1
Personal, Social & Humanities Education
In CSWCSS
2010-2011
A
B
C
D
E
Junior
Secondary
F.1
IH/Liberal Studies (2) Chi. Hist. (1) CMED (1) E&RS (1)
F.2
IH/Liberal Studies (2) Chi. Hist. (1) CMED (1) E&RS (1)
F.3
IH/Liberal Studies (3) Chi. Hist. (1) CMED (1) E&RS (1)
NSS
F.4
Core : Liberal Studies (3)
Electives : Eco (2) Geog. (1) Chi. Hist. (1) Hist. (1) RS (1)
HKAL
F.6
F.5
F.7
AL Eco (5) AL Geog (5)
AL Chi. Hist. (5) ASL Hist. (3)
** before Sept. 2010 ~ IH
after Sept. 2010 ~ Liberal Studies
CMED ~ Civil and Moral Education
E&RS ~ Ethics and Religion Studies
RS ~ Religion Studies
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What are the implications behind?
In Curriculum Design:
Economics, Geography and History ceased to be an
independent subjects in JS
The need of preparation for NSS Economics,
Geography and History in JS curriculum
Knowledge :
Which topics should be kept?
What are the principles behind?
Skills :
Any special skills should be taught?
Value : ?  related to students’ low learning
motivation
3
- Bridging to NSS curriculum
e.g. the First World War in F.3 under the
theme of “World in Crisis”
-Providing basic knowledge in the subjects
e.g. major events in the past in F.2
Curriculum Design
Principles
4
e.g. identification of sources in F.1
Curriculum Design
-Training and applying the essential skills:
5
e.g. from known to unknown
Curriculum Design
-Arouse interest and passion in studying history
and humanities subjects.
6
e.g. student-centered learning methods
Curriculum Design
-Arouse interest and passion in studying history
and humanities subjects.
7
Curriculum Design
Difficulties encountered:
8
attitude
Curriculum Design
Solutions:
High degree of accountability:
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Social & Humanities Education, Key Learning Area Curriculum Guide
(Primary 1 – Secondary 3) 2002
Strand I
Strand
Sub-strand
Curriculum Design
Solutions:
Cross reference with EDB Document ~ p.30-38, Personal,
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HKDSE History
2.
3.
9.
4.
5.
8.
7.
6.
Curriculum Design
1.
- Time sequence (1, 2, 3)  (4, 5, 6, 7)
- Cause-and-effect relationship
(4, 5, 6 & 7 – results of 3)
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– Strategic Development of Examination Skills
Year (term)
Examination Skills
DBQ
Essay
F.4 (1st term)
 View & attitude
 Usefulness and limitation
 To what extent/
How far
F.4 (2nd term)
 detect biases
 adequately reflect
 Trace and Explain
F.5 (1st term)
Do you think
If you were
 Roles
F.5 (2nd term)
TBC
Compare
Do you agree
F.6
TBC
Curriculum Design
HKDSE History
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~ refer to Curriculum Guides (http://www.edb.gov.hk/FileManager/TC/Content_3241/hist_c.pdf)
獨立運動的主要模式
Learning and Teaching
Clear learning objectives
13
Learning and Teaching
Use of Video and
Audio Aid
14
Learning and Teaching
Use of Diagrams, Mind-map and Timeline
15
Learning and Teaching
Use of Diagrams, Mind-map and Timeline
16
~ Website, Blog, E-class, etc.
Learning and Teaching
Extended Learning
(reading and exercises)
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Handling of Test and Examination Results
Data for analysis
~question type?
~topic?
Assessment for
Learning
~question to question / part to part entrance of mark
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~showing clear requirement for different levels
Data-based Questions
Assessment for
Learning
Clear Marking Guidelines and Criteria
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~showing clear requirement for different levels
Essay
Peer
Learning?
Assessment for
Learning
Clear Marking Guidelines and Criteria
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Panel Management
Clear Filing System & Storage of documents
21
Panel Management
Clear Filing System & Storage of documents
22
Regular
Backup
Panel Management
E-Documents
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high degree of
tolerance?
continuity?
responsibility?
reasonable
schedule?
real support e.g. lesson
observation, preparation lessons,
concrete encouragement to
attend seminars and talk?
Professional
Development
panel members’
professional
development
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