Staff Seminar for HK Institute of Education

Curriculum Reform in HK:

Key messages, strategies,
partnership
25 Sept 2002

Dr. KK Chan, Chief Executive

Curriculum Development Institute
Education Department
 Components of presentation
A. Key reform messages
B. Strategies, Supportive Measures for
Schools & Teachers: benefits & issues
C. Achievements, existing issues &
solutions
A. Key Reform Messages
Theoretical perspectives of curriculum
development - dynamic balance
Policy recommendations:
 Education Commission report (2000)
 Learning to Learn Report (CDC, 2001)
 Basic Education Curriculum Guide (CDC,
2002) replacing 1993 version
 8 KLA & GS Curriculum Guides (CDC, 2002) –
learning targets & contents, core, extension,
pedagogy, exemplars
Seven learning goals for 10 year strategic
plan (2001-2011) (CDC, 2001)
The School Curriculum
Framework

***
B. Strategies, Supportive
Measures for Schools &
Teachers: benefits & issues
Strategies for curriculum development (1)
Strategies Actions

1. Gradual/incremental 1. 2001 - 06; 2006 - 2011

Approach -- 2. School strategic plans
- building on strengths
2. Partnership 1. Schools , universities,
professional bodies
2. Community, parents
Strategies for curriculum development (2)
Strategies Actions

3. Capacity building 1. Principal & teacher

professional development
2. Effective communication
dissemination & transfer
3. On-site support
4. Seed/Research
Development projects
5. Networks
6. Evaluation
 Short-term targets 2001-2006 (1)
(interim review in 2006)
1. Four key tasks
Reading to Learn

Moral & Civic

Education

IT for
Project
Interactive
Learning
Learning
 Short-term targets 2001-2006 (2)
(interim review in 2006)
2. Critical thinking, creativity, and
communication in 8 Key Learning Areas

3. Connect “central curriculum” in 8 KLA Guides

with school-based curriculum development at
different levels (flexibilities and balance)
References:
Key Learning Area Curriculum Guides (CDC, 2002)
http://www.cdc.org.hk; http://cd.ed.gov.hk)
 Medium-term targets 2006-2011

i. Continue to improve learning & teaching

based on results of review in 2006
ii. Adopt latest curriculum framework with
more school-based curriculum development
iii. Smooth interface with new senior
secondary education
 Diagrammatic Representation of English Language
Education KLA Curriculum Framework

English Language Education Curriculum

Strands

Values and Attitudes

9 Generic Skills

Interpersonal Knowledge Experience

Flexible and diversified modes of

curriculum planning
+
Effective learning, teaching and assessment

Overall Aims and Learning Targets of

English Language Education
 Diagrammatic Representation of
Mathematics Education KLA Curriculum Framework

Mathematics Curriculum

Generic Values &

Learning Dimensions Attitudes
Skills

effective linkage of
learning, teaching and assessment

Overall Aims and Learning Targets of Mathematics

Diagrammatic Representation of PSHE KLA
Curriculum Framework Sanctity of life, truth, aesthetics ...
Equality, kindness, benevolence…
optimistic, participatory, critical ...

critical thinking skills,

self management skills,
Social Systems & Citizenship

Resources & Econ. Activities

Place & Environment

Time, Continuity & Change

Personal & Social Development

Culture & Heritage
problem solving skills,
numeracy skills,
collaboration skills,
communication skills,
creativity,
study skills,
IT skills
Diagrammatic Representation of Science Education KLA Curriculum Framework

Strands

Learning in science should centre on scientific investigation that

develops understanding of scientific concepts and principles, and
the interconnections between science, technology and society.
Existing 15 TE Subjects Framework used by Technology Education

TE Learning
Diagrammatic Representation of Arts Education KLA Curriculum Framework
Overall Aims of Arts Curriculum

Learning Targets
Developing Developing Cultivating
Understanding
Creativity & Skills & Critical
Arts in Context
Imagination Processes Responses

