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From Curriculum Planning to Timetabling - Generating timetables based on curriculum proposals for a 24-class secondary school.

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Presentation on theme: "From Curriculum Planning to Timetabling - Generating timetables based on curriculum proposals for a 24-class secondary school."— Presentation transcript:

1 From Curriculum Planning to Timetabling - Generating timetables based on curriculum proposals for a 24-class secondary school

2 More examples are available in 334 Website &nodeid=5522

3 What questions are asked first in NSS Curriculum Planning Which subjects are to be offered? How to offer? –Taster year – students study 4X in S4? –3X or 2X in S5 & S6? –Applied Learning (ApL)? –Collaboration with other schools? –Flexible grouping? –No. of group for each subject? –No. of lessons for the subject? –How the additional resources like CEG, TPPG, SSCG can be used effectively? –…

4 How can these questions be answered? Survey on student interest and inclination in S3 Reference to available human resources – matching teachers expertise with students demand to decide on the subjects offered and the number of groups of each subject Reference to other available resources / opportunities – school facilities, ApL courses available

5 Overview of NSS Curriculum Plan for the 24-Class Secondary School Class Structure Timetable structure: –40 minutes / period –8 periods / day –6 days / cycle Progression of Study: 4X in S4; 2-3X (including Applied Learning) for S5-6 No of elective subjects planned to offer: 11 Elective subjects planned to offer: –Bio, Chem, Phy, Econ, Geog, Hist, Chi Hist, BAFS, ICT, VA, Science (Combined) Ways to cater for learner diversity: –Science (Combined) in place of 2 science subjects in S5-6 –Applied Learning in S5-6

6 Curriculum Structure (S4) Subjects offeredNo. of periods% of Time allocation English8 16.7% 56.3% Chinese714.6% Mathematics714.6% L.S.510.4% Electives*4 (x4)33.3% OLE#510.4% Total48100% #More other learning experiences (OLE) like community service, career-related experiences, moral and civic education, physical and aesthetic experiences are provided to students after school or in post-examination school days, etc. In the present case, at least 2 periods are reserved for PE. 3 other periods are marked as OLE in the timetable shown later.

7 Curriculum Structure (S5-6) Subjects offeredNo. of periods% of Time allocation English8 16.7% 56.3% Chinese714.6% Mathematics714.6% L.S.510.4% Electives**5 (x3)31.2% OLE#612.5% Total48100%

8 Groups of Elective Subjects offered in S4 Notes on how to put the subjects into different groups: Popular subjects offered in more than 1 group (e.g. Econ, ICT) Mutually exclusive minority subjects put in the same group (None in this case) Popular subject combinations put in different groups (e.g. More students opt for Chem+Bio, Hist+Geog) Symmetrical groups as far as possible (Maximise use of school resources) Group 1PhyChemEconGeogC. Hist Group 2PhyChemVAGeogICT Group 3BioHistEconBAFSICT Group 4BioHistEconC.HistICT

9 Groups of Elective Subjects offered in S4 Facts: 172 possible subject combinations Students can experience the learning and teaching of subjects from different KLAs On average, each group made up of only 32 students (= 40x4/5) – addressing the issue of workload to a certain extent Group 1PhyChemEconGeogC. Hist Group 2PhyChemVAGeogICT Group 3BioHistEconBAFSICT Group 4BioHistEconC.HistICT

10 Groups of Elective Subjects offered in S5 Notes on packing of subjects: From 160 students with 4X to 160 students with 2-3X, therefore ample room for packing Interactive approach needed in deciding how to pack subjects (i.e. students interest + students performance in S4) – appropriate student guidance needed So long as number of subjects in a group > number of classes, most groups will be operating in a number less than 40 (In fact, with some subjects that are less resource-bound accommodating more students e.g. 35, the others can be taught in even smaller groups) So long as there are enough teachers, may expand the number of subjects in a group to cater for more different subject combinations (e.g. Chi Hist in Group 3) – giving more choices Similarly, BAFS is split into 2 groups to cater for the Accounting Module and the Management Module Group 1PhyScience (Combined) EconGeogC. Hist Group 2PhyChemVAGeogICT Group 3BioHistEconBAFS1 BAFS2 ICTC. Hist

11 Groups of Elective Subjects offered in S5 Facts: 108 possible subject combinations Group 1PhyScience (Combined) EconGeogC. Hist Group 2PhyChemVAGeogICT Group 3BioHistEconBAFS1 BAFS2 ICTC. Hist

12 But how does the proposed curriculum structure fit into a timetable for the whole school? Will it work?

13 Other requirements in Timetabling No planned lesson unscheduled 1 Chinese Language lesson scheduled on each school day 1 English Language lesson scheduled on each school day 1 Mathematics lesson scheduled on each school day No multiple periods (e.g. double period or triple period) across break such as recess or lunch No PE lessons scheduled just after the lunch time Teachers with no more than 6 periods on each school day All lessons scheduled in the special rooms required All non-PE OLE lessons scheduled after lunch

