Curriculum Interfacing: Primary General Studies and Secondary Liberal Studies

1. Curriculum Interfacing:Primary General Studies and Secondary Liberal Studies Dr. Lo Tin Yau Joe 24/4/2010

2. GS Curriculum Framework

3. LS Curriculum Framework Self & Personal Development Society & Culture • Personal Development & Interpersonal Relationships • Hong Kong Today • Modern China • Globalization • Public Health • Energy ,Technology & • the Environment Science, Technology & the Environment

4. GS & LS: Similarities • Inquiry / Experiential learning  problems, issues, themes • Concept-based • Skill-based • Perspective consciousness • Core values – values analysis / clarification • Participatory learning • Concentric circles • Science-technology-society

5. Interfacing: Concepts (1) • From near to remote • From concrete to abstract • From breadth to depth (or vice versa) • Spirally progressive and developmental, not accumulative

6. Interfacing: Concepts (2) Primary context: • Construction of knowledge conceptualization ( categorizations, attributes, examples and non-examples….) Secondary context: • Applying concepts to analyze problems / issues • Revisiting / reinterpreting the concepts

7. Interfacing: Skills (1) • Bloom’s taxonomy (Bloom & Krathwohl,1956)

8. Interfacing: Skills (1) • The seven basic Multiple Intelligences formulated by Gardner (1993): • Linguistic intelligence • Logical-mathematical intelligence • Musical intelligence • Bodily-kinesthetic intelligence • Spatial intelligence • Interpersonal intelligence • Intrapersonal intelligence

9. Interfacing: Skills (1) • The nine types of Generic Skills identified in the HK school curriculum (Liberal Studies C & A Guide S4-6, 2007) • collaboration skills • communication skills • creativity • critical thinking skills • information technology skills • numeracy skills • problem solving skills • self-management skills • study skills

10. Interfacing: Skills (2) • Connectivity & disciplinary skills • Skill integration, not isolated / orphaned skills • Guided inquiry → Open/independent inquiry • Single method → mixed (multiple) methods for developing multiple perspectives • Contextualized and meaningful learning

11. Interfacing: Perspectives • Primary context: • strand-based + connecting learning experiences in 3 KLAs (PSHE, SE & TE) • Secondary context: • discipline-based + parallel disciplines + multiple disciplines • LS: provides a platform to integrate & apply disciplinary perspectives • Multiple perspectives ≠ listing out concepts / views from various disciplinary perspectives • Issues / problems know no disciplinary boundaries

12. Interfacing: Core Values (1) • Basic five priority values: • Perseverance • Respect for Others • Responsibility • National Identity • Commitment • How are they articulated with the core values of the curriculum guides?

13. Interfacing: Core Values (2) • Primary context: • valuation + inculcation • more personal than social • civic literacy (understanding) • Secondary context: • evaluation + critical reflection • more values clarification / analysis / judgment • civic competency

14. Major Strategies • Collaborative lesson planning  co-construction of knowledge • Longitudinal studies (how students learn?) for continuous improvement grounded on evidence-based & evidence-informed practices • Putting “curricular connectivity” on the top priority of school-based curriculum development • Making “curriculum audit” to avoid meaningless overlaps and / or replications

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