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					                                           Reflections on F.1 teaching (06/07)
 Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:
F.1 Teachers:
Coordinator:
Panel Head:
Vision of F.1 teachers:


                             How well have we prepared the                                                        Suggestions to F.2 teachers of 07/08
                                                                        Suggestions to F.1 teachers of 07/08
                            students for the senior secondary                                                        (e.g. essential cross/co-curricular
                                                                          (e.g. effective teaching approach,
      Domain              curriculum (Please give evidence – e.g.                                               activities, interfacing F.1 curriculum with
                                                                        homework policy that helps build good
                            specific examples of NSS elements                                                   F.2 curriculum, projects that can be done
                                                                              working and study habits)
                                        introduced)                                                                                 in F.2)
    Curriculum            Planning, promotion of generic skills and
                          opportunities for cross-discipline learning
                          at junior levels e.g. school-based
                          initiatives and projects, revision of
                          curriculum, infusion of LS elements,
                          essential learning experiences – exploring
                          possible programmes, etc.


      Pedagogy            Learning opportunities for students to
                          develop creativity, communication skills
                          and critical thinking skills, creation of
                          atmosphere conducive to enhanced
                          awareness and discussions of current
                          social issues, to facilitate learning
                          opportunities for students to
                          experience/develop inquiry approach to
                          learning, multi-perspective approach to
                          issues, cross-topic learning, self-learning
                          skills-e.g.. reading, etc.
Assessment   Implementation of school-based
             assessment, continuous assessment,
             portfolio assessment, adoption of open-
             ended questions in all KLAs, increased
             weighting of questions requiring higher
             order thinking and reflection of values
             and attitudes in all KLAs, increased
             emphasis on data/scenario analysis with
             global /contemporary /current and
             everyday life issues, learning records -
             students trained for self-managed
             collection and keeping of learning
             records/evidence, etc.
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                English Language
F.1 Teachers:           Mrs. G. Law, Mrs. R.To, Mrs. M. Young, Miss J. Wong, Mr. Paul M.
Coordinator:            Mrs. G. Law
Panel Head:             Miss M. Yu
Vision of F.1 teachers: Long term:    To facilitate students to be comfortable and effective users of English as an International Language
                        Short term:   1. To raise students‟ interest and confidence in using English
                                     2. To enable students to communicate effectively in English
                                     3. To create opportunities for students to enjoy using English authentically and in context

                           How well have we prepared the                                                       Suggestions to F.2 teachers of 07/08
                                                                    Suggestions to F.1 teachers of 07/08
                          students for the senior secondary                                                       (e.g. essential cross/co-curricular
                                                                      (e.g. effective teaching approach,
      Domain            curriculum (Please give evidence – e.g.                                              activities, interfacing F.1 curriculum with
                                                                    homework policy that helps build good
                          specific examples of NSS elements                                                  F.2 curriculum, projects that can be done
                                                                          working and study habits)
                                      introduced)                                                                                in F.2)
    Curriculum         Elements of NSS English Curriculum         1. Revision of F.1 English Curriculum      1. Revision of F.2 English Curriculum
                       infused in the F.1 Curriculum 06-07:       according to the NSS Requirements          according to the NSS Requirements
                       1. Compulsory Curriculum :                 incorporating Language Arts as an          incorporating Language Arts as an
                       ~Variety of text types (Text books)        essential element                          essential element
                       ~Forms & Functions (Grammatical
                       elements in Text books and Grammar
                       Books)

                       ~Lang. Strategies & Generic skills : Text 2. Development of a Language Arts           2. Development of a Language Arts
                       Bk. tasks + ERS + Project Learning +      and Journal Activity Folder                 and Journal Activity Folder
                       English Speaking Day+ Story-telling
                       Competition
                       ~Positive values & Attitudes : Textbook
                       tasks and activities
           2. Elective Options :                    3. Continued use of the Students Work 3. Continued use of the Students Work
           Language Arts : Use of poems and songs, Rationale and Policy Criteria          Rationale and Policy Criteria
           extensive reading, writing story scripts
           and Story-telling, teaching English
           through film appreciation and reviews.

           3. Cross curricular Infusion               4. Incorporating Cross curricular        4. Revision of Curriculum shown in 07-
           ~Liberal Studies – Questioning             Infusion of teaching skills & content in 08 Scheme-of-Work-
           techniques ~Geography – Giving             Curriculum
           directions        ~Integrated Science –    ~(Liberal Studies – How to write
           No Smoking Please                          reflective Journals
                                                      ~Geography – Giving directions
                                                      ~Integrated Science – No Smoking )

                                                      5. Revision of Curriculum shown in 07-
                                                      08 Scheme-of-Work-

Pedagogy   1. Opportunities for developing and        1. Ensuring ample opportunities for        1. Ensuring ample opportunities for
           using generic skills and self access       developing and using generic skills and    developing and using generic skills and
           learning, awareness of current issues      self access learning, awareness of         self access learning, awareness of
           provided through an interactive            current issues are provided through an     current issues are provided through an
           classroom encouraging pair work, group     interactive classroom encouraging pair     interactive classroom encouraging pair
           work, role play, brain-storming, peer      work, group work, role play, brain-        work, group work, role play, brain-
           response and evaluation                    storming, peer response and evaluation     storming, peer response and evaluation

           2. Contextual, authentic and interactive   2. Contextual, authentic and               2. Contextual, authentic and
           games and activities designed for an       interactive games and activities           interactive games and activities
           English rich environment in the school     designed for an English rich environment   designed for an English rich environment
                                                      in the school                              in the school
                                                      3. Extending self-access and ICT          3. Extending self-access and ICT
                                                      learning with a new Reading-on –the       learning with a new Reading-on –the
                                                      Web programme                             Web programme

Assessment   1. School-based Assessment – F.1-2       1. Continue using                         1. Continue using
             projects                                 ~School-based Assessment – F.1-2          ~School-based Assessment – F.1-2
                                                      projects                                  projects
                                                      ~Continuous Assessment – Coursework       ~Continuous Assessment – Coursework
                                                      ~Use of date/ scenario analysis with      ~Use of date/ scenario analysis with
                                                      current and life issues in textbook       current and life issues in textbook
                                                      modules, presentation of projects         modules, presentation of projects
                                                      ~Using criterion referenced marking       ~Using criterion referenced marking
                                                      system as in the TSA marking of English   system as in the TSA marking of English
                                                      writing and projects.                     writing and projects.

