From Curriculum Planning to
Timetabling
- Generating timetables based on
curriculum proposals for a 24-class
secondary school
More examples are available in
334 Website
http://www.emb.gov.hk/index.aspx?langno=1
&nodeid=5522
What questions are asked first in
NSS Curriculum Planning
• Which subjects are to be offered?
• How to offer?
–
–
–
–
–
–
–
–
Taster year – students study 4X in S4?
3X or 2X in S5 & S6?
Applied Learning (ApL)?
Collaboration with other schools?
Flexible grouping?
No. of group for each subject?
No. of lessons for the subject?
How the additional resources like CEG, TPPG, SSCG can be used
effectively?
– …
How can these questions be
answered?
• Survey on student interest and inclination in S3
• Reference to available human resources –
matching teachers’ expertise with students’
demand to decide on the subjects offered and the
number of groups of each subject
• Reference to other available resources /
opportunities – school facilities, ApL courses
available
Overview of NSS Curriculum Plan for
the 24-Class Secondary School
• Class Structure 444 444
• Timetable structure:
– 40 minutes / period
– 8 periods / day
– 6 days / cycle
• Progression of Study: 4X in S4; 2-3X (including Applied
Learning) for S5-6
• No of elective subjects planned to offer: 11
• Elective subjects planned to offer:
– Bio, Chem, Phy, Econ, Geog, Hist, Chi Hist, BAFS, ICT, VA,
Science (Combined)
• Ways to cater for learner diversity:
– Science (Combined) in place of 2 science subjects in S5-6
– Applied Learning in S5-6
Curriculum Structure (S4)
Subjects offered
No. of periods
% of Time allocation
English
8
16.7%
Chinese
7
14.6%
Mathematics
7
14.6%
L.S.
5
10.4%
Electives*
56.3%
4 (x4)
33.3%
OLE#
5
10.4%
Total
48
100%
#More other learning experiences (OLE) like community service, career-related experiences,
moral and civic education, physical and aesthetic experiences are provided to students after
school or in post-examination school days, etc. In the present case, at least 2 periods are
reserved for PE. 3 other periods are marked as OLE in the timetable shown later.
Curriculum Structure (S5-6)
Subjects offered
No. of periods
% of Time allocation
English
8
16.7%
Chinese
7
14.6%
Mathematics
7
14.6%
L.S.
5
10.4%
Electives**
56.3%
5 (x3)
31.2%
OLE#
6
12.5%
Total
48
100%
Groups of Elective Subjects offered in S4
Group 1
Phy
Chem
Econ
Geog
C. Hist
Group 2
Phy
Chem
VA
Geog
ICT
Group 3
Bio
Hist
Econ
BAFS
ICT
Group 4
Bio
Hist
Econ
C.Hist
ICT
Notes on how to put the subjects into different groups:
• Popular subjects offered in more than 1 group (e.g. Econ, ICT)
• Mutually exclusive minority subjects put in the same group (None in
this case)
• Popular subject combinations put in different groups (e.g. More
students opt for Chem+Bio, Hist+Geog)
• Symmetrical groups as far as possible (Maximise use of school
resources)
Groups of Elective Subjects offered in S4
Group 1
Phy
Chem
Econ
Geog
C. Hist
Group 2
Phy
Chem
VA
Geog
ICT
Group 3
Bio
Hist
Econ
BAFS
ICT
Group 4
Bio
Hist
Econ
C.Hist
ICT
Facts:
• 172 possible subject combinations
• Students can experience the learning and teaching of subjects from
different KLAs
• On average, each group made up of only 32 students (= 40x4/5) –
addressing the issue of workload to a certain extent
Groups of Elective Subjects offered in S5
Group 1
Phy
Science
(Combined)
Econ
Geog
C. Hist
Group 2
Phy
Chem
VA
Geog
ICT
Group 3
Bio
Hist
Econ
BAFS1
BAFS2
ICT
C. Hist
Notes on packing of subjects:
• From 160 students with 4X to 160 students with 2-3X, therefore ample room for packing
• Interactive approach needed in deciding how to pack subjects (i.e. students interest +
students’ performance in S4) – appropriate student guidance needed
• So long as number of subjects in a group > number of classes, most groups will be operating
in a number less than 40 (In fact, with some subjects that are less resource-bound
accommodating more students e.g. 35, the others can be taught in even smaller groups)
• So long as there are enough teachers, may expand the number of subjects in a group to cater
for more different subject combinations (e.g. Chi Hist in Group 3) – giving more choices
• Similarly, BAFS is split into 2 groups to cater for the Accounting Module and the
Management Module
Groups of Elective Subjects offered in S5
Group 1
Phy
Science
(Combined)
Econ
Geog
C. Hist
Group 2
Phy
Chem
VA
Geog
ICT
Group 3
Bio
Hist
Econ
BAFS1
BAFS2
ICT
Facts:
• 108 possible subject combinations
C. Hist
But how does the proposed
curriculum structure fit into a
timetable for the whole school?
