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The New Academic Structure The New Academic Structure for for

Senior Secondary Education Senior Secondary Education and and

Higher EducationHigher Education

May 2005

Education and Manpower Bureau

- Action Plan for Investing in Action Plan for Investing in the Future of Hong Kongthe Future of Hong Kong

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The Way Forward1.1. Committed actionsCommitted actions and critical

milestones in response to consensus and concerns,

2. 2nd consultation of multi-stage development of curriculum & assessment frameworks from June to Sep 2005

3. Dialogue with stakeholders on developmental issues, e.g. COS & special education, communications & partnership with all stakeholders, e.g. focus groups, web-bulletin

1.1. Committed actionsCommitted actions and critical milestones in response to consensus and concerns,

2. 2nd consultation of multi-stage development of curriculum & assessment frameworks from June to Sep 2005

3. Dialogue with stakeholders on developmental issues, e.g. COS & special education, communications & partnership with all stakeholders, e.g. focus groups, web-bulletin

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Sept 2009

- 1st cohort of NSS students (existing P5 students to be the first to enjoy the new structure)

2012

- 1st HKDSE exam

- 1st cohort of SS3 students entering the university

2016

- 1st batch of university students to be graduated under the new structure

Year of Implementation: 2009

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Value &Attitude

Generic Skill

Building on Strengths of Basic Education: The Whole Curriculum

Framework

Building on Strengths of Basic Education: The Whole Curriculum

Framework4 Core Subjects:

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies

(20-30%)

Other Learning Experiences

including moral and civic education, community service, aesthetic and

physical experiences and work-related experiences

(e.g. job attachment)

(15-35%)

P1- S3P1- S3

NSSNSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

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Curriculum (1)Learning Goals for NSS – Learning Better for All

• to be biliterate and trilingual with adequate proficiency; • to acquire a broad knowledge base, and be able to

understand contemporary issues that may impact on their daily life at personal, community, national and global levels;

• to be an informed and responsible citizen with a sense of global and national identity;

• to respect pluralism of cultures and views, and be a critical, reflective and independent thinker;

• to acquire IT and other skills as necessary for being a life-long learner;

• to understand their own career/academic aspirations and develop positive attitudes towards work and learning;

• to lead a healthy life style with active participation in aesthetic and physical activities.

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Curriculum (2)Principles of Design – Learning Better for All

• Prior knowledge • Balance between breadth and depth • Balance between theoretical and applied learning• Balance between essential learning and a flexible

and diversified curriculum• Learning how to learn and inquiry-based learning• Progression of studies• Smoother articulation to multiple progression

pathways• Greater coherence

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Lesson Time (for 3 years)

(SS1, SS2 173 days, SS3 127 days)(Average: 158 days)

2552 hours

2700 hours

Curriculum (3)

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Curriculum (4)

• Chinese Language 12.5% 12.5 - 15% (338h – 405h)• English Language 12.5% 12.5 - 15% (338h – 405h)• Mathematics 10 - 15% 10 - 15% (270h – 405h)• Liberal Studies 12.5% min. 10% (min. 270h)

Core subjects: 45-55%

Core subjectsCore subjects Time allocationTime allocation

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Curriculum (5)No. of XsNo. of Xs

Time allocation: 10% (270h) each

Same as proposed - 2 to 3Xs, may include COS

Students could take more than 3 subjects at SS1 before making decision on their elective subjects at SS2/3

Other Learning Experiences Moral & civic edu, community service, aesthetic & physical activities, career-related experiences Time allocation: 15% - 35% (405h – 945h)

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Subjects in NSS curriculum

Chinese Literature

Literature in English

Chinese History

Economics

Ethics and Religious Studies

Geography

History

Tourism and Hospitality Studies

Biology

Chemistry

Physics

Science (Senior Secondary)

Business and Financial Studies

Information and Communication Technology

Home Economics

Design and Applied Technology

Health Management and Social Care

Music

Visual Arts

Physical Education

Table of elective subjects

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Curriculum (6)Progression of Studies

• Through sequencing of themes, induction of students to the subject & flexible time-tabling,

• SBA to start in SS2 and exams at the end of SS3

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Senior Secondary Curriculum Guide 2006

• As a continuation of Basic Education Curriculum Guide, CDC, 2002)

• To support planning &

implementation of NSS,

e.g. other learning experiences,

assessment literacy,

Curriculum (7)

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Curriculum (8)

Mathematics (10% - 15%) • Compulsory Part (10%) (ALL students): Foundation Topics

+ Non-foundation Topics (optional)• Elective Part (5%) (optional)

Module 1 (Calculus & Statistics)

Module 2 ( Algebra and Calculus)

One of 3 combinations: Compulsory Part only (for general purpose) Compulsory Part + Module 1 (knowing more mathematics) Compulsory Part + Module 2 (for further study in math-related field)

• Compulsory Part and Module are separately reported

MathematicsMathematics

Mathematics

Module 1 (Calculus & Statistics)

Module 2 (Algebra & Calculus)

Compulsory part

Elective part

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Curriculum (9)

• Compulsory unit– From 9 to 6 units, with detailed explanatory notes – Assessed in public examination with 5-level reporting

as other NSS subjects

• Elective units– No elective units as compared to 6 originally proposed

– Independent Enquiry Study using elective themes such as Mass Media & Arts; SBA only

Liberal Studies

Web-based Resource PlatformWeb-based Resource Platform for all units to be developed from mid-2005

Liberal Studies (Cont’d)

X1

English Language X2

Other LearningExperiences

Use contemporary issues as a platform to:

