Asia-Pacific Forum on Science Learning and Teaching, Volume 3, Issue 1, Article 10(June, 2002) Teresa T S WONG A Case Study of School-Based Science Curriculum Development: Overview of Project Approach and Process of Implementation Previous Contents Next

Stage 3 - Action Plan Formation
Based on the information collected from the situational analysis, initial suggestions are made to address the organization and selection of teaching/learning activities and student assessment methods. A curriculum development proposal with activity outline is provided to the teachers, which is followed by a discussion session to address the appropriateness and feasibility of all the suggestions. Taken into considerations are the teachers' comfort level and previous experience in the introduced teaching methods, students' ability level and their existing knowledge, classroom physical conditions, as well as school facility resources available. All additional resources such as multimedia teaching aids, new experiment demonstrations, international study work samples from SAW, and any relevant supporting materials, are presented to the school along with the proposal. Any alternative teaching/learning suggestions are discussed and revised at this stage. During this process, the curriculum developers act as both consultants for teachers and facilitators who initiate the exchange of ideas and strategies from different schools and teachers. The outcome of such meetings is a revised and enhanced action plan with inputs from the participating teachers drawing from their previous experience and practices. For schools that implement an extended activity such as project learning or organizing a science day, relevant instruments for the activity (such as teachers' and students' guidelines, worksheets and assessment rubrics) and implementation logistics such as sequencing of the accompanying lessons, special class or classroom arrangements are addressed.