Liberal Studies Curriculum and ... .net

Liberal Studies Curriculum and Assessment Guide (Secondary 4 - 6)

Jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority Recommended for use in schools by the Education Bureau HKSARG 2007 (with updates in November 2015) Effective from S4 in the 2015/16 school year

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Contents

Page

Preamble

~i~

Acronym

~iii~

Chapter 1 Introduction

1

1.1 Background

1

1.2 Rationale

2

1.3 Nature of the Subject

4

1.4 Curriculum Aims

5

1.5 Broad Learning Outcomes

5

1.6 Interface with Basic Education and Post-secondary Pathways

6

Chapter 2 Curriculum Framework

9

2.1 Design Principles

9

2.2 The Overall Structure

10

2.3 Linkages among the Areas of Study

11

2.4 Basic Design of Modules

13

2.5 Area of Study: Self and Personal Development

16

2.5.1 Module 1: Personal Development and Interpersonal

17

Relationships

2.6 Area of Study: Society and Culture

23

2.6.1 Module 2: Hong Kong Today

25

2.6.2 Module 3: Modern China

33

2.6.3 Module 4: Globalization

39

2.7 Area of Study: Science, Technology and the Environment

42

2.7.1 Module 5: Public Health

44

2.7.2 Module 6: Energy Technology and the Environment

49

2.8 Independent Enquiry Study (IES)

55

2.8.1 Objectives of IES

55

2.8.2 Nature of IES

55

2.8.3 The Titles for Students` IES

57

2.8.4 Specifications for the IES

60

2.8.5 Lesson time for IES

61

2.9 Time Allocation

61

Chapter 3 Curriculum Planning

63

3.1 Guiding Principles

63

3.2 Progression

64

3.3 Curriculum Planning Strategies

65

3.3.1 Interpreting the curriculum

65

3.3.2 The interface between the junior secondary and senior

66

secondary curricula

3.3.3 Catering for student diversity

68

3.3.4 Encouraging self-directed learning

70

3.3.5 Making use of ad hoc issues and life events and

71

designing cross-module topics of study

3.3.6 Linkages to other learning experiences and

71

life-wide learning opportunities

3.3.7 Cross-curricular collaboration

72

3.3.8 A whole-school approach to curriculum planning in

74

Liberal Studies

3.3.9 Integrating learning with assessment

74

3.4 Curriculum Management

75

3.4.1 Understanding the curriculum, student needs and the

75

school context

3.4.2 Organisation and structure

77

3.4.3 Planning the curriculum

77

3.4.4 Building capacity

78

3.4.5 Developing learning and teaching resources

79

3.4.6 Managing change

80

Chapter 4 Learning and Teaching

81

4.1 Knowledge and Learning

81

4.1.1 Views of knowledge

81

4.1.2 Constructing knowledge through issue-enquiry

81

4.2 Guiding Principles

85

4.3 Approaches and Strategies

86

4.3.1 Issue-enquiry and multiple perspectives

87

4.3.2 Systematic examination of an issue

89

4.3.3 Choosing appropriate strategies: fitness for purpose

91

4.3.4 Reading to learn

98

4.3.5 Learning outside the classroom

99

4.3.6 Catering for learner diversity

99

4.4 Interaction

103

4.4.1 The roles and interactions of students and teachers

103

4.4.2 Teachers` debriefings

105

4.5 Learning Communities

106

4.5.1 Co-construction of knowledge in a learning

107

community

4.5.2 Developing each student`s potential in a learning

107

community

4.5.3 Building a learning community in Independent

107

Enquiry Study grouping

4.5.4 Information and communication technology

107

and learning communities

4.6 Learning and Teaching for Independent Enquiry Study

108

4.6.1 Building on prior experiences

108

4.6.2 Deciding on the title and the scope

109

4.6.3 Developing project skills in the context of learning the 113 modules

4.6.4 Choice of methods and expected level of

114

sophistication

4.6.5 Analysing the data

115

4.6.6 Variety of modes of presentation

116

4.6.7 Fostering learner independence

116

Chapter 5 Assessment

121

5.1 The Roles of Assessment

121

5.2 Formative and Summative Assessment

122

5.3 Assessment Objectives

123

5.4 Internal Assessment

125

5.4.1 Guiding principles

125

5.4.2 Internal assessment practices

126

5.5 Public Assessment

128

5.5.1 Guiding principles

128

5.5.2 Assessment design

129

5.5.3 Public examinations

130

5.5.4 School-based assessment

132

5.5.5 Standards and reporting of results

134

Chapter 6 Learning & Teaching Resources

137

6.1 Purpose and Function of Learning and Teaching Resources

137

6.2 Guiding Principles

138

6.3 Commonly Used Resources for Liberal Studies

139

6.3.1 Learning and teaching resources provided by EDB

139

6.3.2 Textual resources

140

6.3.3 The Internet and technology

140

6.3.4 Mass media

141

6.3.5 Other non-textual resources

141

6.3.6 Community resources

142

6.4 Flexible Use of Learning and Teaching Resources

142

6.4.1 Fitness for purpose

143

6.4.2 Catering for learners` diversity

143

6.4.3 Language issues in learning and teaching resources

143

6.5 Resource Management

144

Appendices

145

1 Suggested Themes of Enquiry for Independent Enquiry Study 145

2 A Sample Design for Teaching a Topic in Integrated

152

Humanities

3 Preparing for and Facilitating Student Group Learning

153

4 Supporting the Learning of Students from Lower Socio-

155

economic Status Families

5 Examples of Schemes of Work on Cross-modular Topics

157

6 The Role of a School Principal in the Introduction of a New

164

Subject

7 Experience Sharing of a Liberal Studies Panel Chairperson

165

8 A Role-play Activity in an Advanced Supplementary Level

167

Liberal Studies Lesson

9 A Group Discussion Activity in Integrated Humanities

169

(S4-5)

10 A Concept Map Drawn by a Student

171

11 Learning Liberal Studies on a Study Tour

172

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