             2. Continuous Assessment – Coursework 2. Focus on the use of open ended and        2. Focus on the use of open ended and
                                                   higher order question types in tasks         higher order question types in tasks
                                                   and exams                                    and exams

             3. Use of date/ scenario analysis with   3. Students taught to self-manage and     3. Students taught to self-manage and
             current and life issues in textbook      organize the keeping of learning          organize the keeping of learning
             modules, presentation of projects        records /portfolios.                      records /portfolios.

             4. Beginning to use a more criterion
             referenced marking system in marking
             English Exam writing
                                           Reflections on F.1 teaching (06/07)
 Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                中國語文科
F.1 Teachers:           李春花老師、鄔陸英老師、文美玲老師、施家祺老師
Coordinator:            李春花老師
Panel Head:             黃燕蘭老師
Vision of F.1 teachers: 培育學生成為「樂於學習、善於溝通、勇於承擔、敢於創新」的新一代。

* 斜體字為新高中課程的要求或教學重點

                                                                                                      Suggestions to F.2 teachers of 07/08
                  How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                         (e.g. essential cross/co-curricular
                 for the senior secondary curriculum (Please   (e.g. effective teaching approach,
    Domain                                                                                          activities, interfacing F.1 curriculum with
                  give evidence – e.g. specific examples of homework policy that helps build good
                                                                                                    F.2 curriculum, projects that can be done
                           NSS elements introduced)                working and study habits)
                                                                                                                        in F.2)

   Curriculum    訂定明確學習目標,編選合適的學習                         1)老師繼續因應學生的程度、需要及興                        來年可與通識科、聖經科進行跨課題
                 材料,以聽說讀寫為主導,進行有機                         趣,調適初中課程,訂定明確學習目                          的研習,如逆境自強。讓學生透過搜
                 的組織,並帶動其他學習範疇,相互                         標,為學生打好語文根基,迎接新高                          集、篩選、綜合資料、小組討論及分
                 連貫,初中階段協助學生掌握基礎知                         中的挑戰。                                     享過程,一方面能提升學習及共通能
                 識;高中階段著重應用、鞏固及實踐                                                                   力;再者亦能協助他們建立積極的人
                 的層面。                                                                               生觀。

                 1. 聆聽範疇                                  2)學生自我管理能力較弱,例如:部分
                 每個循環周均須用一課節訓練學生聆                         未能妥善保存閱讀課外書籍紀錄,而
                 聽的能力,讓學生掌握及辨明說話者                         高中校本評核要求學生把學習歷程檔
                 的立場、觀點、論據、說話技巧及語                         案整理妥當。事實上,良好的習慣(如
                 氣等;亦加入四式判斷題,以配合「                         :責任感)需從小培養,故老師要繼續
                 香港中學文憑」考試要求。                             協助初中學生妥善保存課業。
2. 說話範疇              3)新高中課程考核重心在於學生的語文
1)                   能力,故老師盡量協助學生提高學習
每個循環周均須用一課節訓練學生說     興趣及自學能力。
話的能力,以配合新高中要求均衡培
養聽、說、讀、寫的能力 。說話訓練
包括朗讀、個人短講
(時事為主),以切合高中公開考試的要
求------
2)                   4)設計校本實用文教科書,讓學生對各
常要求學生評論時事新聞,如:環保     類實用文體有更深的認識。
、文物古蹟等,透過討論或寫作,以
增進學生思維、寫作及口語表達能力
,並加強他們對社會時事的觸覺及關
心,同時進行德育及公民教育 ,起著
跨學習領域(如:通識科)的緊密的連
繫閱讀範疇
3. 。
1)
課本每個單元分為講讀、導讀及自習
文章。
講讀課文由老師主導。每個同學需要
完成有關工作紙。內容包括:作者、
主旨、寫作技巧、課文內容及反思
(如品德情意、中華文化、批判思維、
對家庭、社會、國家的責任意識 )。
導讀課文由學生主導。老師先給予指
引,同學再分組於課堂用不同形式演
繹:如:口頭匯報、話劇、辯論等,
老師給予回饋。
自習課文全由學生主導。學生須於家
中自習所有自習篇章,每次測驗均有
一題關於自習篇章的題目,以測試學
生有否自學 。
2)
為配合課程改革的宗旨和學習目標,
因應中一學生的興趣及需要,增加他
們語文學習的深度及廣度,從而提升
語文的自學能力 ,為他們將來升讀高
中而打好穩固的根基,故設計《中國
語文自學手冊》予他們。
3)
繼續使用教統局撥款,推行中文科廣
泛閱讀計劃,每個課室設有圖書角,
學生可借閱不同的書籍,再透過撰寫
讀書報告、口頭匯報方法,提升他們
閱讀領域,養成良好的閱讀習慣,以
銜接新高中「促進閱讀,積累語匯,
培養語感」 的教學原則。亦為將來高
中開設「小說與文化」及「文化專題
探討」的選修單元作好準備。
4)
增加閱讀理解練習的次數,讓學生掌
握不同的閱讀策略,包括:理解 、分
析 、感受 、鑑賞 ;在選材方面,會滲
入文學、文化、品德情意及對社會、
國家的責任意識 等元素,如孝道、忠
義、公德心、環保等。
5)高中公開試亦考核文言文,為令學生
提早適應,老師亦會多派發文言篇章
練習,由淺入深,讓學生慢慢適應。
老師亦常講解文言字、詞古今的變化
,減輕學生面對文言文的心理壓力。
而學校考試卷一閱讀能力卷定要包括
考核文言篇章。

4. 寫作範疇
1)  
寫作練習除有命題寫作外,還加入多
次實用文練習,
如:私人書信、章則、啓事、專題介
紹及新聞稿等,以配合新高中卷五綜
合 卷考核實用文 的要求。此外,高中
選修單元將會開設「新聞與報道」 ,
故現階段教授新聞稿 ,讓學生先掌握
基礎,以便將來銜接更容易 。
           2)
           透過專題研習,讓學生發揮協作、解
           難、運用資訊科技、及自主探究等多
           種共通能力 ,並加強他們對社會時事
           的敏銳觸覺。例如今年研習主題為「
           介紹一位成功人物」,學生既要透過
           「協作學習」過程,完成習作;並從
           中學習成功人物奮鬥的艱苦經驗,為
           自己訂立明確的目標。

