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
1. Gradual/incremental
Approach --
Actions
1. 2001 - 06; 2006 - 2011
2. School strategic plans
- building on strengths
2. Partnership
1. Schools , universities,
professional bodies
2. Community, parents
Strategies for curriculum development (2)
Strategies
3. Capacity building
Actions
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
Interactive
Learning
Project
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
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
Values and Attitudes
Strands
Diagrammatic Representation of
Mathematics Education KLA Curriculum Framework
Mathematics Curriculum
Generic
Skills
Learning Dimensions
effective linkage of
learning, teaching and assessment
Overall Aims and Learning Targets of Mathematics
Values &
Attitudes
Diagrammatic Representation of PSHE KLA
Curriculum Framework
Sanctity of life, truth, aesthetics ...
Equality, kindness, benevolence…
optimistic, participatory, critical ...
Personal & Social Development
Time, Continuity & Change
Culture & Heritage
Place & Environment
Resources & Econ. Activities
Social Systems & Citizenship
critical thinking skills,
self management skills,
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
Creativity &
Imagination
Developing
Skills &
Processes
Cultivating
Critical
Responses
Understanding
Arts in Context
Learning Objectives
Generic
Skills
*KS1
*KS2
*KS3
*KS4
Visual Arts
Media Arts
Students develop skills, knowledge
and positive attitudes in the arts
through Learning Activities by means
of Effective Learning & Teaching and
Assessment
Dance
Drama
Music
Values
and
Attitudes
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.
2.
3.
4.
5-year action plans & delivery
Reading time, % time for KLAs, flexible
time-tabling, collaborative lesson
preparation time
Balance of central & SB curriculum to cater
for needs of students
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.
2.
3.
4.
5.
Strategic priority in reading to learn, languages,
project learning, moral & civic education
Targetted leaders: e.g. principals & panel chairmen,
PSM(CD)
Effective methods of transfer to make impact on
student learning
Local & international partnership, effective
adaptation through work & practice, collaboration
(schools, Us, community)
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