new academic structure handbook (updated in september 2011)

Revised version September

2011

New Senior Secondary Curriculum

Hong Kong Diploma of Secondary Education Examination

Smooth Articulation to Multiple Pathways

New Academic Structure Handbook

Hong Kong Senior Secondary Educationand Higher Education

for All Students to Succeed

Contents

1

1. Introduction 2

2. New Senior Secondary Curriculum 3

3. Hong Kong Diploma of Secondary Education Examination 10

4. Multiple Pathways for Students 17

5. New Academic Structure: Support, Publicity and Liaison 23

Appendices Appendix 1: Introduction to the New Senior Secondary Subjects 30

Appendix 2: Applied Learning Courses 41

Appendix 3: Weighting of School-based Assessment in Various Subjects and Implementation Timetable 43

Appendix 4: UCAS Tariff for Hong Kong Diploma of Secondary Education 44

Appendix 5: Multiple Pathways for Students under the New Academic Structure 46

Appendix 6: University General Entrance Requirements 48

List of Abbreviations 49

2. New Senior Secondary CurriculumUnder the NAS, senior secondary students are required to take 4 core

subjects, i.e. Chinese Language, English Language, Mathematics and LS. In addition, students can choose 2 or 3 subjects from 20 NSS elective subjects, a range of Applied Learning (ApL) subjects or 6 other language subjects according to their interests. Apart from core subjects and elective subjects, students are required to acquire OLE for whole-person development.

Students with special educational needs (SEN) who study in mainstream secondary schools will follow the ordinary NSS curriculum. Students with intellectual disabilities can pursue the adapted NSS curriculum in special schools. For details, please refer to the New Academic Structure Web Bulletin at www.edb.gov.hk/nas/en→Curriculum→New Senior Secondary Curriculum (Special Educational Needs).

2.1 Curriculum Content 4 Core SubjectsChinese LanguageEnglish Language

MathematicsLiberal Studies

(45-55%)

2 or 3 Elective Subjects2 or 3 subjects chosen from

NSS elective subjects, Applied Learning courses or

other language courses

(20-30%)

Other Learning ExperiencesMoral and Civic Education

Community Service Career-related Experiences

Aesthetic Development Physical Development

(15-35%)

+ +

The New Academic Structure (NAS), implemented since September 2009 at Secondary 4, is a significant, long-term education reform and the fruit of meticulous planning and extensive consultation. It provides every student with the opportunity to take part in a three-year senior secondary course. Through the study of four core subjects, including Chinese Language, English Language, Mathematics and Liberal Studies (LS), and a wide range of elective subjects, students can build up a broad knowledge base. Cultivating the ability to learn for life, they can achieve whole-person development, which helps them realise their aspirations. The design of the curriculum and the new Hong Kong Diploma of Secondary Education (HKDSE) qualification connect more flexibly our senior secondary education with other leading international academic systems. It adds value to Hong Kong in nurturing talents with a global vision and mastering her advantageous position as an education hub and international city.

The NAS receives extensive support from different social sectors in Hong Kong, with all secondary schools fully implementing the New Senior Secondary (NSS) curriculum. According to information obtained from all secondary schools over these two years, schools have made every effort to allow students to choose subjects that suit their interests, aptitudes or abilities. This breaks through the traditional practice of streaming students into science, arts and commerce. Schools actively engage students in Other Learning Experiences (OLE), through which students have a balanced development in the intellectual, moral and ethical, aesthetic, social, physical and emotional spheres. With our vision of providing quality education for every student, all students can experience the flexibility of the NSS curriculum and fully stretch their potentials.

Students under the NAS are also provided with smooth articulation to multiple pathways for further education, enabling them to fulfil different aspirations. Apart from the four-year degree programmes, students can choose sub-degree programmes, diploma programmes offered by the Vocational Training Council (VTC) and various institutions, and the New Project Yi Jin (currently being designed). They can adjust flexibly between further education and employment to cater for their interests and abilities.

In addition to the wide recognition by local institutions, the new curriculum and the HKDSE are well-received with extensive recognition and compliments from academic institutions and universities abroad. We have been receiving positive response from many overseas universities, explicitly indicating their recognition of the HKDSE qualification. It is believed that, in the foreseeable future, the extent to which the HKDSE will be accepted in the international arena will surpass that of the Hong Kong Certificate of Education Examination (HKCEE) and the Hong Kong Advanced Level Examination (HKALE) under the old academic structure.

As for employment, the Government is the biggest employer in Hong Kong. The Civil Service Bureau (CSB) has recognised the HKDSE qualification as entry requirement of future appointments. Other employer groups also have positive feedback on the qualification, and agree that OLE prepares students well for future employment.

The new education blueprint is being realised progressively, and the prospect of Hong Kong education is emerging. It is hoped that everybody will go on supporting the NAS and making concerted efforts to provide the younger generations with the opportunities to stretch their talents and fulfil their aspirations, so that Hong Kong can sustain and demonstrate her position as a cosmopolitan hub of the international economy.

The “New Academic Structure Handbook” (Revised version September 2011) serves as a handy reference for the public. It provides the latest information on various aspects of the NAS, including the curriculum, subjects and assessment. Each section includes answers to a number of frequently-asked questions to clear the doubts that may arise.

