Student Seminar for HK Institute of Education
From Understanding to Practice Curriculum Reform and Teachers
2 Oct 2002
Dr. KK Chan, Chief Executive
Curriculum Development Institute
Education Department
Components of presentation
A. What is the current curriculum reform
about?
B. Why are professional development (PD) &
teachers important to the reform?
C. How to prepare ourselves for a future
career in teaching?
 Understanding and reflecting on what we need
 Understanding and reflecting on how we learn,
unlearn and relearn
D. Curriculum Development in Hong Kong :
Building on strengths
A. What is the current reform about?
Why changes?
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Knowledge-based society and economy
Rising need for moral considerations
Fast social, environment, cultural, political and
technological changes and their impact on
moral values
Impermanent knowledge
Globalization
Interdependent but competitive world
Impact of information technology
Increasing civic participation in government
Policy recommendations:
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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)
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
B. Why are professional development
(PD) & teachers important to the
reform? (1)
Classroom practice most effective amongst
factors affecting effective schools (Hattie,
1992)
 For every $500 spent, increasing teacher
education more effective than lowering pupilteacher ratio, increasing teacher salaries,
teacher experience (Greenwald, et al 1996)
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
B. Why are professional development
(PD) & teachers important to the
reform? (2)
The “content” and “research-based
knowledge on how students learn” (deep
understanding) in PD have more long-lasting
effect in teacher practice than promoting
specific pedagogical practice first and
different PD format (Ingvarson, 2002)
 Role-modelling of teachers & students’ time
 Professional responsibility
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Other reform contexts in HK
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Workload of teachers
Physical setting of schools
On-going educational reviews, e.g. medium
of instruction
School-based management
Diversification of school funding systems
Political, economic & social environment
C. How to prepare ourselves for a
future career in teaching?
1. Understanding & reflecting on what we
need
2. Understanding how we learn, unlearn
and relearn
1. Understanding & reflecting on
what we need
i.
ii.
Content knowledge
Pedagogical & content-pedagogical
knowledge and skills
iii. Assessment including feedback
iv. Central curriculum & flexibilities for schoolbased curriculum development
v. Educational values, principles, theoretical
perspectives
i. Content knowledge
(e.g. Eng, Chin, Maths, Arts, General Studies,
PE, Moral & civic education)
• Is the content knowledge of the KLA
relevant, update for teaching &
learning of the latest curriculum
framework?
• How much should I know?
• How to keep abreast of it?
• How could I broaden my horizon in
general?
ii. Pedagogical & content-pedagogical
knowledge & skills (1)
• What are the learning & teaching strategies of
achieving the learning targets/objectives in
KLA/subjects I am going to teach?
• How to develop critical thinking, creativity and
communication skills of students?
• How could project learning, reading to learn,
etc. help achieve student learning?
ii. Pedagogical & content-pedagogical
knowledge & skills (2)
• What are the learning problems of achieving
the learning targets/objectives?
• Are theories and principles I’ve learned
working in HK contexts, e.g. our students, our
classroom?
• What works with me?
• How could my work be improved?
iii. Assessment (including feedback)
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How could assessment help learning?
Do I give meaningful feedback to help
students improve learning?
What is the purpose of assessment
change? What assessment change would
take place at school level and system level
in the next five years? How they different
from my experiences in the past?
Why the change, & how to cope?
iv. Central curriculum & flexibilities for
school-based curriculum development
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What is the purpose for flexibilities &
professional judgement?
What are the purpose and different
modes of curriculum planning, learning
& teaching strategies?
How to cater for student diversity?
Am I competent and confident?
v. Educational values, principles,
theoretical perspectives
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Do I share them? How do I know?
Would I regard moral & civic education
as a responsibility of every teacher?
When & how do I use them for
improving practice & reflection?
v. Educational values, principles,
theoretical perspectives
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What perspectives are affecting curriculum,
learning & teaching, assessment and other
educational policies above?
 Philosophy (aims of education, views of
knowledge)
 Psychology (of learning, moral development)
 Sociology
 Curriculum Studies,
 School management & organisational theories
 Policy studies and administration
 Teachers’ professional development & life-long
learning
2. Understanding & reflecting on how
we learn, unlearn, and relearn
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Theoretical knowledge, principles in
literature, research, lectures, from
taught courses, reading
Learning through practice & practical
knowledge
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Changing theory into practice which works
Practices which work
A teacher: 反思過往自己在校內只重實
務，忽略理念的情況，期望
將來教得更有效。
Personal construction of knowledge from
theory, practice, collaboration, sharing &
talking, reflections, practice which inform
principles & theories
A teacher:
我很希望學生能真正有機會實踐全方位學習
，因為更具真實性、震撼性、影響性，讓學
生不只是學習到在學校環境內的知識，或只
是用模擬、假設性的情景，靠學生自己聯想
。我相信這樣學生會多留意自己身邊及社會
各樣事物，加強他們的觀察力和好奇心，讓
學生領悟到知識不只是在學校內，其實身邊
無時無刻都有東西可以學習及留意，是很切
身的。
Connecting individual learning
with organisational learning
透過與其他老師（包括同科和不同科
目的老師）的交談和討論，我所學習
到的也不少。（當然與他們所建立的
友誼更是一項重大的收獲!）
D. Curriculum Development in Hong
Kong: Building on our strengths
Eleven Essential Themes
(Basic Education Curriculum Guide, CDC 2002)
1. Overview of the Curriculum Reform – Reflecting
on strengths and getting ready for action
2. Whole-school curriculum planning – Achieving
learning goals and short-term targets of school
curriculum development
3. Four key tasks – Achieving learning to learn
4. Effective learning and teaching – Acting to
achieve
5. School policy on assessment – Changing
assessment practices
Eleven Essential Themes
(Basic Education Curriculum Guide, CDC 2002)
6. Life-wide learning – Enriching learning through
authentic experiences
7. Quality learning and teaching resources and
school library development – Bringing about
effective learning
8. Meaningful homework – Consolidating learning ,
deepening understanding and constructing
knowledge
9. Interfaces at various levels of schooling –
Supporting transition
What are our strengths and
achievements?
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
What is my mission of joining the
teaching profession?
A teacher: 可能是中國人的文化
吧! 好的東西不好意思說出來，
免得被人覺得自己自大囂張。而
不好的東西又怕與人分享，免得
被人覺得自己無能。
在演講的最末,有學生問楊振寧,
他認為一生人最大的成就是甚麼?
楊振寧回答：是幫助改變了中國
人覺得不如人的思想