Chapter 3 - Curriculum Design

4/21/2018 Chapter 3 - CURRICULUM DESIGN
CURRICULUM DESIGN
3.1 Some Guiding Principles in Structuring the Curriculum and Selecting the Curriculum
Content
With the implementation of compulsory education, every school-age child is entitled school
education. For the maladjusted children who cannot benefit from the ordinary school environment, a
specially designed curriculum geared to their needs is a necessity towards the actualization of equal
chances in education for all.
Since the majority of maladjusted children requiring special education are of normal intelligence
and their problems are largely transient, the main function of the special schools for this category of
children is to help them mainstream in ordinary schools and integrate into their society. Therefore,
the arrangement of their curriculum should basically follow that of ordinary primary and junior
secondary schools. Also, the general principles of curriculum management in the mainstream, by
and large, are applicable in these schools as well. What is required is to adapt the mainstream
curriculum in the light of facilitating the personal and social development of these children, and
overcoming their learning difficulties. Curriculum for these children may be modified along the
following principles :
3.1.1 Development of a Balanced Curriculum
The existing curriculum is academically-oriented with more emphasis on cognitive

development
智﹛ and less consideration on pupils’ individual needs, abilities, interests,
potentials and developmental history. Apart from this, personal and social development,
self-understanding and various levels of life skills training have never been explicitly
included in the curriculum as a unique subject. Therefore, when planning the
curriculum
正式課 for maladjusted children, their special needs should be taken into
consideration. Besides the basic academic and cultural subjects, there should be
appropriate weighting of learning areas in personal and social development. On top of
this, a balanced weighting of subjects should be worked out according to the available
resources to meet the interest and ability of individual pupils, and givie them chances to
gain success and pleasure in their school life.
3.1.2 Development of Multiple Intelligences

﹛種智能
It has been the practice in the field of education to differentiate children into ability
groups through intelligence tests. However, these tests are biased towards assessing
abilities in languages and mathematical or logical thinking. Pupils who are slow in
developing these two aspects may risk having other potentials left untapped.
Howard Gardner (1983), a psychologist of Harvard University, has suggested that

human beings possess multiple intelligences. At least the following seven have been
detected:
智能 linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, inter-
personal
﹛際 and intra-personal.
音樂
身體動覺
空間
數﹛邏輯
﹛言
知﹛
Gardner’s theory has great implications to education since the developmental
milestones of each intelligence vary with individuals and every child has his or her
unique intellectual profile. Curriculum integration is a good way to nurture children’s
multiple intelligences through integrated and daily life learning activities. In addition,
https://cd.edb.gov.hk/la_03/chi/curr_guides/Maladjusted/ema-3.htm 1/22
children can also figure out their own ways to develop different intelligences. (please
see Appendix 2 for details).
3.1.3 Tailoring with Consideration of Curriculum Continuity and Internal Coherence
Special schools should appropriately adapt the mainstream curriculum by means of

simplification, abridgement, reorganisation, extension and selection. Teachers should be
given a free hand in this process.
At the beginning of each term, schools should call cross-subject curriculum meeting to
ensure
跨科目 continuity and coherence of the whole curriculum. The actual curriculum
tailoring should then be systematically conducted as designed by the well-experienced
personnel.
3.1.4 Incorporation of Communicationand Interpersonal Skills Training

傳笱
社交技巧
Maladjusted children can establish effective relationship with their immediate
environment be it their families, schools or communities only if their communication
and interpersonal skills improve significantly. Therefore these skills should be included
in the curriculum as a subject, and widely incorporated into other subjects and their
school life whenever appropriate. In selection of teaching content and learning
activities, teachers should provide children with opportunities to practise the skills of
conveying ideas and expressing feelings, so as to promote interpersonal skills and co-
operation. Apart from it, teachers can also observe and assess children’s progress.
3.1.5 Relevance to Daily Living
The vast majority of maladjusted children incline to crave for immediate gratification
and short term interest. Therefore, the content of their curriculum needs to be relevant
in order to be meaningful. Generally speaking, the existing mainstream curriculum fails
to motivate them to learn since it is too academic to include sufficient consideration in
its practical value in day to day living. In selecting and delivering their curriculum, it is
essential to include daily life materials to ensure that learning is meaningful for them.
For pupils with more severe problems, the difficulties in selecting suitable curriculum
for them are aggravated by their unfavourable experiences which give them a distorted
view of life. So they need a more specially designed curriculum.
3.1.6 Content Comparable to Their Developmental Stage and Attainment Level
In comparison with peer of the same age, maladjusted children are generally backward
in attainment. This complicates the selection of teaching materials. Standard teaching
materials appropriate to their attainment level may be too childish for them while those
comparable to their life experience would be too advanced academically. Hence,
teachers have to re-write or revise the standard teaching materials according to the
developmental stages and attainment levels of their pupils.
3.1.7 Integration of Theoretical Studies and Practical Work
Owing to their short attention span, pupils cannot stand passive learning for long. This
will easily lead to discipline and management problems. So blending the theoretical
study with practical work and ensuring pupils’ participation during the course can help
to sustain their interest and sense of achievement. It in turn motivates their further
learning.
3.1.8 Attention to Individual Differences
Although there are problems common to these pupils, there is a large discrepancy
among them in learning and emotional difficulties. So without depriving pupils of
appropriate group interaction, rooms and flexibility in the curriculum design should be
allowed in order to cater for their individual needs.
3.1.9 Realistic Review of Achievement through Timely and Continuous Formative and Summative
Assessment
The traditional norm reference assessment can only increase their sense of failure.
Besides,
評﹛ these children are easily disturbed by their emotions and thus may affect their
﹛模參照
performance during the assessment. Therefore, continuous formative assessment at
appropriate stages of learning can be more accurate in revealing the effectiveness of
their learning. Besides, the assessment should be target-oriented and the means need to
be 目標為本
diversified. Through this process, teachers can get feedback on the effectiveness of
their teaching and also pupils can be immediately informed of teachers’ comment on
their performance, thus reducing their anxiety and gradually establishing confidence in
school work.
3.1.10 Multi-disciplinaryApproach in Curriculum Design and Delivery