Learning Objectives

Generic *KS1 Values

Skills Students develop skills, knowledge
and
*KS2 and positive attitudes in the arts
Attitudes
through Learning Activities by means
*KS3
of Effective Learning & Teaching and
*KS4 Assessment

Visual Arts Media Arts Dance Drama Music Other Emerging Art Forms
Diagrammatic Representation of Physical Education KLA Curriculum Framework
 What results are expected,
products & processes? (1)
(Recommendation in Basic Education Curriculum Guide)
1. 5-year action plans & delivery
2. Reading time, % time for KLAs, flexible
time-tabling, collaborative lesson
preparation time
3. Balance of central & SB curriculum to cater
for needs of students
4. Impact on student learning
 What results are expected,
products & processes? (2)
(Recommendation in Basic Education Curriculum Guide)
5. Teachers: understanding, confidence &
competence, beliefs in learning & teaching,
student-teacher interaction, reflective
practice
6. Use of appropriate assessment & feedback
7. Nature of homework
8. Use of textbooks & diversified LT resources
B. Supportive Measures
 1. CDC BECG & KLA Curriculum Guides
“central curriculum” as safety nets
☆Benefits:
– All student entitlement to learning opportunities
– Guidance for teachers
– Evidence-based exemplars
☆Issues:
– Takes time to use
– Reliance on textbooks
Solution: Encourage use in support strategies
2. Teacher & principal professional
development programmes (1)
Strategy 1: Special “targets”
– School heads (strategic & action planning)
– Panel Chairmen of KLAs, moral & civic
education co-ordinators
– P1 & 2 language teachers
– New teachers, new panel chairman
– PSM(CD) Seconded/Seed teachers as change
agents
– Individual learning organisational learning
2. Teacher & principal professional
development programmes (2)
Strategy 2 : Specific themes
☆Benefits:
– Focus on priorities
– Cascading effects in each school
– Fill gaps of knowledge
☆Issues:
– Workload of teachers
– Training capacity of local institutions & ED
– Programme co-ordination
Solution: train the trainers, teacher career ladder
3. Collaborative research &
development (“seed”) projects
4. On-site support for schools
5. Learning & teaching materials
6. Networks
7. Working with parents
8. Other support - exemplary bank, website
C. Achievements,
Existing Issues, Reviews &
Solutions
 Strengths & Achievements
1. Maintaining strengths recognised in BECG -
e.g. value for effort
2. Changing discourse from focus on “teaching” to
“learner” & “learning”
3. Curriculum is not only document, acceptance of
flexibility
4. More effective practices in schools, obvious in
confidence to speak, reading & writing
5. Have “moved” schools, 30% vs 10%
6. Enhance evidence-based & reflective culture
7. Over-subscription PD programmes & projects
8. CDC/HKEA “one document” & “one committee”
approach, teacher/SB assessment
 Existing Issues, Reviews (1)
1. Overall professional capacity, know-how,
acceptance of complexity, learning culture,

2. Assessment as integral part of curriculum –

Assessment for & of learning
 Basic Competency Assessment (2003) –
 Core-competency at S5
 Move away from norm-referenced assessment towards
teacher/SB assessment
== Levels of performance/standards for Chinese, English,
Maths curricula & other KLAs
 Existing Issues, Reviews (2)
3. Review of senior secondary education –
current basic education & exam reforms to
pave the way
4. Scaling up, effective transfer, leverage,
cascading
5. Effect of mass media
6. High expectations, but time to see impact
7. Review of medium of instruction, and
secondary school place allocation
 2002 onwards
1. Strategic priority in reading to learn, languages,
project learning, moral & civic education
2. Targetted leaders: e.g. principals & panel chairmen,
PSM(CD)
3. Effective methods of transfer to make impact on
student learning
4. Local & international partnership, effective
adaptation through work & practice, collaboration
(schools, Us, community)
5. Formative evaluation to improve strategies,
communication
Our Will:

精衛銜微木，將以填滄海
刑天舞戈戚，猛志固常在
Our Attitude toward adversities:

兩岸猿聲啼不住
輕舟已過萬重山