Introduction

INTRODUCTION

The Knowledge Fair can be viewed as a celebration of the success among teachers and professionals of their endeavours in taking forward the current Curriculum Reform. It also provides a learning opportunity for all. Over the last three years, as demonstrated in previous events, there has been considerable evidence of good practice in the following areas:

• Student learning, pedagogy and assessment

• Curriculum planning and organization

• Making space in school organization

The focus for this year’s Knowledge Fair is ‘Widening the Space of Learning’. We wish to highlight how the current Curriculum Reform can have a positive impact on student learning, when use is made of the flexible and open curriculum framework, diversified learning, teaching and assessment strategies, and other school measures that make greater space for teachers and students. The concept of ‘widening the space of learning’ can be applied to both the ‘means’ for bringing about learning (e.g. diversified teaching strategies, organizational space, flexible time) and the ‘ends’ or ‘outcomes’ (e.g. broadened knowledge and experience in and beyond the curriculum). Over 50 sessions will be presented. These are designed not only to disseminate good practices, but more importantly to provide ‘seeds’ for future professional knowledge-transfer based on evidence and self-reflection, in line with the recommendations in the Learning to Learn Report (Curriculum Development Council, 2001).

In the Introduction to each category, we indicate why, in what respects and how to widen the space of learning in different contexts, in order to make improvements at student, teacher and school levels.

1 PARALLEL SESSIONS UNDER THE THREE AREAS

(1) Student Learning, Pedagogy and Assessment

(2) Curriculum Planning and Organization

(3) Making Space in School Organization

Area Category Code/ Title Session Level Details (Page No.) (1) Chinese CH1 P Strengthening Literary Learning Elements in Student Language Primary Chinese Language — Using Synthetic 17 Learning, Education Modular Design to Enhance Learning Effectiveness Pedagogy and CH2 P Strengthening Literary Learning Elements in Assessment Primary Chinese Language — Widening the Space 17 of Language Learning through Co-curricular Activities

CH6 S Developing School-based Learning Activities of 19 Speaking and Listening English EE2 S Who is Afraid of Language Arts? : An Eye-opening Language Experience of its Use in the Secondary Classroom 21 Education Mathematics MA2 S Open-ended Assessment in the Learning and 23 Education Teaching of Secondary Mathematics Personal, PS1 S Multi-perspective Studies in Integrated Social and Humanities: The Importance of Curriculum Space 25 Humanities and Student-centered Learning Strategies Education What Makes Project Learning Work in PSHE? PS3 S 26 Looking from the Space of Learning and Teaching Science SC1 S Classroom and Beyond: Informed Decision in 28 Education Science Education SC2 S Classroom and Beyond: Interschool Chemistry 28 Project Learning Competition SC3 S Classroom and Beyond: Physics in Ocean Park 29 Technology TE1 S More Learning, Less Teaching — Let Students 30 Education Explore the World of Technology TE3 S TE Assessment: More Than A Snap Shot of 31 Students’ Achievement?

Note: P - primary schools S - secondary schools PS - both Spec - special school

2 PARALLEL SESSIONS UNDER THE THREE AREAS

Area Category Code/ Title Session Level Details (Page No.) (1) Arts AE1 PS Widening the Space of Learning in the Arts (Visual 32 Student Education Arts and Music) Learning, AE2 PS Widening the Space of Learning in and through 33 Pedagogy and Drama Assessment Physical PE2 PS Enhancing Learning through Students’ Self and 35 Education Peer Assessment General GS1 P In What Ways Can Inquiry-based Approach Bring 37 Studies for about Effective Learning in General Studies? Primary SP5 P Set the Goal and Off You Go — A Key to Inquiry- 38 Schools based Learning Moral and MC1 PS The Application of Success Factors in the Civic Organization of Co-curricular Activities to Develop 40 Education Students’ National Identity in Primary and Secondary Schools MC2 S Enhancing Learning through Service-learning Activities Jointly Organized by Schools and 40 Community Basic BC1 P Using BCA (Student Assessment) in Learning and Competency Teaching: A Sharing of Case Experiences 42 Assessment Catering for ID Multiple Pathways to Cater for Individual 46 Student Differences-Introduction Diversity ID1 P Cross Level Subject Setting — Appropriate Curriculum and Suitable Pace for All Students 46 ID2 P Building on Variation 47 ID3 P Making Use of Individual Differences to Develop 48 A Community of Learners ID4 P Teaching at the Frontline - The Use of IT to Cater 48 for Individual Differences ID5 P Motivation and Models of Learning 49 Reading to CR2 P Use of Diverse, Quality and Appropriate Reading 45 Learn Materials to Promote Reading Culture Project PL1 S Strategy for Developing School-based Curriculum Learning on Project Learning 54

Note: P - primary schools S - secondary schools PS - both Spec - special school

3 PARALLEL SESSIONS UNDER THE THREE AREAS

Area Category Code/ Title Session Level Details (Page No.) (2) Chinese CH3 S Developing Higher Order Thinking Skills through Curriculum Language Chinese Language Learning 18 Planning and Education Organization English EE1 P “G.A.M.E.” — Gains from the Case Studies of Language English Language Learning through Cross- 20 Education curricular Modules at Primary Level EE3 S Breaking the Boundaries: Creating Space for Self- access Language Learning (SALL) in Hong Kong 21 Secondary Schools Mathematics MA1 P The Thinking Space in Primary Mathematics 23 Education Curriculum Personal, PS2 S Creating Space in History Education — An Social and Alternative Mode: History and Culture Humanities 25 Education Technology TE2 S TE Learning Beyond the Boundaries: Subject, Education Classroom, Teachers and Students, School Hours, 31 etc. School-based SB1 S How Teachers and Students Benefit from a Curriculum Reflective School-based Life Skills Curriculum 41 Development SP1 P “Where Dreams Come True”: Our School-based 56 Curriculum Development Journey SP2 P Catch the Lessons if You Can 56 SP3 P Curriculum Development: All Roads Lead to 57 Rome? Special SE1 Spec “Constructing a School-based Curriculum on the Educational Basis of the Generic Skills from a Cross-curricular Needs Perspective” — An Experience of A Special School 51 for Students with Intellectual Disability (severe grade)

Note: P - primary schools S - secondary schools PS - both Spec - special school

4 PARALLEL SESSIONS UNDER THE THREE AREAS

Area Category Code/ Title Session Level Details (Page No.) (3) Chinese CH4 S Developing Web-based Independent Language 18 Making Space Language Learning System in School Education CH5 S Life-wide Reading 19 Organization Physical PE1 PS Facilitation of Student Learning and Teacher 34 Education Development through School-based Mass Exercise Kindergarten KP1 P Breaking through ‘Boundaries’ to Enhance 37 and Primary Interface at Kindergarten and Primary One School-based SP4 P Making Sense of Knowledge: Creating Space for Curriculum School-based Curriculum Development Through 57 Development Knowledge Management Gifted GE1 S Enhancing Students’ Higher Order Thinking Skills Education through a Series of Museum Activities 49 Life-wide LW1 PS Quality Matters: Widening the Space of Learning 53 Learning through Life-wide Learning (LWL) Effectively Reading to CR1 PS Collaboration as the Key to Promote Reading 44 Learn Culture Student PR1 PS Student Portfolios — Creating Space for Student Portfolios Learning and Teacher Development 43

Note: P - primary schools S - secondary schools PS - both Spec - special school

5 PROGRAMME

Date: 12 November 2003 (Wednesday)

Time: 8:45 am - 5:15 pm

Venues: I. Yaumati Catholic Primary School (Hoi Wang Road) 10 Hoi Wang Road, Yau Ma Tei, Kowloon II. PLK Camoes Tan Siu Lin Primary School 6 Hoi Ting Road, Yau Ma Tei, Kowloon

Guest of Honour: Mrs. Fanny Law, GBS, JP Permanent Secretary for Education and Manpower

Keynote Speech: ‘Widening the Space of Learning’ by Professor Ference Marton, University of Gothenburg, Sweden

Time Event 8:45 - 9:00 am Registration 9:00 - 10:30 am # Opening Address by Mrs. Fanny Law, PSEM Parallel Session 1 Keynote Speech by Prof. Ference Marton (Venue I and Venue II) (Venue I) 10:30 - 11:00 am Break 11:00 am - 12:30 pm Parallel Session 2 (Venue I and Venue II) 12:30 - 1:30 pm Break 1:30 - 1:45 pm Registration 1:45 - 3:15 pm # Opening Address by Dr. K K Chan, PAS(CD) Keynote Speech by Parallel Session 3 Prof. Ference Marton (Venue I and Venue II) (Repeated Session) (Venue II) 3:15 - 3:45 pm Break 3:45 - 5:15 pm Parallel Session 4 (Venue I and Venue II)

# Please be seated 10 minutes before the Opening Address.

6 OVERVIEW OF PARALLEL SESSIONS

Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. Keynote Speech KS1 PS KS1 PS Widening the Space Widening the Space of Learning of Learning (Language Medium: (Language Medium: English) English) Student Chinese CH1 P CH2 P Learning, Language Strengthening Strengthening Pedagogy and Education Literary Learning Literary Learning Assessment Elements in Elements in Primary Primary Chinese Chinese Language Language — Using — Widening the Synthetic Modular Space of Language Design to Enhance Learning through Learning Co-curricular Effectiveness Activities (p.17) (p.17) CH6 S Developing School- based Learning Activities of Speaking and Listening (p.19)

English EE2 S Language Who is Afraid of Education Language Arts? : An Eye-opening Experience of its Use in the Secondary Classroom (Language Medium: English) (p.21)

Mathematics MA2 S MA2 S Education Open-ended Open-ended Assessment in the Assessment in the Learning and Learning and Teaching of Teaching of Secondary Secondary Mathematics Mathematics (p.23) (p.23)

7 Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. Personal, Social PS3 S PS1 S and Humanities What Makes Multi-perspective Education Project Learning Studies in Integrated Work in PSHE? Humanities: The Looking from the Importance of Space of Learning Curriculum Space and Teaching and Student- centered Learning Strategies (p.26) (p.25) Science SC2 S SC1 S SC3 S Education Classroom and Classroom and Classroom and Beyond: Interschool Beyond: Informed Beyond: Physics in Chemistry Project Decision in Science Ocean Park Learning Education Competition (p.28) (p.28) (p.29) Technology TE1 S TE3 S Education More Learning, TE Assessment: Less Teaching — More Than A Snap Let Students Shot of Students’ Explore the World Achievement? of Technology (p.30) (p.31) Arts Education AE2 S AE1 PS AE1 PS Widening the Space Widening the Space Widening the Space of Learning in and of Learning in the of Learning in the through Drama Arts (Visual Arts Arts (Visual Arts and Music) and Music) (p.33) (p.32) (p.32) AE2 P Widening the Space of Learning in and through Drama (p.33) Physical PE2 PS Education Enhancing Learning through Students’ Self and Peer Assessment (p.35)