Pedagogy   1. 針對性教學安排        1)學生口語表達能力較弱,詞彙貧乏    1)由於今年中二級進行跨班辯論比賽
           零六年九月十二日於學校禮堂舉行中 ,詞不達意,老師可再協助他們多加      十分成功,學生亦能從中提升思維及
           一級中國語文能力考核,經過詳細的 改善。                   表達的能力,因此,來年可繼續進行
           分析後,發覺學生未能完全運用記叙                       此項活動。
           要素寫作、內容亦未盡切題。故透過
           剪裁課程發展處推薦八百多篇文章與
           記叙主題有關的內容,例如:《大自
           然的語言》、《母愛的力量》、《月
           光曲》、《蚊子和獅子》、《狼》、
           《一陣驟來的雨》、《鳥的天堂》等
           ,讓學生多閱讀優秀作品,幫助他們
           積累素材,提高分析能力 ,有利寫作
           。

           2. 運用靈活教學法         2)老師繼續使用多元化的教學法,以
           1)                 提起學生的興趣。
           老師運用以學生為中心 及多元化 的教
           學法,多創設情境,指導他們從熟悉
           的學習情境,遷移知識,提高探索、
           評價及創造力 。例如:老師按照教學
           綱要指引,導讀課文由學生主導,讓
           他們分組,以不同形式演繹,包括口
           頭匯報、話劇、辯論、角色扮演等,
           老師給予回饋。
2)
為協助學生掌握閱讀策略、技巧及方
法,增進他們從閱讀所獲取的知識,
懂得靈活應用。於零六年九月十一日
至十三日舉辦「讀者文摘閱讀工作坊
」,務求引入多樣化的教學模式 ,令
學生從中獲益。
3)
老師經常運用分組討論等方法,提高
學生參與的機會,透過朋輩互動,讓
他們發揮溝通 、批判性思考 、綜合 、
及表達力 。討論內容亦以日常生活息
息相關。
4) 老師會把自習篇章答案上載至e-
class,要求學生自行核對,從而培養他
們主動及積極的學習態度 。每次測驗
須有題目關於自習篇章,以測試學生
有否自學 。

5)
鼓勵學生進行全方位學習, 例如:安
排中一戊班參加集誦,以豐富同學的
學習經歷。並把他們的演出製成光碟
,存放於個人學習歷程檔案。另外,
挑選中一部分學生參加全港中學「兩
文三語」菁英大比拼,擴闊視野。
3. 善用資訊科技輔助教學
1)老師適當地運用多種媒體輔助教學,
例如:視聽教具、互聯網絡(如:網上
討論區)、電腦軟件等,為學生提供自
主學習 的機會,同時亦配合互動資訊
科技學習 的目標。老師亦常使用多媒
體學習中心、語言學習室、課室的電
腦等進行互動教學,以增強學習效果
。
4. 布置適切評估活動
1)老師常用朋輩互評的方法,讓學生從
同儕中互學。
Assessment   1. 進展性評估             1)學生錯別字數目甚多,執筆忘字情    1)為提升同學在閱讀、寫作及說話等範
             老師運用多類型的家課評核學生的表     況亦普遍,故老師繼續協助他們作改     疇的能力,除了作有系統的橫向開展
             現,包括工作紙、作文、時事評論、     善。例如:鼓勵同學善用本科自行編     及連繫外,還要作縱向的安排,跨級
             聆聽練習、朗誦詩文、讀書報告、網     選的「中國語文自學手冊」,內容包     的規劃,讓初中與高中課程均有緊密
             上閱讀之每日一篇等,全面訓練學生     括常用詞語、成語及古典詩歌,透過     的銜接及連貫。
             聽、說、讀、寫的能力。尤其每日一     提供更適切的校本學習材料,針對學
             篇,為中一至中三學生拓寬閱讀領域     生所需,鞏固語文基礎,減少錯別字
             及層面,提升中文水平,以求銜接新     的機會。
             高中著重「從閱讀中學習」 的重心。

             2. 總結性評估       i)    2)
             高中公開考試部分與初中課程環環相     與學生詳細分析常錯別字,提醒他們
             扣,尤其鞏固學生聽、說、讀、寫的     勿掉以輕心。
             能力,定能為他們打好語文基礎。現
             在校內初中考試的四份試卷名稱及大
             部分內容已與高中銜接。

             ii) 聆聽範疇             3)
             試題形式包括選擇、填表、填充、短     要求學生多查字典,掌握各字的正確
             答等題目,亦滲入四式判斷題的模式     部首及字形結構。
             。
             iii) 說話範疇            4)
             說話方面,設有朗讀及個人短講       透過默書(詞語、優美片段、文章)給予
             (時事為主)兩部分,以切合高中公開試   學生反覆練習的機會,包括聽準每個
             的要求。                 字詞。

             iv)閱讀範疇
             課文問答根據各單元學習範疇的專項
             能力作單位,並滲入高階思考的題目
             。老師擬題盡量多元化,包括:第一
             類的基本題目:如:詞語、問答、修
             辭、語文運用、寫作技巧、譯句等。
             第二類為高階思考 題目:如:比較、
             分析、歸納、批判、反思、鑑賞 等。
             閱讀理解方面,試題以問答題為主,
             輔以選擇題、填充、填表及短問題等
             類型題目。選材方面亦加強品德情意
             、中華文化等元素,如環保、公德心
             。
v)寫作範疇
寫作方面,設題包括命題或指定情境
及實用文。以切合高中卷二(寫作)及卷
五(綜合)卷的要求。
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  Mathematics
F.1 Teachers:             Mrs. Ma LYF, Mrs. Lee MPS, Mr. Yip YW, Mr. Ryan Chan, Mr. Jacky Lee
Coordinator:              Mrs. Ma LYF
Panel Head:               Mr. Chu SW
Vision of F.1 teachers:   F1 teachers should have better ideas about the new elements in the NSS curriculum, pedagogy and assessment

                                                                                                             Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                                (e.g. essential cross/co-curricular
                          for the senior secondary curriculum (Please   (e.g. effective teaching approach,
       Domain                                                                                              activities, interfacing F.1 curriculum with
                           give evidence – e.g. specific examples of homework policy that helps build good
                                                                                                           F.2 curriculum, projects that can be done
                                    NSS elements introduced)                working and study habits)
                                                                                                                               in F.2)

     Curriculum           1. Study the Mathematics Curriculum and 1. Attend workshops or seminars              1. Teacher will design small tasks,
                          Assessment Guide                        provided by EDB or publishers                worksheets and projects for certain topics

