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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 200 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;
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To explore ‘knowledge’ through a
theoretical and practical stance;
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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
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Teachers are able to discern, inquire and understand students’ learning processes through collecting evidence and constructing knowledge systematically to engender practical wisdom;
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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;
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Professional learning communities are established through collaborative lesson preparation meetings, lesson observations and post-lesson observation discussion.
