Curriculum Reform: Review & Reflections Seminar for Shatin Methodist College 13 June 2003.

Curriculum Reform: Review & Reflections

Seminar for Shatin Methodist College

13 June 2003

What is the Curriculum Reform in HK?

Seven Learning Goals

Short-term Targets (2001-2006)

IT for Interactive Learning

Moral & Civic

Education

Project Learning

Reading to Learn

1) Promote Learning to Learn through 4 Key Tasks

Short-term Targets (2001-2006)

3) Review schools’ current work, formulate curriculum development plan at their own pace

Critical Thinking Communication Creativity

2) Infuse Generic Skills into Learning & Teaching of 8 Key Learning Areas

A partnership, incremental & “ecological” model of change

Short-term Targets (2001-2006)

Reflection Upon Changes

Reflections Upon Changes

1. Change in “level/quality” of concerns:

2000 – What are the reforms?

2001 – How to do it ?

2002 – What is the impact?

2003 – How to do it better?

The Reports

4 Key Tasks

Knowledge Fair 2002

Linked to Learning Goals,Knowledge Transfer

Shift in discourse – focus on learners/ learning goals, learning & teaching strategies & assessment

Reflections Upon Changes

2. Understanding of complexity of change- e.g. connection between curriculum-teacher-school development, pedagogy, learning & teaching resources

Reflections Upon Changes

Student Learning

CurriculumDevelopment

Teacher Development

School Development

3. Flexibility & autonomy - more valued and effectively used

Reflections Upon Changes

4. Authentic experiences in planned & unplanned change through SARS & post-SARS development- tolerance of uncertainty & new views of knowledge

5. Emerging learning culture & capacity building in schools- through action research, collaborative lesson preparation, peer observation, & reflective practice among heads & teachers, other forms of learning

6. Co-ordinated developments- e.g. time-tabling, funding

7. New form of “governance”, partnership involving schools & community- neither solely top-down nor bottom up

Reflections Upon Changes

Reflections Upon Changes

8. Roles of Teachers Transmitter Facilitator Resource person Counsellor Assessor

9. Effective Classroom Practices Clear learning focus More “space” to students Positive feedback to students Co-operative learning

Reflections Upon Changes

10. Impact on Students

Reading more widely

Willing to express themselves

Interest in learning

Reflections Upon Changes

What are the Problems?

Moving targets & ever-rising expectations Teachers’ dilemma in schools How to align assessment & exams with curriculum cha

nge?• Valid assessment vs reliable assessment• Fairness of assessment vs fairness of scoring• Quantity & quality• Continuous & summative assessment• Making good use of assessment data to inform learning & teaching

Other necessary changes - exit points, reform of senior secondary education, university education, teacher education systems

How do we know the results of curriculum reform

– assessment & evaluation

Assessment for Learning Resource Bank

Basic Competency Assessment System programme

Development of levels of learning outcome with descriptors & exemplars

Improving public examination system

Standard-referenced assessment for Eng & Chi

More open-ended questions

More school-based assessment

Assessment of students

1. Evaluation Survey An annual evaluation survey on implementation of who

le-school curriculum as well as KLAs for 3 years A composite stakeholder survey on education reforms

to be responded by parents, public, heads, teachers

2. Programme evaluation on major strategies, e.g. seed projects, PSM(CD), seconded teachers

3. Focus group interviews: teachers, heads, parents, employers

4. Student assessments

Evaluation of Directions, Programmes, Strategies, …

5. Others: Informal Evaluation Informal feedback from parents, employers

Other documentary sources

Observation

Media response

Evaluation of Directions, Programmes, Strategies, …

Education & Manpower Bureau http://www.emb.gov.hkCurriculum Development Institute http://cd.emb.gov.hk