                          2. Attend seminars related to NSS          2. Use guided or critical thinking        2. Attend seminars, trainings courses
                          curriculum                                 approach to teach certain topics          and workshops provided by EDB
                          3. Try new teaching methods in elite       3. Prepare open-ended questions in        3. Set questions related to enrichment
                          classes                                    quizzes or examinations.                  topics and further applications

                          4.Try out project learning in elite classes. 4. Provide challenging questions with
                                                                       bonus marks in exams
Pedagogy   1. Emphasize those topics related to       1. Pay more attention to daily news. Use 1. Provide more reading materials about
           social issues or daily life such as        relevant examples to illustrate those    Mathematics during reading sessions
           percentage and estimations                 related topics

           2. Use more daily life examples in         2. Read the suggested websites or       2. Teach students to use search engines
           lessons                                    reference books from the Curriculum and to research relevant topics and the results
                                                      Assessment Guide                        of student performance will be assessed
                                                                                              by observation

           3. Teach students how to apply searching 3. Attend seminars or workshops from        3. Use relevant computer software to
           skills in library                        EDB or publishers                           illustrate certain topics (such as graphs,
                                                                                                transformations, geometry, 3-D
                                                                                                problems)

           4. Teach students to work in pairs or in   4. Provide more reading materials about   4. Attend seminars or workshops from
           groups                                     Mathematics during reading sessions       EDB or publishers

           5. Provide a glossary of Mathematics at
           the beginning of the school term
Assessment   1. Set more daily life questions in tests or 1. SBA modes will be introduced to          1. SBA modes will be introduced to
             exams                                        junior Secondary students such as           junior Secondary students such as
                                                          assessment through different tasks, mini-   assessment through different tasks, mini-
                                                          projects, model making, etc. Marks          projects, model making, etc. Marks
                                                          would be counted as part of coursework      would be counted as part of coursework

             2. Use open-ended questions in             2. Attend seminars, training courses or 2. Attend seminars, training courses or
             assignments or tests                       workshops from EDB or publishers about workshops from EDB or publishers about
                                                        school-based assessment                 school-based assessment
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                Liberal Studies.
F.1 Teachers:           Mrs. B. Iu (coordinator), Mrs. C. Chan, Ms. E. Chau, Ms J. Wong
F.2 Teachers:           Ms. R. Chan (coordinator), Ms C. F. Lee, Ms A. Wong
Coordinator:            Mrs. B. Iu, Ms. R. Chan
Panel Head:             Ms R. Chan
Vision of F.1 teachers: 1. Enhancing the ABC of Liberal Studies of students – Awareness, Broadening & Creativity
                        2. Preparing students with the basic knowledge, skills and attitudes of studying Liberal Studies under the NSS curriculum
                        3. Providing a happy and reflective learning experience for junior form L.S. students

                            How well have we prepared the
                                                                                                           Suggestions to F.2 teachers of 07/08
                           students for the senior secondary        Suggestions to F.1 teachers of 07/08
                                                                                                              (e.g. essential cross/co-curricular
                        curriculum (Please give evidence – e.g.       (e.g. effective teaching approach,
       Domain                                                                                            activities, interfacing F.1 curriculum with
                           specific examples of NSS elements       homework policy that helps build good
                                                                                                         F.2 curriculum, projects that can be done
                                       introduced)                        working and study habits)
                                                                                                                             in F.2)
                             Measures             Examples
    Curriculum         1. Enhancing the      1. Studying the L.S. 1. To better understand the NSS L.S.   1. To better understand the NSS L.S.
                       understanding of      curriculum and       curriculum                             curriculum
                       teachers towards the assessment guide
                       NSS L.S.              2. Attending
                       curriculum (e.g.      seminars and
                       interpretation of the workshops (EMB)
                       curriculum,
                       assessment            3. Knowing the
                       requirement,          matrices of relevant
                       teaching strategies, learning experiences
                       subject knowledge, in basic education
                       etc.)                 (P1 to S3)
                                            4. Attending
                                            postgraduate
                                            programmes offered
                                            by universities
2. Adopting NSS        Examples of topics: 2.Adopt more NSS L.S. related topics          2.Adopt more NSS L.S. related topics
L.S. related topics    1. Teens and society into the junior L.S. curriculum (e.g. Food   into the junior L.S. curriculum (e.g. Food
into the junior L.S.                        safety problems in HK & China, time          safety problems in HK & China, time
curriculum             2. Wan Chai : a      management, money management, 08             management, money management, 08
                       pluralistic          Olympics, etc.                               Olympics, etc.
                       community
                       3. I am proud of
                       being Chinese
3.Adopting             1. Using school-    3. Use a project learning textbook to         3. Use a project learning textbook to
systematic project     based project       provide more systematic and                   provide more systematic and
learning training      learning worksheets comprehensive project learning training       comprehensive project learning training
into the junior L.S.   2. Having project   for students                                  for students
curriculum             learning lessons
                       under the junior
                       L.S. curriculum

4. Promoting           Measures taken:          4. Promote generic skills via various    4. Promote generic skills via various
generic skills via                              learning activities                      learning activities
various learning       1. Creative activities
activities             (e.g. campus
                       orienteering, SIP
                       activity, etc.)
                       2. Video
                       competition (e.g.
                       video production
                       training, interclass
                       video competition -
                       I am proud of being
                       Chinese, etc.)

