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Learning to Learn 2.0: from Macro Planning to Micro Implementation

Seminar Series for School Leaders on the New Academic Structure 2014

Introduction:

Update on

the New Academic Structure (NAS)

Stephen YW YIPPrincipal Assistant Secretary (Curriculum Development)

Education BureauMay 2014

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• CDC (2001), Learning to

Learn - The Way Forward in

Curriculum Development

• CDC(2002), Basic Education

Curriculum Guide – Building

on Strengths– 4 key tasks ……

Learning to Learn ……

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• CDC(2009), Senior Secondary

Curriculum Guide – The Future is

Now: from Vision to Realisation

Curriculum Development = revision of C&A guides?

After “Learning to Learn” ……

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Catering for LD = narrow achievement gap?

Memory = rote learning?

Assessment = negative washback on learning?

Creativity = different from others?

Critical thinking = criticize?

Teachers must know more than students in all aspects?

Studying “2X” is better than “3X”?

M1/M2 is “useless”?

• How would you interpret: – “Learning to Learn 2.0”?

• What is our next step?– How should schools prepare for the “next step”?

(Whole school curriculum leadership)–聚焦、深化、持續

• Are there any new initiatives– to facilitate students’ self-directed learning?

• How school learn?– 2.0 – means building things together (co-construction)– Unleash ‘Lateral Energy’ - to learn from each other

Learning to Learn 2.0

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• Schools learn from each other– Examples of Subject Networks:

• BAFS, DAT, Eng Lang, Lit in Eng, LS, ICT, PE

• Schools cooperate to provide more subject choices to

students– Network programmes (supported by DLG):

Learning to Learn 2.0

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Grade Schools involved Subjects involved No. of networks

12/13 13/14 12/13 13/14 12/13 13/14

S.4 133 122 13 12* 56 49

S.5 106 130 15 13* 54 53

S.6 74 100 10 15* 32 52

Total 151* 155* 142 154

*Schools may offer network programmes in more than one year level

• NAS Review

• Students’ Exit Pathways

• New Initiatives to facilitate students’ Self-directed Learning

• Support Measures

• Way Forward

Key Messages

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NAS Review

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Year Milestones

2012 Completed first NSS cycle

2012/13 CDC, EDB, HKEAA: joint NAS Review

Apr 2013 Announced short-term measures

Recommended medium-term review

• issues that require longer time and more holistic

review and consultation

Oct 2013 CDC, EDB, HKEAA: jointly launched NAS

Medium-term Review

Apr 2014 Announced first batch of NAS medium-term

recommendations

NAS Review

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Holistic review of the impact of SBA

Review: curriculum and assessment of 9 senior secondary subjects* and Applied Learning

Further exploration on HKDSE Exam arrangements for more efficient delivery

Medium-term recommendations by batches– 1st batch: 4 subjects, announced 15 Apr 2014– last batch by Jul 2015

* Chinese Language, LS, Math, BAFS, Chinese Literature, Economics, Ethics andReligious Studies, Geography, HealthManagement and Social Care

NAS Medium-term Review: Major Issues

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• Comprehensive Consultation via Multiple

Channels‒ CDC, HKEAA committees & working groups: 150

meetings

‒ Multi-level consultation through various channels• > 16,000 person-times in face-to-face engagement

events

• > 27,000 person-times in surveys

‒ Formulation of initial recommendations

Medium-term Review Channels

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Medium-term Review Survey

• Principals’ views on the fundamental principles/

directions on system and school level issues:

NSS Curriculum

SBA

OLE

ApL

LS (IES)

BAFS

• Survey period: 21 Jan-21 Feb 2014

• Respondents: 456 schools (out of 497; 92%)

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Survey Result: Highlight (1)

• NSS Curriculum

– Seven SS Learning Goals should remain as high

priorities: >90% schools agreed

– SS students have acquired a broad knowledge base

under the NAS: 60% agreed

• SBA

– Review SBA for elective subjects avoid

overlapping of skills: 95% schools agreed

– SBA principles: 64-82% agreed

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• OLE: – to occupy 10-15% of the total curriculum time

to allow greater school-based flexibility was

effective in helping schools to implement the

SS whole-school curriculum: 76% schools

agreed

• ApL– Offer ApL under early commencement at S4 :

43% schools

Survey Result: Highlight (2)

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Survey Result: Highlight (3)

Direction for further enhancement of IES design Agree

A further simplified, structure enquiry approach should be

adopted in IES

91%

IES can also be conducted by using mainly secondary sources

to provide evidential support

85%

More professional support should be provided to facilitate the

appropriate use of secondary sources in the conduct of IES

88%

The marking guidelines should be modified so as to discourage

students from writing reports that are excessively lengthy

82%

• LS: IES‐ helps prepare students for self-directed learning:

70% agreed

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Survey Result: Highlight (4)

• BAFS

– Existing BAFS curriculum framework

provided students with a broad-based and

sufficient foundation covering different aspects of

business: 67% schools agreed

– Supported a major change in BAFS: 65% schools

agreed

– Found the existing business-related subject options

inadequate: 35% schools agreed

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School leaders could arrange the curriculum plan and

other implementation issues in line with the development.

