KLA/subject curriculum planning and implementation
School-based curriculum planning
The KLA/subject heads were asked to indicate
whether they had planned a school-based curriculum from 2003
to 2006. The school-based
curriculum was to cater for the different needs of students and
differing school contexts. The responses ranged from "not yet
planned", to "planned, but not yet developed", to "already begun
to develop".
Tables 17 and 18 give an overview of the status
of school-based curriculum planning in all the KLAs & General
Studies in primary and secondary schools. School-based curriculum
planning
in Chinese Language KLA is the most advanced, especially in secondary
schools, owing to the early piloting of this KLA in 1999. Comparatively
more primary schools than secondary schools had school-based
plans.
Table 17:
Status of School-Based Curriculum Planning in Different
KLAs/subject - Primary Schools |
Status
of School-Based Curriculum Planning |
Primary
School (%) |
Chi |
Eng |
Math |
Arts |
PE |
GS |
Not yet planned |
14.5
|
36.7 |
12.1 |
20.9 |
15.1 |
21.6 |
Planned, but not
yet developed |
44.0 |
40.7 |
48.0 |
46.6 |
51.8 |
47.1 |
Already begun to
develop |
41.5 |
22.5 |
39.9 |
32.5 |
33.1 |
31.3 |
Table 18:
Status of School-Based Curriculum Planning in Different
KLAs - Secondary Schools |
Status
of School-Based Curriculum Planning |
Secondary
School (%) |
Chi |
Eng |
Math |
PSHE |
Sci |
TE |
Arts |
PE |
Not yet planned |
4.7 |
47.5 |
22.1 |
28.6 |
34.6 |
29.6 |
32.5 |
18.1 |
Planned, but not
yet developed |
27.9 |
31.3 |
47.7 |
44.0 |
43.2 |
50.6 |
40.0 |
54.2 |
Already begun to
develop |
67.4 |
21.3 |
30.2 |
27.4 |
22.2 |
19.8 |
27.5 |
27.7 |
Cross-curricular Planning
As reported by the primary school KLA/subject heads, over 75% of the KLA/subject heads had planned or had already begun to develop cross-curricular work across KLAs/subject to enable students to make connections across the KLAs/subject. Among all the KLAs/subject in primary schools, 59.9% of Chinese Language Education KLA heads had already begun to develop cross-curricular work. However, the responses from secondary school KLA heads were not as positive. As shown in Table 20, comparatively less secondary schools had planned or had already begun to develop cross-curricular work across KLAs. Among all the KLAs/subject, 56.5% of Chinese Language Education KLA heads had already begun to develop cross-curricular work. Table 19 and 20 provide an overview of the results on cross-curricular planning.
Table 19:
Status of Cross-Curriculum Planning in Primary Schools |
Status
of Cross-Curriculum Planning |
Primary
School (%) |
Chi |
Eng |
Math |
Arts |
PE |
GS |
Not yet planned |
10.1 |
24.8 |
16.1 |
26.0 |
19.2 |
36.2 |
Planned, but not
yet developed |
30.0 |
32.0 |
40.4 |
39.8 |
46.1 |
40.9 |
Already begun to
develop |
59.9 |
43.2 |
43.5 |
34.2 |
34.7 |
22.8 |
Table 20:
Status of Cross-Curriculum Planning in Secondary Schools |
Status
of Cross-Curriculum Planning |
Secondary
School (%) |
Chi |
Eng |
Math |
PSHE |
Sci |
TE |
Arts |
PE |
Not yet planned |
22.4 |
35.0 |
36.0 |
Data
not
available |
Data
not
available |
42.2 |
30.8 |
27.4 |
Planned, but not
yet developed |
21.2 |
35.0 |
36.0 |
57.8
|
30.8 |
45.2 |
Already begun to
develop |
56.5 |
30.0 |
27.9 |
38.5 |
27.4 |
School-based Curriculum Design
KLA heads and teachers were asked whether they
had designed a school-based curriculum following the direction
of the central curriculum framework; and if implemented, how
effective they thought it was in enhancing student learning.
As shown in Tables 21 and 22, for each KLA, over 70% of respondents
indicated that they had designed a school-based curriculum.
In general, the responses from KLA teachers were more positive
than those from KLA heads with regard to implementation. In
contrast, the responses from KLA heads were more positive than
those from KLA teachers with respect to perceived effectiveness.
Among those who had implemented a school-based curriculum,
over 70% of them felt that it had been effective or very effective
in enhancing student learning. The English Language Education
groups from secondary schools were the only exception.