                       3. ICT activities
                       (e.g. election of the
                       top10 ten items of
                       news about China,
                       Comments writing
                       on the web, etc.)
                   Project:             5. Help students investigate social issues       5. Help students investigate social issues
                   1. Topics related to from multiple perspectives by asking             from multiple perspectives by asking
                   current issues (e.g. more open-ended questions, giving more           more open-ended questions, giving more
                   The smoking ban in encouragement and guidance during                  encouragement and guidance during
                   Hong Kong, etc.)     discussions and presentations by                 discussions and presentations by
                                        students, etc.                                   students, etc.
                   2. Outing (e.g. walk
                   along Queen‟s Road
                   East, etc.)
5. Collaboration   Collaboration         6. Collaboration projects to be carried         6. Collaboration projects to be carried
with various       projects carried out: out:                                            out:                                    ~
departments and    1. Intellectual       ~ The History Department (e.g. The              The History Department (e.g. The
outside            Property Rights       election of top 10 issues over the last         election of top 10 issues over the last
organizations      Department (e.g.      decade after the handover of Hong Kong          decade after the handover of Hong Kong
                   lessons and           to China, ICT activities, etc.)                 to China, ICT activities, etc.)
                   activities on
                   intellectual property
                   rights, etc.)
                   2. TSK Campus TV        ~ The English Department (e.g. Skills for     ~ The English Department (e.g. Skills fpr
                   (e.g. video             writing reflective journals, Reading skills   writing reflective journals, Reading skills
                   production training,    (distinguishing facts and opinions in a       (distinguishing facts and opinions in a
                   interclass L.S. video   piece of news, vocabulary list, etc.)         piece of news, vocabulary list, etc.)
                   making competition,
                   etc.)
                   3. Salvation Army       ~ The Civic Education Committee - 08          ~ The Civic Education Committee - 08
                   (e.g. activities and    Olympics (e.g. board display, a mass          Olympics (e.g. board display, a mass
                   sharing on drug         talk, quiz competition, ICT activities,       talk, quiz competition, ICT activities,
                   abuse problem in        etc.)                                         etc.)
                   Hong Kong, etc.)
                   4. Geography
                   Department (e.g.
                   walk along Queen‟s
                   Road East to
                   understand the land
                   uses in Wan Chai)
Pedagogy   1. Social issues        Examples of social       1. Examples of social issues to be          1. Examples of social issues to be
           were discussed          issues discussed         discussed during lessons:                   discussed during lessons:
           during lessons          during lessons:
                                                      ~ Food safety problems in HK & China
                                   1. Teens and society                                                 ~ Food safety problems in HK & China
                                   (e.g. drug abuse,  ~ Time management                                 ~ Time management
                                   smoking, peer      ~ Money management                                ~ Money management
                                   pressure etc.)     ~ Education                                       ~ Education
                                   2. The development ~ 08 Olympics                                     ~ 08 Olympics
                                   of the Wan Chai    ~ Economic development of China                   ~ Economic development of China
                                   community
                                   3. National identity -
                                   I am proud of being
                                   Chinese
           2. Using various        Examples:            2. On top of the teaching modes used in         2. On top of the teaching modes used in
           teaching modes to                            06-07, teachers will ask students to read       06-07, teachers will ask students to read
                                   1. group discussions
           develop students‟                            the L.S. section of the SCMP and write          the L.S. section of the SCMP and write
                                   & presentations
           creativity,                                  comments about it. Group discussions or         comments about it. Group discussions or
           communication                                debate will be conducted afterwards.            debate will be conducted afterwards.
           skills, self-learning
           skills etc.             2. brain storming        3. Students will be taught in sets during   3. Students will be taught in sets during
                                                            project learning lessons.                   project learning lessons.
                                   3. mind mapping
                                   4. Six hats thinking
                                   model
                                   5. internet workshop

                                   6. presentations
                                   with interaction
                                   7. campus
                                   orienteering
Assessment   1. Continuous    Examples of the        Continuous assessment will be adopted.    Continuous assessment will be adopted.
             assessment was   assessment items:      On top of the assessment items included   On top of the assessment items included
             adopted                                 in 06-07, two more items will be added    in 06-07, two more items will be added
                                                     in 07-08:                                 in 07-08:
                              1. Worksheets          1. Reflective journals                    1. Reflective journals
                              2. Quizzes             2. Newspaper clippings with comments      2. Newspaper clippings with comments
                              3. Dictations
                              4. Projects
                              (including the
                              marking of drafts of
                              students' projects,
                              mind maps,
                              presentation, etc.)
                              5. Video production
                              6. Peer assessment
                              7. Self evaluation
                              8. Project learning
                              records
                              9. ICT activities
                              10. Q & A sessions
                              after the
                              presentation of
                              projects
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  History
F.1 Teachers:             Mrs. C. Chan and Ms. Lee Chun Fa
Coordinator:              Ms. Lee Chun Fa
Panel Head:               Mrs. C. Chan
Vision of F.1 teachers:   Helping the students to construct historical knowledge and develop generic skills involved in the study of
                          humanities subjects through curriculum, pedagogy and assessment

                                                                                                             Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                                (e.g. essential cross/co-curricular
                          for the senior secondary curriculum (Please   (e.g. effective teaching approach,
       Domain                                                                                              activities, interfacing F.1 curriculum with
                           give evidence – e.g. specific examples of homework policy that helps build good
                                                                                                           F.2 curriculum, projects that can be done
                                    NSS elements introduced)                working and study habits)
                                                                                                                               in F.2)

     Curriculum           Help students to develop different       1. Reinforce what has been done in 07 –       1. Reinforce what has been done in 07 –
                          generic skills through worksheets, group 08                                            08
                          discussion and projects;                 2. Collaborate with LS Department             2. Collaborate with LS Department
                                                                                         st                                            st
                                                                   (History Channel – 1 decade after             (History Channel – 1 decade after
                                                                   Handover & Election of Top 10 Issues          Handover & Election of Top 10 Issues
                                                                   over the last decade)                         over the last decade)

                                                                     3. Enrich students‟ historical knowledge    3. Enrich students‟ historical knowledge
                                                                     of Chinese, Japanese and HK history         of Chinese, Japanese and HK history

                                                                     4. Support NSS LS curriculum by             4. Support NSS LS curriculum by
                                                                     providing students with relevant learning   providing students with relevant learning
                                                                     experiences in junior secondary             experiences in junior secondary
                                                                     curriculum (esp. HK Today, Modern           curriculum (esp. HK Today, Modern
                                                                     China & Globalization);                     China & Globalization);
Pedagogy   1. Guide students to pursue an in-depth
           analysis of certain themes / issues
           through film shows & group discussions
           e.g. Alexander the Great – leader or
           despot?

