Curriculum for Foundation

Learning Goals：

• To enhance students self-care ability and reduce reliance.

• To strengthen the ability to adapt to the community life and raise awareness on safety and skills in crisis management.

• To strengthen the work skills and workplace awareness so as to foster a positive working attitude.

• To master the skills in leisure activities, so as to promote a habit and attitude of proper use of leisure time.

• To strengthen the understanding of mental and physical characteristics during puberty, and to recognize mental and physical changes during puberty, so as to enhance skills in self-protection.

Curriculum Framework：

• Self-care Skills

  • Primary Section: Personal hygiene, dressing and eating training

  • Secondary Section: Personal hygiene, dressing, and eatingtraining, personal appearance

• Domestic Skills

  • Primary Section: Cleaning, tidying up the bed, using electronic appliances

  • Secondary Section: Cleaning, using electronic appliances

• Social Adaptation

  • Primary Section: Basic communication manners, understanding and expressing, basic social adaptation skills, scenario-based training (e.g. shopping, eating, communing, leisure), knowledge of safety, problem-solving skills training

  • Secondary Section: Basic communication manners, understanding and expressing, basic social adaptation skills, integrated skills applications, scenario-based training (e.g. shopping, eating, communing, leisure), knowledge of safety, problem-solving skills training

• Skills in the Workplace

  • Secondary Section: interview skills, basic work skills, understanding and experiencing different job types (workshops, cleaning, office workman, stock tallyman), positive work attitudes and habits, work safety

• Sex Education

  • Primary Section: growth and development, self-protection, healthy lifestyle, cycle of life

  • Secondary Section: puberty, interpersonal relationships, self-protection, recognizing effects on oneself by abusive contents and social media

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Assessments：

• Assessments are conducted before the unit to set the learning baselines. Teachers design the learning goals, contents and plans according to the baseline assessment results, ability level, learning needs and daily needs of the students.

• Teachers perform progress evaluations after each unit, and record in the Student Learning Plans and Unit Reports to review students’ learning performances. Learning contents will be adjusted according to the learning progress of the students when necessary.

• By the end of the school term, teachers will summarize and evaluate the performances of the students and record in their Academic Report, in order to review the overall learning performances and progress of the students.

Features of the Curriculum：

• Students’ current performance and living environment are considered when designing the teaching plans and learning activities. Learning contents are therefore practical and close to student’s daily life.

• We put an emphasis on teaching in authentic contexts, hoping students can acquire basic skills, such as cognition, communication and social skills, in the activities, in order to strength their generalization skills, instead of learning in isolated situations.

• Through task analysis, students can learn according to the preset procedures. It also allows flexibility for teachers to further break down steps or skip steps according to students’ learning progress, until the students fully master the skills.

• Visual strategies (e.g. flow charts, visual cue cards, etc.) are used to help students complete learning tasks.

• A simulated workshop is set up at school to help students learn in authentic environment.

• Learning contents of sex education is designed based on students’ age and needs, with role-plays, simulation activities and group discussions conducted to help students complete the learning goals.