1. Introduction

2 3

French German Hindi Japanese Spanish Urdu

Applied Learning

Other Language Subjects

Areas of Studies• Creative Studies • Services• Media and Communication • Applied Science• Business, Management and Law • Engineering and Production

2.2 New Senior Secondary SubjectsList of New Senior Secondary Subjects

Key Learning Areas NSS Subjects (Core and Elective)Chinese Language Education • Chinese Language (core subject)

• Chinese LiteratureEnglish Language Education • English Language (core subject)

• Literature in EnglishMathematics Education • Mathematics (core subject)

– including the Compulsory Part; and– two elective Extended Modules: Calculus and Statistics, Algebra and Calculus

• Liberal Studies (core subject)Personal, Social and Humanities Education

• Chinese History• Economics• Ethics and Religious Studies• Geography• History• Tourism and Hospitality Studies

Science Education • Biology• Chemistry• Physics• Science (Integrated Science, Combined Science)

Technology Education • Business, Accounting and Financial Studies• Design and Applied Technology• Health Management and Social Care• Information and Communication Technology• Technology and Living

Arts Education • Music• Visual Arts

Physical Education • Physical Education

An introduction to contents of the NSS subjects is given in Appendix 1.

Question: Students under the NAS take only 6 or 7 subjects. Do they learn less than students studying for the HKCEE under the old academic structure?

Answer: The NSS curriculum consists of three components, i.e. core subjects, elective subjects and OLE. It is a balanced curriculum in terms of both depth and breadth. Apart from taking Chinese Language and English Language as core subjects, all students have the opportunity to take Mathematics and LS up to Secondary 6. The curriculum of LS, which covers knowledge across different Key Learning Areas (KLAs), would enable students to develop a broad knowledge base and broaden their horizons. In addition, students can choose 2 or 3 subjects, across different KLAs, from 20 NSS elective subjects, a range of ApL subjects and 6 other language subjects according to their interests, abilities and needs. More importantly, the HKDSE has been included by the Universities and Colleges Admissions Service (UCAS) in the UCAS Tariff system, with results of Levels 3, 4 and 5 of the HKDSE Examination respectively broadly comparable to Grades E, C and A of the General Certificate of Education Advanced Level (GCE AL) Examination* in the United Kingdom (UK). This indicates that the standard of the HKDSE is higher than that of the HKCEE under the old academic structure.

Besides, through OLE, which covers the domains of Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development, students can have diversified learning opportunities and widened exposure for whole-person development. In conclusion, students under the NAS are not learning less than those under the old academic structure. Instead, the wider range of learning experiences for students under the NAS provides them with better preparation for further studies or employment after completing Secondary 6.

* For details, please refer to paragraph 3.4 in chapter 3.

An overview of ApL courses is given in Appendix 2.

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Question: Will all schools offer 20 NSS elective subjects to their students?

Answer: Basically, no one single school can offer all of the 20 NSS elective subjects. Schools will do their best to offer appropriate elective subjects, taking into account students’ interests and needs as well as teacher qualifications and school facilities. According to information obtained from all secondary schools in Hong Kong in these two years, each school offers about 11 to 12 NSS elective subjects on average.

Answer: LS is a cross-KLA compulsory subject in the NSS curriculum. It is designed to provide students with a “broad and holistic” education. Through the 3 areas of study (6 modules) and the Independent Enquiry Study, students will broaden their knowledge base and enhance their awareness of self, society, the nation, the human world and the physical environment. Further, students will develop their capabilities for multi-faceted, critical thinking through exploring different issues, becoming independent learners responsible for their own learning.

Answer: Mathematics is the only core subject in the Mathematics Education KLA under the NSS curriculum, but it comprises a compulsory part and an extended part. All students are required to take the compulsory part. The extended part comprises two modules, including (1) Calculus and Statistics; and (2) Algebra and Calculus. Students may take one of the two extended modules if they intend to learn Mathematics in greater depth or study in programmes that require a more solid foundation of mathematical knowledge at university.

Answer: Students should first consult their subject teachers for advice. Taking into account the circumstances, schools may allow students to change to another elective subject (including ApL subjects). The students should consider if they have sufficient time and the ability to manage the learning of a new subject. If students intend to take only one elective subject, they must discuss thoroughly with their schools to understand the impacts brought by their decision, including those on their future development and articulation to further studies and employment. In the interests of students, schools should discourage them from taking only one elective subject. If parents insist that their children have to drop any subject(s), they should be asked to provide schools with a written confirmation and schools should document the discussion and the final decision to avoid controversy.

2.4 Student Learning Profile The Student Learning Profile (SLP) is a summary presentation of the

activities a student has participated in and the achievements gained for whole-person development during the senior secondary years, in which a student tells his/her own “story of learning”. Schools will encourage each student to build an SLP, so as to record and facilitate the students to reflect upon their OLE (including Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development), with particular highlights on the activities joined and the achievements gained. A student may consider using the SLP as a reference document to present his/her personality and abilities to post-secondary institutions and employers.

An SLP may include brief information on the following:

• Other Learning Experiences;

• performance / awards gained outside school;

• academic performance in school (other than results of the HKDSE); and

• student’s ‘self-account’ (e.g. highlight any impressive learning experiences or career goal setting)

2.3 Other Learning Experiences As a component of the NSS curriculum, OLE accounts for 15% or

above of the overall learning time. It complements the core subjects and elective subjects (including ApL subjects and other language subjects) in cultivating students’ positive values and attitudes for facilitating their whole-person development. Students will become life-long learners equipped with capabilities for sustainable growth. Building on the foundation of the five Essential Learning Experiences in the Basic Education (Primary 1 - Secondary 3), schools will provide students with opportunities to participate in a wide range of OLE, including Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development.

Question: Is the “extended module” of Mathematics in the NSS curriculum compulsory or considered as an elective subject?

Question: What will students learn in LS?

Question: What can be done if students have taken a certain elective subject at Secondary 4 but find it not suitable later?

