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2. 2010-2011ABCDE Junior Secondary F.1IH/Liberal Studies (2) Chi. Hist. (1) CMED (1) E&RS (1) F.2IH/Liberal Studies (2) Chi. Hist. (1) CMED (1) E&RS (1) F.3IH/Liberal Studies (3) Chi. Hist. (1) CMED (1) E&RS (1) NSS F.4 Core : Liberal Studies (3) Electives : Eco (2) Geog. (1) Chi. Hist. (1) Hist. (1) RS (1) F.5 HKAL F.6 AL Eco (5) AL Geog (5) AL Chi. Hist. (5) ASL Hist. (3) F.7 Personal, Social & Humanities Education In CSWCSS ** before Sept. 2010 ~ IH after Sept. 2010 ~ Liberal Studies CMED ~ Civil and Moral Education E&RS ~ Ethics and Religion Studies RS ~ Religion Studies 2

3. What are the implications behind? In Curriculum Design: Economics, Geography and History ceased to be an independent subjects in JS The need of preparation for NSS Economics, Geography and History in JS curriculum Knowledge : Which topics should be kept? What are the principles behind? Skills : Any special skills should be taught? Value : ?  related to students’ low learning motivation 3

4. Curriculum Design Principles - Bridging to NSS curriculum e.g. the First World War in F.3 under the theme of “World in Crisis” - Providing basic knowledge in the subjects e.g. major events in the past in F.2 4

5. Curriculum Design -Training and applying the essential skills: e.g. identification of sources in F.1 5

6. Curriculum Design -Arouse interest and passion in studying history and humanities subjects. e.g. from known to unknown 6

7. Curriculum Design -Arouse interest and passion in studying history and humanities subjects. e.g. student-centered learning methods 7

8. Curriculum Design Difficulties encountered: Conflict of Interest Limited Teaching Time Different Expectation Doubts and Uncertainties 8

9. Curriculum Design Solutions: High degree of accountability: 9 attitude

10. Curriculum Design Solutions: Cross reference with EDB Document ~ p.30-38, Personal, Social & Humanities Education, Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) 2002 10 Strand Sub-strand Strand I

11. Curriculum Design HKDSE History 1.2. 3. 6. 5. 4. 7. 8. 9. - Time sequence (1, 2, 3)  (4, 5, 6, 7) - Cause-and-effect relationship (4, 5, 6 & 7 – results of 3) 11

12. Curriculum Design HKDSE History – Strategic Development of Examination Skills Year (term) Examination Skills DBQEssay F.4 (1 st term)  View & attitude  Usefulness and limitation  To what extent/ How far F.4 (2 nd term)  detect biases  adequately reflect  Trace and Explain F.5 (1 st term)  Do you think  If you were  Roles F.5 (2 nd term) TBC  Compare  Do you agree F.6 TBC 12

13. 獨立運動的主要模式 Learning and Teaching Clear learning objectives ~ refer to Curriculum Guides ( http://www.edb.gov.hk/FileManager/TC/Content_3241/hist_c.pdf) 13

14. Learning and Teaching Use of Video and Audio Aid 14

15. Learning and Teaching Use of Diagrams, Mind-map and Timeline 15

16. Learning and Teaching Use of Diagrams, Mind-map and Timeline 16

17. Learning and Teaching Extended Learning (reading and exercises) ~ Website, Blog, E-class, etc. 17

18. Assessment for Learning Handling of Test and Examination Results ~question to question / part to part entrance of mark Data for analysis ~question type? ~topic? 18

19. Assessment for Learning Clear Marking Guidelines and Criteria ~showing clear requirement for different levels Data-based Questions 19

20. Assessment for Learning Clear Marking Guidelines and Criteria ~showing clear requirement for different levels Essay Peer Learning? 20

21. Panel Management Clear Filing System & Storage of documents 21

22. Panel Management Clear Filing System & Storage of documents 22

23. Panel Management E-Documents Regular Backup 23

24. Professional Development panel members’ professional development continuity? responsibility? reasonable schedule? high degree of tolerance? real support e.g. lesson observation, preparation lessons, concrete encouragement to attend seminars and talk? 24

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