Whole-school Curriculum Planning on Promoting ... · Promoting “Entrepreneurial Spirit”...
Transcript of Whole-school Curriculum Planning on Promoting ... · Promoting “Entrepreneurial Spirit”...
Collaborative Research and Development (“Seed”) Projects for the 2020/21 School Year
1Council & Secondary Section
Curriculum Development InstituteFebruary 2020
Whole-school Curriculum Planning on Promoting “Entrepreneurial Spirit”
(Project Code: CS0120)
Whole-school Curriculum Planning on
Promoting “Entrepreneurial Spirit”
Developing students’ knowledge, generic skills and attitudes (e.g. creativity, collaboration, perseverance, commitment) through promoting “entrepreneurial spirit”
Promoting cross-curricular collaboration on conducting various learning activities to encourage students to make endeavours, take on challenges and innovate
Enabling students to define a problem and formulate plans for approaching it in a life-wide learning context
Encouraging creativity and iterative experimentation in the problem solving process to allow students to take ownership of their learning
Adopting effective strategies to evaluate/provide feedback on students’ entrepreneurial competencies
Objectives
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Industry 1.0
Industry 2.0
Industry 3.0
Industry 4.0
Mechanisationand steam power
Mass production and electricity
Automation, computers and electronics
Source: https://strategicleaders.com/future-leadership-fourth-industrial-revolution/
Cyber physical systems
Industrial Revolution
Industry 1.0
Industry 2.0
Industry 3.0
Industry 4.0
Mechanisationand steam power
Mass production and electricity
Automation, computers and electronics
Source: https://strategicleaders.com/future-leadership-fourth-industrial-revolution/
Cyber physical systems
Industrial Revolution
There will be disruptive changes to business models and a profound impact on
the employment landscape over the coming years. (World Economic Forum 2016)
This revolution is already in homes across the developed world and
increasingly in the developing world too… But, so far, this revolution has
not transformed most schools or most teaching and learning in
classrooms.
(Michael Barber, 2014)
If all we do is to teach our children what we know, they might
remember enough to follow our footsteps; but if they learn how to
learn, and are able to think for themselves, and work with others, they can go anywhere they want.
(Andreas Schleicher, 2018)
Emotional Intelligence
Time Management
Collaboration
Persuasion
Creativity
Adaptability
… high-stakes exams … only measure a far narrower range of traditional
performance …. … if assessment systems fail to reflect
the future skills that employers demand they will lose credibility
naturally.
(Economist Intelligence Unit, 2017)
develop in students the
competencies required for
meeting future challenges?
add variety to students’ learning
experiences and promote learner
autonomy?
monitor and evaluate student
learning in a real-life context?
How can we …
Values Education
(including MCE & Basic Law education)
Chinese History and
Chinese Culture
STEM Education &
ITE
Language across the Curriculum
Learning & Teaching of Chinese as a
Second Language
Gifted Education
Life-wide Learning
Major RenewedEmphases
(MRE)
Entrepreneurial Spirit
Development of Entrepreneurial Spirit
is not confined to teaching students to start and run new businesses;
can focus on developing knowledge, generic skills, positive values and attitudes which will benefit students in their personal development as future endeavours as business owners,
freelancers or innovators
(Secondary Education Curriculum Guide, 2017)
Entrepreneurship in education
can be defined in either way
builds the enterprise competencies and
introduces business competencies, leading to
start-up and new business development.