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2.5 Applied Learning Courses ApL courses are elective subjects in the NSS curriculum which

complement other NSS subjects by offering studies with stronger elements of practical learning linked to broad professional and vocational fields. Under the NAS, schools can provide opportunities for students with varied interests, aptitudes and abilities to take ApL courses as elective subjects at Secondary 5 and Secondary 6. The curriculum design of ApL courses, like those of other NSS subjects, focuses on nurturing students’ knowledge, skills and attitude. The emphasis is to provide students with opportunities to understand fundamental theories and concepts through application and practice, develop generic skills in authentic context, and explore their orientation for continuing learning and career aspirations. The duration of each ApL course is 180 contact hours, generally extending over two academic years from Secondary 5 to 6. Students can take not more than two ApL courses as elective subjects, subject to circumstances in their schools, the number of places available and the admission results of course providers.

In the first NSS cohort, ApL courses have been smoothly launched since September 2010, with a total of 30 courses covering 6 areas of studies as provided by 11 course providers. By the end of September 2010, around 7,000 students from about 300 schools have enrolled in ApL courses. In the second NSS cohort, 5 more new courses will be offered, making a total of 35 courses as provided by 12 course providers. These courses are to be launched in September 2011 for application by S5 students studying under the NAS.

Question: How can students enrol in NSS ApL courses?

Question: What qualifications will students taking NSS ApL subjects attain?

Answer: Every year the Education Bureau (EDB) will announce the arrangements and application procedures for the NSS ApL courses to be provided in the next school year via a school circular memorandum. All students are required to apply for ApL courses through their schools.

Answer: There are no public examinations for NSS ApL subjects. Assessment of students’ performance will be conducted by the course providers and the assessment results will be reviewed by the Hong Kong Examinations and Assessment Authority (HKEAA). Assessment results will be reported in two levels, i.e. “Attained” and “Attained with Distinction”*, and recorded on the HKDSE certificate. Besides, students who have completed the courses will be awarded relevant certificates by the course providers.

*“Attained with Distinction” is deemed comparable to Level 3 or above in the HKDSE Examination.

2.6 Other Language CoursesSome secondary schools offer other language courses (including

French, German, Hindi, Japanese, Spanish and Urdu) using the Diversity Learning Grant provided by EDB. The examination papers of the Advanced Supplementary Level subjects offered by the Cambridge International Examinations (CIE) of UK will be used for assessment in these language subjects. Marking and grading of results are conducted by CIE. Results will be reported on a grade scale from A to E, with grade A being the highest and grade E being the lowest. Achievements below grade E will be designated as “Ungraded”. Students may enrol in the courses through the subject selection mechanism of their own school and sit for the relevant examinations administered by HKEAA.

2.7 Progress on Implementation of the New Academic StructureWith reference to results of the “Survey on New Senior Secondary

Subject Information” conducted by EDB in 2009 and late 2010, secondary schools on average offer 11 to 12 elective subjects and there are more than 1,000 subject combinations. The vast majority of students (around 96%) take 2 or 3 subjects and about 70% of the students take elective subjects covering 2 or 3 KLAs. This indicates the traditional streaming of students into the “arts, science and commercial classes” has been blurred. Through flexible grouping and time-tabling, schools can provide students with diversified choices of elective subjects to cater for their aptitudes, interests and abilities, which helps students fully stretch their potentials. 8 9

5

4

3

2

1

5**5*

The new mode of reporting aims to recognise the abilities and achievements of each student. In the HKDSE Examination, candidates’ assessment results will be reported with reference to a set of defined standards. Candidates’ performance will be reported in five levels (1-5) with Level 5 being the highest. Among the candidates who have attained Level 5, the top Level 5 students will be awarded Level 5** and the next top Level 5 candidates will be awarded Level 5*. Those not attaining the Level 1 standard will receive an “Unclassified” result. For each of the levels, there is a detailed set of prescribed descriptors to describe the typical performance of students at each of the levels, which will provide post-secondary institutions and employers with more information for reference.

3. Hong Kong Diploma of Secondary Education ExaminationUnder the NAS, students have to sit for only one public examination,

the HKDSE Examination, at Secondary 6. It replaces the HKCEE and the HKALE. The first HKDSE Examination will be held in late March 2012 and the examination results will be released on 20 July 2012.

Question: Are the 5 levels of performance (5, 4, 3, 2 and 1) in the HKDSE Examination equivalent to Grades A, B, C, D and E in the HKCEE in the past?

Answer: The standards-referenced mode is adopted in reporting candidates’ results in the new HKDSE Examination. Each level of performance is accompanied by a set of level descriptors. For example, the Level 5 descriptors for the subject Chinese Language are: “demonstrates mature language skills; reasons astutely and critically; able to organise diverse information in order of importance; and develops ideas in a comprehensive manner …” Candidates who have reached such a level will be awarded a Level 5, regardless of the performance of the other candidates. This mode of reporting is different from the norm-referenced mode previously adopted. For example, the candidates who were awarded Grade A only represented a certain percentage of the best performers in that particular year. The two modes of reporting results are different and cannot be compared directly.

3.2 School-based Assessment School-based Assessment (SBA) will be introduced progressively in

a number of subjects in the HKDSE Examination. SBA is an assessment administered in schools as part of the learning and teaching process, with students’ performance being assessed by their own subject teachers. Marks awarded will count towards students’ results in the HKDSE Examination.

The primary objective of SBA is to enhance the validity of the assessment and recognise students’ varied abilities. Learning outcomes that cannot be evaluated through a conventional paper-and-pencil examination are now included in the assessment. A wider range of students’ achievements will be covered and various assessment modes will be adopted. Candidates’ learning outcomes can also be assessed on a continuous basis. In addition, students are required to participate actively in relevant tasks / activities, enhancing their motivation to learn and bringing positive backwash effects on students.