﹛鴃﹛
Since enhancing personal and social development is important in achieving the aims of
education
個﹛﹛社化硐﹛for maladjusted pupils, professionals concerned can render educational and
counseling
輔導﹛務 services. So, their participation in curriculum design and delivery should be
encouraged.
As a conclusion for this section, maladjusted children require a curriculum which lays
heavier emphasis on personal social development. As for the effectiveness of any
curriculum, it relies on appropriate means of delivery other than a good structure and
content.
3.2 Structure and Content of Curriculum

The curriculum for maladjusted children suggests learning areas and experience at the primary and
junior
學習昐疇secondary level. Since the ultimate aim of education for these children is integration, it may
mean mainstream junior secondary education for all primary pupils; mainstream senior secondary
education or technical education for those junior secondary pupils who show aptitude towards
furthering their studies; or open employment for others who need jobs. So in general, the areas of
learning and experience recommended to ordinary primary and junior secondary schools are also
appropriate for them. However, priority must be given to the learning element related to personal
and social development.
3.2.1 Curriculum Content for Primary Section of Schools for Social Development
﹛﹛學校
Table 1 below presents the learning areas and experience suggested at primary level.
Schools with residential service can provide children with whole day care in education
and daily living. There must be close co-operation among teaching, residential and
other non-teaching staff to ensure a consistent and coherent continuum of services.
3.2.2 Curriculum Content for Secondary Section of Schools for Social Development
Since these children may pass or near the age limit of compulsory education by the time
they complete junior secondary education, they have a choice of vocational training or
﹛﹛教﹛
direct employment besides furthering their formal studies. So the curriculum should be
flexible enough to cater for the needs of pupils of different abilities and aptitudes.
However, it does not mean that pupils who opt for employment are shut out from
academic pursuit since the core curriculum has already provided them a good subject
knowledge foundation upon which further study through adult education or other
channels of open learning is feasible.
Table 2 presents the learning areas and experience at junior secondary level.
3.3 Curriculum Orientation

The central issues in curriculum development are what to teach and what to learn. Lee and Wong
(1994) have discussed five curriculum concepts presented by Eisner and Vallance (1974)1 among
which the curriculum orientation that advocates ﹛elf-actualisation of personal development” may
be an approach appropriate to the education for maladjusted children. The curriculum design is
child-centred and developmental-oriented. Its educational function is to help children attain personal
adjustment and development. At the same time, learning process is emphasised. Pupils can build up
more positive attitudes towards oneself, peers and learning through a totally experiential or
humanitarian curriculum. Under good teacher-pupil relationship and harmonious learning
environment together with affective orientation, learning will become meaningful and the aim of
personal
情意的導向 development will be achieved. The Target Oriented Curriculum (TOC), a local curriculum
innovation
目標為本課﹛ in the 90’s, in the following ways, may be compatible in realising the curriculum
orientation of personal-development and self-actualisation.
T.1 : Learning Areas and Learning Experience for Pupils in Primary Section of Schools for Social Development
Learning Areas Subjects and Programmes How the Learning Areas Mode of Delivery
& Experience Contribute to Personal and
Social Development of Pupils
Personal & Formal lessons on Personal & Social -Understanding about oneself, one’s The learning areas and
Social Development family, school, neighbour-hood, experience may be
Development community and society delivered to pupils :
Health Education and Social Studies
elements in the subject of General -Enhancement of personal -through class teaching
Studies strengths and healthy outlook or remedial work
towards life, desirable attitudes scheduled regularly in
Class periods and school assemblies essential for harmonious the time table
interpersonal relationship, proper
Cross subjects learning attitudes towards family and -as regular interest
activities/training programmes. social life groups scheduled mainly
outside school hours
e.g. Moral Education Programmes, -Developing social skills and social
Civic Education Programmes, Sex competence, coping skills for -as self-contained
Education Programmes, Study stress and problem solving skills programmes at suitable
groups on current social issues, intervals, e.g.
Leadership training courses, Self- -Developing skills and attitudes to post examination
care programmes, Social skills facilitate independent daily living activities, holiday
training programmes, Emotional programmes and evening
education programmes, School -Understanding of local customs, programmes
leavers programmes for integration traditions and political systems
into ordinary secondary schools, -as joint activities with
Educational and orientation camps, -Understanding the relationship residential section if such
Boy Scouts/Girl Guides activities between Hong Kong and her provision is available;
Voluntary services to school e.g. pupil neighbourhood countries -as opportunities for
librarian learning success through
-Enhancement of thinking skills, appropriate curriculum
Attitude/behaviour improvement logical presentation of thoughts, design, teaching
campaigns in school imagination and creativity strategies and incentive
Linguistics Chinese, English and Putonghua award scheme.
-Encouraging concerns for human
Remedial programmes on languages and natural environments All disciplines of staff
including teaching staff,
Specially arranged language skills -Understanding of the meaning of school social workers,
promotion projects and programmes work and encouraging good general grade staff,
working habits and attitudes educational psychologists
Interest groups and residential staff, if
Mathematical Formal subject teaching and remedial -Providing non-academic channels any, are to be involved in
programmes to explore one’s potentials conducting the
programme when
Projects in promoting Mathematics -Preparation for integration into necessary and understand
attainment society what is going on in
school.
Interest groups -Promoting readiness to work
Scientific & Elements of science in General Studies independently and co-operate Voluntary workers may
Technological with others be needed for expertise
Interest groups and projects not available and better
-Enhancement of daily life exposure for pupils.
Practical oriented purposeful activities communication skills
Use of information technology and -Enhancement of confidence in

