Modes of Support

(1) On-site Support

The support officers will conduct regular school visits based on schools’ development and needs, engage in professional development activities such as collaborative lesson planning, lesson observations and post-lesson discussions with teachers, and collaborate with the teaching team to review and optimise the school curriculum in accordance with the latest development of the school curriculum/subjects in Hong Kong, thereby enhancing the learning effectiveness of students.

Participating schools must appoint curriculum leaders to lead their teaching team to take part in professional support services. Schools need to organise regular meetings to ensure the teaching team is fully engaged in activities including discussions on curriculum development, collaborative lesson planning, lesson observations and post-lesson discussions as well as reviewing student learning outcomes, thereby strengthening collaboration and communication among the team. Support officers will participate in various sessions and provide feedback to facilitate the professional development of teachers.

In addition to developing the school curriculum, the teaching team should also actively participate in inter-school professional exchange activities to share and promote effective practices and resources so as to foster professional exchanges among schools.

(2) Learning Community

The support officers will establish a sharing platform that encourages curriculum leaders from participating schools to share their experiences, views and insights on topics of mutual concern, and explore effective learning and teaching strategies with a view to facilitating professional exchanges among schools and enhancing teachers’ professional capacity.

Participating schools must appoint at least one coordinating teacher to liaise with the support officers and arrange for teachers to participate in relevant collaborative and professional development activities. Participating teachers should actively engage in discussions and sharing, and bring the learning outcomes back to their schools for developing their school curriculum in alignment with the latest curriculum initiatives with other teachers to enhance the quality of education.

Schools arrange regular internal meetings led by curriculum leaders participating in this support service to discuss how to promote school curriculum development in close alignment with curriculum initiatives. Support officers will work closely with the curriculum leaders and provide feedback to further enhance their professional capacity.

Support officers will also have professional discussions with individual schools according to their context and develop school-based implementation strategies to achieve the common goals of the learning community.

(3) Points to note

To make the best use of the school-based support services, participating schools are expected to:

• appoint a curriculum leader as the coordinator responsible for maintaining contact with the support officer of the Section
• allow support officers to collect materials including video clips and photographs of learning activities, teachers’ reflection and student work during the support period for professional discussion
• share their successful experiences in school curriculum development and the learning and teaching materials developed under collaboration (The copyright of these materials will be co-owned by the Education Bureau (EDB) and the schools concerned. The Education Bureau also reserves the right to compile and refine the materials before disseminating them for educational purposes)
• should comply with relevant laws, such as compliance with the Copyright Ordinance in developing school-based curriculum and learning and teaching materials