1.

Analyse the existing situation of

the school.
2. Outside resources
3. Planning the Curriculum
4. Monitoring and documentation
5. Impact on students
6. The way forward
1. Analyse the existing situation of the
school.
(a) Administration
(b) Staff involvement
(c) The parents
(d) Students’ understandings
(a)  Administration

 What is the scale of the project?

 What kind of support will be provided by
the school administrators?
 How much resources are available for
this school-based curriculum?
(b)  Staff involvement

 How is the teachers’ readiness for guiding

students to conduct project work?
 How many teachers will be involved in the
scheme?
 What kind of training could be offered
to teacher advisers?

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(c) The parents

 How could the school seek support

from the parents?

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(d) Students’ understandings

 How much is their understanding on

“Learning”?
 How much is their understanding on
“Project Learning”?
 What kinds of ability they possess on
“Information Literacy”?

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2. Outside resources

 How much support could be

sought from outside professional
bodies such as museums, tertiary
institutes and the E.M.B.?
3.      Planning the Curriculum
(a) Curriculum Focus

 What are the learning focuses for Secondary

One students in this curriculum?
 Which subjects could be involved to support
this curriculum?
 How to incorporate the curriculum elements into
the existing curriculum and time-table?
School-based curriculum to support
students

(i) Teaching of Project Learning

(Direct coaching of essential skills)

(ii) Teaching about Project Learning

(Skills developed through existing curricula)

(iii) Teaching for Project Learning

(Supportive activities)
(i) Teaching of Project Learning
(Direct coaching of essential skills)
Skills directly related to the implementation of
the project including the setting of project title and
mind mapping etc. are taught during “class
periods”.
  

Skills directly related to Project Supported by

Implementation
Setting of Project Title & Mind Guest Speakers
mapping
Time management Careers Guidance
Committee
Interpersonal skills in group work Guidance &
Counselling
  Committee
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(ii) Teaching about Project Learning
(Skills developed through existing
curricula)

Certain skills can be developed through

existing curricula which are applicable to project
implementation. However, the teaching
schedule is required to be well coordinated.
 Skills developed through Subject
existing curricula

Design of Project Report Art & Design

Reflection on Project Language (Both Chinese &

Learning English)
Presentation Skills Language (Both Chinese &
English)
Information Technology Computer Literacy
Skills
Library Skills Library Lesson
(iii) Teaching for Project Learning
(Supportive activities)

A supportive environment (Humanities lessons

during the Project Cycle) is arranged for our
students to facilitate group discussions. Visits with
focused themes are arranged to enhance
students’ experience on project to be studied.
 Supportive activities Extended Curriculum
time

Group discussion and Humanities lessons during

Presentation the Project Cycle

Visit to the H.K. Museum of Humanities lessons &

History and H.K. Central Post-exam. period
Library

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(b) Curriculum materials

 What information should be included in the

students' handbook?

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(c) Modes of assessment

 In what way should project learning be

assessed?
 How to report the results of the
assessment?

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4. Monitoring and
documentation
(a) Monitoring the progress

 Conduct an evaluation on the effectiveness of

this curriculum
 Conduct meetings with teacher advisers to
monitor the progress of the programmes
 Monitor the coordination with outside bodies
 Coordinate with subject departments concerned
(b) Documentation for different purposes

 A debriefing session with students and

teachers involved
 Evaluation of the programme
 School-based staff development
 Learning resources

Web
5. Impact on students
 Able to distinguish between the different
modes of project learning in primary and
secondary schools.
 Able to understand the essence of project
learning.
 Realizing the significance of interpersonal
relationships in group work.
 Cherishing the relationship with their
teacher advisers.
 Showing improvement on Information
Literacy Picture Next
6. The way forward

 What should be the focuses of project-based

learning for Secondary 2 students?

 What kind of training should be provided to

familiarize students with “firsthand information
collection skills” such as questionnaire design &
interviewing techniques?
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 學習似跑步，學習有很多
難關，但我們只要衝破難關就可
以去到另一個境界，另一個層次
，但要衝破難關就要努力。

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1.Learning in a relaxing environment.
(and soothing)
2.Via a method that is fun and easy.
3.With enough assistance (but not
inference) from peers

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