Project-based learning (PBL)
(A) Department / Committee member's List
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Head |
Miss Wong Tsz Yu, Renee |
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Members |
Mr Kwok Lai Lok, Alex |
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Miss Choi Yuk Ting, Tina |
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Miss Tsung Sin Mei, Mae |
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Miss Lau Hei Ting, Vera |
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Mr Yeung Chun, Ethan |
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Mr Morrison, Robert Karl |
(B) Activities inside and outside classrooms and school
The Project-based learning (PBL) provides students a platform to integrate and apply their subject knowledge and skills gained across all Key Learning Areas (KLAs). Adopting the Design Thinking Framework, students are guided by our dedicated PBL teachers and teacher advisors to design innovative products that solve real-life issues. This experience not only widens students’ exposure, but also fosters positive values and helps students to develop their generic skills.
A series of PBL workshops are designed to immerse students in Project-Based Learning (PBL) activities, covering the essentials from project initiation to execution.
Interactive PBL Workshops
Adobe Creative Cloud Workshop
The discussion sessions provide a collaborative environment where students actively engage in exchanging ideas related to their projects. Group leaders play a crucial role in guiding discussions towards formulating researchable topics and creating meaningful products. These sessions enhance students' learning experience, enabling them to refine their work and deepen their understanding of relevant subject knowledge, social and global issues.
Group discussions with teacher advisors
Students' creative products are deemed as a testimony of their learning outcomes. Drawing from subject-specific insights and generic skills, students critically analyze their topic, synthesize evidence-based conclusions and transform these into a tangible product. This demonstrates their understanding and ability to apply subject knowledge in an inventive way.
Students' Innovative Product: Interactive virtual tour to Kowloon Walled City on CoSpace
Students' Innovative Product: Wellness Board Game
Students' Innovative Product: Avant Garde Fitness Programme
Students' Innovative Product: A Trip Down in Memory Lane
Students' Innovative Product: : SnapCap that aims to promote Chinese cuisines
During the presentation, students showcase their research topics, the issues at hand, the target audience, and the products they've developed. This session allows students to share the diverse outcomes of their projects and the insights they've gained throughout the process. It's a comprehensive display of their learning and problem-solving journey.
Project-based Learning Presentation Competition
Achievement Sharing Session
The Achievement Sharing Session provides students a platform to share their creative products. This engaging event allows visitors to understand the functionality and impact of the students' works, providing a tangible connection between the products and their real-world applications.
Visitors trying out students' innovative products.
Students introducing their products to guests.
Junior form students learning from their big sisters in senior forms.
(C) Annual Report
St. Rose of Lima’s College [Academic Year: 2024 - 2025]
Annual Report [Department / Functional Term: Project-based Learning]
Major Concern 1: Promoting Healthy Lifestyle and Well-being through Positive Education
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Targets |
Values Concerned |
Strategies |
Success Criteria |
Methods of Evaluation |
Evaluation Result |
Time Scale |
Date of Completion |
People in charge |
Resources Required |
Resources deployed |
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Catholic Values |
Ten Core Values |
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To encourage students to appreciate their strengths |
CV03 - Love
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EDBV01- Perseverance
EDBV05- Commitment |
Prizes will be given to the students who perform well in the workshops. |
Students appreciate their character strengths |
Observation Feedback from students |
students participated actively in PBL Workshops
85% students enjoyed working with their group members. |
Whole year |
30th July, 2024 |
Committee members
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Prizes
Character strength |
Prizes
Character strength |
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To foster collaborative learning through emphasizing in character strengths |
CV03 - Love
CV05 - Family
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EDBV02- Respect for Others
EDBV07- Care for Others
EDBV09- Empathy
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PBL committee members and teacher advisors will encourage students to work out the division of labor with reference to their character strengths.
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Students show appreciation towards their own and their peers’ character strengths |
Observation Feedback from students |
Students collaborated with one another during PBL workshops and discussion sessions on PBL Days. Most students arranged meetings outside classroom to work on their PBL projects
86% students appreciated their group members’ contribution in their projects. |
Whole year |
July, 2024 |
Committee members |
Character strength booklet |
Character strength booklet |
Keys:
Remarks:
If the department has a practical need to adjust the targets/implementation strategies/success criteria/methods of evaluation in the annual department plan, please mark it with ★ for information and follow-up.
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Achievements |
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Summarise the progress and achievements of the Major Concern with reference to the set targets and the success criteria in the Annual Programme Plan. |
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Positive values have been cultivated through engaging activities held in PBL workshops. |
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Reflection |
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Based on the evaluation findings, analyse the facilitating and hindering factors, and consolidate the experience and reflection derived from the process of planning, implementation and evaluation. |
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Collaboration among students in group project can be further enhanced |
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Feedback and Follow-up |
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With reference to the above “Achievements” and “Reflection” of the Major Concern, suggest follow-up measures to further help students achieve the seven learning goals, so as to inform the planning of the next Annual Programme Plan. |
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Peer feedback and evaluation will be conducted in PBL workshops to encourage students to show appreciation to each other and give each other constructive feedback |
Major Concern 2: Enhancing Self-regulated Learning
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Targets |
Values Concerned |
Strategies |
Success Criteria |
Methods of Evaluation |
Evaluation Result |
Time Scale |
Date of Completion |
People in charge |
Resources Required |
Resources deployed |
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Catholic Values |
Ten Core Values |
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To develop Form 2 students’ generic skills and self-regulated learning strategies
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CV01 - Truth
CV04 - Life
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EDBV01- Perseverance EDBV02- Respect for Others
EDBV06- Integrity
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Students should master generic skills and self-regulated learning strategies in Project-based Learning activities in Form 2. |
70% of the students pass in the project |
Statistics of the results |
98% students gained a pass in their projects
74% students agreed that their generic skills had been developed and enhanced |
Sep to May |
2nd May, 2024 |
Committee members |
Handbook, learning materials |
Handbook, learning materials |
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To develop Form 3 students’ generic skills and self-regulated learning strategies |
CV01 - Truth
CV04 - Life
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EDBV01- Perseverance EDBV02- Respect for Others
EDBV06- Integrity |
Students should master generic skills and self-regulated learning strategies in Project-based Learning activities in Form 3.
