NSS Understanding and Interpreting the Chemistry Curriculum

1
NSS Understanding and Interpreting the Chemistry
Curriculum
Curriculum framework of the compulsory part

• Sophia Cheng
• 3 November 2008

2
2009
2003
2005
3
1st consultation exercise (Oct 04 May 05)

• Implementation schedule
• Core and elective subjects
• Career orientated courses

4
2nd consultation exercise (Jun 05 Jan 06)

• Benchmarking (UCLES, IBO, WMIER)
• Meetings with chemistry/science department of
  various universities and colleges
• Focus group meeting
• Questionnaires from secondary schools

5
Comments and Concerns from questionnaires

• Public examination weighting, SRA, duration and
  question types of written papers
• SBA and investigative study teachers and
  students workload, weighting, class size,
  fairness, requirements and assessment
• Curriculum content cater for learner
  differences, teaching hours, resources

6
Response to comments

• Re-examining teaching time, learning objectives
  and outcomes
• Proposing suggestions to facilitate teachers to
  plan a flexible curriculum
• Proposing suggestions on how to cater learners
  diversity

7
Response to comments

• Delivering professional development programmes of
  NSS Chemistry for teachers
• Developing exemplars for learning, teaching and
  assessment in task groups

8
3rd consultation exercise (Sep Nov 06)

• Focus on public assessment for NSS
• Public examination Paper structure, weighting,
  duration
• SBA Weighting, design, timeline, teachers
  effort, students effort, authentication

9
334 Web Bulletin
www.edb.gov.hk/334
10
Organization of NSS Curriculum
Four core subjects Chi, Eng, Math, LS
Two to three elective subjects (2-3X)
Other Learning Experience (OLE)


45-55
20-30
15-35
11
Elective subjects in Science Education KLA

• Biology
• Chemistry
• Physics
• Science
• Integrated Science
• Combined Science

12
Knowledge and Understanding
Values and Attitudes
Learning Targets
Skills and Processes
13
Learning targets

• Knowledge and understanding
• Phenomena, facts, principles, concepts, laws and
  theories
• Vocabulary, terminology and conventions
• Applications of chemistry
• Scientific investigations

14
Learning targets

• Skills and processes
• Scientific thinking, scientific method and
  problem solving
• Scientific investigation, practical
• Decision making, information handling
• Communication, collaboration
• Learning and self-learning

15
Learning targets

• Values and attitudes
• Curiosity and interest in science
• Awareness of limitations of science
• Awareness of the impact of chemistry
• Commitment to safe practices
• Appreciation of interrelationship of science and
  other disciplines
• Appreciation of importance of life-long learning

16
Structure of the curriculum

• Compulsory part (198 hours)
• 12 topics, compiled with fundamental chemistry
  knowledge, principles, concepts and scientific
  process skills

17
Compulsory Part (Total 198 hours)
18
Structure of the curriculum

• Elective part (26 hours x 2)
• Select any 2 out of 3 topics
• In-depth treatment or extension of certain areas
  of the compulsory part

• Investigative study (20 hours)
• Design and conduct a first-hand investigation

19
Elective Part (Total 52 hours)
20
Activity 1
21
The Combined Science Curriculum
22
Chemistry Part (Total 135 hours)
23
In each topic
24
Activity 2
25
Discussion

• Do you think your students can accomplish the
  learning outcomes of the topics? If not, how will
  you deliver the topics?
• Which of the suggested learning and teaching
  activities you particularly prefer in teaching
  the topics?

26
Appendix 2Experimental techniques for the
Chemistry Curriculum(English version p.145-147
Chinese version p.137-138)

• Collection of gases, crystallisation,
  determination of melting and boiling points,
  distillation and reflux, filtration, etc

27
p.58
28
p.68
29
p.41
30
Organic synthesis in Topic XI