s) have enhanced teachers’ professional development in my school 95%96%98%93%97%

8. 8 Outcomes of Seed Projects Means of dissemination Meetings, seminars, workshops and training courses, network and learning community ….. Deliverables: LPF/LOF, curriculum guides, CDs, reports, teaching materials and exemplars …..

9. 9 Reference in EDB Website

10. 10 Relationship between Seed Projects and Curriculum Reform - - School-based - - Teaching improvement - - Problem solving - - Learning community - -Theory and practice - -Knowledge for practice - -Teaching resources - -… “Seed” Projects PDPSchool- based support Seconded teachers Knowledge in and of practice Evidence- based - -Curriculum development + Reform emphasis - -Change agents in schools

11. 11 What are the Seed Projects for 2008-09?

12. 12 How do we choose and design the Seed Projects for 2008-09? The needs and progress of curriculum reform at different levels of schooling, gaps and future needs Contextualisation in the setting of Hong Kong Sustaining the strengths and high standard of education of Hong Kong in a globalised world

13. 13 Core of Education Reform in HK Curriculum Development & Learning of Students Education System School development plan School-based management Quality Assurance Education System School development plan School-based management Quality Assurance Support to schools CEG Profossional development programmes Curriculum leaders On-site SB support learning & teaching resources, exemplars Support to schools CEG Profossional development programmes Curriculum leaders On-site SB support learning & teaching resources, exemplars Other Success Factors Assessment/Exam Reform University admission system Resources Employers ’ Recognition Other Success Factors Assessment/Exam Reform University admission system Resources Employers ’ Recognition

14. 14 Seven Learning Goals of School Curriculum in Basic Education

15. 15 Seven Learning Goals of Senior Secondary Curriculum 1. 1.To be biliterate and trilingual with adequate proficiency 2. 2.To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on one’s daily life at personal, community, national and global levels 3. 3.To be an informed and responsible citizen with a sense of global and national identity 4. 4.To respect pluralism of cultures and views, and be a critical, reflective and independent thinker 5. 5.To acquire IT & other skills for being a lifelong learner 6. 6.To understand one’s career/academic aspirations and develop positive attitudes towards work and learning 7. 7.To lead a healthy life style with active participation in aesthetic and physical activities

16. 16 Generic Skill Value & Attitude New Senior Secondary & Basic Education Curriculum Framework 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 Applied Learning (20-30%) Other Learning Experiences including moral and civic education, community service, aesthetic and physical development and career-related experiences (15-35%) P.1- S.3 NSS Moral and Civic Education Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences General Studies

17. 17 Develop in students  Broad knowledge base & generic skills  Positive values and attitudes Strengthen  Cross-curricular learning  Catering for learner diversity Implement  Assessment for learning  Life-wide learning  Four key tasks ( “ organic ” integration) Focus of Curriculum Reform

18. 18 Fundamental Influences of Curriculum Design (1) Views of knowledge  Disciplinary  Interdisciplinary  Dynamic  Personal construction

19. 19 Views of learning  By acquisition  Contextualised & personal construction  Collaborative construction  Rich experiences enhance capacity to adapt to change Fundamental Influences of Curriculum Design (2)

20. 20 Needs of post-secondary education & work world  Broad base & specialized knowledge  Learning to learn capability  Interpersonal skills Fundamental Influences of Curriculum Design (3)

21. 21 Learning Communities Inquiry-Based Learning Meaningful Learning Generic Skills Content Knowledge Bransford, Brown, & Cocking (2000). How People Learn What is worth learning How knowledge is learnt From Curriculum to Pedagogy

22. 22 Conditions for Knowledge Building – Aligning Curriculum, Pedagogy & Assessment Conditions for Knowledge Building – Aligning Curriculum, Pedagogy & Assessment what is worth learning how to know students have learned how students learn & teachers teach Curriculum Pedagogy Assessment Alignment for student learning