Will it work?
Other requirements in Timetabling
•
•
•
•
•
•
•
•
•
No planned lesson unscheduled
1 Chinese Language lesson scheduled on each school day
1 English Language lesson scheduled on each school day
1 Mathematics lesson scheduled on each school day
No multiple periods (e.g. double period or triple period)
across break such as recess or lunch
No PE lessons scheduled just after the lunch time
Teachers with no more than 6 periods on each school day
All lessons scheduled in the special rooms required
All non-PE OLE lessons scheduled after lunch
To give you a feel that this is a genuine case …
Curriculum and timetabling requirements for S12 as follows:
Subjects offered
No. of periods
Single period
Double period
English
10
4
3
Chinese
8
4
2
Mathematics
7
5
1
Life Education
3
1
1
C. History
2
2
0
E.P.A.
1
1
0
Geography
2
2
0
History
2
2
0
P.E.
2
0
1
Visual Arts
2
0
1
Music
2
2
0
PTH
1
1
0
I.S.
5
3
1
Computer Literacy
1
1
0
Total
48
Similarly, curriculum and timetabling
requirements for S3 as follows:
Subjects offered
No. of periods
Single period
Double period
English
10
4
3
Chinese
8
4
2
Mathematics
7
5
1
Life Education
3
1
1
C. History
2
2
0
E.P.A.
1
1
0
Geography
2
2
0
History
2
2
0
P.E.
2
0
1
Visual Arts
2
0
1
Music
1
1
0
PTH
1
1
0
Physics
2
0
1
Chemistry
2
0
1
Biology
2
0
1
Computer Literacy
1
1
0
Total
48
Samples of Timetable
generated by WebSAMS
version 1.21 (Build 02032006)
We will continue to upgrade WebSAMS or
develop other tools for schools to perform
timetabling – further trial runs and your
support needed
Reading to Learn
OLE for Other
Learning
Experiences
Requirements
Degree of meeting the requirements
No planned lesson unscheduled
100%
At least 1 Chinese Language scheduled on
each school day
100% for S1 to S3
58% for S4 to S6 (5 classes with 1
school day without Chinese)
At least 1 English Language lesson scheduled
on each school day
100% for S1 to S3
83.3% for S4 to S6 (2 classes with 1
school day without English)
At least 1 Mathematics lesson scheduled on
each school day
100% for S1 to S3.
75% for S4 to S6 (3 classes with 1
school day without Mathematics)
No multiple periods (e.g. double period or
100%
triple period) across break such as recess or lunch
No PE lessons just after the lunch time
100%
Teacher with no more than 6 periods on each
school day
84%
8 teachers with 7 periods on the same
day
All lessons scheduled in the special rooms
required
100%
All non-PE OLE lessons scheduled after lunch
100%
How about the teacher workload?
Teacher with no more 84%
than 6 periods on each 8 teachers with 7
school day
periods on the
same day
• On average, each teacher will be teaching about 30 periods per cycle (as
shown in a table on flexible grouping later). The actual workload depends on
how flexible grouping is employed to address specific needs identified by the
school and the school management can use the additional resources like CEG,
SSCG, etc flexibly to address the needs. In the present case, the school deploys
more resources to improve students’ English standard and on learning and
teaching of LS.
This teacher
is teaching
30 periods
per cycle
(48 periods).
More about Flexible Grouping
Flexible Grouping
• Provide a better learning environment to
students
• Adjust the size of a group according to
actual needs (Sometimes larger than the
class size; sometimes smaller)
Different Ways to
Implement Flexible Grouping
• Several elective subjects put together in groups to allow for
different subject combinations
• For core subjects like Chinese, English and Mathematics,
several classes come and mix together to form smaller groups
for small-class teaching (e.g. 4 classes becoming 5 groups, or
just the 2 weaker classes becoming 3 groups)
• Likewise, small-class teaching may be applied to only some
of the lessons in the timetable (e.g. for oral practices)
• Biweekly mass lecture for Liberal Studies to introduce
background concepts
• ...
