Support

  1. Support Service Co-ordinator: School-based Professional Support Section, Quality Assurance and School-based Support Division, Education Bureau
  2. Support Service Provider: Division of Mathematics and Science Education, Faculty of Education, The University of Hong Kong
  3. Areas of Support: (i) Learning and teaching of Mathematics for Non-Chinese Speaking (NCS) students at junior secondary levels (S1-S3); (ii) development of school-based curriculum for Mathematics; (iii) building of professional capacity of Mathematics teachers
  4. Foci of Support: (i) Identifying the characteristics and possible difficulties of NCS students in relation to their learning of Mathematics; (ii) developing effective teaching, learning and assessment strategies to facilitate the learning of Mathematics of NCS students at junior secondary levels; (iii) designing lessons and relevant resource materials on crucial Mathematical topics
  5. Modes of Support:
    (i) Project Schools:Collaborative lesson planning at individual schools; lesson observation and post-lesson reflection meetings; professional development workshops/seminars involving participating teachers from different schools; an online platform that supports sharing of resource materials and professional communication.(ii) Network Schools:Provision of resource materials generated out of the ongoing project; an online platform that supports sharing of resource materials and professional communication; professional communication also conducted over the phone and e-mails; Project activities (including the Workshops and the Dissemination Seminar) available for the Contact Person from each Network School. For each chosen mathematical curriculum unit, at least one on-site visit and lesson observation will be conducted by a curriculum development officer and/or Project Team member.
  6. Expectations on the Participating Schools:
    (i)   Project Schools:Each Project School is expected to have 2–3 core members who are involved in the teaching of Mathematics to NCS students at junior secondary level with one of them to coordinate within the school and with the University Project Team. 2–3 curriculum units/topics will be chosen in a year for collaborative lesson planning and preparation of relevant learning/teaching resources. It is expected that 3–5 classes altogether will be involved in each year on lesson try-out, lesson observation and post-lesson reflection meetings.
    (ii)  Network Schools:
    Each Network School is expected to have more than one core member who is teaching NCS Mathematics at junior secondary level. A Contact Person will be nominated and serve as the coordinator between the school and the University Project Team.
  7. Points to Note:
    • The support period for each school is one year.
    • A total of 6 project schools and 12 network schools are proposed to be supported.
    • The support team will work out with the project schools the curriculum and instructional arrangement together with other project details in accordance to the needs of the school and the intended outcomes of the Projec It aims to identify the characteristics and possible difficulties of NCS students in learning Mathematics and to develop relevant teaching strategies and resource materials.
    • During the first year of the project in 2015/2016, most of the curriculum units under study are from Secondary 1. To ensure a wide coverage of curriculum units of the junior secondary mathematics curriculum, we propose to involve more schools as Project Schools if they choose to develop curriculum units in Secondary 2 and 3 and schools choose to study curriculum units at S1 will be assigned as Network Schools. Applicants are expected to indicate their preferences of the curriculum units in their application.
    • The details on the foci and mode of support for Network Schools will be given at the briefing