Subject Examples of Recommendations

Chi Lang • Introduction of 12 classical set texts

Chi Lit • Revision of 2 set texts

LS • Trimming and reviewing the curriculum

• Adoption of a structured enquiry approach for IES

BAFS • Adoption of separate grading and reporting of the subject results

• Starting the ground work for developing the separate subject(s)

• Closely monitoring and reviewing, thorough discussion and

consultation by the end of 2016 for the ultimate way forward

ApL • Early commencement

SBA • Dialogic approach between system level and individual subject

level adopted in the holistic review of the SBA

Math • Explore different options for M1/M2

Medium-term Review:

Examples of Recommendations & Progress

16Please refer to EDB CM 63/2014 for details

• CDC, EDB and HKEAA: continue review on other major issues (e.g. 3X 2X; knowledge base reducing?) for the last batch of medium-term recommendations to be made by July 2015

• Thereafter, review of all senior secondary subjects conducted on a regular basis: subject needs, regular curriculum development cycle

• Ultimate goals: provide broad and balanced curriculum, help student whole-person development, cater for learner diversity.

Continuation of Medium-term Review

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Students’

Pathways

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Remarks:% of “in employment” = 8.3%; Others = 6.6%

Total number of responses from 2013 S6 Graduates: 65 392

PlaceType of

CoursesNo. of Graduates

Further

Studies

55 568

(85.0%)

Local

49 986 (76.4%)

Degree 15 907 (24.3%)

Non-

degree

32 697 (50.0%)

Repeat S6 1 382 (2.1%)

Non-local

(Outside HK)

5 582 (8.5%)

Degree 4 194 (6.4%)

Non-

degree

1 388 (2.1%)

Pathways of 2013 S6 Graduates

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• In 2014/15, a total of 432 full-time locally accredited

programmes, including

– 144 Higher Diploma,

– 178 Associate Degree and

– 110 undergraduate degree programmes

• Pathways include:

– 4 year degree programmes in “CAP 320” institutions

– 2+2 in community colleges

• Can articulate to senior year places in UGC-funded institutions (4,000) or

• Self-financing top-up degree programmes

Tertiary Education Opportunities

in the Self-financing Sector

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New Initiatives

to facilitate

Self-directed Learning

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Launch of Fourth Strategy on Information

Technology in Education (ITE4)

• to unleash the learning power of

all our students to learn to learn

and to excel through realising the

potential of IT in enhancing

interactive learning and teaching

experiences

• to strengthen students’ self-

directed learning, their creativity,

collaboration, problem solving

and computational thinking skills,

as well as ethical use of IT

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digital literacy

& Internet

safety

pedagogical

innovation,

research

e-platform,

hardware

and software

e-learning resources

enhance learning and teaching

engagement

of parents

address

learner

diversity

life-long learning

self-directed learning

capacity building

and professional

sharing

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Five Key Actions for ITE4 –holistic approach: students’ learning needs

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Learning Partnership of Teacher and StudentTeacher Student

From lecturer to consultant, facilitator, guide and

resource provider

From passive receiver of hand-me-down knowledge

to constructor

Becomes expert questioner rather than provider

of answers

Becomes complex problem-solver rather than just

memorising facts. They refine their own questions

and search for their own answers through interaction

and exploration

Become designer of student learning

experiences rather than just provider of content

With access to significantly expanded resources,

students perceive from multiple perspectives

Provides the initial structure to student work and

encourages increasing self-direction

Student as autonomous, independent, self-motivated

manger of their own time and learning process

From a solitary teacher to a member of a

learning team

Student learn with others, connecting with peers,

teachers and subject experts inside and outside

school

From being sole assessor of student to

facilitating wide range of assessments including

self- and peer assessments

Student work as a member of a group on more

collaborative assignments. Interactions significantly

increased with self- and peer assessment

From total control of the teaching environment

to sharing with the student as a fellow learner

Learn in a more participating manner not confining to

the classroom but across space on blogs together

with peers, teachers and other experts, etc

More sensitivity to students’ diverse learning

needs and styles

Emphasis on knowledge use as well as on acquiring

learning strategies

• Vision of Life Planning Education and Career Guidance

– provided with quality life planning education and career guidance service which are aligned with their developmental needs at different stages of growth;

– supported to make career decisions in accordance to their interests, abilities and orientations;

– empowered to make informed and responsible choices on their learning, occupations, career goals and other aspects leading to a meaningful life;

– assisted in managing and adapting to the transitions from school to work; and

– better prepared for actualising individuals’ potential through pursuit of their personal/career goals.

