Induction Course
for New Panel Chairpersons
Experience Sharing on History
St. Catharine’s School For Girls, Kwun Tong
Lam Mei Yee, Maggie (12th November, 2010)
Experience Sharing
(1) Curriculum Planning
(2) Learning and Teaching Strategy
(3) Assessment for Learning
(4) Panel Management and Teachers’ Professional
Development
(1) Curriculum Planning
[1.1] Background of the School-Based Curriculum Change
Quality Assurance
Focus Inspection
Inspection
on PSHE
(QAI) (2002)
(2004)
Implementation
of NSS
Social Studies (2005)
Independent subject mode
e.g. History, Geography
(1) Curriculum Planning (Cont’d)
[1.1.1] Impact of adopting independent subject mode
It breaks the learning gap. A close link to each form’s
syllabus can be done.

 It
enables teachers to develop students’ analytical power,
critical thinking, communication skills and organizational
power.
 It
lays a very good foundation for students’ historical
knowledge and skills in junior forms.
 It
enhances students’ interests in studying History as more
students have opted History as their subjects in senior forms.
 History
students, as pointed out by other teachers, are
good at expressing their ideas clearly with concrete examples
and adequate elaboration.
(1) Curriculum Planning (Cont’d)
[1.2] Recruitment of Teaching Staff within the School
(A) From which department(s)?
(B) How many classes and in which form would the
teachers concerned teach?
(C) Who would be the form coordinators?
(1) Curriculum Planning (Cont’d)
[1.2] Recruitment of Teaching Staff within the School
(A) From which department(s)?
 Some English teachers showed their willingness to teach
History.
 Some Social Studies teachers were good at teaching
History.
(1) Curriculum Planning (Cont’d)
[1.2] Recruitment of Teaching Staff within the School
(B) How many classes and in which form would the
teachers concerned teach?
 The panel head discussed the issues with the individual
teachers to know their preferences and tried to see if their
preferences could be entertained.
(1) Curriculum Planning (Cont’d)
[1.2] Recruitment of Teaching Staff within the School
(C) Who would be the form coordinators?
 The panel head tried to be the form coordinator first and
could then know the needs of other History teachers.
 Other History teachers majoring History should be
invited to be the form coordinators first.
 More support and understanding of the needs to the
teachers who just joined the department, e.g. how to conduct
the form meeting, criteria for setting History test and
examination papers, could be given.
(2) Learning and Teaching Strategy
[A] Vocabulary Lists (for junior forms)
[B] CD Roms with pronunciation of vocabulary
[C] Project works for F.1, F.2 and F.3
[D] Assessment rubrics for students
[E] Consultation with groups with different learning abilities
[F] Visits to museums organized by History Society
[G] Inter-school History Quiz
[H] Exchange Programme with Geography and Economics
Departments
(3) Assessment for Learning
[A] Teachers’ feedback in the panel meetings
[B] Students’ feedback in terms of questionnaires
[C] Students’ performance in internal examinations
[D] Students’ performance in external examinations
[E] Public examination reports on History
[F] Worksheets in writing essays with clear guidelines
(4) Panel Management & Teachers’ Professional Sharing
[A] Initiation of Panel Head in getting started the new tasks
[B] Clear guidelines on how to conduct a lesson to every History
teacher and assessment formats in CE, AL and NSS History
[C] Standardized marking system for students and teachers
[D] Exercise Book Inspection
[E] Lesson Observation
(4) Panel Management & Teachers’ Professional Sharing
(Cont’d)
[F] Peer Observation, especially new panel members
[G] Learning Study in junior forms first
[H] Sharing sessions among History teachers within the school
[I] Invitation of guest speakers to share with students and teachers
[J] Participation in workshops and training sessions conducted by
CDI, HKAHE and HKEAA
[K] Participation in marking public examinations