Selection of Quality Textbooks and Curriculum Resources for Use in Schools

Transcription

1 EDUCATION BUREAU CIRCULAR MEMORANDUM No. 42/2013 From : Secretary for Education Ref. : EDB(CDI/TR)/300-18/1/12 (3) Date : 6 May 2013 To : Heads of all Secondary Schools, Primary schools and Kindergartens (excluding ESF schools and international schools) (Note : This circular memorandum should be read by heads and teachers of all secondary schools, primary schools and kindergartens.) Selection of Quality Textbooks and Curriculum Resources for Use in Schools Summary This circular memorandum aims to inform schools of the arrangements for the selection of textbooks and curriculum resources for use in schools in the 2013/14 school year. Background 2. The major role of the Government in textbook supply is to review the textbooks submitted by publishers and include those textbooks which meet the requirements of the relevant curriculum guides and the required standard in the Recommended Textbook List (RTL) for schools selection. 3. The Education Bureau (EDB) implemented the Policy of Debundling Textbooks and Teaching / Learning Materials for Pricing (debundling policy) from the 2011/12 school year to rationalise the practice of bundling the sale of textbooks with teaching materials. Since the publishers claimed to need time to resolve copyright issues of the teaching materials, they are debundling their textbooks by phases 1. In the meantime, the EDB has rolled out special measures since 2011 in response to schools concerns about the difficulty of purchasing teaching materials before the full implementation of the debundling policy. For details of the debundling policy, please refer to Textbook Information webpage ( Details 4. The RTL for the 2013/14 school year has been uploaded onto the EDB website ( Schools should exercise professional judgement in the selection of quality and most suitable textbooks and other curriculum resources for their students. In doing so, schools should follow the recommendations detailed in the Notes on Selection of Textbooks and Curriculum Resources for Use in Schools (Annex 1). They should particularly take into consideration the educational needs and abilities of their students as well as the affordability of parents. 1 The publishers debundled textbooks of major subjects of primary and junior secondary levels in 2012, and other subjects of primary and junior secondary levels in 2013, and will debundle textbooks of all subjects of senior secondary level in

2 5. According to the Consumer Council s textbook expenditures survey results released in September 2012, the number of textbooks used by primary schools was smaller compared with the last school year. Among them, some schools are implementing textbook recycling. However, we are concerned about the considerable variation in textbook expenditures between schools. Hence, schools are reminded to seriously consider the overall price of the school textbook list. Schools should indicate clearly on the school textbook list whether the textbooks are needed for the first term or the second term, as well as the learning materials, e.g. dictionaries, maps, etc which do not need to be purchased again every year. Careful consideration should also be given to the genuine need of selecting supplementary books and assessment-related exercises. 6. As the special measures in support of the debundling policy in the 2013/14 school year, schools may continue to borrow inspection copies of all textbooks from publishers (should return the textbooks to publishers after the school year), and to accept on conditions free teacher s handbooks from publishers. Schools should thoroughly read the Specifications of Free Teacher s Handbook (Annex 2). 7. Textbooks are but one of the curriculum resources in support of learning and teaching. Schools are encouraged to make an optimal and diverse use of curriculum resources to meet their students needs. The EDB One-stop Portal for Learning and Teaching Resources launched since May 2012 aims to provide schools with more choices. Schools are encouraged to visit for one-stop access to a variety of digitalised curriculum resources. 8. This circular memorandum supersedes the EDB Circular Memorandum No. 63/2012 issued on 11 May Seminar 9. To deepen schools understanding of the general principles and specific requirements for the selection of textbooks and curriculum resources, a seminar will be held on 13 May For details and enrolment of the seminar, please refer to the EDB Training Calendar (Course ID: CDI ). Enquiries 10. For enquiries, please contact the Curriculum Resources Section of the Curriculum Development Institute at or c.c. Heads of Sections - for information Stephen YIP for Secretary for Education 2