23. 23 Learning as a ‘ product ’ Learning as a ‘ process ’ Learning as ‘ Co-construction ’ Learning Communities Meaningful Learning Generic Skills Content Knowledge Teaching as Direct Instruction Teaching as Enquiry Teaching as ‘ Co-construction ’ Views of Learning Views of Teaching Focus on … Classroom example: Doing an enquiry-based project on ‘tourism in HK’ with teachers’ guidance Classroom example: A whole-school, community-centred initiative on ‘Creative writing in Chinese’: Students and teachers (and parents) are encouraged to build knowledge about how creativity flourishes in school and how people judge creative works Classroom examples: Explaining the concept of ‘ecology’ by identifying goals for learners, presenting abundant of examples, linking new concepts to old, demonstration and re-presenting the concepts. Learning and Teaching Strategies and Approaches in NSS Classroom example: Coaching in sports/ physical activities: Promoting ‘thoughtful practice’ and ‘informative feedback’. Focus on …

24. 24 Student School Organisation Level School Curriculum Level Class / group Level Guidance and exemplars provided by C&A Guides, EDB 334 web Funding and support provided (e.g. staffing, grants, professional development) Facilities, Physical conditions for appropriate learning environment Systemic Level Wide choice of subjects, ApL courses & OLEForming a task force to co-ordinate and lead Devising a Whole-school Policy Ethos building to value diversity and individual differences, as well as uniformity Human Resource Deployment: Strengthen communication with parents on student progressPartnership with community to motivate student participation in a wide range of learning activities and competitions e.g. Forming learning support team A dual class teacher system Assign a teacher to one level instead of a range of levels Arrange a teacher to the same class for 3 years Employ teacher assistants Pedagogy, Environment and Assessment to motivate learning Student learning profile to record progress (formative) Recognise non-academic achievements and participation in report cards Identify the core and extended / elective parts of the curriculum for different students KLA / Panels devise plans to cater student diversity Make adaptation to assessment, e.g. separate core and extended content in the assessment papers, introducing challenging questions in exam Learn from other teachers by sharing, peer observation, reflection on lessons and student feedback strategies: e.g. Multi-level activities, co- construction, learning portfolios Motivating strategies Learning & Teaching / Assessment Timetabling Professional Development Opportunities Strategic plan (e.g. 3 yr plan) Flexible groupings Extended timetable for remedial Developing interdependent, collaborative learning community; celebrating diversity Enhancement programmes for more able Modification, tailoring or differentiation within the subject, OLE Curriculum Development Institute, EDB, 2007 Catering for Learner Diversity

25. 25 Where are we in the journey of curriculum reform?

26. 26 Progress Made at School Level 1. Provision of learning experiences:  Better provision of moral & civic education & physical & aesthetic development learning opportunities  Good provision of community service activities esp at KS2 & career-related experiences esp at KS4 2. School as a learning community  Very promising progress in nurturing collaborative culture in schools esp through peer observation & collaborative lesson planning  Great progress in enhancing team spirit and learning culture & establishing the school as a learning community

27. 27 3. Impact on student learning  Continuous improvement in the motivation and performance of students in learning  Respondents reflected notable improvement in students’ 3 generic skills esp. communication & creativity, & their values & attitudes esp sense of national identity Progress Made at School Level

28. 28 View from Students Views from students  Students’ self-perception was very positive in general, particularly in Communication skills (using Cantonese to express ideas) Collaboration skills (respect others’ opinions in group activities, work with others in solving problems together) Respect for others (accept that other people may have different opinions)  Students were more positive when compared with the adults in areas like critical thinking skills, self-management skills, respect for others, perseverance (do not give up easily even when facing failures), responsibility (responsible for what I have done & do not blame others)

29. 29 Hong Kong Students Achieved High Ratings in PISA 2006 Out of 57 countries/regions, Hong Kong students’ scientific, reading and mathematical literacy ranked in the world top three: 2nd in scientific literacy 3rd in mathematical literacy 3rd in reading literacy