The weighting of SBA does not exceed 30% in general. Reference can be made to Appendix 3 for the weighting and implementation timetable of SBA in various subjects.

Question: Will there be any “unfair” situations, as the marks in SBA are awarded by teachers in the schools?

Answer: SBA is designed in such a way that students are required to complete most of the tasks / activities under their teachers’ direct supervision, and to submit their finished work to the teachers for authentication. HKEAA provides teachers with detailed guidelines, marking criteria and exemplars to ensure consistency in marking. They continue to organise professional training courses on SBA to enhance teachers’ understanding of SBA and appoint SBA District Coordinators to support the implementation of SBA in individual subjects. HKEAA also moderates SBA marks submitted by schools to eliminate any inconsistency in marking standards among teachers of different schools.

3.1 New Mode of Reporting Candidates’ Results

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Question: Why is it necessary to moderate the SBA marks?

Answer: Subject teachers know their students well and can reliably judge their performance. However, they are not necessarily aware of the standards of performance across all schools. Teachers in some schools may be strict or lenient in their judgments compared with teachers in other schools. To ensure comparability of SBA marks across schools, HKEAA adopts appropriate methods to moderate the marks submitted by different schools. During the moderation process, students’ SBA marks may be adjusted but the rank order determined by the school will remain unchanged.

Question: Will SBA results be reported separately on the HKDSE certificate?

Answer: No, there will not be separate reporting of SBA results on the HKDSE certificate. As the areas assessed in the public examinations and SBA are both key learning objectives of the curriculum, candidates’ performance will be reported on a subject basis. This practice will be adopted for all HKDSE subjects, including the two language subjects, which will itemise the result of various language skills but not SBA results.

Question: What can students or parents do if they have any queries regarding students’ SBA results?

Answer: Students should discuss their concerns with their subject teachers. Parents should also encourage their children to talk to their teachers and express their views. The school can then handle the case according to procedures stipulated by the school.

Under the principle of “one curriculum framework for all”, students pursuing the ordinary curriculum but with SEN should, like other students, work towards the same learning objectives of the NSS curriculum, take part in internal assessments and sit for the same public examination (i.e. the HKDSE Examination) with the same assessment criteria. EDB and HKEAA will provide appropriate assessment facilities, such as seating arrangements, examination time allowance, aids, format and design of examination papers, exemption, etc., so that students with special needs will have suitable support during the course of assessment. Details are available on the HKEAA website: www.hkeaa.edu.hk/en→HKDSE→Services to Special Needs Candidates.

As for SBA, HKEAA has drawn up relevant guidelines taking into account the concerns of students with SEN to enable schools to have a good grasp of how to administer SBA for these students. HKEAA has also advised schools to keep parents informed of the assessment criteria and the way in which assessment is conducted.

3.3 Assessment for Students with Special Educational Needs

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Question: Under the NAS, students have to sit for only one public examination. Does this suggest that “the students’ fate is to be determined by one single examination only”?

Question: As there are no model answers to the examination questions in LS, how will students’ performance be assessed? If students’ view on a particular issue is different from the subjective viewpoints of the markers, will their results be affected?

Answer: Under the NAS, students have to sit for only the HKDSE Examination after completing Secondary 6. As SBA will be progressively introduced to all subjects, students’ daily performance will also be reflected in the HKDSE Examination results to ensure that their abilities are comprehensively assessed. At the same time, schools are required to help students create an SLP. Students’ learning outcomes are no longer confined to the results of public examinations. Their learning outcomes both inside and outside school, together with their performance in other activities, are also recognised by post-secondary institutions and employers, which will enhance their articulation to further education or employment.

Answer: The examination questions for LS are designed in such a way that they are closely related to social issues. In order to accurately understand the examination questions, thereby developing an insightful and balanced argument, candidates should have the fundamental subject knowledge, have a good grasp of the related concepts and be able to apply them. The “marking scheme” provided by HKEAA to markers will set out the basic requirements, suggested approaches and sample answers in respect of the examination questions, but they are not to be taken as the prescribed or model answers.

In fact there is some misunderstanding on the concern that markers’ subjective viewpoints will become the marking criteria. In answering a question, candidates may comment on the issue from different perspectives (e.g. from the humanity or the science perspective), provide supporting evidence and make value judgements. Even if the markers hold a different view towards that particular issue, they cannot mark the scripts from their personal and subjective viewpoints. Rather, marking must be based on the “marking scheme”, taking into account the perspective adopted and the points and argument put forth by the candidates. Besides, the answer scripts for each question in LS will be marked by two markers. If there are significant discrepancies in the marks awarded by the two markers, the scripts will be marked by a third marker or the chief examiner.

3.4 International Recognition of the Hong Kong Diploma of Secondary Education

The HKDSE has already secured recognition extensively from overseas academic agencies, universities and governments.

The benchmarking studies on the HKDSE, jointly conducted by HKEAA and UCAS, have been completed. The HKDSE qualification has been included in the UCAS Tariff. It serves as a useful reference for universities in UK and other regions in considering admission of students. (Please refer to Appendix 4 for details on the Tariff Points.) The results of the study reveal that the standard of the HKDSE is comparable to other international examinations or qualifications, including the GCE AL Examination and the International Baccalaureate. The Australian Government has also recognised the HKDSE as equivalent to the Australian Senior Secondary Certificate of Education.

