Briefing Session on Seed Projects 2013/14

Briefing Session on Briefing Session on Seed Projects 2013/14Seed Projects 2013/14

Mr Stephen YIPMr Stephen YIPPrincipal Assistant Secretary Principal Assistant Secretary

(Curriculum Development)(Curriculum Development)Education BureauEducation Bureau

2 March 20132 March 2013

Key Messages

• Why? What are the aims of Seed Projects?

• How unique it is?

• What are the impacts on Seed Projects?

• Way forward?

Why Seed Projects (Collaborative Research and Development Projects)

Why Seed Projects (Collaborative Research and Development Projects)

• generate good practices on new curriculum emphases that could make impact on student learning, supported by collection of evidence, for the reference of other schools

• develop curriculum leadership and professional expertise in schools through collaboration of schools, experts and curriculum developers

• facilitate/improve overall school-based curriculum development in schools through connecting experiences of Seed Projects to future development and to suit different contexts of schools

as one of the Strategies to Support Curriculum Reform toas one of the Strategies to Support Curriculum Reform to

起動性

合作性

栽種性

Beginning with the End in Mind in 2000

21st Century Learner

Learning to learn (2000)The 21st Century Skills (US)

Collaborative Problem-solving (OECD)

5

Generic Skill

Value &Attitude

New Senior Secondary & Basic Education Curriculum Framework

4 Core Subjects: Chinese Language,English Language,

Mathematics,Liberal Studies

2-3 Elective Subjects out of 20 subjects or out of

courses in Applied Learning

Other Learning Experiences including moral and civic education,

community service, aesthetic and physical development

and career-related experiences

P.1- S.3P.1- S.3

NSSNSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

what is worth learning

how to know students

have learned

how students learn & teachers teach

Curriculum

Pedagogy

Assessment

Alignment for student

learning

For Knowledge Building – Aligning Curriculum, Pedagogy & Assessment

Uniqueness of Seed Uniqueness of Seed ProjectsProjects

Uniqueness

Curriculum Support

Curriculum Innovation

School-based support

CD Visits

Seed Projects QEF projects

「槓桿」性 (leveraging)

Relationship between Seed Projects and Curriculum Reform

- School-based- Teaching improvement- Problem solving- Learning community

- Theory and practice

- Knowledge for practice

- Teaching resources

- …

“Seed” Projects

PDPSchool- based

support

Seconded teachers •Knowledg

e in and of practice

•Evidence- based

- Curriculum development + Reform emphasis

- Change agents in schools

• R&D in nature: collect evidence on the process of change

• Putting theories into Practice- Try-out new ideas/initiatives - Address to practical needs of students and teachers,

student-centred- Disseminate findings and useful experience to schools and

public

• Build up Learning Community via Change agent (Seconded Teachers Strategies)

Uniqueness

Three basic questions to be asked in all seed projects

1. How is the RD project conducted with regard to LEARNING OBJECTIVES, curriculum planning, learning & teaching strategies, LT resources, and assessment practice to achieve aims of Seed Projects?

2. What is the IMPACT on students, teachers and schools?

3. What are the FACILITATING and LIMITING CONDITIONS affecting the processes in 1., and how are the barriers overcome/not overcome (issues)? What experiences could we learn from them?

Plan

ActionReflect

Development Cycle of Seed Projects

SchoolEducation Bureau

Seed Projects

Exemplars

Early stage of the Reform

(Hargreaves D., 2003)

SchoolSchool

Exemplars/ Network and other experience sharing (self-organised)

Sustainability

Adjust & modify

Later stage of the Reform

“We need an ‘education epidemic’ which can catch on quickly throughout the system. It’s not possible for the system to change fast enough to become truly transformed unless knowledge of what works can by-pass the centre and flow from school to school and teacher to teacher.”Only by linking schools and teachers together into ‘innovation networks’ will it be possible to transfer knowledge about good teaching practice quickly.

David Hargreaves, 2003

Started in 2001-2002 school year & over 500 seconded teachers have been seconded to CDI since then Bring in front-line experience to EDB Develop teachers’ professionalism & insight through exposure to

new areas of work and collaboration with other education professionals

Provide cross-fertilization of expertise and experience Enhance partnership between EDB and schools

Gained professional growth and knowledge through various learning opportunities. Enhanced professional capacity of teachers in curriculum leadership, awareness of learning

Shared views and effective strategies among seconded teachers through professional network established

Seconded teachers strategy for Seed Projects -

The concept of

Change Agents

Impact of Seed Projects

17

Impact of Seed ProjectsImpact of Seed Projects

Strongly agree / agree

06-07 07-08 08-09 09-10 10/11 11/12

The seed project(s) have facilitated curriculum development in my school

96% 96% 92% 95% 97% 98%

The seed projects strategy helps to promote the curriculum reform in Hong Kong

98% 93% 96% 91% 95% 95%

The seed project(s) have improved student learning in my school

95% 90% 95% 95% 95% 97%

The seed project(s) have enhanced the effectiveness of teaching in my school

93% 92% 96% 95% 95% 97%

The seed project(s) have enhanced teachers’ professional development in my school

