Collaborative Research and Development (“Seed”) Projects for the 2020/21 School Year

1Council & Secondary Section

Curriculum Development InstituteFebruary 2020

Whole-school Curriculum Planning on Promoting “Entrepreneurial Spirit”

(Project Code: CS0120)

Whole-school Curriculum Planning on

Promoting “Entrepreneurial Spirit”

Developing students’ knowledge, generic skills and attitudes (e.g. creativity, collaboration, perseverance, commitment) through promoting “entrepreneurial spirit”

Promoting cross-curricular collaboration on conducting various learning activities to encourage students to make endeavours, take on challenges and innovate

Enabling students to define a problem and formulate plans for approaching it in a life-wide learning context

Encouraging creativity and iterative experimentation in the problem solving process to allow students to take ownership of their learning

Adopting effective strategies to evaluate/provide feedback on students’ entrepreneurial competencies

Objectives

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Industry 1.0

Industry 2.0

Industry 3.0

Industry 4.0

Mechanisationand steam power

Mass production and electricity

Automation, computers and electronics

Source: https://strategicleaders.com/future-leadership-fourth-industrial-revolution/

Cyber physical systems

Industrial Revolution

Industry 1.0

Industry 2.0

Industry 3.0

Industry 4.0

Mechanisationand steam power

Mass production and electricity

Automation, computers and electronics

Source: https://strategicleaders.com/future-leadership-fourth-industrial-revolution/

Cyber physical systems

Industrial Revolution

There will be disruptive changes to business models and a profound impact on

the employment landscape over the coming years. (World Economic Forum 2016)

This revolution is already in homes across the developed world and

increasingly in the developing world too… But, so far, this revolution has

not transformed most schools or most teaching and learning in

classrooms.

(Michael Barber, 2014)

If all we do is to teach our children what we know, they might

remember enough to follow our footsteps; but if they learn how to

learn, and are able to think for themselves, and work with others, they can go anywhere they want.

(Andreas Schleicher, 2018)

Emotional Intelligence

Time Management

Collaboration

Persuasion

Creativity

Adaptability

… high-stakes exams … only measure a far narrower range of traditional

performance …. … if assessment systems fail to reflect

the future skills that employers demand they will lose credibility

naturally.

(Economist Intelligence Unit, 2017)

develop in students the

competencies required for

meeting future challenges?

add variety to students’ learning

experiences and promote learner

autonomy?

monitor and evaluate student

learning in a real-life context?

How can we …

Values Education

(including MCE & Basic Law education)

Chinese History and

Chinese Culture

STEM Education &

ITE

Language across the Curriculum

Learning & Teaching of Chinese as a

Second Language

Gifted Education

Life-wide Learning

Major RenewedEmphases

(MRE)

Entrepreneurial Spirit

Development of Entrepreneurial Spirit

is not confined to teaching students to start and run new businesses;

can focus on developing knowledge, generic skills, positive values and attitudes which will benefit students in their personal development as future endeavours as business owners,

freelancers or innovators

(Secondary Education Curriculum Guide, 2017)

Entrepreneurship in education

can be defined in either way

builds the enterprise competencies and

introduces business competencies, leading to

start-up and new business development.

• focuses broadly on the development of enterprise competencies that are essential in the workplace, and related to personal development, mindset, skills and abilities

• learners to demonstrate a ‘can-do’ confidence, a creative questioning approach, and the willingness to take risks in uncertainty and flexible working patterns

• learners to show the attributes of teamwork, initiative, originality and self-discipline

OECD 2015; The Quality Assurance Agency for Higher Education UK 2018

Premise of the Seed Project

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Handicraft Making

Intended outcomes: Students to design and make a household

object(s) for the underprivileged Students to develop knowledge, skills and

attitudes across the curriculum

Prototype

Test •Test your ideas

Define •Develop points of view based on the users’ needs

Empathise •Understand the users

1. Addressing and Defining Problems through Design Thinking

Ideate •Propose creative solutions

•Create designs underpinned by your thoughts

School

NGO

Engaging with the underprivileged (e.g. elderly people, people living in subdivided units) through visits to:

research and analyse their needs

design and make household objects of use to target users and with aesthetic appeal

