[Archive] Example

Example (I)

Student's characteristics

Good at ask questions
Courageous in expressing opinions
Possesses critical thinking skills
Not contended in confined scope of learning and proactively explores more learning channels and approaches

Programme design exemplar

Subject

Design concept

Implementation Mode

Programme Content

Learning Outcome

Social Studies–
Project Learning

Teacher identified students with outstanding performance in the past project learning. These gifted students should receive further training to enhance their learning ability. Then, 15 students of better performance are selected after the completion of Level I:
whole-class approach project learning (conducted in the form of questionnaire), to proceed on Level II:
pull-out approach project learning.

Pull-out approach –2 C

General Enhancements

Enhance Students' thinking skills

In-depth Research Methods

Through observations, interviews and societal experiments to further explore the problem

Students intensely discussed in class with critical arguments that demonstrated the students' thinking and analytical abilities
Students were courageous in expressing themselves and dare to challenge established arguments.
Students showed strong reflective skills and could clearly present their thinking process.

Example (II)

Student's characteristics

Active, very creative
Enjoy using drama etc. to present ideas
Good verbal communication skills
Due to keen competition among classmates, "small circles" are formed in class and create discord

Programme design examplar:

Subject

Design concept

Implementation Mode

Programme Content

Learning Outcome

Chinese Language

Chinese Language Module for Form 2 emphasized on training student's verbal skills. Therefore, upon reading the article on "Stone figures of ancient heroes", students understood how written language could express the essence of spoken language vividly. In the cultural learning session, the teacher decided to let the students know Chinese dialects.

Since language will evolve in accordance with the changes of social environment, students are then required to create a new language based on the characteristics of certain dialects.

Whole-class approach
— 1 A

General Enhancements

Enhance students' creativity
Appreciate the beauty of language. Strengthen students' understanding on Chinese culture.

The Importance of Mutual Communication

Misunderstanding may easily arouse among communities which speak different dialects. One should show understanding and sympathy for others.

Use grouping to

break "small circles" and promote friendship
strengthen personal-social competence

The students' performances are beyond expectations, not only did they collect and present the most commonly spoken dialects of Hong Kong, but also "created" some unique languages.
During the discussions, students understood the symbolic meaning of languages and realised the continuous evolution of language under different social environments.

Example (III)

Student's characteristics

Some students are lack of confidence in Mathematics
Some students with better skills who can solve more difficult mathematical problems.
Students have difficulties in applying Mathematics to solve the actual problems.

Programme design examplar:

Subject

Design concept

Implementation Mode

Programme Content

Learning Outcome

Mathematics

In ordinary lessons, students were guided to find out the practical significance of trigonometric ratio, aiming at arousing their interests in this topic. Worksheets of different levels were used to develop students' abilities and, at the same time to facilitate their understanding on how to apply trigonometric ratio to solve practical right triangle problems.

Whole-class approach – 1 B

Started by problem investigation

Arouse students' interests by applying trigonometric ratio to solve mathematical problems
Group leaders may assist fellow students to complete the tasks
Care for the learning needs of higher-ability students
Develop students' leadership

Since students of different abilities are able to complete mathematical assignments at different levels, their sense of satisfaction in learning was enhanced. Higher-ability students are given the chances to play a more active role in class.

Example (IV)

Student's characteristics

Demonstrate excellent performance in regular classes and show strong interest in mathematics.
Show higher mathematical abilities as compared to their classmates and are worth receiving special training.
Need to overcome the feelings of "boredom" and "frustration' in the learning process.

Programme design examplar:

Subject

Design concept

Implementation Mode

Programme Content

Learning Outcome

Mathematics

Catering for the students’ characteristics, the curriculum design should focus on using examples to help students understand the topic and to collect a large amount of mathematical problems which can be solved by basic mathematical theories. The curriculum was focused on helping Form 1 and 2 students to apply basic mathematical theories for solving the problems in HKCEE mathematics papers.

The curriculum emphasized arousing students' enthusiasm for mathematics and enhancing their confidence in learning.

Pull-out approach special
training on mathematics –
2 D

Introduction of progressive assessment

The curriculum was divided into 4 stages. Each stage composed of 6 teaching sessions. Students were assessed in each stage. Only those who reached the required standard were allowed to proceed to the next learning stage.

Various approaches for solving mathematical problems

Teachers focused on adopting various problem solving approaches and also on students' application of mathematical theories.

Emphasis on affective education

Teachers strongly emphasized the affective education for students. They often encourage students to face challenges.

Students' interests and confidence in learning mathematics have been enhanced significantly.
Students have grasped the basic quintessence of mathematics, principles of solving problems and the basic skills for the entire problem-solving process.
Students' determination and willingness to overcome difficulties have been strengthened.

Example (V)

Student's characteristics

Have a solid foundation and strong interest in Chinese language.
Strong sense of responsibility and willing to spend extra time for learning.
Students in the group differ in abilities and interests. A general curriculum would be difficult to satisfy their needs.
Students in the class are active members of the school who frequently participate in extra-curricular activities.

Programme design examplar:

Subject

Design concept

Implementation Mode

Programme Content

Learning Outcome

Chinese Language

Students in Form 1 to 3 classes who achieved good results in Chinese language were selected by their teachers to form a Chinese gifted group. Reading materials are distributed to these students so that they could discuss with their teachers after reading them. Students should set up their individual study plan, e.g. to write a novel, to study the development of Chinese characters. In addition, they also formed a school team representing the school to participate in various Chinese competitions.