communication technology learning
Physical PE & Health Education elements in
General Studies -Cultivation of team spirit and
good sportsmanship,
Interest groups & activities related to
sports and games -Promotion of personal health
Self-care and daily living skills -Enhancement of creativity,

training originality, appreciation of beauty
Aesthetic & Art & Craft and Music
Creative -Appreciation of self and others
Interest groups
T.2: Learning Areas and Learning Experience for Pupils in Secondary Section of Schools for Social Development
Learning Areas Subjects and Programmes How the Learning Areas Mode of Delivery
& Experience Contribute to Personal and
Social Development of Pupils
Personal & Formal lessons on Personal & -Understanding about oneself, The learning areas and
Social Social Development one’s family, school, experience may be
Development neighbourhood, community and delivered to pupils :
Learning elements in the society
subjects on Humanities -through class teaching
-Enhancement of personal or remedial work
Class periods and school strengths and healthy outlook scheduled regularly in
assemblies towards life, desirable the time table
attitudes essential for
Cross curricular learning harmonious interpersonal -as regular interest
activities/training relationship, proper attitudes groups scheduled mainly
programmes. e.g. Moral towards family and social life outside school hours
Education Programmes, Civic
Education Programmes, Sex
Education Programmes, Study -Developing social skills and -as self-contained

groups on current social social competence, coping programmes at suitable
issues, Leadership training skills for stress and problem intervals, e.g. as post
courses, Self-care solving skills examination activities,
programmes, Social skills holiday programmes and
training programmes, -Developing skills and attitudes evening programmes
Emotional education to facilitate independent daily
programmes, School leavers living -as joint activities with
programmes, Educational and residential section if
orientation camps, Boy -Understanding of local such provision is
Scouts/Girl Guides activities, customs, traditions and available
Good parenting education political systems
-as opportunities for
Voluntary services to school and -Understanding the relationship learning success
community e.g. pupil librarian, between Hong Kong and her through appropriate
services to the handicapped and neighbourhood countries curriculum design,
elderly teaching strategies and
-Enhancement of thinking incentive award
Attitude/behaviour improvement skills, logical presentation of scheme.
campaigns in school thoughts, imagination and
Intellectual Mathematical-- creativity All disciplines of staff
including teaching staff,
Formal subject teaching, -Encouraging concerns for school social workers,
remedial programmes, human and general grade staff,
promotional projects and natural environment educational
interest groups in psychologists and
Mathematics -Understand of the meaning of
residential staff, if any,
work and encouraging good
are to be involved in
Scientific-- working habits and attitudes
conducting the
programme when
Formal subject teaching, -Providing non-academic
necessary and
remedial programmes, channels to explore one’s
understand what is going
promotional projects and potentials
on in school.
interest groups in Integrated
Science -Preparation for integration into
Voluntary workers may
society
be needed for expertise
Technological & Practical--
-Promoting independence & co- not available and better
operation in work exposure for pupils.
Including Computer
Awareness, Information
Technology and -Enhancement of daily life
Communication Technology, communication skills
Design & Technology,
Electric Studies, Fashion & -Enhancing confidence in
Clothing, Home Economics learning
and Commercial Studies
Communicative Formal language subjects -Cultivation of team spirit and
teaching, Putonghua, remedial good sportsmanship,
programmes, promotional
-Enhancement of personal
projects and interest groups in
health
Chinese and English
Language, related elements in
-Enhancement of creativity,
Humanities and Science
originality, appreciation of
Physical Formal PE teaching beauty
Interest groups & activities -Appreciation of self and
related to sports and games others
Self-care and daily living skills

training
Aesthetic Formal teaching in Art &
Design and Music
Related promotional projects

and interest groups
3.3.1 Characteristics of Target Oriented Curriculum(TOC) (For details, please see Appendix 3)
目標為本課﹛
(1) Create curricula that emphasise the linkage among
subjects, highlights the learning elements and do away
with redundancy and fragmentation from the traditional
curriculum.
(2) Let children learn actively and purposefully through
appropriate and practical tasks.
(3) Highlight the relationship between language and learning;
communication and acquisition of knowledge.
(4) Emphasize the process of learning. Clearly acknowledge
the continuous progress that pupils have made.
(5) Replace norm referencing assessment with
criterion
﹛模參照評﹛
標準參照評﹛ referencing formative and summative assessment
(6) Design curriculum that has taken pupils' abilities and
needs into consideration.
(7) Effectively link up different stages of learning.
The above may be achieved through defining a hierarchy of learning targets which may
be achieved through subject learning. For this reason, the main learning targets should
be divided into subjects and dimension learning targets and learning objects for each
key stage. As for the subject content, it should include relevant knowledge, thinking,
skills and attitudes which are appropriate for attainment of different levels of learning
targets and objectives set. In this way teaching and learning of a specific topic is seen to
be inter-related. To deliver the curriculum to the pupils, curriculum strategies which
emphasised effective learning are to be arranged. For evaluation of pupils’ progress,
target-oriented assessment is based on criterion referencing principles and to be carried
out by means of various assessment tasks and exercises in addition to written
assessments (For details, please see Appendix 5).
3.3.2 Implication on Schools for Social Development
To schools for social development, this curriculum reform should be considered

favourable for the following reasons :
(1) It can address to learning problems distinct to

maladjusted pupils.
(2) Target-oriented
目標為本評﹛ assessment can do away with
the conventional norm-reference assessment in
which pupils’ sense of failure is perpetually
increased.
(3) TOC is designed to cater for individual
differences in their learning paces, interests and
needs. So it really suitable for these children.

