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About Us

 The Professional Team of School-based Curriculum Development (Primary) Section

The School-based Curriculum Development (Primary) Section (SBCDP) was established in 1998. We render on-site professional support services to around 170 primary schools yearly to enhance the quality of learning and teaching in various Key Learning Areas including Chinese Language Education, English Language Education, Mathematic Education and General Studies.

Our Beliefs

·         To support school development, we take a collaborative approach but not a pathological approach;

·         To explore ‘knowledge’ through a philosophical and practical stance;

·         To examine and adjust continually the relationship between teachers and ourselves as supporters to facilitate interaction and construct knowledge together.

 

School-based curriculum is the general policy ordained by the Curriculum Development Council for schools' consideration in the design of a quality curriculum conducive to effective student learning. Schools are encouraged to adapt the Central Curriculum to suit their unique contexts. When designing the school-based curriculum, schools are advised to observe closely the directions and requirements stipulated by the Curriculum Development Council. Based on careful analysis of students' needs, abilities and interests, schools' ecological contexts, leadership style of the principals and middle management, as well as the readiness of teachers, schools need to employ the most appropriate teaching, learning and assessment strategies and use diversified learning materials to integrate the teaching-learning-assessment cycle in their school-based curriculum. It is important to ensure that all students have equal opportunities participating in rich learning experiences that aim at promoting whole-person development and life-long learning.

 

Our Expectations

·         Teachers are able to discern, inquire and understand students’ learning processes through collecting evidence and constructing knowledge systematically to engender practical wisdom;

·         Schools are able to construct their own holistic school-based curriculum, explore diversified learning resources, build a systematical knowledge management platform and nurture a learning organization culture to facilitate their sustainable development;

·         Professional learning communities are established through collaborative lesson preparation meetings, lesson observations and post-lesson observation discussion.