Effectiveness

Designed
  1. For Students:
    1. A more independent, self-motivated and self-reflective learning attitude among the students in preparation for life-long learning.
    2. Stronger sense of national identity.
    3. Interest in, and appreciation of, aesthetic activities
    4. Develop different skills such as critical thinking skills, problem-solving skills, collaborative skills.
  2. For Teachers:
    1. Shift from teacher-centered to student-centered teaching and learning.
    2. Professional development of staff in adapting to the current paradigm shift teaching and learning
  3. For School:
    1. Implementation of school-based Integrated Humanities and Integrated Science in the junior levels
Actual
  1. For Students:
    1. Different skills such as critical thinking skills, problem-solving skills, collaborative skills were developed.
    2. Promote collaborative learning among students. The general learning atmosphere had been improved.
  2. For Teachers:
    1. Project learning provided opportunities for teachers to enhance their professional development
    2. Through cooperation with SUPER of CUHK in the latter stage of project learning, teachers’ professional knowledge in project learning was enhanced.
    3. Teachers worked in teams and a stronger team spirit was fostered.
  3. For School:
    1. A culture of action research in school was promoted.
    2. Project learning provided various related activities such as exhibition and presentation. It enhances the overall image of the school.

Evidence

  1. Completion of questionnaires by participants and teachers concerned at the end of the project.
  2. Analysis of data collected by teachers concerned and CUSP.
  3. Half-yearly evaluation by students concerned in form of questionnaires and interviews with repeaters.