Appendix

A.1 Appendix - Schools for Social Development for Maladjusted Children Existing Situation

(Based on information of March, 1997)

Date of Receiving

No. of Pupils

Name of school

Subsidy

Sex

School Section

(No. of Classes)

Residential Section

Primary

Junior Sec

Society of Boys' Centres-

Shing Tak Centre School

1970

M

105 (7)

--

60

Society of Boys' Centres-

Chak Yan Centre School

1974 (Primary)

1983 (Junior Secondary)

M

165 (11)

105 (7)

160

Society of Boys's Centres-

Hui Chung Sing Memorial School

1978

M

--

150 (10)

--

Good Shepherd Sisters-

Marycove School

1970

F

15 (1)

90 (6)

80

Good Shepherd Sisters-

Pelletier School

1970

F

--

105 (7)

80

Hong Kong Juvenile Care Centre-

Chan Nam Cheong Memorial School

1970 Primary section only, named as Hong Kong Juvenile Care Centre

1993   started S1

1994   moved to new premises and changed to present name

M

15 (1)

120 (8)

120

Hong Kong Student Aid Society-

Tung Wan Mok Law Shui Wah School

1975   named as Tung Wan School

1992 changed to present name

M

75 (5)

--

60

Hong Kong Sea School

(Changed to Practical School in 1993)

1970

M

--

70-93

510 (17)

70-93

450 - 510

A.2 Appendix - Applying the Theory of Multiple Intelligences

Gardner (1983) argues that our traditional conception of intelligence as primarily linguistic and logical abilities is too narrow. As adapted from the ASCD book Multiple Intelligences in the Classroom by Thomas Armstrong, Howard Gardner's theory of multiple intelligences advocates that all people possess seven distinct sets of capacities. He also emphasizes that these intelligence work in concert and not in isolation. The seven intelligences are :

1. Spatial : The ability to perceive the visual spatial world accurately and to perform transformation upon one's perceptions.

2. Bodily kinaesthetic : Expertise in using one's whole body to express ideas and feelings and facility in using one's hands to produce and transform things.

3. Musical : The capacity to perceive, discriminate, transform and express musical forms.

4. Linguistic : The capacity to use words effectively, either orally or in writing.

5. Logical mathematical : The capacity to use numbers effectively and to reason well.

6. Interpersonal : The ability to perceive and make distinctions in the moods, intentions, motivations and feelings of other people. This intelligence can include sensitivity to facial expressions, voice, and gestures as well as the ability to response effectively to such cues.

7. Intra-personal : Self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of one's strengths and limitations, awareness of one's moods and motivations and the capacity for self- discipline.

By addressing all seven intelligences in their classroom, some teachers find the following advantages :

(1) It helps more pupils to succeed thus promoting their self-worth and comfort level.

(2) It helps pupils become all rounded.

(3) It makes schools more engaging and motivating.

(4) It encourages teachers to nurture all pupils' strength and challenge them in areas where they are less developed.

(5) Some pupils who are not strong in linguistics and logical areas are learning much better.

(6) Pupils are more accepting of one another.

(7) It enhance teachers' awareness of the difference among their pupils.

Ways of implementing the concept of multiple intelligence in the classrooms：

1. Weave as many intelligences as possibly appropriate for the topics into teaching through thematic approach, interdisciplinary projects; creates seven activity centres in the classroom.

2. Through team approach of teachers, call on outside expertise and /or teachers' self-development to cope with the variety of demands on teachers' aptitudes.

3.
Teach and assess in multiple ways. Pupils should be allowed different but reliable means of demonstrating their knowledge.

Possible labels and limits

It must be brought to the notice that if misinterpreted multiple intelligences can become the basis for another form of tracking pupils into seven streams. Teachers should appreciate that an intelligence can be enhanced and changed, based on needs, motivation and opportunity. Thus the idea of multiple intelligence should not be used as labels that limit pupils opportunities or their sense of their own potentials.

