Curriculum Goals
To guide students through the basic concepts in mathematics and arithmetic;
To build up the ability to use numbers, symbols and other mathematical objects;
To develop number sense, symbol sense, sense of space and measurement, and the ability to identify structure and logic;
To nurture the capability of arithmetic, collaboration, critical thinking, creativity, ideation, exploration and mathematical reasoning;
To develop the ability to communicate and express themselves through mathematical language;
To apply mathematics in forming and solving problems in real life and other subjects, lay the foundation for lifelong learning;
To cultivate capabilities and confidence in mathematics in daily life;
To develop a positive attitude in learning mathematics and the appreciation of the beauty and culture of mathematics;
To cultivate a positive attitude and interest in mathematics.
Basic Mathematics Curriculum Goals
To develop basic knowledge, skills, attitude and fondness for mathematics;
To lay the foundation for senior secondary learning.
Senior Mathematics Curriculum Goals
To consolidate and further develop the knowledge, skills and concepts of mathematics;
To enable usage of mathematics at work and in real life
Curriculum Features
Curriculum Planning
The focus is put on the curriculum sequence, connection between modules and transition to more advanced level.
Teaching materials are adjusted based on students’ ability. Enriched exercises are provided to high functioning students.
The senior secondary program emphasizes real life application and extended application of mathematics. For instance, diversified scenarios are used to facilitate the generalization of knowledge and skills learnt from mathematics. Information technology and equipment are employed to reduce drilling in arithmetic skills.
Diversified Teaching Strategy
Mathematical teaching method: skeleton of teaching
Self-regulated learning
Fused with elements of information technology: Information technology is applied to support exploration learning and problem-solving. For instance, drilling of arithmetic skills is reduced by using calculators
Project-based learning
Holistic performance-based activities
Diversified Assessment
Holistic performance-based assessment
Senior Secondary Learning Progress Framework
“I collected 5 bottles,” said Kit.
“I categorize the coins before counting to speed up the calculation,” said Dik.
“I found out the weight of an object by using electronic scale,” said Sam.
Students made sandwiches using ingredients of different shapes.
“Through performance-based activities, I know that the volume of different containers of the same size are the same,” said Lam.
“I can distinguish light and heavy objects by weighing them on my hands,” said Ming.
“We assess each other using the collaborative learning manual,” said Fung.
“We try to pay and be the cashier in Morninghope Convenience Store,” said Long and Ching.
The supermarket close to our school is one of the common venues for the holistic learning activities.
“In self-learning time, I draw the correct number of circles based on the number card Lok drew,” said Ching.