(4) The class size in schools for social development
is relatively small.
(5) Greater flexibility in planning of learning
experience, teaching methods, etc. is allowed
by the school authority in these schools.
3.4 Curriculum Organisation
To implement the above discussed curriculum orientation, the following ways of curriculum
organisation are suggested for reference.
3.4.1. Curriculum Tailoring
Curriculum tailoring is the adaptation of a curriculum according to the

academic standard and stage of maturation of the pupils. With learning
content more appropriate to their levels of attainment, pupils may be better
motivated to learn. Curriculum tailoring may be an extension or a cutting-
down of the core learning area of a subject. Therefore it is essential to
demarcate the core learning area for each stage of learning before any
tailoring can be conducted.
For primary level pupils, the specific aim of education is to prepare them to
integrate into mainstream schools. So core areas of learning and experience
for ordinary primary schools should be covered, but priority should be
given to basic knowledge and skills in each area.
As for curriculum tailoring for junior secondary pupils, more consideration

should be given to learning aptitude and attainment of pupils. According to
individual needs of the development of multiple intelligences, pupils must
be given the appropriate options from a diversified curriculum, so that they
can acquire the abilities to meet the basic requirements for further study or
employment.
After selection of learning content, there should be effective ways to

organise the content for delivery to pupils :
(1) In-depth understanding of the

aims, content and sequence of
learning of the curriculum
(2) Right choice of the starting point
for remedial teaching
(3) Immediate compensation for
what has not been fully grasped
by pupils in learning
(4) Diversity in teaching methods
(5) Low level point of entry, correct
pace, plenty of activities and
timely feedback
(6) Provide experience of success to
break the vicious cycle between
failure and low confidence

(7) Reinforce the motivation of
learning which comes from the
sense of achievement
(8) Integration of similar teaching
content from different subjects to
avoid redundancy
3.4.2 Mastery Learning

﹛﹛學習
Mastery learning is one of the means of gearing teaching to the needs of
children of different abilities and interests.
In a mastery learning process (for flow chart, please see Appendix 4) , the
concepts and materials to be learned are first divided into sequential
learning units, each with clearly stated learning objectives. The units are
then listed in order of increasing complexity. After finishing each unit, a
formative assessment is administered to diagnose whether the pupils have
attained the targets or not and to give feedback on their learning. The
pupils who have not mastered a particular unit will be engaged in remedial
activities aiming at providing extra and alternative learning experiences to
overcome their difficulties. Then a second parallel formative assessment
will be given. For those who demonstrate mastery on the first formative
assessment, enrichment activities on the same unit are provided in order to
broaden
﹛潤活動 and expand their learning. Having mastered a unit, pupils can
proceed to the next unit. In view of its characteristics, mastery learning is
especially effective for those subjects with clear and orderly arranged
knowledge structure. The method of instruction is group-based and
teacher-paced. It can be applied in typical classroom situations where
instructional time is fixed. So this suits the mode of operation in most of
the schools for social development.
Research findings on mastery learning show that it is effective in

promoting pupils' cognitive and affective development. It just meets the
aim﹛知
of education for the maladjusted.
情笱
3.4.3 Modular Curriculum
單元化課﹛
A modularised curriculum is made up of learning units called modules. A module is a
well
單元structured or self-contained learning unit which is complete with specific
objectives, contents, teaching / learning strategies and some forms of assessment. The
concept of the core, extension, remedial and elective modules are illustrated in Diagram
1 of選修單元
啟Appendix
延
核導單 5 showing the essential features of a modular curriculum.
A module may be free standing, or a building block to provide the means for grouping
and re-grouping, insertion or deletion within a larger curriculum framework. The aim of
introducing a module is to facilitate choice, flexibility and reducing labelling effects.
There are many models for designing a modular curriculum. The following two are
suggested for consideration:
(1) Within a subject area : Topic core and topic elective modules
The topics or domains of learning within a subject area are grouped under
Core Modules and Elective Modules. Core modules consist of essential
learning areas which are to be learned by all pupils. For example, in Social
Studies, the following five modular or thematic units may be included :
Knowing oneself, one’s family, peers, society and country. Remedial and
Extension modules cater for pupils with different learning abilities.
Remedial modules refer to tailored materials on core modules to help
weaker pupils to consolidate their learning. Extension modules are
additional materials for more able pupils to deepen their understanding of
the core modules. Elective modules broaden the content of the subject and
provide options for the pupils with different interest and need. Some
suggested elective modulars or thematic units in Social Studies are
modules on adolescence, Hong Kong, China and the world. A
diagrammatic representation of the modular structure within a subject
using Social Studies as an example is shown in Diagram 2 in Appendix 5.
(2) Within the whole curriculum : Subject core and Subject elective modules
Subject areas are pooled under Core Subjects and groups of