From the first quarter of 2010 onwards, EDB and HKEAA have already commenced a series of overseas visits to further promote the NAS. The delegates have visited different countries in America, Europe and Asia respectively, such as Canada, USA, UK, Belgium, France, Germany, Australia, Malaysia, Indonesia, Japan, Korea, India, Vietnam and Brunei, to publicise the NAS, the HKDSE qualification and Hong Kong as an education hub of the region. All are positive to the changes in the NAS and the higher education institutions visited all accept the HKDSE qualification as a credential for application for admission. Some universities, including the University of Oxford, have announced the admission requirements of HKDSE holders on their websites.

Besides, EDB and HKEAA have conducted surveys in countries such as Australia, UK, USA and Canada, to better understand the general entrance requirements of their universities / institutions for holders of the HKDSE qualification. Respective information has already been received from around 100 overseas universities / institutions, which is uploaded on the HKEAA website by batches for reference of parents and students.

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4. Multiple Pathways for StudentsIn principle, all Secondary 3 students will directly progress to Secondary

4 in the same school under the NAS. Only a minimal number of students need to change schools because of the limited number of senior secondary classes offered in their incumbent schools. Upon completion of the three-year senior secondary programme, students will sit for the HKDSE Examination and choose different pathways in the light of their interests and abilities to fully stretch their potentials.

For the latest information about the international recognition of the HKDSE, please visit the HKEAA website (www.hkeaa.edu.hk/en/ir).

It is the general requirement that Hong Kong students wishing to study in Mainland universities should sit for the Joint Entrance Examination for Universities in the People’s Republic of China (JEE). Three Mainland universities (namely Peking University, Tsing Hua University and Fudan University) would continue to directly recruit Hong Kong students and exempt them from Mainland examinations. Another three (Sun Yat-sen University, Hua Qiao University and Jinan University) may also directly recruit Hong Kong students, but will require them to sit for a separate examination. EDB and HKEAA visited the Ministry of Education (MoE) of the People’s Republic of China and some Mainland institutions to update them on the latest development of the NAS and HKDSE, so as to enhance the articulation between the NAS and the Mainland system. The MoE welcomes more students from Hong Kong to study in the Mainland and agrees in principle that Mainland universities can exempt Hong Kong students from attending the JEE. More Mainland universities will start to pilot admitting Hong Kong students based on their HKDSE results starting from 2012 and special arrangements would be in place to cater for the result release date of the 2012 HKDSE Examination.

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4.1 Multiple Pathways for Students under the New Academic StructureUnder the NAS, students can choose among the multiple pathways provided for further studies according to their interests, needs and the admission requirements of the programmes concerned.

Undergraduate programmes provide an articulation pathway for secondary school leavers who have attained Level 3 for Chinese Language and English Language and Level 2 for Mathematics and LS (“3322”) in the HKDSE Examination. Individual institutions / faculties / programmes will determine the attainment level required for one or two elective subjects, and other admission requirements. Details are available at:

www.edb.gov.hk/nas_UGC_enwww.edb.gov.hk/nas_non_UGC_enwww.edb.gov.hk → post-secondary education → institutions

Sub-Degree includes Associate Degree and Higher Diploma which are worthwhile standalone qualifications. Graduates of Sub-Degree programmes may apply for local publicly-funded or self-financing undergraduate programmes in Hong Kong or further studies in universities abroad. Higher Diploma programmes place a stronger emphasis on specialised knowledge and skills required for a profession, while Associate Degree programmes weigh more on generic knowledge and skills. It provides an articulation pathway for secondary school leavers who have attained Level 2 in five HKDSE subjects including Chinese Language and English Language. Each applicant is allowed to use not more than two ApL subjects in the application. Relevant websites include:

www.edb.gov.hk/nas_adhd_enwww.edb.gov.hk → post-secondary education → institutionswww.ipass.gov.hk/eng/instilist.aspx

Vocational Education and Training are employment- focused programmes which prepare students for employment and further studies, allowing them to acquire values, and relevant knowledge and skills for enhanced employability and lifelong learning. On completion of the vocational programmes, students may progressively go for continuing education in sub-degree / undergraduate programmes locally or overseas. Related websites include:

Vocational Training Councilwww.vtc.edu.hk

Construction Industry Council Training Academywww.hkcic.org

Clothing Industry Training Authoritywww.clothingtraining.org.hk

Labour Department –Youth Pre-employment Training Programme and Youth Work Experience and Training Schemewww.yes.labour.gov.hk

Non-local courses are courses conducted in Hong Kong which lead to the award of non-local higher academic or professional qualifications. For details, please refer to:

www.edb.gov.hk → post-secondary education→ non-local programmes

At present, Hong Kong students are generally required to take the JEE if they wish to apply for undergraduate programmes at Mainland universities. Details are available at:www.hkeaa.edu.hk/en/ipe/jee

In 2012, more Mainland universities will pilot waiving the JEE for S6 school leavers and consider their admissions on the strength of their HKDSE results.

For overseas studies, the HKDSE has already secured recognition from renowned academic agencies, universities and governments abroad. More details are at:

www.hkeaa.edu.hk/en/ir → HKDSE Recognition for Overseas Universities

New Project Yi Jin (under plan for putting in place from the 2012/13 school year onwards) will provide an alternative pathway for students with unsatisfactory results in the HKDSE Examination and adult learners.

As the biggest employer in Hong Kong, CSB has taken the lead to recognise the HKDSE qualification. More details are available on the CSB website: www.csb.gov.hk

Hong Kong Diploma of Secondary Education

For the illustration of multiple pathways available to students under the NAS, please refer to Appendix 5.