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70% of the students pass in the project |
Statistics of the results
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97% students gained a pass in their projects
88% students agreed that their generic skills had been developed and enhanced
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Sep to May |
2nd May, 2024 |
Committee members |
Learning materials and external organization(s) |
Handbook, learning materials |
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To broaden students’ horizon through promoting Language across Curriculum and Reading across Curriculum |
CV01 - Truth
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EDBV06- Integrity EDBV08- Law-abidingness EDBV01- Perseverance
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Students will be encouraged to make good use of resource banks in which information on multimedia platforms will be included. |
70% of the students make use of the suggested resources |
Statistics of the results
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90% students used the resources from the resource banks.
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Sep to May |
2nd May, 2024 |
Committee members |
Learning materials and external organization(s) |
Learning materials and external organization(s) |
Keys:
Remarks:
If the department has a practical need to adjust the targets/implementation strategies/success criteria/methods of evaluation in the annual department plan, please mark it with ★ for information and follow-up.
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Achievements |
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Summarise the progress and achievements of the Major Concern with reference to the set targets and the success criteria in the Annual Programme Plan. |
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Students demonstrated generic skills and self-regulated learning strategies in PBL workshops and discussions with their teacher advisors. |
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Reflection |
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Based on the evaluation findings, analyse the facilitating and hindering factors, and consolidate the experience and reflection derived from the process of planning, implementation and evaluation. |
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Weaker students may need more support in the group work. SEN students who have been absent from school for a long period of time should be given more support. |
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Feedback and Follow-up |
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With reference to the above “Achievements” and “Reflection” of the Major Concern, suggest follow-up measures to further help students achieve the seven learning goals, so as to inform the planning of the next Annual Programme Plan. |
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PBL teachers will provide more support to individual groups who encounter difficulties in group work. |
Major Concern 3: Enhancing National and Global Citizenship
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Targets |
Values Concerned |
Strategies |
Success Criteria |
Methods of Evaluation |
Evaluation Result |
Time Scale |
Date of Completion |
People in charge |
Resources Required |
Resources deployed |
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Catholic Values |
Ten Core Values |
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To nurture students’ creativity |
CV03 - Love
CV04 – Life
CV05 - Family |
EDBV01- Perseverance EDBV07- Care for Others EDBV03- Responsibility
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Students will be encouraged to integrate and apply knowledge obtained in STREAM-related lessons to create innovative outcomes in their projects (e.g. use of laser cutter and 3D printer) |
70% of the students passed in the project |
Project result
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18 out of 34 groups of students in F3 applied for subscription and purchase of various online platforms
97% students gained a pass in their projects |
Whole year |
July, 2024 |
Committee members |
Learning materials |
Learning materials |
Keys:
Remarks:
If the department has a practical need to adjust the targets/implementation strategies/success criteria/methods of evaluation in the annual department plan, please mark it with ★ for information and follow-up.
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Achievements |
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Summarise the progress and achievements of the Major Concern with reference to the set targets and the success criteria in the Annual Programme Plan. |
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Students have been encouraged to integrate and apply knowledge obtained in STREAM-related lessons to create innovative outcomes in their projects. |
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Reflection |
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Based on the evaluation findings, analyse the facilitating and hindering factors, and consolidate the experience and reflection derived from the process of planning, implementation and evaluation. |
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Some students came up with very innovative ideas, yet the feasibility of the creation and technical support they need exceed their expectation, resulting in creative design but incomplete products. |
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Feedback and Follow-up |
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With reference to the above “Achievements” and “Reflection” of the Major Concern, suggest follow-up measures to further help students achieve the seven learning goals, so as to inform the planning of the next Annual Programme Plan. |
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Technical officers and staff will be invited to provide assistance to groups that attempt to deploy various software and hardware for their product creation. |
Overall Reflection on how good they are in fostering whole-person development and lifelong learning of students:
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How good is my students' performance in achieving the seven learning goals? |
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Satisfactory. Students demonstrated their enriched breadth of knowledge, improved generic skills, enhanced information literacy and advanced language proficiency. |
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How good is the department / functional team in enriching students' learning experiences for their whole-person development and lifelong learning? |
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Students are equipped with essential self-regulated learning skills and problems-solving skills that contribute to their whole-person development. |
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How good is the department / functional team in leading its continuous improvement and development for students' whole-person development and lifelong learning? |
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Students have been given the opportunity to develop their creativity and communication skills as they adopt self-regulated learning and problem-solving strategies introduced in PBL workshops and practised during PBL discussions and meetings. |