           2. Increase students‟ exposure to different
           learning activities               e.g.
           ~ History Gallery activity
           ~ Inter-class Documentaries
           ~ Quiz Competition (eClass) Mastery of
           History
Assessment   1. Set tasks on Self-study topics
             i.e. Traditional festivals & customs

             2. Incorporate more open-ended and data-
             based questions into worksheets

             3. Encourage students to keep the project
             for Student Learning Profile (SLP)
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  Geography
F.1 Teachers:             Mrs. Iu So So Kum, Ms Kathleen Chu
Coordinator:              Mrs. Iu So So Kum
Panel Head:               Miss Chau Yuk Lin
Vision of F.1 teachers:   To develop students‟ geographical sense and basic competencies


                                                                                                              Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                                 (e.g. essential cross/co-curricular
                             for the senior secondary curriculum        (e.g. effective teaching approach,
       Domain                                                                                               activities, interfacing F.1 curriculum with
                             (Please give evidence – e.g. specific    homework policy that helps build good
                                                                                                            F.2 curriculum, projects that can be done
                            examples of NSS elements introduced)            working and study habits)
                                                                                                                                in F.2)

     Curriculum           ~ Form 1 curriculum has been revised. ~ If time allows, topics related to the NSS ~ The Form 2 curriculum will also be
                          Topics that are related to the NSS      LS curriculum will be included as well    revised to cope with the requirements of
                          Geography curriculum have been selected                                           NSS Geography curriculum
                          to teach in Form 1 lessons. Common
                          skills emphasized in both NSS
                          Geography and LS curricula, including
                          enquiry skills and generic skills –
                          communication skills, critical thinking
                          skills, problem-solving skills and IT
                          skills have been promoted

                          ~ Cross-discipline learning has been       ~ A field study on urban land use in       ~ If time allows, topics related to the
                          provided to students. A field study on     Wanchai, as part of the project, will be   NSS LS curriculum will also be selected
                          urban land use in Wan Chai has been        conducted in Geography lessons instead
                          carried out in LS lessons. In English      of LS lessons.
                          lessons, students have been given
                          opportunities to learn how to describe
                          routes with the use of directions

                                                                     ~ Basic GIS skills will be taught to       ~ Creativity skills will be promoted as
                                                                     students                                   well

                                                                     ~ Creativity skills will be promoted as    ~ Cross-discipline learning will be
                                                                     well                                       carried out with the English Department
                                                                                                                based on the theme of „Natural Disasters‟
                                                                                                                to improve students‟ language ability for
                                                                                                                the preparation of a case study report on
                                                                                                                a natural disaster event
Pedagogy   ~ Communication skills have been       ~ To develop students‟ communication                 ~ To develop students‟ communication
           enhanced through group discussions and skills, students will be asked to explain            skills, students will be asked to present
           presentations.                         ideas in simple language                             different points of views on the issue

           ~ Students have been allowed to adopt a        ~ A series of mini-projects will be          ~ To develop students‟ critical thinking
           multi-perspective approach to address          implemented to guide students in the         skills, students will be asked to make
           issues like relocation of factories to South   enquiry process, giving them the             informed decisions on environmental
           China through debate/ role play.               opportunity to develop generic skills and    issues
                                                          present information in the form of digital
                                                          maps and graphs with simple
                                                          conclusions.
           ~ Issue-based questions have been set in                                                    ~ Students will be allowed to select
           worksheets, quizzes and exams                                                               appropriate IT (including GIS) devices to
                                                                                                       present information

           ~ Guided enquiry with questions set in                                                      ~ More self-directed student learning will
           the worksheet has been adopted                                                              be carried out in the course of finding
                                                                                                       answers during enquiry learning

           ~ Students have been asked to access
           information from the Internet. A
           workshop on the use of GIS has been
           conducted for 12 F.1 elite students during
           the post-exam period

           ~ A field report has been integrated into
           LS for students to learn how to collect
           information from the field and present the
           information in the form of a map
Assessment   ~ Some issue-based questions have been   ~ Questions requiring application of       ~ Questions about current issues will be
             set in the exam paper in relation to     knowledge and skills will be added         set in the exam paper
             current issues

             ~ The land use survey report has been    ~ Projects without pre-determined          ~ The weighting of questions requiring
             assessed based on the accuracy of the    answers will be marked based on the        students to have higher-order thinking
             answers                                  rubrics, so that student can learn their   skills, make decisions and judgments will
                                                      strengths and weaknesses                   be increased

             ~ Peer assessment has been encouraged
             during lessons
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  中國歷史
F.1 Teachers:             呂淑儀老師、林小燕老師、陳偉文老師
Coordinator:              呂淑儀老師
Panel Head:               呂淑儀老師
Vision of F.1 teachers:   訓練中一學生的思考能力


                                                                                                                Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                                   (e.g. essential cross/co-curricular
                          for the senior secondary curriculum (Please   (e.g. effective teaching approach,
       Domain                                                                                                 activities, interfacing F.1 curriculum with
                           give evidence – e.g. specific examples of  homework policy that helps build good
                                                                                                              F.2 curriculum, projects that can be done
                                    NSS elements introduced)                working and study habits)
                                                                                                                                  in F.2)

     Curriculum           ~                 ~
                          現行的初中中史課程,老師除了傳統的 中一學生的思維能力其實很弱,老師
                          直接傳授教學外,亦特別注重思考、 宜多花時間教導答題技巧。
                          推論能力的訓練,例如試題設計不再
                          是直問直答式的題目,而是需要學生
                          對資料加以辨析及推論,最後得出結
                          論。
      Pedagogy                              ~
                                            老師不需要詳細講述所有史事,有時
                                            以小測、問答方式要求學生自習,效
                                            果亦不錯。
                                                                   ~ 小組討論的效果不錯,
                                                                   但甚為費時,同事要注意時間分配。

     Assessment           -增加思考題的比重至15%。                           ~                                          ~
                                                                   每次學生完成思考題的訓練時,必須                           對學生的答題技巧訓練仍嫌不足,故
                                                                   詳細講解答案的重點,教導學生如何                           下學年設計工作紙時,要更針對每一
                                                                   答題。                                        級學生的程度。

                                                                   ~
                                                                   教學時間嚴重不足,在講授時要更集
                                                                   中討論重點。
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  Computer Literacy
F.1 Teachers:             Mr. Ng Kin Ming, Ms. Tiu Chui Yee, Ms. Lena Wong, Mr. Yuen Chuck Kuen
Coordinator:              Mr. Yuen Chuck Kuen
Panel Head:               Mr. Oliver Chan
Vision of F.1 teachers:   Promote the interest in this subject


                                                                                                              Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students      Suggestions to F.1 teachers of 07/08
                                                                                                                 (e.g. essential cross/co-curricular
                              for the senior secondary curriculum        (e.g. effective teaching approach,
       Domain                                                                                               activities, interfacing F.1 curriculum with
                             (Please give evidence – e.g. specific    homework policy that helps build good
                                                                                                            F.2 curriculum, projects that can be done
                            examples of NSS elements introduced)             working and study habits)
                                                                                                                                in F.2)

     Curriculum           ~ Students were given opportunities to   ~ Continuous assessment of class work      ~ The techniques learnt in F.1 (HTML &
                          explore the subject by browsing the web,                                            Flash) could be integrated into the F.2
                          learning computer software, etc                                                     curriculum.