A.3 Appendix - TOC Subject Curriculum Framework Based on the TOC Cross Curricular Framework of Common Concepts

TARGETS	CONTENT OF LEARNING				CURRICULUM STRATEGIES	ASSESSMENT
Hierarchy of Learning Targets and Objectives	Knowledge	Thinking	Skills	Attitude	1. Emphasis on the five fundamental interwining WAYS OF LEARNING AND USING KNOWLEDGE	Formative Assessment
Subject Learning Targets Dimension Learning Targets for Subjects for Each Key Stage Learning Objectives for Each Key Stage	e.g. -framework of knowledge -theories -concepts -information and facts	e.g. -interpreta-tion -conceptuali-sation -knowledge construction -reasoning (application, analysis, synthesis, evaluation) -problem-solving -creative thinking	e.g. -subject specific skills -study skills -communi-cation skills -psychomo-tor skills	e.g. -feeling -apprecia-tion -interests -motivation -values -confidence -disposition	2. Modules and Units, Graded Learning TASKS and EXERCISES 3. Emphasis in INTEGRATIVE USE OF SUBJECTS 4. RECYCLING of learning points 5. Developing EVER-IMPROVING abilities 6. More attention and assistance for INDIVIDUAL LEARNERS 7. Catering for INDIVIDUAL DIFFERENCE 8. Emphasis on PROCESS as well as PROGRESS 9. Emphasis on learner independence and LEARNING HOW TO LEARN	provide regular feedback to help both teacher and learner see the process and improve the quality of learning , by means of mainly, e.g. projects, portfolios, graded tasks and exercises. Internal Summative Assessment shows learners’ progress by the end of year/key stage, by means of, e.g. a) calibrated assessment tasks and b) Bands of Performance according to Criteria of Judging Performance Reporting shows to parents how learner progresses; by means of mainly, e.g. a) Bands of Performance to show where the learner is in the entire picture of school education, and b) teachers’ comments on learners’ strength and weakness External Summative Assessment shows learners’ performance by the end of Key Stage in territory-wide setting
	These four areas are inter-related and should be integrated through Curriculum Strategies					by means of mainly, e.g. a) Bands of Performance and b) bands related scores
Five fundamental interwining WAYS OF LEARNING AND USING KNOWLEDGE permeate through the entire curriculum: COMMUNICATION, INQUIRING, CONCEPTUALISATION, REASONING, and PROBLEM SOLVING

A.4 Appendix - Operation of Mastery Learning

A.5.1 - Diagram 1 : Modular Curriculum

A.5.2 - Diagram 2 : Modular Curriculum Within a Subject

A.5.3 - Diagram 3 : Modular Curriculum Within a Curriculum

B. - Membership of the Working Group on Guide to Curriculum for Maladjusted Children

The membership of the Working Group since 23 September 1995 has been as follows:

Chairman:

Mrs CHOW LUK Ying-pui
Society of Boys' Centres - Hui Chung Sing Memorial School

Ex-officio

Specialist (Educational Psychology / Special Education),

Members:

Services Division, Education Department (Mrs Christina LEUNG)

Inspector, Special Education Inspectorate, Services Division, Education Department (Mr YU Wai-ping, from September 1995 to April 1997)
(Mr LEE Wan-lung, from April 1997 )

Principal Curriculum Officer, Gifted and Less Able Unit, Curriculum Development Institute, Education Department
(Mr YUNG Ka-kui, from November 1996)

Members:

Mr POON Sun-ming
Hong Kong Juvenile Care Centre Chan Nam Cheong Memorial School

Ms CHU Choi-ling
Marycove School

Ms KWAN Wai-fong
Pelletier School

Mr NG Yeung-ming
(from September 1995 to July 1997)
Society of Boys' Centres - Chak Yan Centre School

Ms NG Shuk-ying
(from July 1997) Society of Boys' Centres - Chak Yan Centre School