Elective
核心科目﹛選
核心科目 Subject modules. Core subjects are to be taken by all pupils within
a year band. Elective subjects may be selected from a group of modules
depending on the available resources at school and the needs of pupils. The
elective modules may be subject-specific, inter-disciplinary or trans-
disciplinary. A diagrammatic representation of the modular structure in a
curriculum is shown in Diagram 3 in Appendix 5.
The advantages of adopting modularised curriculum for maladjusted pupils

are :
(1) It is well structured to avoid redundancy

in curriculum content. This structure
facilitates flexible arrangement in time-
tabling, grouping and staffing
deployment.
(2) Each module clearly states its specific
objectives in terms of concepts, skills
and attitudes to be achieved, facilitating
more successful experience in learning
for the pupils.
(3) Modularised curriculum provides
flexibility and choice. This can enhance
curriculum tailoring and cater for
individual differences among pupils.
Moreover, its structure expedites the
insertion or deletion of teaching content
when necessary. This is helpful in taking
care of pupils who are admitted at
different times of the school year. In
spite of all these advantages, attention
must be paid to cohere the modules so
that the curriculum is comprehensive
without being fragmented or the
important contents being missed out.
3.4.4 Curriculum Integration
The rationale behind curriculum integration is multi-functional. Two are emphasized

here:
(1) To develop life-long learning abilities

and habits as well as fundamental
concepts and principles which is
required by every learner in a fast-
changing world.
(2) To arouse interest in learning by using
authentic scenarios and through
activities perceived as meaningful by
the pupils.
Through close collaboration of teachers of various disciplines, rigid subject boundaries

can be diminished, thus allowing the creation of authentic scenarios and purposeful
activities.
All these are conducive to long-term learning. The initial steps to integrate the school
curriculum are:
(1) setting up an interdisciplinary teacher

team to design, and, later, implement the
integrated curriculum for a certain level.
(2) matching the topics to be taught in each
subjects every month so as to create
inter-topic links which usually appears
in the form of themes.
(3) aligning those related topics to be taught
at the same time.
The essential step is to design some real-life learning activities in which pupils can see
the meaning and aims in learning.
The sense of purpose is mainly induced by the following two ways:
(1) a few fundamental open-ended

questions for pupils to investigate
(2) some authentic tasks for pupils to
complete
These pupil activities are often made interesting by involving multiple intelligences.
The final steps (often carried out in the subsequent couple of years), include arranging
the above-mentioned activities to cover a large number of life long learning abilities
which can be conveniently assessed. These abilities include information processing,
higher-order thinking, communication, and collaboration, etc. They can be conveniently
assessed through shared responsibilities among subject teachers.
3.5 Teaching Strategies

The education of maladjusted pupils aims at providing knowledge, skills and support in personal
growth. Affective and cognitive education are assumed to be interdependent. Effective teaching and
learning can help to improve pupils’ academic performance, their sense of achievement and self-
image. Subsequently, more adaptive and desirable behaviour would be developed.
Thus, for maladjusted pupils, effective teaching should entail :
1. selection and arrangement of teaching content

based on the set curriculum targets but geared to
the aptitudes and needs of the pupils.
2. diversified teaching techniques to enhance the
interaction of teaching and learning.
3. classroom management strategies that enhance
effectiveness in learning.
The commonly found learning difficulties presented by maladjusted pupils, their causes and
strategies generally applied in remedial work are listed in Table 3.
T.3 : Common Learning Difficulties Presented by Maladjusted Pupils, Possible Causes & Suggested
Remedial Teaching Strategies
Learning Difficulties Possible Causes Outline of Suggested Elements to be Included

Presented in the Remedial Teaching Strategies
Lack of interest in -School work too -Find out pupils’ baseline and design tasks
schoolwork difficult to manage appropriate to their abilities
-Lessons going too fast -Appropriate task analysis for the teaching
content into manageable steps for pupils
-Content not
comparable to social -Be observant of pupils’ current interests and bring
experience or stage of them into the teaching content & presentation to
maturation enhance interest in learning
-Do not find any value -Incorporate relevant topics and practical
in studying certain examples
subjects
-Employ attractive teaching methods e.g. use
appropriate media, include more activities
Reject school -Both pupils & parents -Pupils and parents counseling on the functions of
education lack realistic school
expectations on school
education -Clear learning objectives for each learning area,
subject, topic and lesson
-Teaching aims and
targets are not clearly -Selection of teaching content relevant to daily
known to pupils life
-Point out the relevance of learning topics which

seems far-fetched to pupils
Lack of confidence -Repeated failure -Arrange opportunities to get meaningful success

to enhance self image e.g.
Cannot work -Being constantly
independently reprimanded 1. Start teaching at pupils baseline, break the
content into manageable steps and give
Do not dare to try -Fail to understand feedback on pupils’ performance

anything new one’s potential
2. Explore non-academic potentials of pupils
-In lack of
encouragement 3. Constant positive but realistic remarks and
and opportunities to encouragement by teachers and other staff
success
4. Train pupils in effective study skills
5. Alternate difficult tasks with tasks in which

pupils are competent
Not attentive, -Related to interest and -Select appropriate teaching content and teaching
relevance of teaching method
Cannot stay long on material & method
any piece of work -Organise the teaching content into small steps to
-Short attention span ensure success within a short period of time
Easily distracted and then gradually extent the steps
-Long for immediate
gratification -Positive recognition for each small step of
learning to encourage persistence in achieving
-Peer influence targets
-Feeling insecure -Create predictable working environment to