8 Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. General Studies GS1 P SP5 P GS1 P for Primary In What Ways Can Set the Goal and In What Ways Can Schools Inquiry-based Off You Go — A Inquiry-based Approach Bring Key to Inquiry- Approach Bring about Effective based Learning about Effective Learning in General Learning in General Studies? Studies? (p.37) (p.38) (p.37) Moral and Civic MC1 PS MC2 S Education The Application of Enhancing Learning Success Factors in through Service- the Organization of learning Activities Co-curricular Jointly Organized Activities to by Schools and Develop Students’ Community National Identity in Primary and Secondary Schools (p.40) (p.40) Basic BC1 P Competency Using BCA Assessment (Student Assessment) in Learning and Teaching: A Sharing of Case Experiences (p.42) Catering for ID Student Multiple Pathways to Diversity Cater for Individual Differences:- Introduction (p.46) ID1 P Cross Level Subject Setting — Appropriate Curriculum and Suitable Pace for All Students (p.46) ID2 P Building on Variation (p.47)

9 Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. ID3 P Making Use of Individual Differences to Develop A Community of Learners (p.48) ID4 P Teaching at the Frontline — The Use of IT to Cater for Individual Differences (p.48) ID5 P Motivation and Models of Learning (p.49)

Reading to CR2 P Learn Use of Diverse, Quality and Appropriate Reading Materials to Promote Reading Culture (p.45) Project Learning PL1 S Strategy for Developing School- based Curriculum on Project Learning (p.54)

Curriculum Chinese CH3 S Planning and Language Developing Higher Organization Education Order Thinking Skills through Chinese Language Learning (p.18)

10 Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. English EE1 P EE1 P Language “G.A.M.E.” — “G.A.M.E.” — Education Gains from the Gains from the Case Studies of Case Studies of English Language English Language Learning through Learning through Cross-curricular Cross-curricular Modules at Primary Modules at Primary Level Level (Language Medium: (Language Medium: Cantonese Cantonese supplemented with supplemented with English) English) (p.20) (p.20) EE3 S Breaking the Boundaries: Creating Space for Self-access Language Learning (SALL) in Hong Kong Secondary Schools (Language Medium: English) (p.21) Mathematics MA1 P MA1 P Education The Thinking Space The Thinking Space in Primary in Primary Mathematics Mathematics Curriculum Curriculum (p.23) (p.23)

Personal, Social PS2 S and Humanities Creating Space in Education History Education — An Alternative Mode: History and Culture (p.25) Technology TE2 S Education TE Learning Beyond the Boundaries: Subject, Classroom, Teachers & Students, School Hours, etc. (p.31)

Notes: Session Code of each event can be found at top left corner of the box P - primary schools S - secondary schools PS - both Spec - special schools All sessions will be conducted in Cantonese unless specified (p.xx) - page number of session details 11 Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. School-based SB1 S SP1 P SP2 P Curriculum How Teachers and “Where Dreams Catch the Lessons if Development Students Benefit Come True”: Our You Can from a Reflective School-based School-based Life Curriculum Skills Curriculum Development Journey (p.41) (p.56) (p.56) SP3 P Curriculum Development: All Roads Lead to Rome? (p.57) Special SE1 Spec Educational “Constructing a Needs School-based Curriculum on the Basis of the Generic Skills from a Cross-curricular Perspective” - An Experience of A Special School for Students with Intellectual Disability (Severe Grade) (p.51) Making Space Chinese CH4 S CH5 S in School Language Developing Web- Life-wide Reading Organization Education based Independent Language Learning System (p.18) (p.19)

12 Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. Physical PE1 PS PE1 PS Education Facilitation of Facilitation of Student Learning Student Learning and Teacher and Teacher Development Development through School- through School- based Mass Exercise based Mass Exercise (p.34) (p.34) Kindergartens KP1 P and Primary Breaking through ‘Boundaries’ to Enhance Interface at Kindergartens and Primary One (p.37) School-based SP4 P Curriculum Making Sense of Development Knowledge: Creating Space for School-based Curriculum Development Through Knowledge Management (p.57) Gifted GE1 S Education Enhancing Students’ Higher Order Thinking Skills through a Series of Museum Activities (p.49) Life-wide LW1 P LW1 S Learning Quality Matters: Quality Matters: Widening the Space Widening the Space of Learning through of Learning through Life-wide Learning Life-wide Learning (LWL) Effectively (LWL) Effectively (p.53) (p.53) Reading to CR1 PS Learn Collaboration as the Key to Promote Reading Culture (p.44)

13 Area Category Session 1 Session 2 Session 3 Session 4 9:00 - 10:30 a.m. 11:00 a.m. - 1:45 - 3:15 p.m. 3:45 - 5:15 p.m. 12:30 p.m. Student PR1 P PR1 S Portfolios Student Portfolios Student Portfolios — Creating Space — Creating Space for Student for Student Learning and Learning and Teacher Teacher Development Development (p.43) (p.43)

14 INTRODUCTION TO PARALLEL SESSIONS

15 CHINESE LANGUAGE EDUCATION

There have been significant changes in Chinese Language learning and teaching since the issue of Chinese Language Education Key Learning Area Curriculum Guide (Primary 1 to Secondary 3) in July 2002. More and more schools have started school-based curriculum planning using an open and flexible curriculum framework, and developing an integrated and balanced language learning experience

EDUCATION incorporating nine strands.

CHINESE LANGUAGE During the last two years many schools have pioneered strategies for developing a modular curriculum, new learning materials and the learning of literature through participating in Seed Projects. Preliminary findings and achievements were presented at last year’s Knowledge Fair. This year, some of these schools have taken a further step, widening the space of learning and promoting learning effectiveness through participating in two Seed Projects - Strengthening Literary Learning Elements in Primary Chinese Language and Promoting the Effectiveness of Learning and Teaching in Secondary Chinese Language.

In Primary schools, Strengthening Literary Learning Elements is designed to foster students’ interest in learning and to develop their aesthetic sense. Learning space is created through innovative curriculum organization and co-curricular activities. Spontaneous and active learning is promoted. In Secondary schools, based on the solid foundation of three years’ experience of developing a school-based curriculum and learning materials, focuses are being shifted to thematic inquiries on promoting learning and teaching effectiveness in the domains of reading, listening and speaking, thinking and independent language learning.

During individually tailored processes of learning and teaching at Primary and Secondary schools, teachers attempt to create a life-wide language-learning environment for students, placing them in a cultural context conducive to language learning. This widens students’ learning space in aspects such as language recognition, communication, literary appreciation, thinking and creativity. Students develop language skills in a balanced way through effective curriculum organization strategies. Their learning interest is fostered, motivation raised and thinking space widened through interactive learning activities. They learn to learn independently using a range of different media.

In this years’ Knowledge Fair, teachers participating in the Seed Projects will share their experiences with participants, analyse the factors that lead to success, describe difficulties encountered and discuss solutions to problems. It is hoped that these will be useful to other schools.

16 CH1 Strengthening Literary Learning Elements in Primary Chinese Language — Using Synthetic Modular Design to Enhance Learning Effectiveness This session aims at sharing the experience gained in carrying out the seed project on “Strengthening Literary Learning Elements in Primary Chinese Language”. In order to improve students’ language proficiency, a

synthetic modular design which integrates reading, writing, listening and speaking is used in the curriculum EDUCATION planning process for Primary Chinese Language learning and teaching. Independent learning is encouraged to

CHINESE LANGUAGE widen the space and depth of Chinese literature learning. Activities such as poetry recitation and effective assessment have had a positive impact on students’ learning. Guided reading outside the classroom has also helped to develop students’ independent learning capabilities. Chairperson(s) Mr HO Yu-sun Chinese Language Education Section, CDI Speaker(s) Mr WONG Yuk-tong Heep Wo Primary School (P.M.) Mr KWAN Ming-kai Heep Wo Primary School (P.M.) Language Medium Cantonese

CH2 Strengthening Literary Learning Elements in Primary Chinese Language — Widening the Space of Language Learning through Co-curricular Activities This session aims at sharing the experience gained in carrying out the seed project on “Strengthening Literary Learning Elements in Primary Chinese Language”. In order to widen the space in the learning of Chinese literature, co-curricular activities focusing on the learning of literature have been organised for students. Student interest in Chinese literature has been aroused through their active participation in a range of activities. School facilities have been fully utilised and collaborative lesson preparation by teachers has improved the quality of learning materials. Chairperson(s) Mr LEUNG Pui-man Chinese Language Education Section, CDI Speaker(s) Ms KWONG Man-hung Our Lady of China Catholic Primary School (P.M.) Ms WATT Sze-ping Our Lady of China Catholic Primary School (P.M.) Mr YU Kwok-leung Our Lady of China Catholic Primary School (P.M.) Mr CHOI Kai-ming Our Lady of China Catholic Primary School (P.M.) Language Medium Cantonese

17 CH3 Developing Higher Order Thinking Skills Through Chinese Language Learning To strengthen students’ thinking ability, the school has developed eight enhancement modules at Secondary 3-4 levels based on the existing Chinese Language syllabus, with an emphasis on spoken interactive activities.

EDUCATION Various learning activities for practical- contextualised thinking have been promoted to widen students’ space of learning.

CHINESE LANGUAGE In the new modules, teachers have adopted a thinking-based questioning approach (dialogue approach) as teaching strategy. Students have enhanced their thinking ability through learning activities such as group discussion, debating, topic presentation, and questioning and answering. Chairperson(s) Mr YU Man-sang Chinese Language Education Section, CDI Speaker(s) Ms KAM Tung-yee SKH Bishop Mok Sau Tseng Secondary School Language Medium Cantonese

CH4 Developing Web-based Independent Language Learning System In order to foster students’ learning in Chinese Language, the school has carried out a project developing a web-based independent language learning system which contains an item bank incorporating feedback on answers. The system has provided ample space for students to engage in independent learning by allowing them access to language exercises according to their own needs and at their own pace outside school hours. Teachers have also made use of the data collected by the system to better understand student learning problems and thus make improvements in their teaching. In the long run, the school may also develop a school-based item bank in which questions can be categorized according to students’ ability. The session will start with an introduction setting out the rationale underpinning the system’s development and its operation. The speakers will then illustrate the challenges that arose and the impact of the project. Chairperson(s) Ms LAM Bo-yuk Chinese Language Education Section, CDI Speaker(s) Ms LO Yim-mei Yu Chun Keung Memorial College No.2 Ms LAM Suet-kam Yu Chun Keung Memorial College No.2 Language Medium Cantonese

18 CH5 Life-wide Reading To promote a healthy reading culture, Sung Lan Middle School and S.K.H. Bishop Baker Secondary School organized a great variety of learning activities inside and outside the classroom to widen students’ horizons and broaden their thinking. The former school has designed a module on reading strategies and formed a

Reading Committee comprising language teachers, the school librarian and teachers of other KLAs. The latter EDUCATION school has initiated a ‘Reading Lesson’ and ‘Reading Induction Lesson’, designed to develop the culture of

CHINESE LANGUAGE ‘Teachers and Students Reading Together’. A ‘Reading Club’ provides an opportunity for students of different classes to share their experiences in reading. ‘Reading Menu - Recommending Good Books’ also provides parents with the opportunity to participate and promote reading. Chairperson(s) Ms FUNG Chun-kam Chinese Language Education Section, CDI Speaker(s) Ms LAU Man-ling Sung Lan Middle School Ms WONG Man-han SKH Bishop Baker Secondary School Language Medium Cantonese