3 Annex 1 Notes on Selection of Textbooks and Curriculum Resources for Use in Schools The following set of notes serves as useful guidelines in the selection of textbooks and curriculum resources for use in schools, including kindergartens 1. The setting up of Subject / Key Learning Area / Kindergarten Textbook Committees for the Annual Review of Textbooks / Learning Materials Schools (including kindergartens) should set up subject/key Learning Area (KLA)/kindergarten textbook committees to select textbooks for use by students. Membership of the committees should include all teachers teaching the subject/kla/kindergarten. They should be chaired by the panel heads of the subject/kla concerned in the case of secondary schools; and the senior teachers in charge of academic affairs in the case of primary schools and kindergartens. Each subject/kla/kindergarten textbook committee should conduct an annual review of textbooks/learning materials currently in use and be accountable to the school principal and the School Management Committee (SMC) / Incorporated Management Committee (IMC). Schools should put in place proper procedures to require members of subject/kla/kindergarten textbook committees to declare any conflict of interest that might influence, or appear to influence, their judgement made in the performance of the duties of textbook selection. Parents views on the school textbook lists can be solicited, e.g. in Parent-Teacher Association meetings, and should be taken into consideration in the annual review. 2. Principles and Procedures for the Selection Exercise 2.1 The basic considerations in the selection of textbooks/learning materials are as follows: Contents of the textbooks should be in line with the latest curriculum documents, reflecting the curriculum aims and expected learning outcomes of students, and also containing the core elements of the curriculum. The textbooks should meet the educational needs and abilities of students, arouse their interest and engage them more actively in learning. Textbooks should provide learning activities at different levels of difficulty and a variety of learning experiences. They should also enable teachers to exercise their professionalism in adapting the contents to cater for student diversity and achieve the learning/teaching objectives. 3

4 The textbooks/learning materials should provide access to knowledge as well as scaffolding so as to promote independent learning, and complement and extend what students have learnt in class. The price and weight of the textbooks/learning materials must also be taken into consideration. The paper used for printing of the textbooks should be light-weight, thin, durable and matt finished. A weighting factor should be assigned to each of the pre-determined criteria set according to their importance in the selection When selecting textbooks, schools should consider the quality of the textbooks and their suitability for students learning needs and abilities rather than the curriculum vitae and popularity of the authors. 2.3 Where more than one set of textbooks is found suitable, the committee should list its recommendations in order of preference. Where there are valid reasons to deviate from the recommendations, they should be documented by the school principal as a safeguard against any allegations of unfairness or impropriety which may subsequently arise. 2.4 In the event of a sponsoring body operating more than one school, the sponsoring body should allow the schools under its sponsorship to select textbooks catering for their individual needs and not oblige them to use the same set of textbooks. Individual schools should adopt the formal procedures described in Paragraph 1 above for selecting the textbooks which best suit their students needs, with the individual SMC / IMC assuming a monitoring role. 2.5 If change of textbooks/learning materials is found necessary, the textbook committee should work out a set of pre-determined subject/kla-based selection criteria. Members should also seek to explore all relevant textbooks/learning materials in making the appropriate selection. All final decisions and recommendations of the textbook committee should be properly recorded. 2.6 Frequent change of textbooks/learning materials may impose an undue financial burden upon parents. For this reason, the EDB has revised the rule on textbook revision. Since the 2010/11 school year, the five-year no revision rule has replaced the three-year no revision rule. Schools are thus advised to make changes only if the textbooks/learning materials currently in use are found no longer suitable and there are valid reasons to support that change of textbooks will improve learning and teaching. 2 Before conducting the process of selection of textbooks and learning materials, schools can read the Textbook Selection Criteria provided by the EDB to draw up school-based assessment criteria. The criteria for selection of textbook are based on the main points in the Guiding Principles for Quality Printed Textbooks issued in Teachers can adapt the criteria where appropriate. For details, please visit the Textbook Information website ( 4

