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School-based Curriculum Development in Primary Schools 

 - Intensive on-site school support (Mathematics)

Areas of Support

Foci of Support

Enquiry

Mathematics

2022/23 Briefing

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Foci of Support Services

To plan and implement the focal points of the renewed school-based curriculum by:

  • adopting e-learning to conduct learning activities such as enquiry-based and problem-solving tasks to enhance classroom interaction

  • taking forward STEM education cohered with Mathematics curriculum with a view to strengthening students’ ability to integrate and apply knowledge and skills

  • developing other curriculum focal points such as promoting national security education, and strengthening the interface between different stages of learning

 

To develop students’ Mathematical skills by:

  • enhancing students’ ability to perform computations

  • developing students’ ability to construct mathematical concepts

  • enhancing students’ ability to apply mathematical concepts for solving problems

  • developing students’ ability to employ logical reasoning for drawing conclusions

 

To develop teaching strategies based on enquiry and investigation to enhance student motivation and improve the effectiveness in learning and teaching of Mathematics by:

  • enhancing student learning through diversified teaching strategies such as hands-on activities, enquiry-based tasks as well as solving open-ended questions and application problems

  • engaging students in classroom activities, developing students’ collaboration skills, communication skills, creativity, critical thinking skills and self-directed learning abilities and nurturing students’ positive values and attitudes

 

To provide diversified learning experiences to cater for learner diversity by:

  • using appropriate learning and teaching strategies to consolidate students’ foundation knowledge and strengthen higher-order thinking skills

  • catering for the diverse learning needs of students, including cultural backgrounds and mathematical abilities to learn Mathematics, through collaborating with teachers to identify and analyze students’ learning difficulties and develop appropriate learning materials and strategies

 

To enhance teachers’ assessment literacy by:

  • promoting “assessment for learning” by collecting evidence of learning in lessons, student work and assessment for analyzing and informing 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

  • identifying and analyzing students’ learning difficulties and formulating appropriate learning and teaching strategies

  • developing diversified modes of assessment to reflect holistic students’ performance in Mathematics, including computation skills, conceptual understanding and problem-solving skills

 

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, including 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

Dr. CHEUNG Tsz-wai, Andrew 

Tel: 2158 4925

E-mail: andrewtwcheung@edb.gov.hk