Pull-out approach special training in Chinese Language - 2 D

Introduction of individualized elements

Students set their own study goal based on their interests. This goal must be clear and can be achieved within a period of time.
Students were allowed to develop their own interests and talents.

The teacher as a mentor

The teacher gave advice to students on their study plans. Moreover, the teacher also played the role of a mentor to provide proper guidance to the students.  Students achieved outstanding results in many open competitions.

Students focused on their own expertise and strength and have more room for development.
The Mentor System facilitated more intensive guidance to students and strengthened their abilities.

Whole-class programme exemplar

To facilitate the implementation of "Outdoor Learning Day" tailor-made for the discipline on General Studies for primary school, Primary School A has designed a range of worksheets for different levels. The programme strengthened students' knowledge in General Studies and cultivated their creativity and higher-order thinking skills.

Programme Content

( Level 1 A )

Level

Venue of Visit

Worksheet

Primary 1

Yuen Long Park

Explore Yuen Long Park

Primary 2

Lions Nature Education Centre

Innovative Logo Design

Primary 3

Kadoorie Farm and Botantic Garden

Kadoorie Restaurant

Primary 4

Ping Shan Heritage Trail

A Day of a Scholar

Primary 5

Hong Kong Heritage Museum

Culture Ambassador - Snoopy

Primary 6

Hong Kong Park

Treasure Hunt in Flagstaff House Museum of Tea Ware

(Level 1 B)

The teacher selected the students with higher ability to play the role of "junior tour guide". The arrangement provided students chances to demonstrate their creativity and develop their communication skills and leadership.

Pull-out approach curriculum exemplars (level two) Example (1)

Secondary School B has designed a 19-session programme for the development of Form 1 students' creativity in fine art. Each session lasts for around 2 hours and is to be held after school.

Programme objectives:

to apply sculpture skills acquired in class
to achieve students' potential in art
to develop students' creativity
to develop the abilities in collaboration and peer learning

Teaching Session

Programme Contents

1 - 2

Briefing on the nature, objective and content of the programme

Students are guided to introduce themselves, to know each other and to express their expectations on the programme with the aid of crafts, games and worksheets

PowerPoint presentation--- revisions on sculptures and forms, the principle of light and dark contrast, transparency and relief sculpture skills

3 - 4

Students are required to paired up, to complete information collection and presentation focusing on the following 3 areas: -
(Internet / Commercial products / Books / Magazines / Newspapers)

Different types/models of sculptures and the application of material
Models of candlestick and the application of material
Students' self-evaluation and peer assessment
PowerPoint presentation by teacher on the models of candlesticks and design exemplars

5 - 6

Students collect materials for trial

Teaching on modeling techniques and application of material: metals, wood and plants, glass decoration and paper pulp

7 - 8

PowerPoint presentation by teacher: explanation on thinking techniques (Scamper approach) (whole-class approach)

Students design various 2-dimensional models based on the instructions given in the Scamper worksheets

9 - 10

Students are guided to use the 'Mind Map' to classify various concepts

Students design the sketch of the candlestick and complete their design proposals (pull-out approach)

11 - 18

Students create their works sketch

Teachers, with digital cameras, record students' creation process and the variations of light and dark contrast of their creations under different angles

Assessments and reviews

Pull-out approach curriculum exemplars (level two) Example (2)

Primary School C has designed a Chinese language pull-out programme, namely, "Creative writing by portraying people", for Primary 4 students with excellent academic achievement in Chinese Language and relatively high writing competence in Chinese composition. The objective of this programme is to arouse student's interests in Chinese writing and focus on training students' ability in portraying people. Various teaching strategies have been applied in this programme (e.g. creating riddles, portraying people, listening exercises, role-play activities, writing stories on pictures etc). Through such activities, students' presentation and writing, creative, problem-solving and collaboration skills can be developed accordingly. In the final stage of the programme, teachers select masterpieces from students' works for printing a booklet to display the students' learning outcome.

Programme Content

Teaching Session

Areas for Writing

Key areas of learning

Portray of
appearance

Able to describe the characteristics of a person's appearance

Able to use suitable words to describe characteristics of a person's appearance

Comprehend the characteristics of a person's appearance and behaviour

Description of movements

Able to observe the movements of a person and describe them in a systematic way

Able to use suitable words to describe the movement variations of a person

Able to concretely narrate the process of an action and the related movements

Linguistic
description

Able to use appropriate wordings based on the scenarios and emotions of the roles in stories

To write dialogues which perfectly match with a character's identity and characteristics

To create dialogues for different roles based on the contexts of poems

Psychological
description

To write about the psychological status and feelings of a character with reference to his / her photograph

To trace the psychological development of a person using a concept map

To collect and organize information for writing an autobiography for a specific character

Exaggerated
description

To observe the facial features and exaggerated gestures of a cartoon character and describe them in short sentences

To observe the exaggerated movements and attire of a cartoon character. Students are asked to draw pictures of the character's dress and movements, and describe them in short sentences

To describe the characteristics and movements of a character with an exaggerated approach for a story

Masterpiece appreciation

Students exchange their works with fellow classmates to facilitate mutual appreciations

Interview

To learn interviewing techniques and etiquette by making appointments with specified interviewees and preparing script for the interview

To conduct interviews

To collect and organise interview scripts

Masterpiece appreciation

Students exchange their works with fellow classmates to facilitate mutual appreciations

Graduation and exhibition

An informal graduation ceremony is held. VIPs and parents are invited to appreciate the students' masterpieces at the exhibition.