enhance sense of security and autonomy
Not well developed in -Not encouraged or -More effective teaching and discussion to foster
thinking and given chances to think pupils thinking and organizing abilities
organisation skills
-Lack of systematic -Training in thinking skills
training and practice
-Training in task analysis
Disruptive in class -Attention seeking -Arrange legitimate opportunities to excel oneself
-Boredom -Effective selection of teaching content and

methods
-Peer influence
-Cultivate good teacher-pupils relationship
-Lack of rapport with through better understanding of pupils’
teachers background and behaviour
-Lack of -Training in communication skills

communication skill
Based on the understanding of the pupils’ learning difficulties and the fundamental principles of effective
teaching, the following teaching strategies are recommended for reference :
3.5.1 Strategies for Improving Motivation
Following are some motivational strategies, both intrinsic and extrinsic, that are effective for
general teaching in classroom.
(1) Creating a predictable learning environment for

pupils in order to enhance their sense of autonomy
and their confidence in controlling the environment.
Most maladjusted pupils are not willing or not able
to adapt to changes in the environment. Hence,

setting up predictable and structured daily routines
may enhance their sense of security, reduce their
off-task behavior and extend their attention span.
(2) Alternating difficult and unfamiliar tasks with
manageable ones may increase their confidence in
coping with problems. Furthermore, alternating
theoretical presentation with practical applications
promote interest in learning.
(3) Providing ample opportunities for pupils to achieve,
e.g. in Physical Education, Art and Design or Art
and Craft. Achievement in non-academic learning
areas are also encouraged.
(4) Both tangible and social reinforcement is effective
in promoting pupils’ learning.
(5) Sustaining the interest and attention of pupils by
using stimulating teaching methods, including the
use of appropriate teaching materials, aids and
activities.
3.5.2 Strategies for Handling Individual Differences among Pupils in Academic Achievement
Maladjusted children are, in general, backward in academic achievement. However, there still
exists a wide range of individual differences among pupils in a class. The following measures
are suggested for effective teaching.
(1) Grouping of pupils
(a) Re-grouping according to pupils' attainment level in specific subjects
Depending on the resources available, all pupils in the school or

pupils of the same grade may be re-grouped according to their
attainment in certain subjects. So that the learning progress of the
more able pupils may not be slowed down while learning interest of
the less able pupils can be sustained because they are no longer
frustrated by the unmanageable learning tasks as before.
Notes:
(1) There should be sufficient

grouping so that there will be the
greatest level of homogeneity
within each.
(2) When lower achievers are
grouped together, negative
impact on their confidence may
be resulted. So teachers must
incorporate other ways of
grouping and guidance to
alleviate its impact.
(3) Time table and classroom
allocation need to be well
arranged.
(4) Feasibility of grouping is limited
by the number and expertise of
teachers in the school.

(5) Special attention should be paid
on disciplinary control when
flowing groups.
(b) Grouping within a class
After delivering the required knowledge and skills for each

lesson, pupils are divided into groups for activities. Ways of
grouping may be done as follows:
(1) Grouping according to

attainment level with appropriate
tasks and worksheets given to
each group.
(2) Grouping according to interest
so that pupils of different
abilities but with same interest
are grouped to investigate
together, making different
contribution to the group.
(3) Mixed abilities grouping so that
the more able can help the less
able. This will help both the
lower through peer tutoring and
the higher by their having to
develop a deeper understanding
of the topic in order to teach.
(4) Group the weaker pupils
together and give them
additional help before or after
lessons so that they can gain
more time to learn.
Notes:
(1) Teachers must be able and have

the time to design teaching
materials of graded difficulties
on a specific topic.
(2) Allocation of time and
preparation of teaching material
for each lesson must be well
planned beforehand.
(c) Individual educational programmes
A specifically designed individual learning programme for

pupils of the two extremes in the class is needed to cater for
their special needs.
(2) Arrangement in teaching and learning
Teachers should create a learning environment with

appropriate teaching contents and activities for pupils so that
their experience in learning is pleasurable. During the lesson,
teachers should grasp every opportunity to make individual
contact with pupils so that their individual differences can be
taken care of.
When teaching a mixed ability class, the teacher may try the
following suggestions:
(a) Helping the weaker pupils:
(1) When teaching a

complicated topic, teach
the main concepts first.
(2) Sequence complicated
problems so that they can
be taught and solved in a
step by step manner.
(3) For pupils who have
difficulty grasping
abstract ideas, explain
clearly with the help of
concrete examples and
models.
(b) Helping the more able pupils :
(1) Allow them to solve

problems independently.
(2) Give them open-ended
problems to encourage
their thinking.
(3) After learning a topic,
encourage them to
formulate their own
project for further
investigation.
(3) Arrangement of tasks and worksheets
When designing tasks and worksheet for pupils, effects of

learning may be maximized by the following measures :
(a) The weaker group may be helped as follows:
(1) There should be more

pictorial prompts.
(2) There should be more
and varied examples.
(3) Question should be
phrased simply with
several steps to match

their learning pace.
(4) They should be guided to
practise logical thinking.
(b) The higher ability group may be helped in the following

ways:
(1) Allow them to solve the

problems independently.
(2) Invite them to explain the
procedure and methods
taken to solve the
problem.
(3) Required them to get a
higher level of and more
sophisticated answer for
the same question.
(4) Encourage them to probe
deeper into the same
question.
(4) Evaluation and assessment
Each pupil is to be assessed on what he or she has been

targeted to learn through formative assessment instead of norm
referencing tests. Means of evaluation should be broadened
from pencil-and-paper assessment to continuous observation
on pupil’s responses in class, participation in discussion and
other projects, transference of what has been learnt in daily
living etc.
3.5.3 Strategies for Remedial Teaching