• study contemporary events not covered by any single disciplines (Awareness)

• expand knowledge & perspectives beyond single disciplines (Broadening)

• connect knowledge and concepts across different disciplines (Connecting & Critical thinking)

X3

Issues in

Liberal Studies

Chinese Language

Mathematics

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Curriculum (10)

• Two approaches:

– Interdisciplinary approach Science (Integrated)

– Combined approach : take 2 out of the 3 parts selected from Phy, Chem and Bio curricula

• To get a broad knowledge of science with: 1 X – Science (Integrated)

2 Xs – 1 from Phy, Chem or Bio + Science (Combined)

3 Xs – Phy, Chem and Bio

ScienceScience

ScienceScience

(For students taking another science subject including either Biology, Chemistry or Physics

(For students taking one science subject)

Science (Integrated)Science (Integrated)

Science (Physics, Chemistry) to complement Biology

Science (Biology, Physics) to complement Chemistry

Science (Chemistry, Biology) to complement Physics

Science (Physics, Chemistry) to complement Biology

Science (Biology, Physics) to complement Chemistry

Science (Chemistry, Biology) to complement Physics

Mode I: (original design)interdisciplinary

Mode II: (additional design)Combined

1 subject 2 approaches 4 options

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Biology Chemistry Physics SS1 :

Foundation year

SS3

SS2 possible combinations

Sci (Phy, Chem) + Bio Sci (Bio, Phy) + Chem Sci (Chem, Bio) + Phy Phy + Chem Bio + Phy Chem + Bio

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English Language

SS3

Compulsory Part

Elective Part

(25%)SS2

SS1(75%)

Other Examples of Progression of Studies

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Business, Accounting and Financial Studies

SS 1

Exploring different inclinations

Elective X +BAFS

(Compulsory Part)+ Elective Y

making informed decision for

further studies

SS 2 & 3

Engaging in different areas of interest

Option 1

BAFS

(Elective Part)

+

other elective subject(s)

Or Option 2

BAFS

(Elective Part)

+

COC course(s)

Or Option 3

COC course(s)

+

other elective subject(s)

Others

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Example of Induction Programme (before SS2)

Activities Accounting Module Business Management Module

Overview of Elective Part

Overview of Accounting Module Overview of Business Management Module

Sample Lessons

Suggested topics of

Financial Accounting and/orCost Accounting

Suggested topics of

Financial Management

Marketing Management, and/or

Human Resources Management

Guest Lectures / Seminars

Professionals from accounting professional organisations or

business enterprises

e.g. financial controller, auditor, chief accountant, etc.

Entrepreneurs or chief executives from the business sector

Extra-curricular activities

Visit to financial institutions or corporations

Focus: accounting, human resources, marketing, …etc.

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Curriculum (11)Career-oriented StudiesCareer-oriented Studies

• A variety of course providers, including schools

• Quality assurance mechanism by HKCAA for recognition for further studies or work

• Broad comparability between COS courses & HKEAA subjects

• Qualification recognized in SS Student Learning Profile

• Additional resources (Diversity Learning Grant)

• Some EMI COS for ethnic minorities

• Special arrangements for students with SEN in ordinary & special schools

• Pilot COC & Yi Jin/Secondary School Collaboration Project to inform the future planning of COS

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A Continuum of Theoretical and Applied LearningA Continuum of Theoretical and Applied Learning

Curriculum (12)

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Other languages, e.g. French, German, Japanese

PTH

- 2 elective modules ( 普通話傳意和應用 , 普通話表 演藝術 ) on PTH in Chinese Language subject for

more capable students to excel

- HKEAA will continue to offer oral & listening test in both Cantonese and PTH as choices to students

Strengthening of culture, values & attitudes (e.g. gender, sustainability, …)

Curriculum (13)Other Languages, PTH & Chinese CultureOther Languages, PTH & Chinese Culture

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Curriculum (14)Special EducationSpecial Education

• Students with SEN - 6 years of secondary schooling

• Capable students to follow the same student programme

• Mentally handicapped (MH) students 10+2 with clear learning outcomes & assessment standards

• Curriculum for MH students to be built on the existing basic education, EYE experiences, aims of NSS

• Discussion with the sector to finalize the way forward by the year end

• Extra funding for special schools and ordinary schools taking a significant portion of students with SEN

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Curriculum (15)Gifted EducationGifted Education

• Stretching the potential of gifted students through a differentiated curriculum

• Working with universities to offer programmes for the exceptionally gifted in subjects relevant to tertiary studies and subjects not currently included under NSS

• Regional Gifted Education Clusters and teachers’ network in different areas

• Standard Referenced assessment to encourage upward aspirations

• Use Diversity Learning Grant

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1) To consult professionals on curriculum & assessment frameworks

2) To demonstrate exemplars of learning, teaching & assessment, & other good practice

3) To solicit information on provision of subjects, needs for professional development

4) To provide early information for school planning (e.g. overview of Progression of Study for SS1, SS2, SS3, SBA) & interface matters

5) To establish means for further communication

2nd Stage of Consultation on

Curriculum & Assessment Frameworks

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2nd Stage of Consultation (Cont’d)

“3+3+4” Report to set further directions (especially chapters 2-9)

Consultation means (June – Sept 2005) Web version accessible to the public Seminars for principals/vice principals &

teachers Meetings with professional groups & institutions Questionnaires for schools E-mail, media, write-ins

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Managing & Leading Change

• Critical milestones – certainties & uncertainties

• Communication means- Web bulletin- District focus groups- E-mail- Advisory bodies

• Coherence-making: JSEA, Education regulations/ordinance, MOI

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