Undergraduate ProgrammesUndergraduate Programmes Sub-Degree ProgrammesSub-Degree Programmes Vocational ProgrammesVocational

ProgrammesNon-Local Courses in HK /

Distance-Learning Programmes

Non-Local Courses in HK / Distance-Learning

ProgrammesFurther Studies in

Mainland China / AbroadFurther Studies in

Mainland China / Abroad New Project Yi JinNew Project Yi Jin EmploymentEmployment

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4.2 University AdmissionUnder the NAS, students attaining Level 3 for Chinese Language

and English Language and Level 2 for Mathematics and LS (i.e. “3322”) in the HKDSE will be eligible to apply for the 4-year Bachelor’s degree programmes offered by the government-funded* or self-financing institutions. Individual institutions / faculties / programmes will determine the attainment level required for one or two elective subjects (please refer to Appendix 6), and other admission requirements. Relevant details have been released since September 2010 and are available on the New Academic Structure Web Bulletin (www.edb.gov.hk/nas/en→Multiple Pathways for Students→Articulation to Bachelor’s Degree Programmes).

* Government-funded institutions include City University of Hong Kong, Hong Kong Baptist University, Lingnan University, The Chinese University of Hong Kong, The Hong Kong Institute of Education, The Hong Kong Polytechnic University, The Hong Kong University of Science and Technology, The University of Hong Kong and The Hong Kong Academy for Performing Arts.

Question: In 2012, Secondary 6 students under the NAS and Secondary 7 students under the old academic structure will graduate in the same year. Will these two cohorts of students compete for the same government-funded places?

Answer: In the 2012/13 school-year, government-funded institutions will double the places provided for first year first degree programmes (approximately a total of 30,300 places). Around 15,150 government-funded places each will be provided for 3-year and 4-year undergraduate programmes respectively.

In 2012, all University Grants Committee (UGC)-funded institutions will process the admission applications submitted via the Joint University Programmes Admissions System (JUPAS) by the two cohorts of students (i.e. students under the NAS and those under the old academic structure) separately. S7 graduates under the old academic structure will be admitted to the 3-year programmes whereas S6 graduates under the NAS will be admitted to the 4-year programmes. Applicants can only apply for admission to the respective programmes on the strength of either the HKALE or the HKDSE results.

It is anticipated that self-financing post-secondary institutions will provide about 6,800 places in their full-time accredited self-financing undergraduate programmes for the two cohorts of students.

Relevant details on university admission and pathways for further studies are available on the New Academic Structure Web Bulletin (www.edb.gov.hk/nas/en), the websites of JUPAS (www.jupas.edu.hk) and respective institutions.

Question: Will local universities refer to the SLP in the admission process?

Question: When considering applications for admission, will universities recognise results obtained in other language subjects?

Answer: In the selection process, universities will consider information on students’ achievements and engagement in different areas, thus enabling students to demonstrate the required abilities they have and their personal characteristics. The JUPAS has designed a common template to facilitate students in the submission of information pertaining to their OLE and other achievements as part of their JUPAS applications for reference by institutions. While students may make reference to their SLPs in submitting information about their learning experiences through the JUPAS common template, they may also upload the full SLPs to the JUPAS online application system or submit them to individual institutions when they are invited for interviews. Details are available on the JUPAS website (www.jupas.edu.hk).

Answer: In general, institutions will accept other language subjects as unspecified elective subjects, extra elective subjects or additional information.

Question: Will studying more subjects be an advantage if students apply for university admission on the strength of the HKDSE qualification?

Answer: Various institutions have announced their respective minimum entrance requirements under the NAS, which are basically results in 4 core subjects plus 1 or 2 elective subjects. Currently, no institution has specified that students are required to take 3 elective subjects as meeting the minimum entrance requirements. The number of elective subjects taken will not be the sole consideration for admission. Thus students should not indiscriminately pursue to take more subjects.

Question: Do students with SEN have equal opportunities to receive higher education?

Answer: Students with SEN, like other students, can pursue further studies or employment after completing senior secondary education. They will not be deprived of the opportunities for receiving higher education because of their SEN. If necessary, appropriate arrangements for learning facilities and assessment will be provided to ensure that they enjoy equal opportunities in education.

20 21

4.3 Articulation to Post-secondary EducationThe revised Common Descriptors for sub-degree programmes (including

associate degree programmes and higher diploma programmes) under the NAS were announced by the Federation for Continuing Education in Tertiary Institutions (FCE) in September 2010. The minimum entrance requirement for admission to sub-degree programmes is Level 2 or above in five subjects, including Chinese Language and English Language, in the HKDSE and results in a maximum of two ApL subjects can be counted in the application. Details are available on the New Academic Structure Web Bulletin (www.edb.gov.hk/nas/en→Multiple Pathways for Students →Articulation to Sub-Degree Programmes).

To cope with the double cohort year of 2012, FCE and EDB have already determined to adopt a staged approach in pursuing the Common Application Platform (CAP) project. Students have to submit only one set of application for all the programmes / institutions that they intend to apply for. The application will be electronically forwarded to the respective institutions, which would process the application and deal with the students direct, in the same manner as those applications received through their respective channels. We target at an ultimate full-function CAP for non-JUPAS programmes in the long run.

To address the needs of the two cohorts of students studying under the NAS and the old academic structure in the 2012/13 school year, self-financing post-secondary institutions and VTC will also increase the number of self-financing undergraduate and sub-degree places.

4.4 Careers and GuidanceEDB and the Hong Kong Association of Careers Masters and Guidance

Masters have jointly published references, such as Career Mapping: Career Development Tool for Senior Secondary Students, Teachers’ Handbook on Finding Your Colours of Life for S.1 – S.3 Students: NSS Subject Choices and the Development of Career Aspirations and NAS@Career Mapping, to assist students in planning for further studies and careers. Students may discuss with their parents and teachers in choosing suitable pathways in the light of their own interests and abilities. If necessary, they may also consult careers teachers of their schools.