                                                                     ~ End-of-term Project work

      Pedagogy            ~ In order to help motivate students and ~ Activities such as viewing videos and ~ Project work could be given to
                          enliven the learning atmosphere in the    newspaper clippings could be organized students.
                          classroom, various activities such as     in order to broaden learning experiences.
                          collection of relevant information and
                          materials, end-of-term projects and group
                          discussions were organized.
             ~ In order to enhance students‟ learning,                                                 ~ More open-ended questions could be
             more able students acted as tutors to help                                                asked during lessons in order to elicit
             less able students to solve problems.                                                     students‟ thinking.

Assessment   ~ Continuous assessment was adopted.         ~ Homework assignments could be              ~ Ongoing assessment is highly
                                                          uploaded into students‟ Student Learning     recommended to provide students with
                                                          Portfolios (eClass e-Portfolio) as part of   relevant feedback to enable them to
                                                          their learning achievement.                  improve their future performance.


             ~ Feedback and comments were given to
             students (e.g. through eClass Platform).
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  Integrated Science
F.1 Teachers:             Mr. K.K.Lai, Mr. Y.W.Yip, Mr. Eric Li
Coordinator:
Panel Head:               Mr. Eric Li
Vision of F.1 teachers:   Students learning Science with great effectiveness and enthusiasm


                                                                                                             Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                                (e.g. essential cross/co-curricular
                          for the senior secondary curriculum (Please   (e.g. effective teaching approach,
       Domain                                                                                              activities, interfacing F.1 curriculum with
                           give evidence – e.g. specific examples of homework policy that helps build good
                                                                                                           F.2 curriculum, projects that can be done
                                    NSS elements introduced)                working and study habits)
                                                                                                                               in F.2)
     Curriculum           1. The CDI curriculum is well designed,      1. Conduct holistic curriculum planning - 1. Strengthen students' ability in applying
                          and provides a solid foundation for the      to improve balance and coherence (core their skills and knowledge in unfamiliar
                          NSS curriculum.                              and extreme)                              situations. (A trend in public exam)
                          2. Investigatory projects and task-based     2. Better logistics in lab sessions to free   2.Collaboration with English and Art
                          practical activities help to prepare         more time for other learning activities.      development. (No smoking campaign)
                          students for future SBA.

                          3.STSE elements included in curriculum 3. Introduction of Student Journals                 3. More explanation when evaluating
                          (e.g. saving energy)                                                                       their investigative work.

                          4. Collaboration with English Panel.

                          5. Development of practical skills - TPS
                          and Practical exam


      Pedagogy            1. Investigatory project requires students   1. Assign and collect project work earlier
                          to apply their knowledge of multiple         so that more time could be allowed for
                          variable fair test and provides              students to conduct the investigations.
                          opportunities for the development of         Teachers will also be able to monitor
                          generic skills (3C/P- creativity, critical   progress and give appropriate feedback.
                          thinking, communication and problem
                          solving)
             2. Post-reading assignments were given.   2. Introduction of self-learning topics.
             (e.g. reading report and presentations)


                                                       3. Use more daily examples in teaching.




Assessment   1. Continuous assessment has been         1. Building up students' habit of gathering
             adopted for several years.                useful information both inside and
                                                       outside classrooms.

             2. Peer assessment was included in        2. Content of Student Journal - end of
             project assignments.                      unit summary, mind map/ charts/ tables/
                                                       reflections, etc.
             3. Newspaper cutting and information
             searching were done by students.

             4. Questions that require higher order
             thinking included in assignments and
             exam papers.
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  Music
F.1 Teachers:             Mr. Yeung Ho Ching
Coordinator:              Mr. Yeung Ho Ching
Panel Head:               Mr. Yeung Ho Ching
Vision of F.1 teachers:   To cultivate student's ability in creating, performing and appreciating music


                                                                                                             Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                                (e.g. essential cross/co-curricular
                          for the senior secondary curriculum (Please   (e.g. effective teaching approach,
       Domain                                                                                              activities, interfacing F.1 curriculum with
                           give evidence – e.g. specific examples of homework policy that helps build good
                                                                                                           F.2 curriculum, projects that can be done
                                    NSS elements introduced)                working and study habits)
                                                                                                                               in F.2)

     Curriculum           1. The use of new textbook for F.1 (2006- 1. Using the selected textbook chosen in    1. Using the selected textbook 1 in the
                          2007)                                     year 2006-2007                              first term and the textbook 2 in the 2nd
                                                                                                                term

                          2. The music curriculum is designed        2. Equal emphasis should be put on         2. Equal emphasis should be put on
                          according to the new music syllabus set    writing music, performing music and        writing music, performing music and
                          in 2003                                    appreciation of music.                     appreciation of music.



                          3. Emphasis is put on creating music,
                          appreciation of music and performing
                          music.



      Pedagogy            1. Through the teaching of music writing, 1. Developing students creativity, critical 1. Strengthening students' skill in music
                          students' creativity and imagination are thinking skills and collaboration skills     writing using notational software
                          cultivated                                through participation in activities in a
                                                                    music context
             2. Critical thinking skills are infused                                           2. Further developing students' critical
             through music appreciation and peer                                               thinking skill through peer assessment of
             assessment of classmates' music work                                              music performances and music
                                                                                               appreciation


             3. Collaboration skills are developed
             through group performance (e.g. Singing,
             recorder performances & instrumental
             ensemble)




Assessment   1. Students are asked to collect their     1. Encouraging self and peer assessment 1. Encouraging self and peer assessment
             music writing exercises in a portfolio and of music performances and music writing of music performances and music writing
             are encouraged to self-evaluate and
             improve their own work
2. Encouraging students to keep good   2. Encouraging students to keep good
records of work that they have done.   records of work that they have done.
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  Visual Arts
F.1 Teachers:             W. M. Chan, Y. L. Ho
Coordinator:              Y. L. Ho
Panel Head:               W. M. Chan
Vision of F.1 teachers:   To help students develop their aesthetic potential and interest so as to enhance the quality of their life