CH6 Developing School-based Learning Activities of Speaking and Listening In the implementation of the newly revised Secondary Chinese Language Curriculum, the school has designed various learning modules for speaking and listening to meet students’ needs better by flexibly adapting textbooks and focusing on learning objectives. The space of learning has been widened through the integration of learning activities for speaking and listening inside the classroom and beyond school. In addition, the modules also include content from a range of different dimensions so that the learning of Chinese Culture, thinking development and moral and values education can be enhanced. The session will make use of authentic examples to introduce school-based speaking and listening teaching materials, and will illustrate how the students’ space for learning has been widened. Chairperson(s) Ms CHEUK Yat-hing Chinese Language Education Section, CDI Speaker(s) Ms PAU Kwai-fun St. Peter’s Secondary School Ms WONG Yin-yin St. Peter’s Secondary School Language Medium Cantonese

19 ENGLISH LANGUAGE EDUCATION

In this year’s Knowledge Fair, in the English Language Education Key Learning Area we present and discuss experiences gained from the implementation of three seed projects in 2002-2003: “Case Studies of English Language Learning through Cross-curricular Modules at Primary Level”, “The Learning and Teaching of Language Arts at Secondary Level”, and “Self-access Language Learning (SALL) in Hong Kong

EDUCATION Secondary Schools”. Despite the different language learning strategies and approaches they embody, ENGLISH LANGUAGE the projects share a common characteristic. Each project represents a way of widening the space of learning through encouraging learners to actively engage with a wide variety of authentic learning materials and activities, designed to help them to increase their motivation, enhance their language proficiency, develop their learning how to learn skills and strengthen their capacity for independent language learning. Each of the presentations will highlight the critical factors that contribute to the achievement of such a goal. Taken together, these include the teachers’ understanding of the theoretical underpinnings of the approaches they chose to adopt; their shared commitment to adopting the approaches; their awareness of their students’ needs and abilities; appropriate goal setting; flexible curriculum planning; use of appropriate activities and materials; close collaboration among the teachers concerned; as well as the school management’s support.

EE1 “G.A.M.E.” - Gains from the Case Studies of English Language Learning through Cross-curricular Modules at Primary Level This session aims at sharing the experiences gained in the implementation of the Project “Case Studies of English Language Learning through Cross-curricular Modules at Primary Level” in the following aspects: • Goal Setting and Sharing - setting reasonably high expectations for students, and sharing goals and the criteria for successful performance on them with the students • Activity Design and Support - engaging students in a variety of meaningful and interesting activities relevant to their daily experiences, and providing the necessary support to help students work towards the learning targets and objectives • Maximizing Opportunities for Learning - widening students’ exposure to things beyond the textbooks • Evaluation and Reflection - reflecting on ways that have proved helpful to students in their learning Chairperson(s) Ms CHAN Yin-ping English Language Education Section, CDI Speaker(s) Ms CHOW Suet-wai Shak Chung Shan Memorial Catholic Primary School Ms WONG Kit-yan SKH Chi Fu Chi Nam Primary School Ms FONG Ho-kei SKH Chi Fu Chi Nam Primary School Ms HUNG Mei-wah Our Lady of China Catholic Primary School (AM) Ms NG Kwok-wai Our Lady of China Catholic Primary School (AM) Language Medium Cantonese supplemented with English

20 EE2 Who is Afraid of Language Arts? : An Eye-opening Experience of its Use in the Secondary Classroom This session aims at sharing the experiences gained in the implementation of the Project: “The Learning and Teaching of Language Arts at Secondary Level”. The speakers will discuss how they selected and developed

appropriate language arts materials and activities, and what teaching strategies proved useful in providing EDUCATION greater opportunities for learners to:

ENGLISH LANGUAGE • develop sensitivity to language features; • express and respond to feelings and experiences; • interact socially in English; • think creatively and critically; and • learn about foreign cultures. The speakers will also highlight the challenges they encountered and how they overcame them. Chairperson(s) Mrs Helen KUNG English Language Education Section, CDI Speaker(s) Ms LI Yee-lin, Anita English Language Teaching Unit, Chinese University of Hong Kong (Former teacher of SKH St Simon’s Lui Ming Choi Secondary School) Mr MAN Ka-yiu Lee Kau Yan Memorial School Mrs Cara LAM SKH Tang Shiu Kin Secondary School Language Medium English

EE3 Breaking the Boundaries: Creating Space for Self-access Language Learning (SALL) in Hong Kong Secondary Schools This session aims to share the key findings of the seed project on “Self-access Language Learning (SALL) in Hong Kong Secondary Schools”. These were as follows: SALL helped students extend their space for learning by: • providing ample opportunities and space (both physical and cognitive) for language learning; • increasing students’ engagement in language learning activities both inside and outside school; • encouraging students to assume an active learner role and to develop greater learner autonomy; and • enhancing motivation and confidence in using English SALL helped teachers widen the space for teaching and curriculum development by: • encouraging experimentation with teaching methods and helping students take charge of their own learning; • enhancing teachers’ commitment to partnership and collaboration with each other and with their learners; • engaging students in SALL both inside and outside school; and • integrating SALL into the school-based language curriculum. Chairperson(s) Mr Raymond NG English Language Education Section, CDI Speaker(s) Ms Tammy WONG Baptist Lui Ming Choi Secondary School Ms CHUI Hung-fun Buddhist Kok Kwong Secondary School Mrs Anne TAM SKH Tsang Shiu Tim Secondary School Ms TSE Pik-yuk SKH Tsang Shiu Tim Secondary School Language Medium English

21 MATHEMATICS EDUCATION

To address the needs of our students to face the challenges of the 21st Century and to help them develop the capability of learning to learn, mathematics learning and teaching should focus on the learning process and the fostering of thinking abilities, generic skills and positive attitude of learning mathematics. The Primary Mathematics Curriculum (2000) and Secondary Mathematics Curriculum (1999) have been developed in line with these objectives. To create a better environment for the MATHEMATICS EDUCATION MATHEMATICS betterment of learning and teaching, we should look for ways to widen our space in (1) curriculum planning, (2) learning, (3) teaching, (4) school management, (5) thinking abilities, etc. Recently, there are much concern on the development of thinking space and developing diversified assessment. In this Knowledge Fair, two seminars entitled “The Thinking Space in Primary Mathematics Curriculum” and “Open-ended Assessment in the Learning and Teaching of Secondary Mathematics” are organized. They aim at sharing the experiences of how to develop thinking abilities through the implementation of the primary mathematics curriculum and the use of open-ended assessment as feedback in further developing students’ generic skills, in particular, critical thinking and problem solving skills. In the seminars, our speakers will discuss how curriculum planning, school management and teachers’ preparation could help develop thinking abilities and open-ended assessment. Difficulties anticipated, prerequisites and essential elements required will be discussed. Teachers and speakers participated in related seed projects will share their experiences and discuss with audience how their experiences can be transferred to other schools.

22 MA1 The Thinking Space in Primary Mathematics Curriculum The session aims at sharing experience with participants on how to develop thinking abilities through the implementation of the primary mathematics curriculum. The following questions will be discussed with reference to theoretical assumptions, practical suggestions and actions: • How can curriculum planning bring about an interactive environment in the classroom in which to develop students’ thinking abilities?

• How can school management widen teachers’ space for enhancing learning? EDUCATION MATHEMATICS • How should teachers prepare for widening students’ learning space? • What modes are recommended? • What are the difficulties? • What are the essential elements in building up an interactive environment to develop students’ thinking abilities? • How can our experience in the seed schools be transferred to other schools? What possible pathways are there in the development of students’ thinking abilities? Chairperson(s) Mr LEE Pak-leung Mathematics Education Section, CDI Speaker(s) Mr LEUNG King-man Mathematics Education Section, CDI Mr KAN Ming-chung Mathematics Education Section, CDI Mr CHEUNG Yeuk-lok TKDS Fong Shu Chuen School Language Medium Cantonese

MA2 Open-ended Assessment in the Learning and Teaching of Secondary Mathematics The session aims at sharing experience with the audience on how to develop open-ended assessment in the learning and teaching of the secondary mathematics curriculum. The following questions will be discussed: • Why are open-ended assessments important to enhance students’ life-long learning? • How can open-ended mathematics assessment items and assessment rubrics be developed? What are the difficulties, and how can they be resolved? • What are effective ways to use open-ended assessments to develop students’ thinking abilities and to enhance learning? • What impact is there on school-based curriculum development? What changes to teachers, students and school culture are brought about? • What are the prerequisites and key factors in developing effective open-ended assessment? How should schools/teachers be prepared for widening students’ learning space through using open-ended assessment in the learning and teaching of the secondary mathematics curriculum? • How can our experience in the seed schools be transferred to other schools? What possible pathways are there in the development of students’ thinking abilities? Chairperson(s) Mr LEUNG Kwong-shing Mathematics Education Section, CDI Speaker(s) Mr CHIANG Kin-nam Mathematics Education Section, CDI Mr CHAN Sau-tang Mathematics Education Section, CDI Language Medium Cantonese

23 PERSONAL, SOCIAL AND HUMANITIES EDUCATION

The PSHE curriculum framework presented in the PSHE KLA Curriculum Guide (P1 - S3) has set

TION out a central curriculum with learning targets and objectives, which spell out what students should know, value and be able to do at the end of nine years of compulsory schooling. Schools should use various means to help their students achieve the learning targets. Based on their own contexts and the varied needs of their students, schools may adopt different modes for organizing the essential knowledge

PERSONAL, SOCIAL AND HUMANITIES EDUCA embedded in the six strands of the PSHE curriculum. During the past three years, many schools have joined the Seed Project and have tried out different modes of curriculum organization.

In the previous two Knowledge Fairs, these Seed Schools shared with participants how they reorganized the PSHE curriculum, how the need for resource materials was addressed, and what innovations were made on the part of school administration, etc. These sharing sessions were all well received.

This year, the PSHE Section is organizing three sharing sessions, focusing on the impact of the various curriculum initiatives on student learning. The session on “Multi-perspective Studies in Integrated Humanities: the Importance of Curriculum Space and Student-centred Learning Strategies” will show how student learning can be improved with a widened curriculum space and adoption of student- centred learning strategies. The session on “Creating Space in History Education - An Alternative Mode: History and Culture” will show teachers how greater space for learning can be created through “History and Culture”, and what the critical factors to success are. “What Makes Project Learning Work in PSHE? Looking from the Space of Learning and Teaching” will discuss the factors that have a positive impact on student learning, and how greater space for student learning, space for teachers and space in the curriculum can be found.

24 PS1 Multi-perspective Studies in Integrated Humanities (IH): The Importance of Curriculum Space and Student-centered Learning Strategies TION Many teachers agree with the rationale underpinning the promotion of multi-perspective studies through Integrated Humanities (IH). However, when they try to put this into practice in learning and teaching, they are not certain as what to do. This session aims to discuss how teachers can make good use of curriculum space and student-centred learning strategies to promote multi-perspective studies in IH.

