Curriculum Design 課程設計 <有關2022-23學年開辨的課程>
Through learning circle & collaborative lesson planning, our teachers design interactive lessons, which have a variety of learning activities and are related to daily application for our students. Students are encouraged to participate, collaborate, communicate and create in order to construct knowledge by themselves.
本校老師透過建構學習圈及共同備課， 設計互動化、多元化及生活化課堂， 鼓勵學生多參與，多協作、多溝通及發揮創意，建構知識。
Besides, our teachers provide learning activities of different levels to cater for learners’ diversity. Teachers make use of different modes of assessment to give feedback on students' learning, so as to promote assessment for learning in a sustainable way. Students are motivated to learn through projects, site visits, experiential learning, social services, flipped-classroom and self-learning on the web. In this way, it is hoped that students' self-learning habits and life-long learning skills will be developed.
Strive for Perfection through a school-based curriculum
Our school-based curriculum is broad and balanced, and we provide our students with a variety of subjects so that they can have whole-person development and embark on life-long learning. We have curriculum tailoring so as to provide learning activities of different levels for our students and cater for learners' diversity.
Besides the acquisition of knowledge, our curriculum also emphasises the cultivation of values and the mastery of generic skills. In addition to the core curriculum, extended curriculum is provided to further develop student s' potential and cater for learner s' diversity.
Assessment for Learning
Apart from internal tests and examinations, various modes of assessment are adopted such as project learning, journals and peer observation. The strategies include students’ self-evaluation, peer observation, teachers’ evaluation and learning circle, so as to improve the effectiveness of learning and teaching. We also require the students to conduct self-evaluation in their learning achievement and attitude.
SBC is the pioneer in integrating IT into various curricula of Hong Kong. Since the establishment of the Joint School Information Technology Society (JSIT) in 2002, our school's information technology group has successfully researched and developed a number of cross-curriculum applied mobile study modules and apps, which have been introduced in many workshops organised by the Education Bureau and other commercial organisations. The appropriate use of mobile learning can improve self-learning effectiveness, whether students learn on their own at home or during field trips.
With the full-fledged IT infrastructure, all classrooms and special rooms are equipped with high speed WiFi access to the Internet to facilitate teaching and learning. Our school has introduced the "Bring-Your-Own -Device" (BYOD) policy. It is expected that mobile learning will be applied to more academic subjects in the school, on the condition that it will benefit the students in their learning. We will continue to encourage and promote mobile learning in the campus and to different stakeholders.
In the past five years, teachers in this school have gradually strengthened the use of cloud-based application software and platforms, e.g. Google Apps for Education. Thanks to the 'iPad for ALL' scheme, students learn anywhere, anytime, and achieve self-regulated learning. Not only can students obtain study resources and information via the Internet at any time convenient to them, but also share their learning experience with their peers and teachers more efficiently. The cloud-based technology enables the teachers and students to collaborate as partners and jointly create a common study platform.
過去五年，本校教師逐步增加使用雲端軟件及相關平台，例如Google Apps for Education，加上靈活運用校內百多台平板電腦，學生可不受課堂時間和地點的限制進行學習，提升自主學習的效能。學生不單能隨時隨地跟老師及其他同學交換意見，更重要的是學生能自主控制學習進度，自行提升學習質量。近年，本校不單採用「Samsung智能學校解決方案」協助教學，亦適時使用iPad作為教學活動工具。