For students with SEN, parents should discuss with the teaching staff of the schools concerning post-school arrangements on education, vocational training, employment, accommodation / nursing or other services for their children. Parents may visit the EDB website (www.edb.gov.hk→Our Services to Students and Parents→Services→Special Education Services) for relevant information.

5. New Academic Structure: Support, Publicity and LiaisonEDB has maintained close collaboration with different stakeholders and

provide them with necessary information and the latest development of the NAS through various channels. Updated information on the NAS is available on the New Academic Structure Web Bulletin (www.edb.gov.hk/nas/en) for the public’s reference.

5.1 SchoolsTo prepare for and facilitate the implementation of the NAS, EDB has

been providing professional development programmes for school leaders and teachers, and organising teachers’ network sharing since the 2005/06 school year. The themes for development include curriculum leadership, curriculum and assessment planning, interface between junior and senior secondary curricula, catering for leaner diversity, and assessment for learning and SBA. EDB will continue to provide programmes that meet the needs of teachers, in particular new teachers and serving teachers who will be deployed to teach NSS subjects. Professional development programmes addressing new focuses on learning and teaching will also be provided continually.

5.2 Parents and StudentsRegional-based seminars have been conducted by EDB for parents

and students since 2006 to inform them of the latest development of the implementation of the NAS and gather their feedback. In addition, pamphlets of various kinds, including the series of NAS Useful Tips for Parents, the NAS Handbook and the NAS Student Handbook, have been produced to provide parents and students with the latest information on the NAS.

22 23

Question: Following the implementation of the NAS, will there be any changes on the subsidies for parents and students?

Answer: Starting from the 2008/09 school year, all eligible children are provided with 12-year free education. Except for those studying in schools under the Direct Subsidy Scheme (DSS) and private schools, all students at Secondary 4 and above are entitled to free senior secondary education. In addition, the Government has put in place financial assistance schemes, including the “School Textbook Assistance Scheme” and the “Student Travel Subsidy Scheme”, to provide subsidies for students who have financial needs and are studying in government, aided, caput schools, or schools under the DSS. Details are available on the Student Financial Assistance Agency website (www.sfaa.gov.hk).

5.3 Universities and Post-secondary Institutions

EDB has already set up the Liaison Group on 334 Interface Issues, with its members comprising representatives from the UGC-funded institutions. Meetings are held regularly for discussing issues around the implementation of the NAS, including the entrance requirements for admissions to UGC-funded institutions, the use of SLP and the recognition of ApL courses, etc. EDB has also been in close communication with non-UGC-funded institutions on articulation arrangements and entrance requirements for admissions, etc, under the NAS.

From the 2012/13 school year onwards, the 4-year undergraduate programmes will be implemented in local universities. Apart from discussing the new entrance requirements, all institutions are now proactively handling issues concerning arrangement for the concurrent operation of the old and the new academic structures, the basic capital works and the enhancement of curriculum, etc. The UGC has already set up a dedicated “3+3+4 Group” for supporting and coordinating the afore-mentioned preparation work of various institutions for the NAS. The UGC has been sponsoring a series of idea-sharing symposia since December 2008 to bring together relevant stakeholders and representatives of different sectors to discuss various issues concerning the NAS.

Question: Under the NAS, more students will be enrolled in the universities. Has the Government provided any support to ensure that the universities will be adequately equipped with facilities to accommodate the increase in the number of students?

Answer: The Government has already earmarked funds to support the UGC-funded institutions for the construction of more academic buildings, dormitories, libraries, canteens and other facilities. The construction projects have begun and are expected to be completed by September 2012.

Question: Will the Government provide students with financial assistance for their participation in OLE activities?

Answer: OLE is not a new arrangement. Building on their existing strengths and drawing on past experiences, schools will utilise existing resources flexibly for the development of OLE and provide students with various OLE opportunities within and beyond lesson time. Most of the OLE activities (such as Moral and Civic Education, Physical Education, Music and Visual Arts) do not require additional resources. Schools will also cater for the needs of different students and use different community resources effectively to ensure that no students are deprived of OLE opportunities due to financial difficulties.

Question: Under the NAS, parents have to pay for one more year’s tuition fees, as the duration of local undergraduate programmes will change from 3-year to 4-year from the 2012/13 school year onwards. Will the Government provide them with any financial assistance?

Answer: The Government will ensure that students will not be deprived of the opportunities to receive education because of financial difficulties. Currently, the Government provides financial assistance for needy students studying in post-secondary programmes or undergraduate programmes through a number of financial assistance schemes. Under the NAS, eligible students receiving 4-year undergraduate programmes can be given relevant financial assistance.

24 25

5.4 Employer Groups

The Government is the biggest employer in Hong Kong and CSB has taken the lead to announce on 28 June 2011 the acceptance of the HKDSE qualification as the entry requirement for appointments in future.

Following the implementation of the NAS, EDB has enhanced communication and contact with the employer sector. Meetings and briefing sessions have been conducted to enhance the employers’ understanding of the HKDSE. The NAS has also been introduced to various industries and small and medium enterprises through communication platforms of the Labour Department for human resources managers, and received positive feedback and support.

By referring to the level descriptors of the HKDSE reporting system, employers can define their recruitment criteria in accordance with their actual requirements for different posts. From the SLP, employers may have better understanding of the applicants’ achievements and participation in activities for whole-person development. This will facilitate employers’ selection of suitable employees who can then stretch their potentials in the work place.

Question: If graduates under the NAS intend to apply for civil service appointments, will the Government accept results obtained in the HKDSE?