PERSONAL, SOCIAL AND The session begins with a brief introduction to the curriculum rationale and framework of Integrated Humanities HUMANITIES EDUCA (S1-3), followed by a demonstration of student work to illustrate the impact on learning of widening curriculum space and of student-centred learning strategies. Mrs Ho Lee Doen-yee, an ex-seed teacher, will then share her experience in promoting multi-perspective studies in IH. She will address: • the importance for teachers and students of understanding the rationale underpinning IH • how to adapt the curriculum to optimize the use of curriculum space and to meet the learning needs of students • the use of student-centred learning strategies for promoting multi-perspective studies in IH - group discussion - project learning - field trip - mind-mapping - other teaching strategies Chairperson(s) Mr LEE Chi-hung Personal, Social and Humanities Education Section, CDI Speaker(s) Ms WONG Siu-ping, Sincere Personal, Social and Humanities Education Section, CDI Mrs HO LEE Doen-yee United Christian College (Kowloon East) Language Medium Cantonese

PS2 Creating Space in History Education - An Alternative Mode: History and Culture The session aims at sharing experience with teachers on how to create greater space for learning through “History and Culture” (seed project) in a school-based curriculum. • How can greater student learning space be created through curriculum planning? • How can learners’ space be widened through pedagogic strategies? • How can students’ learning space be expanded beyond textbooks through learning outside classroom? • How can learners’ thinking space be widened through the change of assessment strategies? • What are the critical factors for success? - support from the school administration - changing teachers’ mindsets through teacher development programmes and collaborative lesson preparation - the active participation of teachers - effective project learning Chairperson(s) Mr WONG Ho-chiu Personal, Social and Humanities Education Section, CDI Speaker(s) Ms LEE Wing-ching St. Mary’s Church College Language Medium Cantonese

25 PS3 What Makes Project Learning Work in PSHE? Looking from the Space of TION Learning and Teaching This session aims at sharing the findings of a ‘Seed’ Project on project learning in PSHE, in particular the factors that have a positive impact on student learning. Key messages: Space of learning

PERSONAL, SOCIAL AND

HUMANITIES EDUCA • Time for students to think, to discuss and to do • The power of feedback • The importance of consolidation Space for teachers • Space for reflection: collaborative teaching, consensual understanding • Space for professional growth: school-based teacher training, visits, sharing sessions • Security for trying something new Space in the curriculum • The role of project learning in the school curriculum • Timetable arrangements Chairperson(s) Mr WONG Wang-fai Personal, Social and Humanities Education Section, CDI Speaker(s) Mr CHAN Pat-chun Queen Elizabeth School Old Students’ Association Secondary School Mr HO Shu-chee Pentecostal Lam Hon Kwong School Mr LAU Tsing-kwong Ma On Shan St. Joseph’s Secondary School Language Medium Cantonese

26 SCIENCE EDUCATION Classroom and Beyond: diversified pedagogies for learning and teaching of Science

Students develop their attitudes and abilities and construct knowledge from their learning experiences. From what they see and experience, they gradually build up their knowledge of people and things.

They gradually learn how to analyze, judge and establish their own values. “Classroom and Beyond: SCIENCE EDUCATION diversified pedagogies for the learning and teaching of science” is a series of talks that aims at sharing with teachers some of the learning and teaching strategies that have been adopted to widen the learning space of students in try-out schools. The integration of various forms of learning activities within and outside the classroom enables students to have an interesting and diversified learning life, helping them to cultivate an interest in learning, positive values and attitudes, and to hone their thinking, analytical skills, creativity and communication skills.

“Classroom and Beyond: Informed Decision in Science Education” illustrates ways to foster informed decision-making skills in classrooms through addressing controversial science issues such as the consumption of genetically modified foods and the building of a railway across Long Valley. “Classroom and Beyond: Interschool Chemistry Project Learning Competition” illustrates ways to foster creativity and problem-solving skills through a science project competition. Students applied their knowledge of chemical reactions to design and make a boat powered by acid and carbonate. “Classroom and Beyond: Physics in Ocean Park” illustrates how to harness learning opportunities for the development of investigation and problem-solving skills in an amusement park. With the use of stopwatches and video cameras, an amusement park can be turned into a real-life laboratory for conducting physics experiments.

The speakers will also share with the participants their reflections on the learning process and impacts on student learning. The success factors and constraints will also be discussed.

27 SC1 Classroom and Beyond: Informed Decision in Science Education • Impact on student learning, e.g.: - Students started to look for more scientific knowledge and evidence, to apply their knowledge and to make moral and ethical judgments on controversial science issues - Students developed a deeper understanding of related topics - Students developed various skills, e.g. searching, processing and presenting information, and problem

SCIENCE EDUCATION solving, etc. • Factors underpinning success, e.g.: - Students were active learners - Use of relevant/daily-life contexts - The planning and conducting of suitable teaching and learning activities • How constraints are overcome: - Careful planning giving due consideration to the contextual factors of the school, e.g. pre-trip, trial-run, etc. - Allowing for flexibility to respond to aspects of the actual situation Chairperson(s) Ms KWOK Kin-ling, Doris Science Education Section, CDI Mr SO Chi-shing, Jason Science Education Section, CDI Speaker(s) Mr HO Ngar-yin, Assunta Queen Elizabeth School Mr NG Yau-keung Principal, HKTA Ching Chung Secondary School Language Medium Cantonese

SC2 Classroom and Beyond: Interschool Chemistry Project Learning Competition • Impact on student learning, e.g.: - Students actively applied chemistry knowledge to solve problems - Students developed a deeper understanding of related topics - Students developed various skills, e.g. searching, processing and presenting information, designing and making, conducting scientific investigation and creative problem-solving, etc. • Factors underpinning success, e.g.: - Students were active learners - The use of relevant/daily-life contexts - The planning and conducting of suitable teaching and learning activities • How constraints are overcome: - Careful planning giving due consideration to the contextual factors of the school, e.g. trial-run, etc. - Allowing for flexibility to respond to different scenarios Chairperson(s) Mr FONG Wai-hung, Raymond Science Education Section, CDI Speaker(s) Ms LEUNG Siu-wai Ho Fung College (Sponsored by Sik Sik Yuen) Ms YU Ching-fun Ho Fung College (Sponsored by Sik Sik Yuen) Language Medium Cantonese

28 SC3 Classroom and Beyond: Physics in Ocean Park • Impact on student learning, e.g.: - Students showed appreciation in conducting measurement and data analysis in real life situations - Students developed a deeper understanding of related topics - Students developed various skills. e.g. searching, processing and presenting information, designing and making, conducting scientific investigation and creative problem-solving, etc.

SCIENCE EDUCATION • Factors underpinning success, e.g.: - Students were active learners - Use of relevant/daily-life contexts - The planning and conducting of suitable teaching and learning activities • How constraints are overcome: - Careful planning giving due consideration to the contextual factors - Allowing for flexibility to respond to aspects of the actual situation Chairperson(s) Mr YU Hon-yui Science Education Section, CDI Speaker(s) Mr SHUM On-bong YPI and CA Lee Lim Ming College Mr HO Yau-sing SKH Holy Trinity Church Secondary School Language Medium Cantonese

29 TECHNOLOGY EDUCATION

Learning and teaching in Technology Education (TE) is characterized by a variety of learning activities

TION designed to cater for the learning needs of different students. The aim is to develop the cognitive skills and nurture the positive values and attitudes of students through their acquisition of processing skills and technological understanding.

Through refocusing classroom activities in order to give more space for learning to the students, the TECHNOLOGY EDUCA learning of essential TE knowledge contexts is enhanced; teaching and assessment practices are revised; and as a result, the teaching, learning and assessment processes are better integrated. Through such an approach, TE learning is enriched and enhanced and learner responsibility fostered.

In this Knowledge Fair, three TE research and development projects are presented to illustrate this refocusing of classroom activities. They are: • Enhancing student learning through the process of hands-on exploration and the elimination of hurdles in implementation; • Enhancing student learning through the integration of TE learning experiences acquired through different subjects; and • Enhancing student learning through the incorporation of assessment into the learning process.

It is anticipated that the experiences presented will provide useful references for schools wishing to enhance student learning in the TE Key Learning Area.

TE1 More Learning, Less Teaching - Let Students Explore the World of Technology This project uses an exploratory approach to motivate students to learn. The learning activities have the following features: • Hands on / minds on: Design of learning activities that allow students to learn at their own pace in exploring the world of technology • Ownership of learning is shared by teachers and students in the activities The benefits and limitations of these learning activities are discussed. Chairperson(s) Mr LAU Ka-fai, Calvin Technology Education Section, CDI Speaker(s) Mr YEUNG Mou-yuen Kwun Tong Kung Lok Government Secondary School Mr IP Kwok-wah HKTA The Yuen Yuen Institute No. 2 Secondary School Language Medium Cantonese

30 TE2 TE Learning Beyond the Boundaries: Subject, Classroom, Teachers and Students, School Hours, etc. TION In this project, two factors enabling the integration of learning in TE are identified: • Curriculum design which enables students to: - Transfer knowledge and skills to the learning of other subject areas/ KLAs - Experience the effect of peer tutoring in learning TE

- Become motivated to extend their learning outside school hours TECHNOLOGY EDUCA • Support from the school authority that enhances teachers’ collaboration through: - Co-teaching - Collegiality and support among teachers Chairperson(s) Mr CHENG Lai-wa, Jeff Technology Education Section, CDI Speaker(s) Mr WONG Lam-hin Lions College Language Medium Cantonese

TE3 TE Assessment: More Than A Snap Shot of Students’ Achievement? In this session, the experiences of the seed schools with regard to the formative function of assessment in TE will be discussed. In a design project, students were informed of the assessment criteria well in advance. The role of assessment was extended from providing a snapshot of students’ achievement to assessing essential components integrated within the learning process. The backwash effect of assessment was demonstrated and the professional growth of teachers was also noted. Some tryout materials of learning and teaching were prepared for the reference of other schools. Chairperson(s) Mr LEUNG Cheuk-fai Technology Education Section,CDI Speaker(s) Mr CHOW Wing-ho Wa Ying College Mr YUNG Chi-ho Wa Ying College Students Wa Ying College Mr LEUNG Shi-chuen Caritas Shatin Marden Foundation Secondary School Language Medium Cantonese

31 ARTS EDUCATION

To explore new and diversified instructional designs for the learning and teaching of the arts, a number of research and development projects have been conducted since 2001. These cover a range of topics such as assessment for learning in arts education, integrative learning in the arts, art appreciation and critical responses and harnessing drama to enrich students’ learning. The presentations of the Arts Education Key Learning Area in the Knowledge Fair of this year are drawn from the authentic

ARTS EDUCATION ARTS experiences of these projects and structured around the theme ‘Widening the Space of Learning’ with a view to increasing participants’ awareness of how the space of learning can be widened through arts presentation, appreciation and criticism. Some of these examples include integrating daily life experience with school learning, adopting different teaching strategies to stretch students’ imagination, and allowing flexibility in curriculum organization to broaden students’ knowledge and experiences in the arts. Participants will be able to interact with the presenters by asking questions in the seminar, debating in a forum and personally experiencing students’ learning in the drama workshop.

