School-based Curriculum Development in Primary Schools

School-based Curriculum Development in Primary Schools

- Intensive on-site school support (Chinese Language Education)

Areas of Support	Foci of Support	Enquiry
Chinese Language 2022/23 Briefing Download Presentation PDF Version	Foci of Support Services To develop a school-based Chinese Language curriculum by: designing diversified learning and teaching materials with reference to the horizontal coherence and vertical progression of the learning content at each level, with a view to promoting a balanced development of students’ reading, writing, speaking, listening, thinking, self-learning skills To enhance teaching effectiveness through: making good use of reading strategies using reading as input to support writing promoting self-directed learning making effective use of e-learning developing learning and teaching strategies under the new normal To promote “Reading to Learn” by: developing a wide range of reading materials, promoting “Reading across the Curriculum”, and the use of readers, with a view to fostering a reading culture To cater for learner diversity in Chinese Language learning by: catering for students’ needs, interests and abilities, adapting curriculum content and using diversified teaching strategies to help students realize their potential To enhance teachers’ assessment literacy by: promoting assessment-for-learning, supporting teachers’ effective use of internal and external assessment data, collecting students’ learning evidence, and providing feedback on learning and teaching promoting “assessment as learning” by nourishing students’ metacognitive skills to enable self-directed learning for the purpose of empowering students to be life-long learners To promote the building of a professional team by: developing a collaborative culture and teachers’ leadership through supporting teachers to plan their lessons, implement strategies and evaluate effectiveness promoting professional sharing and collaboration through collaborative lesson preparation meetings, peer lesson observations, internal and external sharing and workshops for teachers Modes of Sharing and Collaboration Support officers offer on-site and online support to develop school-based curriculum with participating teachers through a range of professional services. They may include: planning and developing school-based curriculum planning lessons collaboratively conducting lesson observation organising professional development activities providing professional advice Expectations on Participating Schools To make good use of the support services, participating schools are expected to: nominate a curriculum coordinator to lead and oversee the progress of the programme in cooperation with officers from the EDB provide participating teachers with regular collaboration and exchange time, such as collaborative lesson planning meeting time (Preferably bi-weekly meetings of 90-120 minutes scheduled in teaching time-table) and peer lesson observation sessions with a view to facilitating teachers to take part in lesson planning and evaluation of teaching strategies share experience and resources with teachers from other schools such as work plans, learning and teaching materials, and students' work (The copyright of these materials will be co-owned by the Education Bureau (EDB) and the schools concerned. The EDB also reserves the right to compile and refine the materials before disseminating them for educational purposes) observe strictly their legal obligations and, in all cases, comply with the Copyright Ordinance in developing school-based learning and teaching materials	Dr. LAM Yuen-mai, Judy Tel: 2158 4909 E-mail: judylam@edb.gov.hk
Enhancing Support for Teaching Chinese to Non-Chinese Speaking Students 2022/23 Briefing Download Presentation PDF Version	Foci of Support Services To support schools to use the “Chinese Language Curriculum Second Language Learning Framework” (Learning Framework) and use related assessment tools to help schools identify learning targets, progress and expected learning outcomes for NCS students in order to support their transition to mainstream Chinese Language classes To support students’ balanced development in the nine aspects of Chinese Language learning including reading, writing, listening, speaking, literature, Chinese culture, moral and affection education, thinking and language skills in the process of acquiring knowledge, skills, interests and habits with a view to promoting students’ whole-person development To develop effective learning and teaching strategies to enhance the language proficiency of NCS students and nurture their interest in learning Chinese Language To design appropriate assessment tools, modify and enhance school-based assessment and make effective use of ‘Learning Framework’ with a view to diagnosing students’ learning progress and providing feedback to learning and teaching To develop learning and teaching strategies in the new normal To enhance the professional capacity of teachers to teach NCS students Modes of Sharing and Collaboration Support officers offer on-site and online support to develop school-based curriculum with participating teachers through a range of professional services. They may include: planning and developing school-based curriculum planning lessons collaboratively conducting lesson observation organising professional development activities providing professional advice Expectations on Participating Schools To make good use of the support services, participating schools are expected to: nominate a curriculum coordinator to lead and oversee the progress of the programme in cooperation with officers from the EDB provide participating teachers with regular collaboration and exchange time, such as collaborative lesson planning meeting time (Preferably bi-weekly meetings of 90-120 minutes scheduled in teaching time-table) and peer lesson observation sessions with a view to facilitating teachers to take part in lesson planning and evaluation of teaching strategies share experience and resources with teachers from other schools such as work plans, learning and teaching materials, and students' work (The copyright of these materials will be co-owned by the EDB and the schools concerned. The EDB also reserves the right to compile and refine the materials before disseminating them for educational purposes) observe strictly their legal obligations and, in all cases, comply with the Copyright Ordinance in developing school-based learning and teaching materials	Ms. CHUNG Suk-kuen, Joan Tel: 2158 4926 Email: skchung@edb.gov.hk