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Life-wide

Learning

Interaction with

the real world

Proactiveness

Design Thinking in Practice

2. Learning by Doing: Innovate and Problem Solve

Requisite knowledge, skills & attitudes

Visual Arts

- Woodwork/pottery: historical and cultural value, techniques

- Aesthetic perception

- Artistic heritage

- Appreciation of Chinese arts

Design & Technology

- Creativity/

Innovativeness

- Problem Solving

- Self-determination

- Risk-taking

Chinese History

- Learning about Chinese history and culture in the context of traditional handicrafts and everyday objects

16Students in teams formulate action plans for design and make

3. Interaction with the Real World

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Interpersonal

Skills

Marketing Skills

Engagement with local craftsmen/practitioners in the creative industry

• Students learn more about innovative

thinking and translating ideas into practice.

• Students pitch their creative output

(e.g. tea ware) at a real audience as part

of assessment.

Problem-based learningPlanning a research, formulating hypotheses and predicting outcomes Analysing personal roles and responsibilities in making contribution to society

Nurturing Entrepreneurial Competencies: Possible Approaches

PitchingRole-playConducting a survey/interviewPresenting ideas and viewpoints logically in different modes

Design thinkingConnecting ideas using mind maps, imagery, analogies, etc., to create new possibilities Conducting a scientific investigationMaking a prototype

Sustaining a discussionCo-operative learning

Marketing Skills

-Dealing with/persuading stakeholders

-Adapting a message to a target group

-Gauging people’s needs

Interpersonal Skills

-Interpreting, synthesising and appreciating various viewpoints

-Resolving conflicts

Innovativeness

-Initiating new thoughts for action

-Expanding and refining ideas

-Discerning novelty from observation

Opportunity Skills

-Recognising/acting on opportunities

-Asking questions about what is missing/what

could be better

-Developing a vision

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School pedagogical considerations

Subjects involved

Real-life problems

connected with subject curricula

Knowledge, skills & attitudes

necessary for students to

innovate

Integrating design thinking

into the learning process

Range of possible

student output

A meaningful platform for students to

present their output

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Implementation Stages

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• Co-planning: learning context, integrating entrepreneurial competencies with the selected theme, teaching of design thinking, whole-school approach

• Preparation for lesson study and project learning

Learning activities to develop the knowledge, skills and attitudes required for the project (4-6 weeks)

Evaluation of student learning and project outcomes (2 weeks)

Students’ creation and presentation of output (6-8 weeks)

1st Term

2nd Term

Mode of Implementation

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A

B

• At least 1 class at a particular year level

• Timetabled periods & out-of-class activities

• Easily arranged class schedule

• Selected / interested students (at least 30)

• After-school periods and out-of-class activities

• Catering for the needs of a certain group of students

Commitment

• Support of principal/vice-principals (as the project co-ordinator)

Whole-school approach

Cross-curricular collaboration

• Space/flexibility in curriculum planning and implementation

• 1 KLA/1 year level for project implementation; other KLAs for trialling related learning activities through lesson study

• Learning activities within and beyond timetabled periods

• Collection of evidence (e.g. classroom observations, interviews) on the process of change and impact of student learning

• Engagement with outside organisations

• Dissemination of good practices to other schools after the tryout

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Application

• EDBCM No.6/2020 (Appendix C in duplicate)

• Deadline: 9 March 2020 (Thursday)

• Announcement of results: June 2020

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Project Proposal (Appendix C)

• Needs of school/students

• Target KLA/year level

• Schools’ commitment to the project (e.g. timetabling, staff involvement, curriculum adaptation)

• Previous experience in implementing project learning/cross-curricular learning

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Enquiries

Mr Jimmy LEUNG

Council & Secondary Section, Curriculum Development Institute

Email: cdocs41@edb.gov.hk / Tel: 2892 6448

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