AE1 Widening the Space of Learning in the Arts (Visual Arts and Music) In Visual Arts learning, do students only draw, paint and sculpt? In Music, do students only sing, read and listen to music? In addition to these activities, learning in the arts embraces many other things. Students learn to see, to listen, to think, to feel, to explore, to experiment, to create and to express themselves in a variety of ways and from multiple perspectives. Teachers can bring this about through adopting diversified learning and assessment modes, e.g. interactive learning, integrative learning, project learning and life-wide learning. The scope of student learning is thus significantly widened. Chairperson(s) Mr YEH Cheung-shing Arts Education Section, CDI Ms HO Pui-fan, Jessie Arts Education Section, CDI Speaker(s) Ms CHAN Shun-shan HKCWC Fung Yiu King Memorial Secondary School Mr CHO Wing-keung Kwun Tong Government Secondary School Mr LAM Hiu-tung St. Peter’s Secondary School Mr LAU To Tin Shui Wai Methodist Primary School Ms LEE Wai-sze Methodist College Ms LEUNG Mun-yee Tin Shui Wai Methodist Primary School Ms MAH Wing-yee TWGHs Wong Yee Jar Jat Memorial Primary School Ms TAM Man-yee, Millie St Joseph’s Primary School (A.M.) Ms TONG Yuen-kuan Yu Chun Keung Memorial College No.2 Ms YOUNG San-yan Ling Liang Church M H Lau Secondary School Mr YUEN Hoi-kwong Tin Shui Wai Methodist Primary School Language Medium Cantonese

32 AE2 Widening the Space of Learning in and through Drama Students’ learning can be enhanced by using dramatic contexts and strategies. In Drama, imaginative activities are used to extend time and space. Drama often embraces a range of curriculum content related to personal daily experience, thus widening students’ knowledge and deepening their experience. The creation of safe fictional environments facilitates exploration and self-expression. Role-taking requires active critical thinking,

and helps students to look at issues from different perspectives and to respect others’ views, leading to greater EDUCATION ARTS mutual understanding and the building up of positive values and attitudes. Chairperson(s) Ms CHU Siu-fong Arts Education Section, CDI Speaker(s) Ms NG Wing-yan Hoi Pa Street Government Primary School Mr DU Ih-hsuan Baptist Lui Ming Choi Secondary School Mr SHU Chi-yee Arts Education Section, CDI Mr WONG Wing-hong Arts Education Section, CDI Language Medium Cantonese

33 PHYSICAL EDUCATION

Physical Education (PE) implies “educating students through physical activities”. It equips students with skills, knowledge, values and attitudes to assist them to face the challenges of the 21st century.

TION Through carefully selected activities, appropriate modes of delivery and good organization, PE can provide greater learning and teaching space to achieve its goals. Students can be involved both in mass exercise and in self and peer assessment so that they can learn from each other during the process. The

PHYSICAL EDUCA physical space for PE learning can be broadened from the playground and the classroom to the home and the community. The amount of time devoted to participation in physical activities can be extended by allocating specific time-slots for exercise in the school timetable and out of school hours. Cognitive development can be enhanced through group discussion, performance evaluation, and reflection. Moreover, schools can enable parents to understand the PE learning of their children and be involved in it.

The PE presentations in the Knowledge Fair are designed to share experience on how schools have achieved the above.

PE1 Facilitation of Student Learning and Teacher Development through School- based Mass Exercise Two schools share their experiences on how students, teachers and school heads become partners to facilitate learning through mass exercise, using the whole-school approach. The sessions provide examples of: • Enhancing student participation in physical activities • Providing space for teachers and students to create exercise routines for their schools • Providing space for students to develop generic skills, particularly collaboration skills, communication skills, critical thinking skills and creativity, during the design process of the exercise • Reflection and collaborative lesson planning Chairperson(s) Ms LEUNG Kwok-wai, Masa Physical Education Section, CDI Speaker(s) Mr HUNG Wai-shing Principal, Fanling Assembly of God Church Primary School Mr NGAI Tin-chung Tai Po Old Market Public School (Plover Cove) Language Medium Cantonese

34 PE2 Enhancing Learning through Students’ Self and Peer Assessment

Formative assessment enhances student learning. The teachers involved in this session found that it was very TION useful to use checklists for self and peer assessment to help students reflect and learn more deeply. Feedback generated from the assessments proved effective in identifying students’ strengths and weaknesses in learning. The session will show examples of: • Enhancing student learning through reflection • Widening teaching space during students’ self and peer assessment PHYSICAL EDUCA • Enabling parents to know more about their children’s learning through assessment reports Chairperson(s) Mr KAN Wai-fu, Michael Physical Education Section, CDI Ms YUEN Lai-fong, Jacqueline Physical Education Section, CDI Speaker(s) Mr LI Chi-ming Yuen Long Public Secondary School Mr CHAN Kwok-keung Canton Road Government Primary School Language Medium Cantonese

35 KINDERGARTEN/PRIMARY 1 INTERFACE AND GENERAL STUDIES

Children leaving kindergartens usually have great expectations when they enter the new level of schooling, but in contrast, primary school teachers often have low expectations of their P1 students.

STUDIES Similarly, teachers of General Studies in primary schools commonly believe that students cannot learn effectively without close supervision from the teacher and clear instructions provided by the

INTERFACE AND GENERAL INTERFACE KINDERGARTEN/PRIMARY 1 KINDERGARTEN/PRIMARY textbook. Students, however, simply want to be allowed to ask questions and find out answers relevant to their daily life problems.

The schools participating in the seed projects on the KG/P1 interface and inquiry-based learning in General Studies have been attempting to make greater space in school organization, curriculum structure and learning pedagogy. The teachers involved have gained a deeper understanding of curriculum reform strategies. Through better communication and collaboration with kindergarten teachers and parents, and among teachers of different subjects/ levels, these teachers have gained a better understanding of the needs of their students. The P1 teachers, with the support of their school heads, have overcome different hurdles and introduced new measures for meeting the needs of students transferring from KG to P1. For the General Studies teachers, they have adopted different inquiry- based learning strategies to help students become active knowledge constructors. They have collected useful evidence on the development of self-directed learning skills, and about confidence and motivation in learning.

36 KP1 Breaking through ‘Boundaries’ to Enhance Interface at KG/P1 Physical boundaries as well as communication barriers exist between kindergarten and primary school. These affect student learning at the KG/P1 interface. Subject boundaries at primary level and the lack of communication between school and parents may also hinder the smooth transfer of students from KG to the new P1 level of schooling. In two seed projects on bringing improvements to the transfer of students from KG STUDIES to P1, schools attempted to explore and find solutions to the following questions:

• How can communication be improved between kindergartens and primary schools? AND GENERAL INTERFACE

KINDERGARTEN/PRIMARY 1 KINDERGARTEN/PRIMARY • How can schools overcome resource limitations in terms of physical space, time and manpower? • How can we help students adapt better and learn with interest at P1 in English Language, General Studies and Arts Education? • What can be done to actively involve parents and teachers of different levels and subjects? Chairperson(s) Mr LAI Yiu-keung Kindergarten and Primary Section, CDI Mrs LAI LEE Suk-ching Kindergarten and Primary Section, CDI Speaker(s) Mrs Candice SO Kowloon Rhenish School Mrs ORH WONG Suk-fan Kowloon Rhenish School Miss SIU Mo-ching St. Patrick’s Catholic Primary School (Po Kong Village Road) Miss LAU Wing-sze St. Patrick’s Catholic Primary School (Po Kong Village Road) Language Medium Cantonese

GS1 In What Ways Can Inquiry-based Approach Bring about Effective Learning in General Studies? This session addresses the questions: • What are the perceived difficulties and critical success factors for inquiry-based learning in GS? • In what ways does the GS curriculum allow space for planning and implementing related learning strategies? • What kind of space should teachers create to develop students’ inquiry and investigative skills? Schools and teachers made different attempts through project learning and hands-on and mind-on technological activities to strengthen students’ self-directed learning skills. Students’ interests in learning are thus sustained and positive attitudes cultivated, while teachers also find that they have benefited professionally in the process. Chairperson(s) Mr CHEUNG Chow-ming Kindergarten and Primary Section, CDI Speaker(s) Mr CHEUNG Chi-tsun Sau Mau Ping Catholic Primary School Mr FUNG Kwok-lin Sau Mau Ping Catholic Primary School Ms YEUNG Chui-shan Sau Mau Ping Catholic Primary School Ms CHEUNG Wai-ching, Ada St Bonaventure Catholic Primary School Mr CHAN Chun-cheong St Bonaventure Catholic Primary School Mr LAM Wai-choi St Bonaventure Catholic Primary School Mr WAT Hing-yuen St Bonaventure Catholic Primary School Ms YAN Kit-ying St Bonaventure Catholic Primary School Language Medium Cantonese

37 SP5 Set the Goal and Off You Go — A Key to Inquiry-based Learning The inquiry approach is highly recommended in the new GS curriculum for enhancing student’s learning effectiveness, while ‘project learning’ and ‘investigation’ are the two commonly adopted inquiry-based learning and teaching strategies for most schools. In the inquiry-based learning process, how should teachers position STUDIES themselves to facilitate students’ learning? In view of students’ differences in level and ability, what strategies can teachers adopt to help them become active knowledge constructors? In this session, teachers from 3

INTERFACE AND GENERAL INTERFACE schools will share their strategies, struggles and reflections when leading groups of P2, P4 and P6 students in

KINDERGARTEN/PRIMARY 1 KINDERGARTEN/PRIMARY project learning and science investigation activities. It is hoped that participants may discover some keys to inquiry-based learning from the session. Chairperson(s) Ms LEE Shuk-chong School-based Curriculum Development (Primary) Section, CDI Speaker(s) Ms MAK Yin-yuk Fanling Assembly of God Church Primary School Ms CHAN Shuk-ying Christian Alliance H.C. Chan Primary School (P.M.) Mr YU Chung-kuen Christian Alliance H.C. Chan Primary School (P.M.) Mr CHAN Pak-man CCC Kei Ching Primary School (P.M.) Language Medium Cantonese

38 MORAL AND CIVIC EDUCATION

The development of positive values and attitudes in our students is an integral part of whole-person education. Moral and Civic Education helps students to establish their values and attitudes as a TION priority for personal development and improving society.

The process of helping students to cultivate their values is an exciting and rewarding task. In the 2002-03 school year, we organized Research and Development (“Seed”) Projects were conducted aiming at achieving the task. Through partnership with some primary and secondary schools, we MORAL AND CIVIC EDUCA conducted research programmes focused on developing students’ national identity, values and attitudes, and on exploring how student learning could be widened through participating in life-wide learning activities.

In the project related to the development of national identity among students, the research focused on the application of success factors generated in 2001-2002, and examined how participating schools could make use of them in organizing co-curricular activities to develop students’ national identity. The research also threw light on the role of parents in the organization and implementation of the activities and on the differing effects of locally held activities and interflow activities on the mainland. Participating schools were inspired by the positive role played by parents in enhancing students’ national identity. Both intended and unintended learning outcomes arising from these life-wide learning experiences helped to widen teachers’ and students’ perception of the learning impact.

