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Cross-stream
Project-based Learning
Queen Elizabeth School
Project Learning
one of the 4 key tasks under the
Education Reform
Project Learning
the key to students’ ownership of
knowledge
The Roles of the Principal
Policy-environment Builder Staff-mobilization Engineer Curriculum Pilot Resources Architect
The Roles of the Principal
the science and art
of
Leadership
Project Learning
2001 – 02 Preparation Year 2002 – 03 Implementation Year
Project Learning
Starting off without a
Perfect Plan but with a clear focus and
a definite direction
Cultivation of an atmospheric readiness for the launching of project learning
Making good use of staff development days
Encouraging staff to attend seminars on the issue
Building of Policy-environment
Enhancing staff’s professional receptiveness to the big climate
Soliciting staff’s consensus on project learning as a task of priority pursuit
Establishing project learning as a development focus of the school
Building of Policy-environment
Awareness
Identification
Internalization
Building of Policy-environment
Strategic Engineering of Staff Mobilization
Identifying core members of the team (coordinator and assistant coordinator)
Developing peer-influence approach
Core members to invite other teachers to join the team as teacher advisers
Consolidating team solidarity at the earliest possible stage
Steering of CurriculumSchool-based curriculum of Project-learning
Curriculum Design
Project learning being infused into existing curricula and time-table
Project learning not as a separate subject assigned separate lesson time
Steering of CurriculumCurriculum Focus All S1 students as target students
All S1 students divided into small groups each supervised by a teacher adviser.
( 5 to 6 students in each group )
Steering of Curriculum
Curriculum Approach
Cross-stream project-based learning
Cross-stream Project-based Learning
Curriculum Scope Cross - stream : Cross subjects Major subjects : Humanities subjects EPA, Geography, History syllabuses
to be trimmed by 10%
Integration of project learning activities with the normal curricula of other subjects and with the programmes of other functional committees
Coordination and coherence across various subject departments and functional committees concerned
Cross-stream Project-based Learning
Resources Deployment and Administrative Arrangements
Assignment of teaching duties Teacher advisers to teach S1
humanities subjects Teacher advisers as S1 class teachers
Resources Deployment and Administrative Arrangements
Time-tabling Arrangements Arrangements to facilitate outings and
mass programmes Arrangements to avoid disruption on no
rmal lessons of other subjects
Resources Deployment and Administrative Arrangements
Time-tabling Arrangements Teacher advisers’ free periods to coincide
with the library period of each S1 class One block of S1 afternoon lessons to be taken
up by class-teachers One last period in a cycle for all S1 classes to
be taken up by class-teachers
Resources Deployment and Administrative Arrangements
Other Administrative Arrangements Clerical support IT Team support Special funding Enlisting parental support (S1 Orientation) Tapping outside expertise
The Way Forward Sustaining and synergising staff com
mitment Transmission of expertise Building on strengths gained from ex
perience and evaluation
~END~
Queen Elizabeth School
