NSS Understanding and Interpreting the Chemistry Curriculum

Sophia Cheng

7 November 2007

Curriculum framework of the compulsory part

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2003

2005

2009

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1st consultation exercise (Oct 04 – May 05)

• Implementation schedule

• Core and elective subjects

• Career orientated courses

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2nd consultation exercise (Jun 05 – Jan 06)

• Benchmarking (UCLES, IBO, WMIER)

• Meetings with chemistry/science department of various universities and colleges

• Focus group meeting

• Questionnaires from secondary schools

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Comments and Concerns from questionnaires

– Public examination: weighting, SRA, duration and question types of written papers

– SBA and investigative study: teachers’ and students’ workload, weighting, class size, fairness, requirements and assessment

– Curriculum content: cater for learner differences, teaching hours, resources

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Response to comments

• Re-examining teaching time, learning objectives and outcomes

• Proposing suggestions to facilitate teachers to plan a flexible curriculum

• Proposing suggestions on how to cater learners diversity

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Response to comments

• Delivering professional development programmes of NSS Chemistry for teachers

• Developing exemplars for learning, teaching and assessment in task groups

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3rd consultation exercise (Sep – Nov 06)

• Focus on public assessment for NSS

• Public examination: Paper structure, weighting, duration

• SBA: Weighting, design, timeline, teachers’ effort, students’ effort, authentication

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“334” Web Bulletin

www.edb.gov.hk/334

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Organization of NSS Curriculum

Four core subjects:Chi, Eng, Math, LS

~45-55%

+ +

Two to three elective subjects(2-3X)

~20-30%

Other Learning Experience(OLE)

15-35%

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Elective subjects in Science Education KLA Biology Chemistry Physics Science

Integrated Science Combined Science

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LearningTargets

Knowledge andUnderstanding Values and Attitudes

Skills and Processes

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Learning targets

Knowledge and understanding Phenomena, facts, principles, concepts, laws and

theories Vocabulary, terminology and conventions Applications of chemistry Scientific investigations

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Learning targets

Skills and processes Scientific thinking, scientific method and

problem solving scientific investigation, practical Decision making, information handling Communication, collaboration Learning and self-learning

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Learning targets

Values and attitudes Curiosity and interest in science Awareness of limitations of science Awareness of the impact of chemistry Commitment to safe practices Appreciation of interrelationship of science

and other disciplines Appreciation of importance of life-long learning

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Structure of the curriculum

Compulsory part (198 hours) 12 topics, compiled with fundamental chemistry

knowledge, principles, concepts and scientific process skills

I. Planet earth 8 hours

II. Microscopic world I 24 hours

III. Metals 22 hours

IV. Acids and bases 27 hours

V. Fossil fuels and carbon compounds

20 hours

VI. Microscopic world II 8 hours

VII. Redox reactions, chemical cells and electrolysis

26 hours

Compulsory Part (Total 198 hours)

VIII. Chemical reactions and energy

9 hours

IX. Rate of reaction 9 hours

X. Chemical equilibrium

10 hours

XI Chemistry of carbon compounds

27 hours

XII Patterns in the chemical world

8 hours

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Structure of the curriculum

Elective part (26 hours x 2) Select any 2 out of 3 topics In-depth treatment or extension of certain areas

of the compulsory part

Investigative study (20 hours) Design and conduct a first-hand investigation

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Elective Part (Total 52 hours)

XIII. Industrial chemistry 26 hours

XIV. Material chemistry 26 hours

XV. Analytical chemistry 26 hours

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In each topic:

Overview - Main theme and major concepts of the topic

Learning Objectives and Outcomes

- “Students should learn…” & “Students should be able to…”

Suggested Learning and Teaching Activities

- Activities for developing some of the skills to be acquired in the topic

Values and Attitudes - Intrinsically worthwhile values and positive attitudes related to the topic

STSE (Science-Technology-Society-

Environment) connections- Some issue-based learning activities or subjects related to the topic

Group discussion

A III. Metals IV. Acids and bases

B II. Microscopic world IVI. Microscopic world II

C V. Fossil fuels and carbon compounds

D XI. Chemistry of carbon compounds

E VII. Redox reactions, chemical cells and electrolysis VIII. Chemical reactions and energy

F IX. Rate of reactionX. Chemical equilibriumXII. Patterns in the chemical world

group topic

1. Do you think the time allocated to the topics reasonable? Why?

2. Do you think your students can accomplish the learning outcomes of the topics? If not, how will you deliver the topics?

3. Which of the suggested learning and teaching activities you particularly prefer in teaching the topics?

Consider the following questions:

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Appendix 2Experimental techniques for the Chemistry Curriculum(English version p.145-147; Chinese version p.137-138)

Collection of gases, crystallisation, determination of melting and boiling points, distillation and reflux, filtration, etc……

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p.58

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p.68

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p.41