Table
21: Implementation and Perceived Effectiveness of a School-based
Curriculum ˇX Primary Schools |
Design
a school-based curriculum following the direction of
the central curriculum framework |
Primary
school (%) |
Chi |
Eng |
Math |
Arts |
PE |
GS |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
Subject
Head |
Teacher |
Implemented |
89.0 |
87.4 |
80.5 |
78.9 |
81.5 |
84.5 |
83.7 |
83.8 |
89.8 |
84.8 |
74.9 |
81.2 |
Effective / Very Effective |
84.4 |
83.1 |
70.2 |
70.3 |
88.8 |
84.3 |
86.1 |
84.4 |
81.8 |
85.7 |
84.1 |
84.9 |
Table
22: Implementation and Perceived Effectiveness of a School-based
CurriculumˇX Secondary Schools |
Design
a school-based curriculum following the direction of
the central curriculum framework |
Secondary
school (%) |
Chi |
Eng |
Math |
PSHE |
Sci |
TE |
Arts |
PE |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
Subject
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
Implemented |
87.1 |
89.9 |
73.2 |
76.1 |
72.9 |
77.2 |
73.2 |
76.6 |
75.3 |
75.9 |
78.3 |
79.6 |
80.0 |
81.6 |
89.2 |
87.7 |
Effective / Very Effective |
87.7 |
79.2 |
69.0 |
60.2 |
80.0 |
75.0 |
76.8 |
70.9 |
86.5 |
77.3 |
80.6 |
80.0 |
78.6 |
71.6 |
87.1 |
79.1 |
Catering for Learner Diversity
When asked whether they had implemented the recommended strategies
for catering for learner diversity, over 75% of both primary
and secondary groups indicated that they had. Among those who
had implemented the strategies, for each KLA/subject, over half
of the groups felt that the strategies were effective or very
effective. Table 23 and 24 depict the results for each KLA/subject.
Table
23: Implementation and Perceived Effectiveness of
Strategies for Catering for Learning Diversity ˇX Primary
Schools |
Use
Effective Strategies to Cater for Learning Diversity |
Primary
school (%) |
Chi |
Eng |
Math |
Arts |
PE |
GS |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
Subject
Head |
Teacher |
Implemented |
85.4 |
89.8 |
87.4 |
91.0 |
89.3 |
92.2 |
79.8 |
81.0 |
84.7 |
84.4 |
75.0 |
83.5 |
Effective / Very Effective |
79.7 |
76.2 |
53.9 |
59.1 |
86.0 |
82.4 |
59.4 |
79.8 |
82.7 |
79.7 |
80.5 |
83.4 |
Table
24: Implementation and Perceived Effectiveness of
Strategies for Catering for Learning Diversity ˇX Secondary
Schools |
Use
Effective Strategies to Cater for Learning Diversity |
Secondary
school (%) |
Chi |
Eng |
Math |
PSHE |
Sci |
TE |
Arts |
PE |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
Subject
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
Implemented |
91.9 |
94.0 |
87.8 |
91.8 |
92.9 |
87.4 |
76.5 |
89.0 |
84.0 |
83.6 |
80.7 |
88.1 |
86.8 |
90.4 |
86.7 |
87.7 |
Effective / Very Effective |
80.2 |
75.5 |
67.1 |
55.8 |
85.9 |
83.4 |
70.6 |
72.7 |
77.0 |
71.0 |
71.2 |
78.7 |
67.8 |
78.2 |
80.9 |
76.5 |
Assessment for Learning Strategies
In the primary schools, around 70% of the respondents in general
had "adopted diversified modes of assessment to provide feedback
for improving student learning" and "designed appropriate assessment
activities to replace some of the tests and examinations". In
the secondary schools, around 80% of the respondents in general
had implemented the two strategies. Table 25 and 26 show the
results for individual KLAs/subject.
Table
25: Implementation and Perceived Effectiveness of Assessment
for Learning Strategies ˇX Primary Schools |
Assessment
for Learning Strategies |
Primary
school (%) |
Chi |
Eng |
Math |
Arts |
PE |
GS |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
KLA
Head |
Teacher |
Subject
Head |
Teacher |
Adopted diversified
Modes of Assessment for improving learning |
Implemented |
83.7 |
87.9 |
78.7 |
82.3 |
78.6 |
82.7 |
80.1 |
85.4 |
85.5 |
84.4 |
82.2 |
85.9 |
Effective / Very Effective |
77.8 |
78.3 |
52.9 |
56.9 |
89.4 |
82.8 |
81.4 |
81.8 |
81.1 |
82.0 |
86.1 |
85.2 |
Design assessment
activities to replace some of the tests and examinations |
Implemented |
63.0 |
75.5 |
60.5 |
69.5 |
60.4 |
70.2 |
76.0 |
81.3 |
76.7 |
78.1 |
60.1 |
73.8 |
Effective / Very Effective |
73.3 |
76.7 |
54.5 |
60.7 |
79.0 |
80.4 |
83.3 |
83.7 |
83.0 |
79.0 |
84.4 |
83.2 |
|