5 Where a change of textbooks/learning materials is deemed necessary, the following principles should be observed: Making reference to the Recommended Textbook List (RTL) issued by the EDB Textbooks and learning materials on the RTL are written in line with syllabuses/curriculum guides/curriculum and assessment guides issued by the Curriculum Development Council (CDC). They have been vetted as acceptable in terms of content, learning and teaching, structure and organisation, language and textbook layout, etc. The price and weight of individual textbooks are both listed for easy reference on the RTL. Schools can make reference to the RTL at when selecting textbooks and learning materials, but it is not a compulsory requirement. Schools may also use textbooks and learning materials not on the RTL if they can meet the learning needs of their students. Teachers should exercise their professional judgement in compiling and choosing such materials. Schools should advise their teachers to avoid using workbooks/supplementary materials indiscriminately. Most of these materials have not been reviewed and are not included on the RTL. Selective choice is recommended. Consideration of the quality of textbooks and learning materials To facilitate the selection of quality textbooks by teachers, a set of Guiding Principles for Quality Printed Textbooks has been compiled. These principles are generic and applicable to textbooks across all KLAs and subjects at the kindergarten, primary and secondary levels, although some principles may be more specific to certain subjects and levels than others. In the light of the recommendations of the Task Force to Review Learning and Teaching Materials, the EDB has revised the above document in 2012 and uploaded it to the EDB Textbook Information webpage ( Besides, comments on the core vetting criteria in the textbook review are also included in the RTL webpage to provide more information and enhance transparency. Teachers are encouraged to refer to the above webpages in selecting quality learner-focused textbooks for their students. Seminars would be conducted by the EDB to enhance teachers understanding of the Guiding Principles and advise them on matters related to the selection of textbooks and learning materials. Consideration of textbook pricing To reduce the financial burden on parents, schools are strongly encouraged to pay attention to the pricing of textbooks and learning materials in addition to their quality. When more than one set of textbooks/learning materials of 5

6 comparable quality is available, careful consideration should be given to the pricing to maximise the value for money. The reasons for not selecting the cheaper textbook or learning material must be properly recorded and endorsed by the SMC / IMC. Due care should also be given to the choice of textbooks without pricing information. Should these textbooks be selected for use in schools, the reasons for their selection must be properly recorded with the endorsement of the SMC / IMC. The EDB has uploaded information on the comparisons and changes of textbook prices on the RTL (including accompanying learning materials) to the RTL webpage for schools reference in textbook selection. The pricing information of learning and teaching materials debundled from textbooks will be hyperlinked to the RTL webpage of the EDB for schools and parents reference, should textbook publishers be able to upload such information on their webpages and provide the EDB with their web-links. A remark Not yet debundled will be added for textbooks without appropriate pricing information for the accompanying learning and teaching materials. Due consideration should be given to the choice and use of learning and teaching materials that accompany textbooks, so as to reduce the financial pressure on schools and to alleviate the financial burden on parents. Consideration of the technical design, including the weight To reduce the weight of school bags, textbooks which are separated into thin volumes or printed in separate modules and are lighter in weight should be given preference. To avoid undue eyestrain on students, teachers should pay attention to the font size of the print and the quality of paper used when selecting textbooks. The minimum font size should be 12, and the cream and matt finished paper is preferred to the white or glossy finish. Purchase of teaching materials from different publishers Schools may at their discretion purchase teaching materials developed by different publishers for reference and make flexible use of these materials as appropriate in teaching, instead of just using those materials that accompany the textbooks. Progressive introduction of a new series Where a series of graded textbooks/learning materials are to be replaced, the new series should be introduced by progression, beginning at the lowest level and not at all levels throughout the school at any one time, except in the event of the implementation of a new curriculum, or change in medium of instruction. Schools should ensure that the change of textbooks will not affect the continuity 6

7 of learning, and the financial burden imposed on parents should always be taken into consideration. Making reference to related reports The Consumer Council conducts textbook-related survey annually to inform and monitor textbook pricing. The annual survey reports are useful references. 3. Effective Use of Other Teaching Resources 3.1 Textbooks are not the only learning materials. Teachers should exercise their professional judgement in preparing and choosing learning and teaching materials to meet the needs of their students. Teachers may use the free learning and teaching resources and everyday authentic materials offered on the internet by the EDB as supplementary teaching materials to enhance teaching effectiveness and reduce their reliance on textbooks. To support teachers, the EDB provides appropriate learning materials including web-based learning and teaching resources at the EDB One-stop Portal for Learning and Teaching Resources ( 3.2 For those Senior Secondary subjects for which the EDB does not accept submission of textbooks from publishers for review nor recommend schools to use textbooks, the EDB will provide teachers and schools with e-learning resources and their associated webpages produced either by the Curriculum Development Institute alone or jointly with other organisations. For example, e-learning resources for Liberal Studies will be accessible via the Web-based Resource Platform for Liberal Studies of the HKEdCity for teachers use. Schools are reminded that some textbook publishers may still publish reference books for these subjects and due care should also be taken in the selection of these materials as students textbooks as they have not been reviewed by the EDB. 4. Donation / Free Learning and Teaching Materials from Textbook Publishers 4.1 Schools are not allowed to accept any donations, or any form of benefits from textbook publishers or textbook retailers such as equipment on free loan, free teaching aids and supplementary teaching resources (e.g. overhead projectors, television sets, computer hardware, computer software), free on-site services to schools, cash grants for purchase of equipment or teaching aids, advertisements placed in school publications, funding for school functions, floral baskets, scholarships, prizes, etc so as not to increase the cost of publishers or allow the choice of textbooks to be in any way influenced. In addition, teachers should not accept advantages or luxurious entertainments offered during the marketing activities of textbooks so as to avoid public criticism and hence adversely affecting the reputation of the school and the image of teachers. 7

