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 and Support >
Major Levels of Education
-
Kindergarten Education
-
Primary Education
-
Secondary Education
< Back
Menu > Curriculum Development and Support >
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

Development of School Curriculum : From Implementation of Central Curriculum to Development of School-based Curriculum

 

The 21st century is a time of rapid social changes, with “lifelong learning” and “whole person development” taking on as the education goals. In the past, Hong Kong follows the Central Curriculum and emphasises on uniformity, often at the expense of neglecting “learner diversity” and insufficient assistance for struggling students. Through implementing school-based curriculum and uncovering strengths for schools and teachers, students are provided curricula with ample flexibility.
ref_pic1

 

ref_pic2
The school-based curriculum was initially conceived to mainly cover “curriculum tailoring”, where teachers will select suitable learning materials based on the needs, interests and capabilities of students. Later, the Section adjusted the development of school-based curriculum in the direction of restructuring the content of learning, adapting the curriculum and exploring the principles and practices of various pedagogies. To enhance the effectiveness of school-based curriculum, the Section encourages teachers to observe the teaching practices of their peers and apply reform initiatives from Learning to learn - The Way Forward in Curriculum (2001, Curriculum Development Council).

 

As the society pays greater attention to the professional development of teachers, the development of school-based curriculum has taken a turn to “research and development”. One of the key tasks for this Section is to provide avenues for self-reflection and improvement for teachers so as to improve the efficacy of learning and teaching through continuous review.
ref_pic3