print page
< Back
Menu > About EDB >
Forms & Circulars
-
Forms
-
Circulars
< Back
Menu > About EDB >
Annual Open Data Plans
-
Annual Open Data Plans
-
Public Sector Information
< Back
Menu > Curriculum Development >
Major Levels of Education
-
Kindergarten Education
-
Primary Education
-
Secondary Education
< Back
Menu > Curriculum Development >
Assessment
-
Basic Competency Assessment (BCA)
-
References
< Back
Menu > Students and Parents Related >
Life Planning Education and Career Guidance
-
Life Planning Education
-
Business-School Partnership Programme
< Back
Menu > Students and Parents Related >
Safety Matters
-
Safety of Students
-
School Bus Services
< Back
Menu > Students and Parents Related >
Non-Chinese speaking (NCS) students
-
Education services for non-Chinese speaking (NCS) students
-
What's new
-
Overview
< Back
Menu > Students and Parents Related >
Programs and Services
-
Programs
-
Services
< Back
Menu > Teachers Related >
Qualifications, Training and Development
-
Qualification
-
Training
-
Development
< Back
Menu > School Administration and Management >
Financial Management
-
About Financial Management
-
Information on Subsidy
-
Notes to School Finance
< Back
Menu > School Administration and Management >
School Premises Related Information
-
Allocation of a School
-
Furniture and Equipment List for New Schools
-
School Premises Maintenance
< Back
Menu > Public and Administration Related >
Public Forms and Documents
-
Public Forms
-
Efficiency Office - Guide to Corporate Governance for Subvented Organisations
< Back
Menu > Public and Administration Related >
Tender Notices
-
Tender Notices
-
Works Tender Notice
Main content start

[Archive] The 3 types of the Enrichment Triad Curriculum

 

The 3 types of the Enrichment Triad Curriculum are outlined as follows: -

  1. Type I - General Exploratory Activities
    (e.g. To arrange museum-visits, seminars and interviews for students. )

     

    • This type of programme is suitable for the whole class with an objective to arouse students' interests through extensive exploration on various topic areas so as to lay a foundation for future in-depth studies (i.e. to conduct Type III learning activities).

     

  2. Type II – Group Training Activities
    (e.g. Trainings on creative thinking, personal-development and emotional intelligence)T

     

    • The objective of Type II programme is to develop students' cognitive ability and affective skills such as creativity, critical thinking, personal-social competence and problem solving.

     

  3. Type III – Investigation of Real Problems
    (e.g. Topics such as studies on the Black Hole, extinction of dinosaurs and current trends etc.)

     

 

Autonomous Learner Model

  1. The Autonomous Learner Model designed by Betts is an approach to cater for the needs of gifted students.  It aims at developing students' self-learning attitude and skills by focusing on their needs of self-recognition, social and affective skills.

     

  2. The 5 sections of the Autonomous Learner Model are:

     

    • Orientation – This section is an introduction to the model and the definition of "gifted". It assists students in self-recognition, team building and autonomous learning, and provides an overview of the programme and the students' responsibilities.   
    • Personal development – This section covers learning skills, self-recognition (advanced level), interpersonal skills and career development.
    • Enrichment activities – This section covers explorative activities, "mini" research, cultural activities, social services and adventures.
    • Seminars – The themes of the seminars are in 5 categories, namely, controversial issues, topics related to the future and new trends, difficult questions, state-of-the-art knowledge and common interests.  
    • In-depth study – This is the most challenging section. Students have to apply the knowledge and skills they have acquired and consolidate their learning experience from the programme. A topic of their interests should be chosen for in-depth and individual study.

     

  3. Through the above-mentioned systematic development programme, a gifted student will be more sophisticated in self-recognition, collaborative ability and learning skills, and eventually become an independent and self-disciplined learner.