Different Ways to Implement
Flexible Grouping
• 4 classes  5 groups
4A
4B
4C
4D
4A
4B
4C
4D
e.g. Having Chinese Language
periods at the same time, all 4 classes
will merge and become 5 groups
• Every 2 classes  3 groups,
therefore 4 classes  6 groups
e.g. Having English Language
periods at the same time, 4A & 4B
will merge and become 3 groups.
It will be easier to arrange the
timetable.
Different Ways to Implement
Flexible Grouping
• Only 2 periods out of 6 periods splits
e.g. Oral lessons in Languages, IES in Liberal Studies
D ay I
D a y II
D a y III
D a y IV
D ay V
(1 )
(2 )
LS
(3 )
Tea ch er A
LS
(4 )
(5 )
(6 )
(7 )
(8 )
(9 )
Tea ch er A
LS
Tea ch er A
LS
Tea ch er A
L S (IE S )
Tea ch ers A & B
L S (IE S )
Tea ch ers A & B
D ay V I
Different Ways to Implement
Flexible Grouping
• Offers 5 or 6 elective subjects in each elective group
(Conduct survey to get initial picture of students’ choices)
e.g.


In S4, students study 4 elective subjects
Grouping of elective subjects:
Group 1
Group 2
Group 3
Group 4

Phy
Phy
Bio
Bio
Chem Econ
Chem VA
Hist Econ
Hist Econ
Geog
Geog
BAFS
C Hist
C Hist
ICT
ICT
ICT
In S5 & S6, students study 2-3 elective subjects
Group 1 Phy Sci (combined) Econ Geog C Hist
Group 2 Phy
Chem
VA Geog ICT
Group 3 Bio
Hist
Econ BAFS ICT C Hist
Estimation of Teaching Load with Flexible Grouping
e.g.
Level S4 (4A, 4B, 4C, 4D)
Elective (32%)
Core (56%)
Subject
No. of No. of
Groups Periods
S5 (5A, 5B, 5C, 5D)
No. of
Pupils
per gp.
No. of
Groups
No. of
Periods
S6 (6A, 6B, 6C, 6D)
No. of
No. of
No. of No. of
Pupils
Pupils
Groups Periods
per gp.
per gp.
Eng
6
8
26
6
8
26
6
8
26
Chi
4
7
40
4
7
40
4
7
40
Maths
4
7
40
4
7
40
4
7
40
LS
6
5
26
6
5
26
6
5
26
Group 1
5
4
 32
5
5
 32
5
5
 32
Group 2
5
4
 32
5
5
 32
5
5
 32
Group 3
5
4
 32
6
5
 26
6
5
 26
Group 4
5
4
 32
OLE
4
5
40
4
6
40
4
6
40
No. of periods
234
238
Teaching load per cycle:
No. of periods/No. of staff = (234+238+238)/12 X 2.1
238
=
28.4
(23.66 per week)
• With appropriate use of flexible grouping, some of the
issues associated with class-size for SBA are automatically
solved
– No more 40 students per class for science practicals
– Smaller groups for oral practices or speaking exercises
• Other strategies to address student workload in
administering SBA
– Staggered arrangement in accordance with the timeline for
submitting scores and reports provided by HKEAA
– Maintaining a central database on how and when SBA is to be
conducted for each subject for each class
– Encouraging the use of SBA results to replace some of the midterm test or exam results (formalising the importance of diversified
modes of assessment and whole-person development)
Early Planning
• To test the different scenarios
• To build up an initial working model for fine
adjustment in the future
• To develop prototypes for discussion, consensus
building, identifying gaps in preparation (e.g.
room conversion), etc
• To convert some of the uncertainties into
certainties (after knowing some of the feasibilities)
• To ease teachers anxiety
Ways Ahead
• A project on how timetabling in NSS can be
performed using alternative methods
• Trial runs of different methods and tools using
more school data (schools with different settings
and proposed curricula)
• Workshop on using WebSAMS to perform
timetabling
• Enhancement of WebSAMS if appropriate
Thank You !!
Descargar

NSS Curriculum Planning