8 4.2 Schools are not allowed to accept or solicit from textbook publishers complimentary learning and teaching materials under the debundling policy. 4.3 The EDB will take follow-up actions as appropriate should any schools fail to comply with the above guidelines. 4.4 For further details in connection with the acceptance of advantages and donations by schools and their staff, please refer to the EDB Circular No. 14/2003 or the updated version to be issued in due course. 5. Consumer Rights and Financial Burden on Parents/Students 5.1 Compilation of school textbook list The school textbook lists for the new school term, with information on the exact title, edition, name(s) of author(s), publisher, price and weight for each textbook, and clear indication on whether the textbooks are selected from the RTL, should be issued to parents before the end of term and to new students or their parents upon admission. The edition should be clearly stated to ensure that students buy the correct second-hand textbooks. It is advisable that schools, when drafting their senior secondary textbook lists, should include only those textbooks required for the level concerned. Students should not be required to purchase textbooks for more than one level so as to avoid unnecessary increase of the financial burden on parents. Textbooks shown with the word reprint in the RTL are not new editions. Schools should indicate clearly that second-hand textbooks can still be used against the title(s) on their textbook list. Teachers should distribute addenda/corrigenda provided by the textbook publishers to students using second-hand textbooks where appropriate, or inform students of the minor changes. Schools are advised, where appropriate, to mark reference materials such as dictionaries and atlases with for reference only on the school textbook lists so that parents and students with similar materials can choose whether to buy the items selected by their schools. To enable better use of resources, a few copies of reference materials can be put in the classrooms or the school library for students use. Students can also collectively subscribe to supplementary readers such as story books, share the cost among themselves, and use the books on a rotational basis. Schools should indicate clearly on the school textbook lists those textbooks which are required as against those optional items which are for reference only, to remind students and parents of their right to exercise their choices. 8

9 Schools should indicate clearly on the school textbook lists whether the textbooks and learning materials are needed for the first term or the second term. This easy reference can help avoid unnecessary panic among parents about the availability of textbooks at the beginning of the school year. On the school textbook list, schools should show date of compilation and indicate prominently that the prices quoted are for reference only. Parents/students should be informed that they can purchase their books from whichever bookstore they wish. Schools should, through communication with their Parent-Teacher Associations, etc, provide the information that parents are entitled to as consumers. Schools should also collect parents views and suggestions on textbook lists, and reflect their views to textbook publishers. 5.2 Printing of school textbook list If schools choose to allow textbook retailers to print copies of the school textbook lists, which are distributed free to students, they should ensure that: parents and students are clearly informed that while a complimentary textbook list is available, they are not obliged to purchase the textbooks from that designated bookstore; and the information on the school textbook lists is up-to-date and accurate. 5.3 Uploading of school textbook list to webpage of school Schools should upload the textbook lists of all levels to their webpages for parents reference and to enhance the transparency of the selection of textbooks. 5.4 School Textbook Assistance Scheme The School Textbook Assistance Scheme of the Student Financial Assistance Agency (SFAA) provides textbook assistance to primary and secondary students studying in government schools, aided schools, caput schools and schools under the Direct Subsidy Scheme in the territories. It covers textbooks and miscellaneous school-related expenses for students who are financially in need. Starting from the 2010/11 school year, the SFAA disburses the subsidy in August to those students who were receiving textbook assistance in the preceding year, have submitted application to SFAA by end of May, and have passed the means test of the new school year. For details concerning the School Textbook Assistance Scheme, please visit the website at Sale of textbooks in schools If a school chooses to sell books to parents/students, it should ensure that: 9

