The Roles of Curriculum The Roles of Curriculum CoordinatorCoordinator

1.1. Analyse the existing situatioAnalyse the existing situation of the school.n of the school.2.2. Outside resources Outside resources 3.3. Planning the CurriculumPlanning the Curriculum4.4. Monitoring and documentatiMonitoring and documentationon5.5. Impact on studentsImpact on students6.6. The way forwardThe way forward

1.1. Analyse the existing situation of Analyse the existing situation of the school.the school.(a) Administration(b) Staff involvement(c) The parents(d) Students’ understandings

(a) (a) AdministrationAdministration

What is the scale of the project? What kind of support will be provided by

the school administrators? How much resources are available for

this school-based curriculum?

(b) (b) Staff involvementStaff involvement

How is the teachers’ readiness for guiding students to conduct project work?

How many teachers will be involved in the scheme?

What kind of training could be offered to teacher advisers?

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(c) (c) The parentsThe parents

How could the school seek support from the parents?

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(d)(d)StudentsStudents’’ understandings understandings

How much is their understanding on “Learning”?

How much is their understanding on “Project Learning”?

What kinds of ability they possess on “Information Literacy”?

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2.2. Outside resourcesOutside resources

How much support could be sought from outside professional bodies such as museums, tertiary institutes and the E.M.B.?

3.      Planning the 3.      Planning the CurriculumCurriculum(a) Curriculum Focus

What are the learning focuses for Secondary One students in this curriculum?

Which subjects could be involved to support this curriculum?

How to incorporate the curriculum elements into the existing curriculum and time-table?

School-based curriculum to School-based curriculum to support studentssupport students

(i) Teaching of Project Learning (Direct coaching of essential skills)

(ii) Teaching about Project Learning(Skills developed through existing curricula)

(iii) Teaching for Project Learning (Supportive activities)

(i) Teaching of Project Learning(Direct coaching of essential skills)

Skills directly related to the implementation of the project including the setting of project title and mind mapping etc. are taught during “class periods”.

 

Skills directly related to Project Implementation

Supported by

Setting of Project Title & Mind mapping

Guest Speakers

Time management Careers Guidance Committee

Interpersonal skills in group work Guidance & Counselling Committee

 

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(ii)(ii) Teaching about Project Learning Teaching about Project Learning (Skills developed through existing curricul(Skills developed through existing curricul

a)a)

Certain skills can be developed through existinCertain skills can be developed through existing g curricula which are applicable to project curricula which are applicable to project impleimplementation. However, the teaching schedule mentation. However, the teaching schedule is reqis required to be well coordinated.uired to be well coordinated.

Skills developed through existing curricula

Subject

Design of Project Report Art & Design

Reflection on Project Learning

Language (Both Chinese & English)

Presentation Skills Language (Both Chinese & English)

Information Technology Skills

Computer Literacy

Library Skills Library Lesson

(iii)(iii) Teaching for Project Learning Teaching for Project Learning (Supportive activities)(Supportive activities)

A supportive environment (Humanities lessons A supportive environment (Humanities lessons dduring the Project Cycle) is arranged for uring the Project Cycle) is arranged for our our studentstudents to facilitate group discussions. Visits s to facilitate group discussions. Visits with focused twith focused themes are arranged to enhance hemes are arranged to enhance students’ experience students’ experience on project to be studied.on project to be studied.

Supportive activities Extended Curriculum time

Group discussion andPresentation

Humanities lessons during the Project Cycle

Visit to the H.K. Museum of History and H.K. Central Library

Humanities lessons & Post-exam. period

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(b) Curriculum materials

What information should be included in the students' handbook?

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(c) Modes of assessment

In what way should project learning be assessed?

How to report the results of the assessment?

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4.4. Monitoring and Monitoring and documentationdocumentation

(a) Monitoring the progress

Conduct an evaluation on the effectiveness of this curriculum

Conduct meetings with teacher advisers to monitor the progress of the programmes

Monitor the coordination with outside bodies Coordinate with subject departments concerned

(b) Documentation for different purposes

A debriefing session with students and teachers involved

Evaluation of the programme School-based staff development Learning resources

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5.5. Impact on studentsImpact on students Able to distinguish between the different

modes of project learning in primary and secondary schools.

Able to understand the essence of project learning.

Realizing the significance of interpersonal relationships in group work.

Cherishing the relationship with their teacher advisers.

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6.6. The way forwardThe way forward What should be the focuses of project-based learning for Secondary 2 students?

What kind of training should be provided to familiarize students with “firsthand information collection skills” such as questionnaire design & interviewing techniques?

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學習似跑步，學習有很多難關，但我們只要衝破難關就可以去到另一個境界，另一個層次，但要衝破難關就要努力。

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1.Learning in a relaxing environment. (and soothing)2.Via a method that is fun and easy.3.With enough assistance (but not inference) from peers

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