Areas of Support

Foci of Support

Enquiry

Chinese Language

2022/23 Briefing

Download
Presentation

PDF Version

Foci of Support Services

To develop a school-based Chinese Language curriculum by:

designing diversified learning and teaching materials with reference to the horizontal coherence and vertical progression of the learning content at each level, with a view to promoting a balanced development of students’ reading, writing, speaking, listening, thinking, self-learning skills

To enhance teaching effectiveness through:

making good use of reading strategies
using reading as input to support writing
promoting self-directed learning
making effective use of e-learning
developing learning and teaching strategies under the new normal

To promote “Reading to Learn” by:

developing a wide range of reading materials, promoting “Reading across the Curriculum”, and the use of readers, with a view to fostering a reading culture

To cater for learner diversity in Chinese Language learning by:

catering for students’ needs, interests and abilities, adapting curriculum content and using diversified teaching strategies to help students realize their potential

To enhance teachers’ assessment literacy by:

promoting assessment-for-learning, supporting teachers’ effective use of internal and external assessment data, collecting students’ learning evidence, and providing feedback on learning and teaching
promoting “assessment as learning” by nourishing students’ metacognitive skills to enable self-directed learning for the purpose of empowering students to be life-long learners

To promote the building of a professional team by:

developing a collaborative culture and teachers’ leadership through supporting teachers to plan their lessons, implement strategies and evaluate effectiveness
promoting professional sharing and collaboration through collaborative lesson preparation meetings, peer lesson observations, internal and external sharing and workshops for teachers

Modes of Sharing and Collaboration

Support officers offer on-site and online support to develop school-based curriculum with participating teachers through a range of professional services. They may include:

planning and developing school-based curriculum
planning lessons collaboratively
conducting lesson observation
organising professional development activities
providing professional advice

Expectations on Participating Schools

To make good use of the support services, participating schools are expected to:

nominate a curriculum coordinator to lead and oversee the progress of the programme in cooperation with officers from the EDB
provide participating teachers with regular collaboration and exchange time, such as collaborative lesson planning meeting time (Preferably bi-weekly meetings of 90-120 minutes scheduled in teaching time-table) and peer lesson observation sessions with a view to facilitating teachers to take part in lesson planning and evaluation of teaching strategies
share experience and resources with teachers from other schools such as work plans, learning and teaching materials, and students' work (The copyright of these materials will be co-owned by the Education Bureau (EDB) and the schools concerned. The EDB also reserves the right to compile and refine the materials before disseminating them for educational purposes)
observe strictly their legal obligations and, in all cases, comply with the Copyright Ordinance in developing school-based learning and teaching materials

Dr. LAM Yuen-mai, Judy

Tel: 2158 4909

E-mail: judylam@edb.gov.hk

Enhancing Support for Teaching Chinese to Non-Chinese Speaking Students

2022/23 Briefing

Download
Presentation

PDF Version

Foci of Support Services

To support schools to use the “Chinese Language Curriculum Second Language Learning Framework” (Learning Framework) and use related assessment tools to help schools identify learning targets, progress and expected learning outcomes for NCS students in order to support their transition to mainstream Chinese Language classes
To support students’ balanced development in the nine aspects of Chinese Language learning including reading, writing, listening, speaking, literature, Chinese culture, moral and affection education, thinking and language skills in the process of acquiring knowledge, skills, interests and habits with a view to promoting students’ whole-person development
To develop effective learning and teaching strategies to enhance the language proficiency of NCS students and nurture their interest in learning Chinese Language
To design appropriate assessment tools, modify and enhance school-based assessment and make effective use of ‘Learning Framework’ with a view to diagnosing students’ learning progress and providing feedback to learning and teaching
To develop learning and teaching strategies in the new normal
To enhance the professional capacity of teachers to teach NCS students

Modes of Sharing and Collaboration

Support officers offer on-site and online support to develop school-based curriculum with participating teachers through a range of professional services. They may include:

planning and developing school-based curriculum
planning lessons collaboratively
conducting lesson observation
organising professional development activities
providing professional advice

Expectations on Participating Schools

To make good use of the support services, participating schools are expected to:

nominate a curriculum coordinator to lead and oversee the progress of the programme in cooperation with officers from the EDB
provide participating teachers with regular collaboration and exchange time, such as collaborative lesson planning meeting time (Preferably bi-weekly meetings of 90-120 minutes scheduled in teaching time-table) and peer lesson observation sessions with a view to facilitating teachers to take part in lesson planning and evaluation of teaching strategies
share experience and resources with teachers from other schools such as work plans, learning and teaching materials, and students' work (The copyright of these materials will be co-owned by the EDB and the schools concerned. The EDB also reserves the right to compile and refine the materials before disseminating them for educational purposes)
observe strictly their legal obligations and, in all cases, comply with the Copyright Ordinance in developing school-based learning and teaching materials

Ms. CHUNG Suk-kuen, Joan

Tel: 2158 4926

Email: skchung@edb.gov.hk