• focuses broadly on the development of enterprise competencies that are essential in the workplace, and related to personal development, mindset, skills and abilities
• learners to demonstrate a ‘can-do’ confidence, a creative questioning approach, and the willingness to take risks in uncertainty and flexible working patterns
• learners to show the attributes of teamwork, initiative, originality and self-discipline
OECD 2015; The Quality Assurance Agency for Higher Education UK 2018
Premise of the Seed Project
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Handicraft Making
Intended outcomes: Students to design and make a household
object(s) for the underprivileged Students to develop knowledge, skills and
attitudes across the curriculum
Prototype
Test •Test your ideas
Define •Develop points of view based on the users’ needs
Empathise •Understand the users
1. Addressing and Defining Problems through Design Thinking
Ideate •Propose creative solutions
•Create designs underpinned by your thoughts
School
NGO
Engaging with the underprivileged (e.g. elderly people, people living in subdivided units) through visits to:
research and analyse their needs
design and make household objects of use to target users and with aesthetic appeal
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Life-wide
Learning
Interaction with
the real world
Proactiveness
Design Thinking in Practice
2. Learning by Doing: Innovate and Problem Solve
Requisite knowledge, skills & attitudes
Visual Arts
- Woodwork/pottery: historical and cultural value, techniques
- Aesthetic perception
- Artistic heritage
- Appreciation of Chinese arts
Design & Technology
- Creativity/
Innovativeness
- Problem Solving
- Self-determination
- Risk-taking
Chinese History
- Learning about Chinese history and culture in the context of traditional handicrafts and everyday objects
16Students in teams formulate action plans for design and make
3. Interaction with the Real World
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Interpersonal
Skills
Marketing Skills
Engagement with local craftsmen/practitioners in the creative industry
• Students learn more about innovative
thinking and translating ideas into practice.
• Students pitch their creative output
(e.g. tea ware) at a real audience as part
of assessment.
Problem-based learningPlanning a research, formulating hypotheses and predicting outcomes Analysing personal roles and responsibilities in making contribution to society
Nurturing Entrepreneurial Competencies: Possible Approaches
PitchingRole-playConducting a survey/interviewPresenting ideas and viewpoints logically in different modes
Design thinkingConnecting ideas using mind maps, imagery, analogies, etc., to create new possibilities Conducting a scientific investigationMaking a prototype
Sustaining a discussionCo-operative learning
Marketing Skills
-Dealing with/persuading stakeholders
-Adapting a message to a target group
-Gauging people’s needs
Interpersonal Skills
-Interpreting, synthesising and appreciating various viewpoints
-Resolving conflicts
Innovativeness
-Initiating new thoughts for action
-Expanding and refining ideas
-Discerning novelty from observation
Opportunity Skills
-Recognising/acting on opportunities
-Asking questions about what is missing/what
could be better
-Developing a vision
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School pedagogical considerations
Subjects involved
Real-life problems
connected with subject curricula
Knowledge, skills & attitudes
necessary for students to
innovate
Integrating design thinking
into the learning process
Range of possible
student output
A meaningful platform for students to
present their output
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Implementation Stages
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• Co-planning: learning context, integrating entrepreneurial competencies with the selected theme, teaching of design thinking, whole-school approach
• Preparation for lesson study and project learning
Learning activities to develop the knowledge, skills and attitudes required for the project (4-6 weeks)
Evaluation of student learning and project outcomes (2 weeks)
Students’ creation and presentation of output (6-8 weeks)
1st Term
2nd Term
Mode of Implementation
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A
B
• At least 1 class at a particular year level
• Timetabled periods & out-of-class activities
• Easily arranged class schedule
• Selected / interested students (at least 30)
• After-school periods and out-of-class activities
• Catering for the needs of a certain group of students
Commitment
• Support of principal/vice-principals (as the project co-ordinator)
Whole-school approach
Cross-curricular collaboration
• Space/flexibility in curriculum planning and implementation
• 1 KLA/1 year level for project implementation; other KLAs for trialling related learning activities through lesson study
• Learning activities within and beyond timetabled periods
• Collection of evidence (e.g. classroom observations, interviews) on the process of change and impact of student learning
• Engagement with outside organisations
• Dissemination of good practices to other schools after the tryout
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Application
• EDBCM No.6/2020 (Appendix C in duplicate)
• Deadline: 9 March 2020 (Thursday)
• Announcement of results: June 2020
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Project Proposal (Appendix C)
• Needs of school/students
• Target KLA/year level
• Schools’ commitment to the project (e.g. timetabling, staff involvement, curriculum adaptation)
• Previous experience in implementing project learning/cross-curricular learning
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Enquiries
Mr Jimmy LEUNG
Council & Secondary Section, Curriculum Development Institute
Email: [email protected] / Tel: 2892 6448
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