Regarding the project on providing opportunities to nurture students’ value through service, students were found to be more ready to learn, to reflect on their values stances, and to cooperate when they were learned in an authentic situation. Through partnership with the neighbouring community, teachers and schools were made aware of the importance of using service opportunities and of the importance of community resources in the development of students’ values and attitudes. Community partnership extends schools’ capacity to facilitate students’ values development.

39 TION MC1 The Application of Success Factors in the Organization of Co-curricular Activities to Develop Students ’ National Identity in Primary and Secondary Schools This session addresses the following questions and issues: • What are the factors that underpin success and how can they be applied when organizing co-curricular activities to develop students ’ national identity?? • What are the roles of parents in the organization and implementation of these activities? MORAL AND CIVIC EDUCA • The contrast between locally held activities and interflow activities on the mainland; and • Practical suggestions for schools. Chairperson(s) Mr LEE Chi-hoi Moral and Civic Education Section, CDI Speaker(s) Ms LUI OI-ling Deputy Head, Buddhist Chan Shi Wan School Ms CHOW Lai-sheung Buddhist Chan Shi Wan School Mr Albert LIU Moral and Civic Education Section, CDI Mr Pierre PANG Moral and Civic Education Section, CDI Language Medium Cantonese

MC2 Enhancing Learning through Se vice-learning Activities Jointly Organized by Schools and Community This session addresses the following questions and issues: • What are the facilitating factors and the constraints in organizing student activities focused on service? • What impact do such activities have on student learning? • How do these activities help widen students ’ space for learning?? • What can teachers learn from working collaboratively with social service agencies? • Practical suggestions for schools. Chairperson(s) Mr LEE Chi-hoi Moral and Civic Education Section, CDI Speaker(s) Mr KWAN Chung-wai Buddhist Mau Fung Memorial College Mr TAM Hoi-wai Buddhist Mau Fung Memorial College Mr CHAN Chung-ning Buddhist Mau Fung Memorial College Ms LEE Wai-kei Catholic Ming Yuen Secondary School Ms AU How-fan, Teri Chan Shu Kui Memorial School Language Medium Cantonese

40 SB1 How Teachers and Students Benefit from a Reflective School-based Life Skills TION Curriculum Successful implementation of a Life Skills Curriculum hinges on the degree of autonomy given to learners and teachers to: • Negotiate the learning objectives, the content and the learning process; • Use a wide range of assessment strategies and methods which aim to improve learning and teaching; and • Revise the curriculum based on empirical evidence and the changing needs of learners.

MORAL AND CIVIC EDUCA To benefit from this autonomy, both learners and teachers should demonstrate active participation and engage themselves in quality reflection. The project school factored the principle of autonomy into the design and implementation of the Life Skills Curriculum .One of the striking features was the adoption of a comprehensive assessment strategy to collect students’ responses towards the curriculum. Through lesson observations, analysis of students’ responses in worksheets and questionnaires, and unstructured interviews, much evidence on students’ opinions, needs and suggestions was collected. The teachers revised the curriculum accordingly. This negotiating process between the students and the teachers has resulted in the active participation of both parties. The students became motivated to learn because they developed a sense of ownership. The teachers gained a better understanding of how their students were learning and used the evidence on this as a basis for planning and teaching. Chairperson(s) Mr TAM Ka-keung, Alice Moral and Civic Education Section, CDI Speaker(s) Ms YAN Kin-foon Sir Ellis Kadoorie Secondary School (Shatin) Mr CHEUNG Kwok-ho Sir Ellis Kadoorie Secondary School (Shatin) Language Medium Cantonese

41 ASSESSMENT FOR LEARNING -STUDENT ASSESSMENT AND PORTFOLIO

Assessment is now recognized as a crucial element in enhancing student learning. Two out of the many different modes of assessment, Basic Competency Assessment (Student Assessment) and Student

PORTFOLIO Portfolios, will be examined in the Knowledge Fair.

STUDENT ASSESSMENT AND ASSESSMENT FOR LEARNING - Basic Competency Assessment (Student Assessment) provides teachers with information about student attainment of basic competencies. It is flexible with regard to when to use it, for whom and how. Basic Competency Assessment (Student Assessment) enables teachers to provide students with timely feedback to help them to progress and attain their goals. This creates the space for students to construct their knowledge as active learners and for teachers to reflect on their teaching. Student portfolios give students a sense of progressive learning. They provide students with the space they need to present what they have learnt in the way they want to.

By keeping track of student growth in learning, both Basic Competency Assessment (Student Assessment) and Student Portfolios can be used to inform teaching and guide students towards improved learning.

BC1 Using BCA (Student Assessment) in Learning and Teaching :A Sharing of Case Experiences The seminar aims at sharing with teachers and curriculum leaders how the services of BCA (Student Assessment) as well as learning and teaching support have been used, where assessment was practised with fluidity as an integral part of the learning and teaching process with quality use of feedback. Evidence was seen in learning and teaching as shared by stakeholders, precisely on • how BCA (Student Assessment) and web-based learning and teaching support were used in the context of Assessment for Learning; • how BCA and the learning and teaching support can be used to widen the space for learning, and in the contexts of Chinese, English and Mathematics; • what professional development /changes have been seen in teachers under the context of Assessment for Learning; and • what facilitating factors have been seen and how they were maximized, as well as what constraints have been encountered and how they were/could be overcome. Chairperson(s) Ms LEE Yeung BCA (L &T) Team, EAP Section, CDI Speaker(s) Ms CHAN Chui-yuk, Wendy Christian Alliance H. C. Chan Primary School (P.M.) Ms TENG Tin-yan Christian Alliance H. C. Chan Primary School (P.M.) Ms WONG Sze-man, Michelle St. Francis of Assisi’s Caritas School Language Medium Cantonese supplemented with English

42 PR1 Student Portfolios -C eating Space for Student Learning and Teacher Development This session focuses on how student portfolios can be used as a tool to: • Create space for student learning by enhancing students ’control of their own learning and helping them to

develop as reflective learners; and PORTFOLIO • Create space for teacher development through providing opportunities for the application of new pedagogies

STUDENT ASSESSMENT AND

and for collaborative planning and teaching. ASSESSMENT FOR LEARNING - Teachers from seed schools will share their experience in developing student portfolios. They will also highlight the difficulties they encountered in the process and how they overcame them. Chairperson(s) Mr CHOW Pat-kan Council and Secondary Section, CDI Speaker(s) Mr WONG Lam-hin Tung Chung Catholic School Ms TSUI Kwai-king PLK Chee Jing Yin Primary School (A.M.) Language Medium Cantonese

43 READING TO LEARN

The Basic Education Curriculum Guide Building on Strengths: Primary 1 -Secondary 3 sets out “Reading to Learn” as one of the four key tasks for schools in line with current educational trends..

In this year’s Knowledge Fair, teachers will share the experience they have gained from the implementation of the seed project “Promoting Reading Culture through School Library Services”. READING TO LEARN They will discuss how they were enabled to foster a collaborative culture amongst teachers, parents and teacher-librarians and how they were able to use reading materials other than text-books in the curriculum/reading lessons. Through reading, students can widen their space of learning, and at the same time they can develop reading skills, a healthy reading habit, positive attitudes and thinking skills.

The teachers will also discuss factors contributing to success, the difficulties they encountered and their solutions.

CR1 Collaboration as the Key to Promote Reading Culture I this session, speakers will share their experiences in promoting a healthy reading culture through collaboration amongst teachers, teacher-librarians and parents in implementing reading programmes such as Morning Reading, and through project learning in their schools. Speakers will focus on how collaboration took place in their schools, the roles played by the various participants, and the support given by school administrators. In addition, they will discuss what made the programmes successful, the problems they encountered, the solutions found and the impact of the programmes on students, teachers and schools. Suggestions to schools on the planning and implementation of reading programmes will also be given. Chairperson(s) Ms Helen TSE Curriculum Resources, Library and Educational Technology Section, CDI Speaker(s) Ms CHU Siu-ching Vice Headmistress, The Salvation Army Lam Butt Chung Memorial School Ms AU Siu-wah The Salvation Army Lam Butt Chung Memorial School Mr WONG Hin-wah, Trajan Lions College Ms LEUNG Wing-kan Lions College Mr WONG King-hong Lee Kau Yan Memorial School Language Medium Cantonese

44 CR2 Use of Diverse, Quality and Appropriate Reading Materials to Promote Reading Culture This session aims at sharing the experiences of using diverse, quality and appropriate reading materials by subject teachers/teacher-librarians to promote reading culture in their schools. Speakers will share their experiences in selecting quality reading materials. They will further explain how to integrate those materials into curriculum/reading sessions. The pros and cons of using reading materials other READING TO LEARN than ‘textbooks’ in teaching will be discussed. Speakers will also share what made the projects success, the problems they came across and the solutions. The impacts of using quality reading materials on students, teachers and schools will be shared as well. Suggestions will also be given to schools planning to use reading materials other than ‘textbooks’.

Chairperson(s) Ms Helen TSE Curriculum Resources, Library and Educational Technology Section, CDI Speaker(s) Ms CHAK Ki-chun Kwok Man School Ms CHU Wai-man, Maria Vice Headmistress, Hong Kong Student Aid Society Primary School (Former teacher of Kwok Man School) Ms OR Wing-suen Hong Kong and Macau Lutheran Church Primary School Ms SUN Hoi-wan, Flora Our Lady of China Catholic Primary School (A.M.) Language Medium Cantonese

45 MULTIPLE PATHWAYS TO CATER FOR INDIVIDUAL DIFFERENCES

Catering for students’ learning differences remains a key issue in Curriculum Reform. Every student is different in cognitive and affective development, motivation, learning styles, interests and potential. To cater for students’ differences, it is necessary to widen their individual space for learning by providing a wide range of learning opportunities. For example, teachers can make good use of a variety of

FOR INDIVIDUAL DIFFERENCES MULTIPLE PATHWAYS TO CATER PATHWAYS MULTIPLE resources instead of being bound by textbooks. They can provide learning experiences which stretch the students. Schools can adopt different assessment modes to find out students’ strengths and weaknesses. Based on these findings, teachers can design an appropriate curriculum for their students and decide on the best teaching strategies. In this Knowledge Fair, the experience of teachers adopting such strategies will be shared with participants. Firstly, current views of how best to cater for individual differences will be explored. Then different learning and teaching strategies will be introduced with the support of evidence. It is hoped that teachers can understand the students’ values and attitudes, their learning styles and psychological development from the perspectives of education, psychology and pedagogy and hence provide students with effective guidance.