Mr LEE Kum-ming
Society of Boys' Centres - Chak Yan Centre School

Mr CHIU Quin-fe Society of Boys' Centres - Hui Chung Sing Memorial School

Ms CHAN Yin-wan
(from April 1997) Society of Boys' Centres - Shing Tak Centre School

Mr LEUNG Sai-kit Society of Boys' Centres - Shing Tak Centre School

Mr TAM Wai-kuen
(from September 1995 to September 1996)
Tung Wan Mok Law Shui Wah School

Mr LEUNG Wai-ming (from September 1996)
Tung Wan Mok Law Shui Wah School

Ms TANG Shui-mui
Tung Wan Mok Law Shui Wah School

Ms May CHAN
Society of Boys' Centres

Mr YUNG Ka-kui
(from September 1995 to November 1996)
University of Hong Kong

Ms HEUNG Woon-king
(from September 1995 to September 1996)
Hong Kong Institute of Education

Mr SIN Kuen-fung
(from September 1996)
Hong Kong Institute of Education

Secretary:

Senior Inspector, Gifted and Less Able Unit, Curriculum Development Institute, Education Department
(Mrs Susan LEUNG)

	Date of Receiving		No. of Pupils
Name of school	Subsidy	Sex	School Section (No. of Classes)		Residential Section
			Primary	Junior Sec
Society of Boys' Centres- Shing Tak Centre School	1970	M	105 (7)	--	60
Society of Boys' Centres- Chak Yan Centre School	1974 (Primary) 1983 (Junior Secondary)	M	165 (11)	105 (7)	160
Society of Boys's Centres- Hui Chung Sing Memorial School	1978	M	--	150 (10)	--
Good Shepherd Sisters- Marycove School	1970	F	15 (1)	90 (6)	80
Good Shepherd Sisters- Pelletier School	1970	F	--	105 (7)	80
Hong Kong Juvenile Care Centre- Chan Nam Cheong Memorial School	1970 Primary section only, named as Hong Kong Juvenile Care Centre 1993 started S1 1994 moved to new premises and changed to present name	M	15 (1)	120 (8)	120
Hong Kong Student Aid Society- Tung Wan Mok Law Shui Wah School	1975 named as Tung Wan School 1992 changed to present name	M	75 (5)	--	60
Hong Kong Sea School (Changed to Practical School in 1993)	1970	M	--	70-93 510 (17)	70-93 450 - 510

1.	Spatial : The ability to perceive the visual spatial world accurately and to perform transformation upon one's perceptions.
2.	Bodily kinaesthetic : Expertise in using one's whole body to express ideas and feelings and facility in using one's hands to produce and transform things.
3.	Musical : The capacity to perceive, discriminate, transform and express musical forms.
4.	Linguistic : The capacity to use words effectively, either orally or in writing.
5.	Logical mathematical : The capacity to use numbers effectively and to reason well.
6.	Interpersonal : The ability to perceive and make distinctions in the moods, intentions, motivations and feelings of other people. This intelligence can include sensitivity to facial expressions, voice, and gestures as well as the ability to response effectively to such cues.
7.	Intra-personal : Self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of one's strengths and limitations, awareness of one's moods and motivations and the capacity for self- discipline.

(1)	It helps more pupils to succeed thus promoting their self-worth and comfort level.
(2)	It helps pupils become all rounded.
(3)	It makes schools more engaging and motivating.
(4)	It encourages teachers to nurture all pupils' strength and challenge them in areas where they are less developed.
(5)	Some pupils who are not strong in linguistics and logical areas are learning much better.
(6)	Pupils are more accepting of one another.
(7)	It enhance teachers' awareness of the difference among their pupils.

1.	Weave as many intelligences as possibly appropriate for the topics into teaching through thematic approach, interdisciplinary projects; creates seven activity centres in the classroom.
2.	Through team approach of teachers, call on outside expertise and /or teachers' self-development to cope with the variety of demands on teachers' aptitudes.
3.	Teach and assess in multiple ways. Pupils should be allowed different but reliable means of demonstrating their knowledge.