30. 30 Progress in International Reading Literacy Study (PIRLS) and Programme for International Student Assessment (PISA) PIRLS 2006PISA 2006 Target students 9-to 10-year-olds15-year-olds Participating countries / regions 4557 Performance of Hong Kong students ( ( Score / Rank ) 564 / 2nd536 / 3rd Features of the studies Reading literacy required to progress from the stage of “Learning to Read” to “Reading to Learn” The influence of home-and school-related factors on students’ reading literacy development Focusing on the reading literacy required to cope with the demand in future careers Impact of the curriculum on reading literacy development

31. 31 1) Three priority generic skills - critical thinking, creativity & communication generic skills 2) Four key tasks (moral & civic education, reading to learn, information technology for interactive learning, project learning) 3) School-based adaptation to cater for different needs of students better Sustaining the Strengths of the 1 st 5-year Plan

32. 32 Emphases in the 2 nd 5-year Plan Building on the 1 st 5-year Plan –  Strengthen moral and civic education and values development in KLAs – “care for others” and “integrity” as new priority values in addition to national identity, respect for others, responsibility, commitment and perseverance Moral and Civic Education (Values Education)

33. 33 Emphases in the 2 nd 5-year Plan Building on the 1 st 5-year Plan   Promote reading to learn and reading across the curriculum: to acquire and construct knowledge to widen students’ exposure, mind and vision to develop diverse interests and qualities (and creativity) Reading to Learn and Reading Across the Curriculum Reading to Learn and Reading Across the Curriculum

34. 34 Emphases in the 2 nd 5-year Plan Building on the 1 st 5-year Plan – Emphasizing students’ self-directed learning – help learners to see how they learn and pave the way for lifelong learning More flexible and diversified assessment methods to recognise different potentials and abilities of students Appropriate clear feedback, information & suggestion for improvement Active participation in assessments activities Prompt into quality reflective thinking Do away with assessment practices that demotivate/harm learning Enhancing Assessment for Learning

35. 35 Changing Emphases of Seed Projects 2001-2003 – Early focus Mainly on what curriculum reform was and how to plan the curriculum, learning and teaching strategies 2003-2005 - Aligning curriculum and assessment Learning and teaching strategies, Learning outcome framework & assessment for learning 2005-08 - Further development with respect to NSS Flexible curriculum planning, learning & teaching strategies, and preparation for NSS (aesthetic development, Other Learning Experiences), Liberal Studies 2008-09 – Enhancement & diversification Reading across the curriculum, interfaces, national education & Chinese culture, Applied Learning, catering for diversity (English & Chinese)

36. 36 2008-2009 e.g. Enhancing the Effectiveness in Reading: from Chinese Language Learning to Cross-curricular Learning The Primary Literacy Programme – Reading and Writing (KS1) (with a Focus on Supporting Primary Students with Lower Socio-economic Status) Nurturing Pupils’ Creative Thinking through the Integration of Reading and Writing in the Primary English Classroom Strengthening Students’ National Identity Awareness through Inquiry-based Learning in General Studies Primary and secondary interfaces for mathematics The Collaborative Implementation Model of Applied Learning for Two or More Schools Elective modules of NSS Chinese language Changing Emphases of Seed Projects

37. 37 YearPrimary SchoolsSecondary Schools 2001/2002106127 2002/20038272 2003/20049166 2004/20058166 2005/20065566 2006/20075499 2007/20085471 Total 523567 No. of Participating Seed Schools (2001/02 - 2007/08) No. of Participating Seed Schools (2001/02 - 2007/08)

38. 38 Year Primary Level Secondary Level Primary & Secondary Levels 2001/2002 101413 2002/2003 8187 2003/2004 10185 2004/2005 5118 2005/2006 5136 2006/2007 5204 2007/2008 7134 Total 5010747 No. of Seed Projects (2001/02 - 2007/08) No. of Seed Projects (2001/02 - 2007/08)

39. 39 What is the way forward?

40. 40 Way Forward 1.Building on the successful experiences in developing generic skills such as creativity and critical thinking, catering for individual learning differences, adaptation of school-based curriculum and articulation of various learning stages 2.Deepen and optimise the existing developments in basic education for the success of NSS education

41. 41 We work together Thank you ! Partnerships Collaboration