輔導教學策略
Some strategies for group or individual remedial teaching are suggested as follows to
enhance pupils’ academic achievement.
(1) Additional practice
This is a strategy to help pupils whose difficulties arise from lack of

practice.
(2) Re-teaching
When pupils are unable to understand fully the teaching content, teachers
should find out the reasons behind and modify the teaching steps and
strategies. Re-teach the content to help pupils reaching the learning targets.
(3) Activity approach of learning
Both teaching and learning are carried out mainly through activities.
Teachers have to arrange activities carefully, which include games,
competitions and role play. It is to induce active participation from pupils,
improve their attitudes towards learning and enhance pupil-pupil and

teacher-pupil relationship.
(4) Precision Teaching

精﹛教學
Precision teaching can improve the effectiveness of learning. It is a
behaviour oriented teaching strategy derived from task analysis. Through
monitoring daily progress, the teacher comes to know if the teaching
method adopted is effective.
Precision teaching is a highly structured and systemic mode of teaching. It

stresses the following three principles :
(a) Being meticulous in curriculum

design,
(b) Exact and detailed recording of
pupils’ learning progress,
(c) Continuous assessment of the
effectiveness of teaching and
learning.
The central theme of precision teaching is the use of highly structured

observation to measure pupils’ performance and progress. Data will be
used as indicator of the effectiveness in teaching and learning. Continuous
assessment is emphasised. Teachers will modify the teaching steps,
materials, strategies, activities and learning environment according to
pupils’ performance.
(5) Co-operative Learning

﹛﹛學習
Co-operative learning is a method of promoting co-operation among pupils
rather than competition. Essentially, pupils work together to seek solutions
for the problems instead of competing against one another. Two important
elements of co-operative learning are motivation induced from and
accomplishment of the tasks through co-operation. It also provides
opportunities for pupils to gain a sense of achievement by recognition from
the group.
Four models of co-operative learning have been developed:
(a) Jig-saw approach Each pupil is

assigned one part of the task
which is to be assembled into a
whole when finished.
(b) Group work Pupils contribute
their knowledge in their groups
to complete the task.
(c) Inter-team competition Pupils
are grouped into learning teams.
After teachers have presented
new teaching contents, each
team is to practise what they
have learned by doing
worksheets. Team members may
questions each other, work in

pairs, or by any ways of
cooperation to enable all team
members to acquire the
knowledge just learned. Finally,
through individual questioning,
scores are compiled together to
get a team score upon which the
winner for the inter-team
competition will be decided.
(d) Team support approach Pupils
are requested to learn again what
they have not mastered. They
can seek help from either their
teachers or peers, and practise
until they master the content.
Then the class can proceed to the
more advanced topic.
Studies have shown that co-operative learning enhance motivation and

persistence in completing academic tasks.
(6) Peer Tutoring

﹛輩輔導
Peer tutoring is the systematic guidance to some junior class or
academically less able pupils by teacher selected peers from senior classes
or the better functioning and behaving pupils. These young tutors are
trained beforehand the basic principles of remedial work and their duties.
Studies have indicated that peer tutoring is beneficial academically and

non-academically to both the young tutors and the pupils under their
guidance. Pupils being helped, besides showing progress academically, are
improving in non-academic aspects such as attendance rate and discipline.
To the young tutors, they are given the chance of leadership training and
practice. Their confidence and sense of belonging to the school is enhanced
at the same time. This approach can be implemented in groups or
individually.
Besides the selection of young tutors and their training, its success depends
very much on teachers’ supervision throughout the process. This includes
contracting and monitoring the attendance so that both the young tutors and
pupils being helped are working according to schedule.
3.5.4. Strategies for Classroom Management
Classroom management means the ways in which individual teachers organise their
flow of teaching and the learning environment in order to facilitate pupils’ learning.
Good classroom management allows the pupils to get a clear picture of what is going
on and what is expected of them, and the consistent consequences of their desirable and
undesirable behaviour. It also includes teachers’ self-reflection on their work and
adjustment for the identified unsuccessful strategies in their teaching. Besides keeping
class order, good classroom management help teachers conduct the lesson more
effectively and know the classroom situations more accurately. A competent and
confident teacher image should then be presented.
According to teachers’experience, good classroom management relate to the following :
(1) Start and end the lesson on time. This

enhances pupils’ awareness of punctuality.
(2) Be well prepared in major things like teaching
material and aids as well as trivial things such
as the supply of stationery.
(3) Settle the class quickly and capture their
attention on the teacher and the learning task.
A quick question-and-answer revision or an
audio-visual presentation prior to the teaching
may be useful. It must be interesting and
attracting.
(4) Insist on full class cooperation. Have some
unfailing tactics for calming the class and
gaining their attention. e.g. to call their name
at will.
(5) Get the whole class engaged in work. Class
activities and work should be so arranged that
pupils of different levels of ability and
attention span are taken care of. So all are kept
busy, leaving no room for mischief.
(6) Effective use of voice is important because it
is the major medium of communication
between the teacher and the pupils. It must be
of sufficient volume, clear and pleasant to
listen to. Interesting words and phrases should
be used when appropriate.
(7) Be alert to what is happening in the class by
walking around, using eye contact. Identifying
where the trouble is going to start and to nip
the trouble in the bud immediately by looks,
gestures, proximity, touch or questions. On top
of this, the teacher needs to establish a set of
classroom rules for routine issues e.g. asking
for help, leaving the room, complaining
against a fellow classmate etc.
(8) Analyse what is happening in the class to

