About Us

(1) Core Values

(2) Overview

• School-based support services aim primarily at enhancing the professional capacity of curriculum leaders of schools, and shaping up a team of collaborative and self-reflective teachers to help sustain the professional development of teachers and refine pedagogical practices.
• In the light of the school’s option for support services, Curriculum Development Officers of the Section will establish a partnership through collaboration with the school to promote teachers’ professional growth for refining school curriculum development and enhancing learning and teaching effectiveness.
• Curriculum Development Officers also assist in reviewing the school’s context and developmental needs, so that the support services are to be formulated and customised to meet the school’s specific needs for promoting school curriculum development and enhancing learning and teaching effectiveness.
• Our support services focus on diversified learning and teaching strategies to foster student learning. We also support promotion of values education, including national education and national security education under the framework of the Constitution and Basic Law education. We have four Curriculum Leadership Learning Communities, with foci on Mathematics Education, Personal, Social and Humanities Education, values education and STEAM (Science, Technology, Engineering, the Arts and Mathematics) education, to promote peer learning, sharing and collaboration to enhance the capacity of curriculum leaders so that they become change agents and then lead their school teams to promote educational policy initiatives and/or develop school curriculum.

(3) Modes of Support

(b) Support Service Type II

Learning Community

To establish a professional platform for curriculum leaders of all participating schools to explore strategies together in order to address specific themes on school curriculum development.

(4) Areas and Foci of Support Services

(5) Expectations on Participating Schools

To make the best use of the school-based support services, participating schools are expected to:

Support Service Type I

• appoint a designated vice-principal or panel chairperson to lead a core team of teachers to participate in on-site professional support services, liaise with the Curriculum Development Officer and formulate a collaboration work plan
• arrange regular meetings (around 1.5 hours per week/cycle) for all school personnel involved to fully engage in professional discussion on curriculum development, collaborative lesson planning, peer lesson observation as well as review and follow-up of student learning effectiveness, thereby strengthening communication and collaboration among teachers. The Curriculum Development Officer will participate in various meetings and provide advice, with a view to enhancing curriculum leadership and professional development of teachers

Support Service Type II

• appoint a designated teacher among the curriculum leaders to liaise with the Curriculum Development Officer, and let 2 to 3 curriculum leaders attend scheduled meetings of the Learning Community so as to promote cross-school collaboration
• arrange regular school meetings, in which the curriculum leaders lead their participating teachers of the school to have professional discussion so as to explore strategies to address the specific issues on school curriculum development

Support Service Type I and Type II

• share their successful experiences in school curriculum development and the learning and teaching materials developed under collaboration (The copyright of these materials will be co-owned by the Education Bureau (EDB) and the schools concerned. EDB also reserves the right to compile and refine the materials before disseminating them for educational purposes)
• should comply with relevant laws, such as compliance with the Copyright Ordinance in developing school-based curriculum and learning and teaching materials