97% 94% 95% 97% 98% 98%

Year Primary Schools Secondary Schools

2001/02-2005/06 414 396

2006/2007 55 96

2007/2008 54 70

2008/2009 42 46

2009/2010 53 43

2010/2011 38 30

2011/2012 33 29

Total 689 710

No. of Participating Seed Schools(2001/02 - 2011/12)

No. of Participating Seed Schools(2001/02 - 2011/12)

19

YearPrimary

LevelSecondary

LevelPrimary &

Secondary Levels

2001/02-2005/06

38 74 39

2006/2007 5 20 4

2007/2008 7 13 4

2008/2009 8 13 2

2009/2010 8 12 3

2010/2011 8 10 3

2011/2012 8 12 2

Total 74 154 57

No. of Seed Projects (2001/02 - 2011/12)

No. of Seed Projects (2001/02 - 2011/12)

The practice of curriculum adaptation, collaborative lesson planning and class observation has begun to take root

School-based curriculum development has become common practice in different KLAs

Generic skills have been infused into daily learning activities across different KLAs/subjects

Schools have developed assessment for learning policies and used assessment to improve learning and teaching

Impact is sustained through continuation of participating seed projects, sharing of experiences among teachers, extending the planning and practice to other levels and reinforcing the experiences gained

Sustaining the positive impact on curriculum development, learning-teaching-assessment policies

Impact of Seed Projects on Schools

Enhanced professional capacity of teachers in curriculum leadership, awareness of learning

Teachers become more reflective & their level and skill of questioning in classroom teaching have been promoted

Teachers have better understanding of curriculum planning, learning and teaching strategies in relevant KLAs/subjects

More teachers adopted student-centred approach in teaching Teachers have designed more activities for students both

inside and outside the classroom to enhance learning and teaching

Teachers have more collaboration with professional staff and fellow teachers

Teachers gained professional knowledge and increased their teaching effectiveness

Impact of Seed Projects on Teachers

Improvement in learning attitudes Students become more motivated and active in participating in

class activities. More effective learning (including self assessment and ownership enhancement) with various learning experiences provided.

Students’ learning in relevant KLAs/subjects have been enhanced

Students are more involved, observant and expressive, thus creating a more student-directed lesson and a more interactive class

Students – more interest in aesthetic experiences, confidence in speaking and expressing one’s own ideas

Impact of Seed Projects on Students

Subsequently, students become independent learners. Learners’ autonomy and ownership have been promoted.

Some latest first fruits!...A vast majority of NAS students considered the subjects to different extents had helped lay a foundation for their current studies:

English Language - 98.4% Chinese Language – 93.1% Mathematics – 90.6% Liberal studies – 85.4%

Majority of the students considered OLE to different extents had helped lay a foundation for their current studies/ campus life:

Community Service (CS) – 83.6% Career-related Experiences (CRE) – 82.2% Moral and civic Education (MCE) – 81.4% Aesthetic Development (AD) – 75.1% Physical Development (PD) – 73.5%

Student Achievements in Student Achievements in International AssessmentsInternational Assessments

Sustained high student rankingsSustained high student rankings

PISA: Programme for International Student AssessmentPIRLS: Progress in International Reading Literacy StudyTIMSS: Trends in International Mathematics and Science Study

Student Performance under the NAS & in the HKDSE Examination

• 70% students eligible for post-secondary programmes (10% more than in old system)

• 37% students meeting minimum admission requirements for degree courses in local government-funded universities (10+ % more than in old system)

• Positive feedback from tertiary and vocational education institutions – 1st cohort of DSE Students more focused, proactive & inquisitive

LPF/LOF, curriculum

guides, CDs, reports,

teaching materials and

exemplars

Meetings, seminars, workshops and training courses, forums, visits

networks and learning communitiesReferences in

EDB Website

Outcomes of Seed Projects

十年樹木

Promote Learning to Learn through the 4 Key Tasks (Reading to Learn, IT for Interactive Learning, Moral and Civic Education & Project Learning)

Generic Skills (other than the 3Cs, collaboration, self-management)

Assessment as Learning (assessment literacy) Whole-school curriculum planning (& leadership) Co-construction (e.g. via e-resources/ platforms)

A broad and balanced curriculum for whole-person development will be provided in schools to meet the needs for life-long learning, and to raise the quality of education further

Reflection (across different contexts) & story-telling ability Self-regulated learning (building sense of agency in schools) Interface

Our students will possess life-long learning qualities such as information literacy, resilience, motivation, critical mindedness and creativity, + SEN students (Catering for diversity)

Way Forward: Changing Themes

“香港的教育改革為成功的教育策略和施行，提供 了重要示例。改革的範圍及規模實事求是。…… 勤勤奮的教師奮的教師是香港 ( 教育 ) 體制的優勢。”

(Ben Jensen, Catching Up: Learning from the Best Schools Systems from the East Asia, Gratten Institute’s Report 2011)

""Education is Education is not the piling on of not the piling on of learning, information, data, facts, skills, learning, information, data, facts, skills, or abilities - that's training or instruction or abilities - that's training or instruction

- but is - but is rather making visible what is rather making visible what is hidden as a seed.hidden as a seed.

Thomas MooreThomas Moore

Thank You