understand the underlying causes, changes in
factors eliciting pupils’ behaviour and their
impression of the teacher. These information
could be obtained with the help of a tape
recorder or a record of class observation by a
fellow teacher.
(9) Crisis intervention guides should be clear and
well understood by teachers. They should also
familiarize themselves with the procedural
rules so that they can manage the crisis
smoothly reducing dramatisation of the issue.
(10) Teachers should allocate their attention fairly
evenly to all pupils so that every pupil can feel

that the teacher is concerned. For those who
are more passive, the teacher has to take the
initiative to attend to them and show concern.
(11) Avoid drawing comparison among pupils
because resentment against the teacher and
detachment in the class would arise.
(12) Keep up-to-date with marking. Adjust the
planning for the coming lessons according to
pupils’ progress. Proper marking can make
pupils feel that their efforts being recognized.
When the marked work is handed back,
compliment for the hard worker is important.
(13) Make sure promises are kept. Failure to keep
promises would induce resentment from pupils
and damage the trusting relationship between
teacher and pupils.
(14) Make good use of questions. This can focus

pupils’ attention and enhance interaction in
learning.
(15) Ensure adequate opportunities for practice on
what has been learned. Both of the primary
and secondary pupils enjoy doing things rather
than simply sitting and listening. A large
portion of each lesson should be used for
practice or activities in order to avoid
discipline problems arisen from boredom.
However, detailed preparation is required and
enough time for changing activities and
clearing up should be provided.
(16) Wherever practicable, delegate the routine
classroom chores to pupils. It can show
teacher’s trust in them and train up their sense
of responsibility. Moreover, this may leave
more time for teacher-pupil contact.
(17) Classroom should be properly and practically
arranged and displayed, e.g. the seating plan
and equipment or materials for specific
learning should be properly arranged
according to the characteristics of the pupils
and activities.
(18) Take timely control of pupil’s problems which
may matter little to teacher but a great deal to
the pupil. This helps to reduce anxiety and
frustration. Ensure the pupil that the problem
will be handled within an agreed time.
Afterwards, the class should be briefed, during
class periods or sometime during lesson, on
how to handle similar situations. It should be
conducted under a friendly, non-judgmental
and democratic atmosphere in which pupils

feel respected.
(19) When incidence occurs during lesson, teachers
should make clear how the incidence would be
handled, end the lesson punctually, and leave
the class calmly. Good classroom management
is based on good teacher-pupil rapport and
positive attitude of teachers.

Chapter 3 - Curriculum Design

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4/21/2018 Chapter 3 - CURRICULUM DESIGN

3.1.1 Development of a Balanced Curriculum

The existing curriculum is academically-oriented with more emphasis on cognitive

3.1.2 Development of Multiple Intelligences

Howard Gardner (1983), a psychologist of Harvard University, has suggested that

3.1.3 Tailoring with Consideration of Curriculum Continuity and Internal Coherence

Special schools should appropriately adapt the mainstream curriculum by means of

3.1.4 Incorporation of Communicationand Interpersonal Skills Training

3.1.5 Relevance to Daily Living

3.1.6 Content Comparable to Their Developmental Stage and Attainment Level

3.1.7 Integration of Theoretical Studies and Practical Work

3.1.8 Attention to Individual Differences

3.1.10 Multi-disciplinaryApproach in Curriculum Design and Delivery

3.2 Structure and Content of Curriculum

3.3 Curriculum Orientation

Use of information technology and -Enhancement of confidence in

Self-care and daily living skills -Enhancement of creativity,

Education Programmes, Study -Developing social skills and -as self-contained

Self-care and daily living skills

Related promotional projects

3.3.2 Implication on Schools for Social Development

To schools for social development, this curriculum reform should be considered

(1) It can address to learning problems distinct to

needs. So it really suitable for these children.

3.4 Curriculum Organisation

3.4.1. Curriculum Tailoring

Curriculum tailoring is the adaptation of a curriculum according to the

As for curriculum tailoring for junior secondary pupils, more consideration

After selection of learning content, there should be effective ways to

(1) In-depth understanding of the

failure and low confidence

3.4.2 Mastery Learning

Research findings on mastery learning show that it is effective in

Subject areas are pooled under Core Subjects and groups of

The advantages of adopting modularised curriculum for maladjusted pupils

(1) It is well structured to avoid redundancy

3.4.4 Curriculum Integration

The rationale behind curriculum integration is multi-functional. Two are emphasized

(1) To develop life-long learning abilities

Through close collaboration of teachers of various disciplines, rigid subject boundaries

(1) setting up an interdisciplinary teacher

The sense of purpose is mainly induced by the following two ways:

(1) a few fundamental open-ended

3.5 Teaching Strategies

Thus, for maladjusted pupils, effective teaching should entail :

1. selection and arrangement of teaching content

Learning Difficulties Possible Causes Outline of Suggested Elements to be Included

-Point out the relevance of learning topics which

Lack of confidence -Repeated failure -Arrange opportunities to get meaningful success

Do not dare to try -Fail to understand feedback on pupils’ performance

5. Alternate difficult tasks with tasks in which

-Feeling insecure -Create predictable working environment to

Disruptive in class -Attention seeking -Arrange legitimate opportunities to excel oneself

-Boredom -Effective selection of teaching content and

-Lack of -Training in communication skills

3.5.1 Strategies for Improving Motivation

(1) Creating a predictable learning environment for

to adapt to changes in the environment. Hence,