ID Multiple Pathways to Cater for Individual Differences -Introduction To help students to learn effectively, schools and teachers should adopt different learning and teaching strategies to achieve the range of purposes of learning and to suit the learning styles, abilities, interests and needs of students. Speaker(s) Prof Colin MARSH Curtin University, Australia Dr CHAN Ka-ki Curriculum Development Institute Language Medium Cantonese and English

ID1 Cross Level Subject Setting -Appropriate Curriculum and Suitable Pace for All Students This session will focus on sharing the rationale underpinning a Cross Level Subject Setting strategy and show how it has been used to cater for individual differences in the learning of English in HK primary school setting. There will also be specific examples of how the strategy has been used to widen the scope of learning both inside and outside the classroom. Chairperson(s) Ms LOH Wai-chee, Teresa Evaluation, Assessment and Projects Section, CDI Speaker(s) Ms LOH Wai-chee, Teresa Evaluation, Assessment and Projects Section, CDI Ms CHEUNG Yuen-yin, Anthea SKH Yat Sau Primary School Language Medium Cantonese supplemented with English

46 ID2(A) Building on Variation — A Primary 6 Chinese Language research lesson on “Appreciation and use of similes in writing (exemplified in Chinese modern poetry)” This session presents an alternative perspective in catering for individual differences in students’ learning outcomes in schools. A Primary 6 Chinese Language research lesson on “Appreciation and use of similes in writing (exemplified in Chinese modern poetry)” will be used to illustrate how this is done with a view to

FOR INDIVIDUAL DIFFERENCES providing greater space for student learning. TO CATER PATHWAYS MULTIPLE Chairperson(s) Dr KO Po-yuk Hong Kong Institute of Education Speaker(s) Dr KO Po-yuk Hong Kong Institute of Education Ms TSUI Ka-yee SRBCEPSA Ho Sau Ki School Mr WONG Chi-on SRBCEPSA Ho Sau Ki School Ms KEE Ming-yee SRBCEPSA Ho Sau Ki School Ms CHIM Yun-ping SRBCEPSA Ho Sau Ki School Language Medium Cantonese

ID2(B) Building on Variation — A Primary 6 Mathematics research lesson on “Speed ” This session presents an alternative perspective in catering for individual differences in students’ learning outcomes in schools. A Primary 6 Mathematics research lesson on “Speed” will be used to illustrate how this is done with a view to providing greater space for student learning. Chairperson(s) Dr LO Mun-ling Hong Kong Institute of Education Speaker(s) Dr LO Mun-ling Hong Kong Institute of Education Ms ONG Ming-yuen St. Edward’s Cathalic Primary School Ms LEI Kim-leng St. Edward’s Cathalic Primary School Language Medium Cantonese

47 ID3 Making Use of Individual Differences to Develop A Community of Learners This session aims at sharing the following experiences: • How to employ effective strategies to cater for students ’learning differences in the subject of Chinese/ Mathematics/General Studies • How the application of these strategies can increase the space for learning inside and outside the classroom • What sort of impact on student learning and teachers ’ professional development has been identified in the

FOR INDIVIDUAL DIFFERENCES implementation of the strategies

MULTIPLE PATHWAYS TO CATER PATHWAYS MULTIPLE • What facilitating factors have been observed, and how they can be applied to enhance student learning • What constraints/problems have been encountered and how they can be overcome • Suggestions and recommendations as to how best to develop the potential of individual students which can vary considerably from one student to another Chairperson(s) Dr Carol K. K. CHAN The University of Hong Kong Dr Thomas K. W. TANG The Open University of Hong Kong Speaker(s) Dr Carol K. K. CHAN The University of Hong Kong Dr Thomas K. W. TANG The Open University of Hong Kong Miss Loretta M. W. HO The University of Hong Kong Language Medium Cantonese

ID4 Teaching at the Frontline -The Use of IT to Cater for Individual Differences This session aims at sharing the following experiences: • How to employ effective strategies to cater for students ’learning differences in the subject of Chinese/ English/Mathematics • How the application of these strategies can increase the space for learning inside and outside the classroom • What sort of impact on student learning and teachers ’ professional development has been identified in the implementation of the strategies • What facilitating factors have been observed and how they can be applied to enhance student learning • What constraints/problems have been encountered and how they can be overcome • Suggestions and recommendations as to how to develop the potential of individual students which may vary considerably from one student to another Chairperson(s) Dr LAM Yiu-sing Hong Kong Institute of Education Speaker(s) Dr LAM Yiu-sing Hong Kong Institute of Education Language Medium Cantonese

48 ID5 Motivation and Models of Learning: Pleasurable Learning and Learning to Learn —The Change and the Unchanged during the Three Years This session aims at sharing the following experiences: • How to employ effective strategies to cater for students ’learning differences in the subject of Chinese/ English/Mathematics • How the application of these strategies can increase the space for learning inside and outside the classroom

FOR INDIVIDUAL DIFFERENCES

• What sort of impact on student learning and teachers ’ professional development has been identified in the TO CATER PATHWAYS MULTIPLE implementation of the strategies • What facilitating factors have been observed and how they can be applied to enhance student learning • What constraints/problems have been encountered and how they can be overcome • Suggestions and recommendations as to how to develop the potential of individual students, which may vary considerably from one student to another Chairperson(s) Prof WONG Hin-wah The Chinese University of Hong Kong Speaker(s) Consultant team The Chinese University of Hong Kong Mr LEUNG Moon-wing Headmaster, CUHKFAA Thomas Cheung School Mr TSUI Chun-cheung Headmaster, LKWFSL Wong Yiu Nam Primary School Language Medium Cantonese

GE1 Enhancing Students’ Higher Order Thinking Skills through a Series of Museum Activities The session addresses a number of questions. How and why does a ‘museum visit ’enhance students ’thinking skill? Can students apply higher order thinking skills in a range of subject disciplines? Can teachers apply the same pedagogy used in the Museum Visit in other KLAs? Should the concept of ‘gifted for all ’be adopted in daily classroom practice and if so how? These are the questions addressed in the gifted programme of Shatin Methodist College. With the aim of widening the learning space of students, a ‘museum visit ’programme was organized through the cooperation of Chinese History and History subject teachers. In this programme students learned how to think, using the strategy of ‘thinking about thinking ’,and learned to become autonomous learners. After the visit, teachers evaluated students ’learning progress and performance through their reflective learning journals. Afterwards, through a project learning approach, students consolidated their learning by designing a museum of their own choice. This presentation will discuss the implications of the above for curriculum integration, resource allocation, success factors and difficulties encountered. It will discuss the rationale and principles underpinning the programme, and explore how the ideas might be applied in a thinking curriculum involving a range of subject areas. The session will examine the following: • How students were ‘stimulated and motivated’ in the museum, how they ‘went through the thinking process’ by using reflective journals, and how they ‘learned ’ through undertaking a project • How different teaching approaches were used, especially with regard to the use of mind-maps, museum learning and reflective journals • How school administration can facilitate the provision of greater space for learning

49 Contexts • Junior Secondary • A ‘joint venture ’ between History and Chinese History teachers, with some curriculum adaptation and sacrificing of classroom teaching time Success factors • Team work, co-operative and reflective school culture • Shared vision and common goals, and a supportive attitude among senior management towards SB Gifted

FOR INDIVIDUAL DIFFERENCES

MULTIPLE PATHWAYS TO CATER PATHWAYS MULTIPLE programmes • A persistent and visionary principal coupled with a developmental curriculum • Financial and clerical support • Follow-up group discussion to facilitate student’s learning after visiting museums • A ‘mini-expo’ to demonstrate students’ learning outcomes. Students were given a chance to talk, to think and re-think about their learning How constraints are overcome • Team work, co-operative and mutual understanding • Special time-table arrangement to facilitate museum visits and for teachers to accompany the students • Community resources. Talk by museum curator and guided tour by staff

Suggestions to schools • Critical thinking and creative thinking skills can be adopted in the learning process • Experience-sharing and planning with teachers of other subjects helps to consolidate students ’ learning in different subject areas and ensures transferability of skills and their applications • A ‘thinking curriculum ’for junior forms with long-term goals and an action plan for implementation has to be worked out • Reflective questions and how to connect what is done with the education reform need to be worked out • There is a need to determine how best to evaluate student learning outcomes • Is there only one model for implementing a ‘thinking curriculum ’ or are there others?? • Are both ‘gifted ’ and ‘normal ’ students benefiting at the same time? What evidence do we have for this? • In what ways are learning and teaching improved? Chairperson(s) Mr WONG Chung-po Gifted Education Section, CDI Speaker(s) Mr TAI Wai-sum Sha Tin Methodist College Ms WONG HUI Chui-hung Sha Tin Methodist College Ms PAO YANG, Carlina Sha Tin Methodist College Language Medium Cantonese

50 SE1 “Constructing a School-based Curriculum on the Basis of the Generic Skills from a Cross-curricular Perspective ” -An Experience of A Special School for Students with Intellectual Disability (Severe Grade) On the basis of the research conducted last year, the project continues to identify changes in teachers’ attitude and pedagogy in response to curriculum reforms,and to redefine and integrate generic skills in the school- based curriculum. It also aims to enhance students’ generic skills through curriculum design and teaching

FOR INDIVIDUAL DIFFERENCES strategies and to explore methods of assessing their generic skills in different contexts. TO CATER PATHWAYS MULTIPLE Chairperson(s) Mrs LI CHEUNG Ching-yee, Curriculum Resources, Library and Educational Technology Section, CDI Cecilia Speaker(s) Prof LIAN Ming-gon,John University of Hong Kong Ms FUNG Chi-man Caritas Lok Kan School Language Medium Cantonese

51 LIFE-WIDE LEARNING “Learning beyond the classroom” or “Classroom away from school”?

A Whimsy on Life-wide Learning experience On a sunny Wednesday afternoon, a group of unexpected guests in their school uniform showed up outside the Temple of Wong Tai Sin. These forty odd students while listened attentively to their

LIFE-WIDE LEARNING teacher, were busy taking notes and browsing around. The teacher expounded in a raised pitch adhering to his pre-set learning objectives. He would, in occasion, dispatch a couple of students to carry out some observations on his chosen spots and to report back what were seen to the other students at the rendezvous. Immaculately students jotted down what was reported back in the worksheet provided and manifested their appreciation of the work of the students taking the errand. Maybe, the “worksheet” made its debut at the Wong Tai Sin Temple? Nevertheless, they attracted the sparsely passers-by’s attention wondering if this would make the headline in the local newspaper the next day. After a brief round of talks, note-taking, and site observations, the teacher and his students took the coach home filled with joy for what had been achieved. They had completed the worksheets and stuffed the notebooks with words. On board the coach, still panting a little, the teacher was inundated in his mind with questions such as “Was I satisfied with the organized activities? What did the students learn? Were they pleased to learn these things? Why did both my students and I feel satisfied after all? Was it because they managed to fill in the worksheets? Did completed reports and worksheets represent accomplishment of learning objectives or stand for quality? If not, how would I do to enhance effectiveness?” “Perhaps I needed to leave some space for my students, allowed them more opportunities to choose ‘what to learn’ and ‘how to learn’, or cut down on the number of learning objectives to enable ‘deep’ learning, rather than the mechanical ‘information intake’ using writing reports or worksheets. Or I should have used other strategies to illustrate their learning such as using sketches or drama? Besides, how effective was my delivery? Was the environment suitable for this kind of long explanation? Would it be more effective if the talk takes place in classroom? Why would I require my students to learn this way? What is the ultimate purpose of learning in an authentic environment? Was it the purpose of the trip to let students acquire knowledge that could have been obtained from books or it served to give student a memorable learning experience for inculcating in students the attitude that learning occurred everywhere? It looks as if there may be difference between life-wide learning and learning in classroom. Then, how would teachers “teach” in the context of within or beyond the classroom? Would the strategies they been using in teaching in the classrooms indiscriminately work as well outside the classrooms? Without a doubt, learning in authentic situation, would certainly provide multi-sensory stimulations that promote learning in students. What had I learned from this outing for future improvement?” A sudden jerk, the coach stopped in front of the school entrance, the teacher restored his usual calm and led his students back to their classroom and was ready to face the challenges of the next lesson.