Career and Life Planning

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Individual Student Planning

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CDC(2009), Senior Secondary Curriculum Guide, The Future is Now: from Vision

to Realisation, Booklet 9.

• Strategic planning and progress to promote whole-

person development can be effectively monitored

through a “connected leadership” model.

Connected Leadership

28CDC(2009), Senior Secondary Curriculum Guide, The Future is Now: from Vision

to Realisation, Booklet 9.

• The Chief Executive in his Policy Address

2014 announced, inter-alia, the provision of a

recurrent cash grant to all public sector

schools operating classes at senior secondary

levels with effect from the 2014/15 school year.

• The CGSS grant will be revised annually in

line with the adjustment along the Graduate

Master Pay Scale.

Career Guidance Services Support (CGSS) Grant

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Effective Use of Resources

Support

Measures

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• Supplementary Notes for all Senior Secondary Subjects to clarify

the breadth and depth

• Information Sheets on Curriculum and Assessment of NSS

Subjects (student version) for reference of S4, S5 and S6 students

• Sample questions and sample exam papers to be provided as

appropriate

• Updating in Regulations and Assessment Frameworks and SBA

handbooks for HKDSE to enhance support in assessment

• Continuous development of learning/teaching resources for all

subjects

• Resource packages on specific topics to enhance the effectiveness

of learning, teaching and assessment

• Seed projects/pilot schemes to support delivery of the fine-tuned curriculum and assessment

NAS Review: Support to Schools (1)

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• Continuous professional development programmes in a timely

manner − e.g. Seminar Series for School Leaders

• Briefing sessions of subjects: − Chinese Language and Chinese Literature (2 May), BAFS (8 May), LS (26 &

27 June)

• Exemplars for dissemination of good practices

• Set up professional learning networks (KLAs/subjects, OLE and ApL)

• Continuous further alignment between work of school-based support services, university partnership projects and the Quality Education Fund to support schools

• Communication and interaction with stakeholders: meetings, conferences to be stepped up

NAS Review: Support to Schools (2)

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Concluding

Remarks

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• Major Concerns:– Facilitating students’ self-directed learning

– Catering for learner diversity

• “New” platforms: – Effective use of IT

– Career and Life planning

The Key: Effective Learning & Teaching

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• What should we do at– school level?

– departmental level?

– classroom level?

– student level?

• Updating the Basic Education Curriculum Guide (primary

education) [to be launched in Jun 2014]

• Launching the Secondary Education Curriculum Guide (secondary

education) [Dec 2015 tentatively]

• Updating Key Learning Area (KLA) Guides [Dec 2015 tentatively]

• Revision of Subject Guides to support curriculum renewal [aligned

with the subject curriculum review cycle]

• Review of individual KLAs as necessary [according to issues, in

own review cycles]

• NAS Medium-term Review [to be completed in mid-2015 ]

• Regular renewal of SS curriculum and assessment

• Launch of Website: Theories of L&T (HKU)

Way Forward

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Four main directions

of Learning to Learn 2.0 – A School Example

Strengthen whole-

school planning (e.g subjects, careers, values

education, student as

independent life long learners)

Value Educationcomplement academic study;

link with building sense of

future – career planning , civic

education, service…

IT in Education(Step by Step)

Self-directed

Learningautonomy, sense of agency in

some subjects & OLE

Building Learning

to Learn 2.0 in

School Together

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Higher APASO-II ratings in

• Interpersonal relationship

• Attitude to school

• Learning competency

• Independent learning capacity

• Motivation

• Leadership

• Self-concept

• Goals of life

Students with

increased

preferences and

participation

towards OLE

activities

• OLE Satellite Study: Increase preferences and participation in OLE Significant increase in social and affective outcomes (some relevant APASO rating*)

Don’t forget:

Whole-person development

Let’s build on what we have achieved and capitalise on

each single opportunity for advancement so that we can be

better equipped to meet the rising expectations.

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Learning to Learn, Learning to Excel