14 To give you a feel that this is a genuine case … Curriculum and timetabling requirements for S1- 2 as follows: Subjects offeredNo. of periodsSingle periodDouble period English1043 Chinese842 Mathematics751 Life Education311 C. History220 E.P.A.110 Geography220 History220 P.E.201 Visual Arts201 Music220 PTH110 I.S.531 Computer Literacy110 Total48

15 Similarly, curriculum and timetabling requirements for S3 as follows: Subjects offeredNo. of periodsSingle periodDouble period English1043 Chinese842 Mathematics751 Life Education311 C. History220 E.P.A.110 Geography220 History220 P.E.201 Visual Arts201 Music110 PTH110 Physics201 Chemistry201 Biology201 Computer Literacy110 Total48

16 Samples of Timetable generated by WebSAMS version 1.21 (Build ) We will continue to upgrade WebSAMS or develop other tools for schools to perform timetabling – further trial runs and your support needed

17 OLE for Other Learning Experiences Reading to Learn

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22 RequirementsDegree of meeting the requirements No planned lesson unscheduled 100% At least 1 Chinese Language scheduled on each school day 100% for S1 to S3 58% for S4 to S6 (5 classes with 1 school day without Chinese) At least 1 English Language lesson scheduled on each school day 100% for S1 to S3 83.3% for S4 to S6 (2 classes with 1 school day without English) At least 1 Mathematics lesson scheduled on each school day 100% for S1 to S3. 75% for S4 to S6 (3 classes with 1 school day without Mathematics) No multiple periods (e.g. double period or triple period) across break such as recess or lunch 100% No PE lessons just after the lunch time 100% Teacher with no more than 6 periods on each school day 84% 8 teachers with 7 periods on the same day All lessons scheduled in the special rooms required 100% All non-PE OLE lessons scheduled after lunch 100%

23 How about the teacher workload? Teacher with no more than 6 periods on each school day 84% 8 teachers with 7 periods on the same day On average, each teacher will be teaching about 30 periods per cycle (as shown in a table on flexible grouping later). The actual workload depends on how flexible grouping is employed to address specific needs identified by the school and the school management can use the additional resources like CEG, SSCG, etc flexibly to address the needs. In the present case, the school deploys more resources to improve students English standard and on learning and teaching of LS.

24 This teacher is teaching 30 periods per cycle (48 periods).

25 More about Flexible Grouping

26 Flexible Grouping Provide a better learning environment to students Adjust the size of a group according to actual needs (Sometimes larger than the class size; sometimes smaller)

27 Different Ways to Implement Flexible Grouping Several elective subjects put together in groups to allow for different subject combinations For core subjects like Chinese, English and Mathematics, several classes come and mix together to form smaller groups for small-class teaching (e.g. 4 classes becoming 5 groups, or just the 2 weaker classes becoming 3 groups) Likewise, small-class teaching may be applied to only some of the lessons in the timetable (e.g. for oral practices) Biweekly mass lecture for Liberal Studies to introduce background concepts...

28 Different Ways to Implement Flexible Grouping 4 classes 5 groups e.g. Having Chinese Language periods at the same time, all 4 classes will merge and become 5 groups Every 2 classes 3 groups, therefore 4 classes 6 groups e.g. Having English Language periods at the same time, 4A & 4B will merge and become 3 groups. It will be easier to arrange the timetable. 4A4B 4C 4D 4A4B 4C 4D

29 Different Ways to Implement Flexible Grouping Only 2 periods out of 6 periods splits e.g. Oral lessons in Languages, IES in Liberal Studies

30 Different Ways to Implement Flexible Grouping Offers 5 or 6 elective subjects in each elective group (Conduct survey to get initial picture of students choices) In S4, students study 4 elective subjects Grouping of elective subjects: In S5 & S6, students study 2-3 elective subjects e.g. Group 1PhyChemEconGeogC Hist Group 2PhyChemVAGeogICT Group 3BioHistEconBAFSICT Group 4BioHistEconC HistICT Group 1PhySci (combined)EconGeogC Hist Group 2PhyChemVAGeogICT Group 3BioHistEconBAFSICTC Hist

31 Estimation of Teaching Load with Flexible Grouping e.g.

32 With appropriate use of flexible grouping, some of the issues associated with class-size for SBA are automatically solved –No more 40 students per class for science practicals –Smaller groups for oral practices or speaking exercises Other strategies to address student workload in administering SBA –Staggered arrangement in accordance with the timeline for submitting scores and reports provided by HKEAA –Maintaining a central database on how and when SBA is to be conducted for each subject for each class –Encouraging the use of SBA results to replace some of the mid- term test or exam results (formalising the importance of diversified modes of assessment and whole-person development)

33 Early Planning To test the different scenarios To build up an initial working model for fine adjustment in the future To develop prototypes for discussion, consensus building, identifying gaps in preparation (e.g. room conversion), etc To convert some of the uncertainties into certainties (after knowing some of the feasibilities) To ease teachers anxiety

34 Ways Ahead A project on how timetabling in NSS can be performed using alternative methods Trial runs of different methods and tools using more school data (schools with different settings and proposed curricula) Workshop on using WebSAMS to perform timetabling Enhancement of WebSAMS if appropriate

35 Thank You !!


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