10 any supervisor, manager, member of staff or other employees of the school should avoid any conflict of interest situations in the first instance. Where a conflict of interest cannot be avoided, they should declare their interests and seek the written approval of the SMC / IMC. The information must be made public and every student and parent should be informed of the situation. any sale of books on the school premises as a form of convenience to parents/students or for the benefit of obtaining special discounts for parents/students should have the prior written approval of the SMC / IMC. proper books of accounts, which reflect all sales and purchases of textbooks, must be kept. Any discount or sum of money received from a book-retailer or other suppliers, which is not immediately passed onto students, must be entered into the Sales of Textbooks account to be used later for the benefit of students. The year-end balance of the account should be carried forward to the following year. parents/students are to be fully informed of such arrangements and the option of not buying from the school. for further details in connection with the sale of textbooks in school, please refer to the EDB Circular No. 24/2008 issued on 31 October 2008 or the updated version to be issued in due course. 5.6 Textbook recycling Schools are encouraged to co-operate with Parent-Teacher Associations or environmental protection agencies in launching various kinds of textbook recycling programmes, such as the donation and sale of second-hand textbooks, as well as the buying of reference books and story books to loan to students and encouraging them to use recycled books. Through such activities, the environmental awareness of the students can be enhanced and the financial burden of the parents can be reduced. To promote textbook recycling, an additional requirement that the design should facilitate the reuse of textbooks has been included in the Guiding Principles for Quality Printed Textbooks revised in April To meet this requirement, for example, textbooks should appropriately indicate the sources of figures and statistics, etc so as to prevent the use of outdated information by students. Materials designed to be torn off pages or for one-off use (e.g. stickers that can be used only once) should be avoided as far as possible so as to facilitate the reuse of textbooks. 5.7 Availability and irregularities of textbooks on the market To protect the rights of parents/students, schools should advise them to: refer to the EDB homepage ( for checking the latest publication information of new textbooks, as well as the contact 10

11 telephone numbers of the publishers concerned from mid-july to end of September. This will avoid the hassle of purchasing textbooks that are not yet published. The information will be updated every Friday during the said period; make enquiry to the publisher(s) concerned direct if the books listed in the school textbook list are not available on the market; and contact the Consumer Council in case of irregularities being detected on the purchase of textbooks/learning materials. 5.8 Responsibility for compliance The SMC / IMC and the school principal/teaching staff are responsible for ensuring compliance with the provisions in this document. Failure to declare conflict of interest and acceptance of donations or other forms of advantages, without the prior approval of the SMC / IMC, will undermine the integrity and credibility of the school management, and he/she will be held accountable for any impropriety. Curriculum Development Institute Education Bureau May

12 Annex 2 Specifications of Free Teacher s Handbook A free teacher s handbook is defined as a user manual that accompanies a set of textbooks. It provides explanations and suggestions on the learning and teaching strategies adopted for delivering the content of the textbooks to achieve the curriculum aims and learning objectives as stated in a specific curriculum guide. The features of a free teacher s handbook: It provides an overview of how teachers could effectively use the textbooks to facilitate students learning and adapt the content so that the curriculum aims and learning objectives as stated in the specific curriculum guide can be achieved. The nature of a teacher s handbook is to provide teaching suggestions to teachers but not to take over their role in planning and designing their own lessons. It should therefore contain only the information that is critical for effective use of the textbooks and should not contain excessive learning and teaching resources other than for illustration purposes. In line with the Policy of Debundling Textbooks and Teaching / Learning Materials for Pricing, additional supplementary learning and teaching materials developed by textbook publishers should be debundled from the textbooks and sold separately to schools, teachers and students. A teacher s handbook (e.g. in the form of a teacher s textbook edition or a textbook concise guide) may provide suggestions on the following aspects to facilitate effective use of the relevant textbooks. However, it must adhere to the principles of the debundling policy and the content included should not lead to an increase in the prices of textbooks. A teacher s handbook may include: clear and concise suggestions on the sequence of topics and organisation of content, as well as ideas on adaptation of content to cater for various learning situations and needs, such as learner diversity, assessment for learning, safety precautions, recommendations on teaching content adaptation, etc; keys and suggested solutions to exercises; and transcripts of materials for listening activities. However, it should not include: learning and teaching resources in the form of supplementary exercises, assessment banks, audio-visual and multimedia materials for enrichment purpose, electronic presentation slides, education software packages, etc; master of worksheets for making copies; teaching aids e.g. wall charts, posters, large song sheets, magnets, etc; data files for project learning; and non-publicly accessible websites to supplement teachers with additional learning and teaching resources or other forms of web-based materials. 12