52 LW1 P Quality Matters: Widening the Space of Learning through Life-wide Learning (LWL) Effectively Life-wide Learning (LWL) is one of the most popular ways of widening the space of student learning. Instead of confining learning and teaching within classroom contexts, schools can provide worthwhile opportunities for their students outside the classroom, by carefully considering where students might learn, when they

might learn and with whom they might learn. There are two key questions that we need to ask ourselves when LIFE-WIDE LEARNING implementing Life-wide Learning: a) What are the quality issues involved in implementing LWL with respect to its organization and the selection of effective student learning experiences? and b) How will we know that LWL works? In this seminar, under the principle of ‘Quality Matters’ and based on the valuable experiences gained in our network primary schools, we will explore the conceptual and quality frameworks of LWL. We shall highlight the importance of quality and of self-improvement in LWL. Chairperson(s) Mr CHUNG Yiu-bun Life-wide Learning Section, CDI Speaker(s) Mr YIP Yam-wing, Stephen Life-wide Learning Section, CDI Mr LEUNG Po-ching Baptist Rainbow Primary School (AM) Mr MOK Kin-sang, Stephen Kwong Ming Primary School (PM) Language Medium Cantonese

LW1 S Quality Matters: Widening the Space of Learning through Life-wide Learning (LWL) Effectively Life-wide Learning (LWL) is one of the most popular strategies to widen the space of student learning. Instead of confining learning and teaching within classroom contexts, schools can provide worthwhile opportunities for their students, outside the classroom, by carefully considering where students might learn, when they might learn and with whom they might learn. In order to implement Life-wide Learning effectively, quality issues of these learning experiences and its organization should not be undermined. There are two key questions that we need to ask ourselves when implementing Life-wide Learning: a) What are the quality issues involved in implementing LWL with respect to its organization and the selection of effective student learning experience? and b) How will we know that LWL works? In this seminar, under the principle of ‘Quality Matters’ and based on the valuable experience gained in our network secondary schools, we will explore the conceptual and quality frameworks of LWL. Will shall highight the importance of quality and self-improvement in LWL. Chairperson(s) Mr CHUNG Yiu-bun Life-wide Learning Section, CDI Speaker(s) Mr YIP Yam-wing, Stephen Life-wide Learning Section, CDI Mr KWAN Wing-bun Hon Wah Middle School Miss LIU Suet-chun, Janny Fortress Hill Methodist School Language Medium Cantonese

53 PROJECT LEARNING

Project Learning is one of the four key tasks introduced in the Learning to Learn Report (Curriculum Development Council, 2001). It aims to help students develop their independent learning capabilities. In the past few years, project learning has become popular activity in schools. Schools employ different approaches to implement project learning according to their context. Project learning experience in schools highlights the importance of school-based curriculum development. Queen Elizabeth School

PROJECT LEARNING and St. Catharine’s School for Girls were seed schools in 2002-2003. Both of them implemented cross-subject project learning programmes but with different approaches. In this session, a comparison of the two approaches will be made to shed light on the nature of school-based curriculum development. Factors underlying successful development of such curriculum initiatives in schools will be discussed.

PL1 Strategy for Developing School-based Curriculum on Project Learning Two secondary schools have developed a school-based curriculum for project learning using different approaches. By comparing the two school experiences, factors underpinning success are identified. These are useful to schools developing similar curriculum initiatives. Focused questions to be discussed • What is the nature of the two school-based curricula? • What should be kept in mind while planning a school-based curriculum? • What are the roles of school heads and administrators? • How do we analyse the school situation for implementing the curriculum? • How do we cultivate collaborative culture within a school? • How should we evaluate school-based curriculum? Chairperson(s) Mr WONG Chi-kin Council and Secondary Section,CDI Speaker(s) Mrs PANG CHUENG Yee-fan Principal, Queen Elizabeth School Mrs SUNG PONG Tak-ling Principal, St. Catharine’s School for Girls, Kwun Tong Mr LIU Kwok-hung St. Catharine’s School for Girls, Kwun Tong Mr LI Wing-leung Queen Elizabeth School Language Medium Cantonese supplemented with English

54 SCHOOL-BASED CURRICULUM DEVELOPMENT Process and Product in School-based Curriculum Development

Miss Chan: I am very pragmatic. I would define school-based curriculum development as the production of tailored

teaching and learning resources, mainly in the form of worksheets to be used in the classroom. If we DEVELOPMENT produce teaching materials from P1 to P6, we have developed a school-based curriculum.

SCHOOL-BASED CURRICULUM Miss Cheung: I don’t quite agree. I think school-based curriculum development is a process in which teachers work together and discuss student learning. Through this we work out appropriate teaching strategies. We then try them out in the classroom. We need to get feedback through classroom observation, analysis of students’ work and asking students for their opinions. This provides us with important evidence to reflect on. In so doing, we become more professional and better teachers.

Mr. Lee: I think both of you are right. Although process is important, we need product as well. But I would consider the products ‘temporary’ and improvable. My question is: If the products are ‘temporary’, are they worth keeping? Another question that bothers me is: How are we going to find time to record and review all the teacher discussion? It is different from ordinary staff meetings.

How far do you agree with Miss Cheung, Miss Chan and Mr. Lee? In this year’s Knowledge Fair, the SBCDP Section will try to explore the above questions based on the experience of a number of schools we have worked with.

The session on “Curriculum Development: All Roads Lead to Rome?” focuses on how the English school- based curriculum is developed in three schools with different starting points. In “Catch the Lessons if You Can”, we will observe one session of ‘collaborative lesson preparation’ followed by discussion. In “Where Dreams Come True: Our School-based Curriculum Development Journey”, school heads from three schools will share their reflections on their school-based curriculum development journey. “Making Sense of Knowledge: Creating Space for School-based Curriculum Development through Knowledge Management” is a round-table discussion designed to explore record keeping and staff development in schools.

55 SP1 “Where Dreams Come True”: Our School-based Curriculum Development Journey What are the ‘dreams’ of curriculum leaders in schools? How does their vision of education lead to the development of a school-based curriculum? What challenges do they face in their school-based curriculum development journey? What is the developmental process involved in nurturing curriculum leadership at

DEVELOPMENT school level? How does school-based curriculum development offer opportunities for school improvement, and how does it impact on the school? What are the possible contextual constraints throughout the process?

SCHOOL-BASED CURRICULUM In this session, the speakers each will share their journey experiences in School-based Curriculum Development. Chairperson(s) Mr WUN Chi-wa School-based Curriculum Development (Primary) Section, CDI Speaker(s) Ms CHAN Shui-yu Headmistress, C. and M.A. Chui Chak Lam Memorial School Mr LEUNG Ying-kuen Headmaster, TWGHs Lo Yu Chik Primary School Mr SHUM Yiu-kwong Headmaster, FDBWA Chow Chin Yau School Ms CHENG Mei-yi School-based Curriculum Development (Primary) Section, CDI Mr HO Chun-hoe School-based Curriculum Development (Primary) Section, CDI Mrs TSE CHOW Sin-ling School-based Curriculum Development (Primary) Section, CDI Language Medium Cantonese

SP2 Catch the Lessons If You Can Collaborative lesson planning stresses the role of teachers as co-workers and co-learners. It is a powerful means of enhancing teachers’ professional development and changing a school’s culture. In this session, participants will be invited to join a collaborative lesson-planning meeting, followed by a discussion of their observations on the proceedings. This will help to dispel some of the myths surrounding collaborative lesson planning and show how teachers can learn through action, sharing and reflecting. Chairperson(s) Ms WONG Yi-ling School-based Curriculum Development (Primary) Section, CDI Speaker(s) Ms LEE Shui-kuen St Edward’s Catholic Primary School Ms MOK Yuen-man St Edward’s Catholic Primary School Ms CHEUNG Po-man St Edward’s Catholic Primary School Ms WONG Suet-yan St Edward’s Catholic Primary School Mr NG Kai-wo St Edward’s Catholic Primary School Ms CHEUNG Wai-ming School-based Curriculum Development (Primary) Section, CDI Ms LI Shuk-yee School-based Curriculum Development (Primary) Section, CDI Ms WONG Mei-yee School-based Curriculum Development (Primary) Section, CDI Mr HUI Suen-on School-based Curriculum Development (Primary) Section, CDI Language Medium Cantonese

56 SP3 Curriculum Development: All Roads Lead to Rome? Three schools with 4 years of curriculum planning experience will share their experiences and discuss the essential features of their curriculum design. Each school has its own area of interest as its point for school- based curriculum development: shared reading, phonics, and project learning. Despite the differences in school background, teacher readiness, students’ interests, parental support, as well as the differences in focus, a number of similarities were found when the three school-based curricula were compared. Integration, a DEVELOPMENT balanced curriculum, diversity, variations and spiral learning were found to be important principles guiding the curriculum development work in all three schools. It is hoped that such sharing would shed light on the SCHOOL-BASED CURRICULUM common grounds as well as unique characteristics that schools have to consider in curriculum planning. The fact that these schools seem to learn from each other and never stop progressing should also stimulate other schools to reflect on their development. Chairperson(s) Ms LAW Wai-han, Grace School-based Curriculum Development (Primary) Section, CDI Speaker(s) Ms KWOK Lai-man, Ellen ELCHK Hung Hom Lutheran Primary School Ms LI Yin-ping, Ellce Tai Po Old Market Public School (Plover Cove) Ms PAU Yuk-fong, Carmen Tai Po Old Market Public School (Plover Cove) Ms LEE Hang-ling, Vivian PLK Leung Chow Shun Kam Primary School (P.M.) Ms SO Wing-yee, Winnie PLK Leung Chow Shun Kam Primary School (P.M.) Ms CHAN Kar-man, Carmen PLK Leung Chow Shun Kam Primary School (P.M.) Language Medium Cantonese

SP4 Making Sense of Knowledge: Creating Space for School-based Curriculum Development through Knowledge Management Knowledge management has become a ‘buzz’ word in business corporations. Can we transfer some of their experience to schools? What lessons have we learnt? What are the basic principles of knowledge management? In this round table discussion, we plan to discuss the following questions with school heads and curriculum co-ordinators in primary schools : - What is explicit and what is tacit knowledge in schools? - How do we collect, record, store and retrieve data/ information/ knowledge in schools? - How is knowledge shared and generated in schools? Chairperson(s) Mrs LO TANG Yim-man, Brenda School-based Curriculum Development (Primary) Section, CDI Speaker(s) Mrs HO TANG Suk-fan Headmistress, Hennessy Road Government Primary School (A.M.) Ms MAK Wai-ching Headmistress, Tai Kok Tsui Catholic Primary School (Hoi Fan Road) Mr SO Ping-fai Headmaster, Tin Shui Wai Methodist Primary School Language Medium Cantonese