1
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
2
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
3
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
4
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
5
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.
6
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
7
Lesson Time (for 3 years)
(SS1, SS2 173 days, SS3 127 days)(Average: 158 days)
2552 hours
2700 hours
Curriculum (3)
8
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
9
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)
10
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
11
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
12
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)
13
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
15
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
17
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
19
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
20
English Language
SS3
Compulsory Part
Elective Part
(25%)SS2
SS1(75%)
Other Examples of Progression of Studies
21
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
22
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.
23
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
24
A Continuum of Theoretical and Applied LearningA Continuum of Theoretical and Applied Learning
Curriculum (12)
25
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
26
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
27
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
28
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
29
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
30
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
31