                                                                                                                      Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students       Suggestions to F.1 teachers of 07/08
                                                                                                                         (e.g. essential cross/co-curricular
                             for the senior secondary curriculum          (e.g. effective teaching approach,
       Domain                                                                                                       activities, interfacing F.1 curriculum with
                             (Please give evidence – e.g. specific      homework policy that helps build good
                                                                                                                    F.2 curriculum, projects that can be done
                            examples of NSS elements introduced)              working and study habits)
                                                                                                                                        in F.2)

     Curriculum           1. A school-based curriculum has been       1. Project learning can be further
                          formulated+B12:                             developed to enhance self-directed &
                          ~ To develop different generic skills       reflective learning.
                          ~ To enhance students‟ exposure to
                          different art forms and skills as observers
                          & practitioners

                          2. The teaching of art appreciation &       2. More cross-discipline learning can be
                          criticism was strengthened                  carried out.
                          ~ Students were asked to analyze the use
                          of values in Chinese & Western artists.
                          ~ Students were also asked to compare
                          the empire the emphasis that Chinese &
                          Western artists placed when they apply
                          values in their artworks.
                          ~ A cross-curricular activity with the D &
                          T Department was introduced and
                          students were to do a project on “Clock
                          Design” with the D. & T teacher teaching
                          the woodwork skills while the Visual Arts
                          teacher teaches colour theory &
                          application.
                          ~ Outside school activities, such as
                          participating in competitions & exhibition
                          visits were carried out to enrich students'
                          learning experience and to offer wider
                          exposure.
Pedagogy   1. A variety of approaches, such as
           asking students to share their findings, to
           join in discussions, and comment on
           classmates‟ artworks were used to
           enhance students‟ learning opportunities
           and to develop creativity, communication
           skills, problem-solving skills & critical
           thinking skills.
           2. Students‟ self-learning skills were
           developed through the preparation of
           artworks. They were assigned computers
           to assist them to explore & search
           reference materials.

           3. Students were usually encouraged to
           seek & select & organize information for
           the purpose of art so as to enhance their
           self-directed & reflective learning.
Assessment   1. Both formative and summative
             assessment modes were used. They
             included presentations, performances,
             projects & peer assessment.

             2. Assessment criteria were set and made
             clear to students.
                                            Reflections on F.1 teaching (06/07)
  Reflections to be focused on the preparation for interfacing the junior secondary curriculum with the NSS curriculum
Subject:                  Home Economics
F.1 Teachers:             Miss W.T.Fong & Mrs. Wan
Coordinator:              Miss W.T.Fong (06-07) / Mrs. Y.Y.Cho (07-08)
Panel Head:               Mrs. Y.Y.Cho
Vision of F.1 teachers:   To build up knowledge base and skills in the TEKLA , to complement related studies and supplement student
                          learning for whole-person development.

                                                                                                                        Suggestions to F.2 teachers of 07/08
                           How well have we prepared the students     Suggestions to F.1 teachers of 07/08
                                                                                                                           (e.g. essential cross/co-curricular
                          for the senior secondary curriculum (Please   (e.g. effective teaching approach,
       Domain                                                                                                         activities, interfacing F.1 curriculum with
                           give evidence – e.g. specific examples of  homework policy that helps build good
                                                                                                                      F.2 curriculum, projects that can be done
                                    NSS elements introduced)                working and study habits)
                                                                                                                                          in F.2)

     Curriculum           Lesson 12 (Function of Food)                 Topics related to food and nutrition and       Include current issues in relevant topics
                          Generic skills : communication skills,       balanced diets.                                to arouse students‟ interest and broaden
                          problem solving skills and critical          Cross-discipline learning at junior levels:    their horizons and facilitate class
                          thinking skills students have to conduct     holding an inter-class healthy menu            discussion and learning.
                          discussions and solve problems by            design competition with the English
                          finding out answers in the assigned tasks    department. After that, students form
                                                                       groups to work out the menu by cooking
                                                                       in lessons.
                          Cross-discipline learning at junior levels : Generic skills : communication skills,         Develop generic skills by provide group
                          Building up knowledge base for F.3           problem solving skills , critical thinking     work and hands-on experience.
                          biology topic on food and nutrition.         skills , collaboration skills, study skills,
                                                                       IT skills (for planning and designing the
                                                                       menu) and numeracy skills (for
                                                                       calculating the quantity of ingredients
                                                                       needed and draw out a budget)
           L.S. element : Module 1 Personal           Cross-discipline learning at junior levels :
           development and relationships : Theme 1    building up a knowledge base for F.3
           understanding oneself – healthy            biology topic on food and nutrition.
           management in daily life situations.       Building up vocabulary for food , meals
                                                      etc.

                                                      Exploring possible programmes : board
                                                      display of healthy meals with Health
                                                      Education committee L.S., I.S. and Sex
                                                      Ed.committee cross-curricular teaching
                                                      on topic of Puberty

                                                      L.S. element : Module 1 Personal
                                                      development and relationships : Theme 1
                                                      understanding oneself – a healthy
                                                      management in daily life situations.

Pedagogy   Group discussion of the assigned tasks to Group activities, such as designing a            Class activities will be conducted to
           enhance communication and critical        healthy menu will be conducted to                provide opportunities for students to
           thinking skills.                          provide opportunities for students to            develop creativity and relevant generic
                                                     develop creativity.                              skills.

           Provide RTHK TV programme on food          Newspaper cutting and Internet resources        Newspaper cutting and Internet resources
           and health to enhance discussions of       of relevant topics are provided to              of relevant topics are provided to
           current social issues on buying nutrient   facilitate self-learning or class discussion,   facilitate self-learning or class discussion,
           supplements as a way of keeping body       providing opportunities for students to         providing opportunities for students to
           healthy.                                   learn by inquiry approach.                      learn by inquiry approach.
             Provide relevant Internet resources for
             self-learning


Assessment   Continuous assessment for an area of task Continuous assessment for an area of task Continuous assessment for an area of task
             was assigned for assessment in each       was assigned for assessment for each      was assigned for assessment in each
             lesson.                             Mark lesson.                                    lesson.
             sheets were designed for students to keep
             their record of work.
             A worksheet was designed to enhance       Home assessment for an assigned topic.      Assessment rubrics as a record of work
             scenario analysis with current and                                                    for keeping students‟ marks.
             everyday life issues; marks were given to
             the report.

                                                       Provide open-ended questions for at least
                                                       one topic to help students develop higher
                                                       order thinking skills.

				
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