1. Dr. Lo Tin Yau Joe 24/4/2010 1

2. GS Curriculum Framework 2

3. LS Curriculum Framework Self & Personal Development Science, Technology & the Environment Society & Culture Personal Development & Interpersonal Relationships Hong Kong Today Modern China Globalization Public Health Energy,Technology & the Environment 3

4. GS & LS: Similarities 1. Inquiry / Experiential learning  problems, issues, themes 2. Concept-based 3. Skill-based 4. Perspective consciousness 5. Core values – values analysis / clarification 6. Participatory learning 7. Concentric circles 8. Science-technology-society 4

5. Interfacing: Concepts (1)  From near to remote  From concrete to abstract  From breadth to depth (or vice versa)  Spirally progressive and developmental, not accumulative 5

6. Primary context:  Construction of knowledge conceptualization ( categorizations, attributes, examples and non- examples….) Secondary context:  Applying concepts to analyze problems / issues  Revisiting / reinterpreting the concepts 6

7. Interfacing: Skills (1)  Bloom’s taxonomy (Bloom & Krathwohl,1956) 7

8.  The seven basic Multiple Intelligences formulated by Gardner (1993): ◦ Linguistic intelligence ◦ Logical-mathematical intelligence ◦ Musical intelligence ◦ Bodily-kinesthetic intelligence ◦ Spatial intelligence ◦ Interpersonal intelligence ◦ Intrapersonal intelligence 8

9.  The nine types of Generic Skills identified in the HK school curriculum (Liberal Studies C & A Guide S4-6, 2007) ◦ collaboration skills ◦ communication skills ◦ creativity ◦ critical thinking skills ◦ information technology skills ◦ numeracy skills ◦ problem solving skills ◦ self-management skills ◦ study skills 9

10.  Connectivity & disciplinary skills  Skill integration, not isolated / orphaned skills  Guided inquiry → Open/independent inquiry  Single method → mixed (multiple) methods for developing multiple perspectives  Contextualized and meaningful learning 10

11. Interfacing: Perspectives  Primary context: ◦ strand-based + connecting learning experiences in 3 KLAs (PSHE, SE & TE)  Secondary context: ◦ discipline-based + parallel disciplines + multiple disciplines ◦ LS: provides a platform to integrate & apply disciplinary perspectives ◦ Multiple perspectives ≠ listing out concepts / views from various disciplinary perspectives ◦ Issues / problems know no disciplinary boundaries 11

12. Interfacing: Core Values (1)  Basic five priority values: ◦ Perseverance ◦ Respect for Others ◦ Responsibility ◦ National Identity ◦ Commitment  How are they articulated with the core values of the curriculum guides? 12

13.  Primary context: ◦ valuation + inculcation ◦ more personal than social ◦ civic literacy (understanding)  Secondary context: ◦ evaluation + critical reflection ◦ more values clarification / analysis / judgment ◦ civic competency 13

14. 1. Collaborative lesson planning  co- construction of knowledge 2. Longitudinal studies (how students learn?) for continuous improvement grounded on evidence-based & evidence-informed practices 3. Putting “curricular connectivity” on the top priority of school-based curriculum development 4. Making “curriculum audit” to avoid meaningless overlaps and / or replications 14

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