Answer: From 20 July 2012 onwards, CSB will accept results in the HKDSE Examination for the purpose of civil service appointments as follows.

A combination of results in five HKDSE subjects, including Level 2 in any NSS subjects, “Attained” in ApL subjects (subject to a maximum of two ApL subjects) and/or Grade E in Other Language subjects, will be accepted as having met the requirement of “five passes in the HKCEE”.

A combination of results in five HKDSE subjects, including Level 3 in any NSS subjects, “Attained with Distinction” in ApL subjects (subject to a maximum of two ApL subjects) and/or Grade C in Other Language subjects, will be accepted as having met the requirement of “two passes at Advanced Level in the HKALE plus three credits in the HKCEE” (commonly known as “2A3O”).

Details on the arrangements are available on the CSB website (www.csb.gov.hk/english/info/2170.html).

5.5 Overseas Bodies

EDB and HKEAA have paid joint visits to overseas governments, universities, and relevant organisations and bodies to promote the NAS and the HKDSE qualifications since the beginning of 2010. The delegates have visited countries in America, Europe and Asia, including Canada, USA, UK, Belgium, France, Germany, Australia, Malaysia, Indonesia, Japan, Korea, India, Vietnam and Brunei. Overseas education authorities, tertiary institutions, credential and academic agencies generally appreciate the provision of a broad and balanced curriculum under the NAS for nurturing students’ life-long learning abilities and developing their global outlook, and are all positive in accepting the HKDSE qualification as a credential for application for admission. EDB and HKEAA have been collecting relevant admission requirements from institutions and are uploading information collected on the websites of EDB and HKEAA by batches. EDB and HKEAA will continue to publicise the NAS and the HKDSE qualification to overseas institutions.

The “International Education Forum and Expo” (IEFE), held by EDB in July 2011, marks the formal launch of the NAS to the international arena. The event, with its theme on “Learning Journey for the Globalised World”, showcases learning opportunities provided under the NAS to overseas authorities and education professionals, and provides information on the education systems of different countries and how the NAS articulates to their education systems.

The “Overseas Visitors’ Corner” has been set up on the New Academic Structure Web Bulletin of EDB, providing in particular the latest information about the NAS for governments of overseas countries, education institutions and students abroad. Besides, EDB has already disseminated different publications, such as the booklet “The New Academic Structure (Overseas Edition)”, a pamphlet on the HKDSE Examination and an information factsheet on the UCAS studies, to relevant bodies abroad. More factsheets will be produced on a need basis to update our overseas counterparts on the latest development of the NAS.

26 27

5.6 The General Public EDB has continually disseminated the latest information about the NAS

to different stakeholders through various channels, including television, radio, RoadShow, bus advertisement, roving exhibitions and news articles. EDB will also update the New Academic Structure Web Bulletin (www.edb.gov.hk/nas/en) continually for the public to learn about the latest development of the NAS, including the NSS subjects offered in different secondary schools, the NSS curriculum and assessment guides, university entrance requirements and other essential information.

Appendices

28 29

Appendix 1

Compulsory Part Elective PartNine Strands:• Reading• Writing• Listening• Speaking• Literature• Chinese Culture• Moral and Affective

Development• Thinking• Independent Language

Learning

Students are recommended to choose three or four of the following modules:• Master Works and Audio-visual Adaptation• Drama Workshop• Fiction and Culture• Cultural Issues• News and Reporting• Multimedia and Practical Writing• Selected Readings of Translated Works• Selected Readings of Popular Science Works• Putonghua Communication and Application• Putonghua and Performing Arts• School-designed Module

Compulsory Part Elective Part• Literary Appreciation and

Criticism• Creative Writing• Foundation Knowledge of

Literature Learning

Students are recommended to choose three or four of the following modules:• Tracking an Author• Appreciation of a Masterpiece• Selected Topic on Literature• Selected Readings of Modern Chinese

Literature• Hong Kong Literature• Appreciation of Drama• Figures in Literature• Literature Writing: Creation or Adaptation• School-designed Module

Introduction to the New Senior Secondary Subjects

Chinese Language Education1. The Chinese Language Curriculum Framework

Compulsory Part Elective PartThree Strands:• Interpersonal• Knowledge• Experience

Through a wide range of activities, students should be able to master:• Listening, Speaking, Reading

and Writing Skills• Language Items and

Communicative Functions• Vocabulary• Text-types

Students are required to take three of the following modules, with at least one from each group:Language Arts• Learning English through Drama • Learning English through Short Stories• Learning English through Poems and Songs• Learning English through Popular CultureNon-Language Arts• Learning English through Debating• Learning English through Social Issues• Learning English through Sports

Communication• Learning English through Workplace

Communication

Study of Set Texts To develop the skills of critical understanding and appreciation of literary texts of the following genres:• Prose Fiction • Poetry • Drama • Film

Literary Appreciation To develop the ability to use different approaches and strategies to understand, analyse and respond to critical analyses of literary texts

Portfolio of Research and Creative Work

To develop creativity, powers of self-expression and critical thinking skills through producing the following works:• an extended essay on a theme / work / writer• a review of a film / play / performance OR a

piece of creative work

2. The Chinese Literature Curriculum Framework


English Language Education1. The English Language Curriculum Framework

2. The Literature in English Curriculum Framework

30 31

Compulsory Part Extended PartThree Strands:• Number and Algebra• Measures, Shape and Space• Data Handling

Students may take one of the following modules:• (Module 1) Calculus and Statistics• (Module 2) Algebra and Calculus

Areas of Study Independent Enquiry Study (IES)Self & Personal DevelopmentModule 1: Personal Development

& Interpersonal Relationships

Society & CultureModule 2: Hong Kong TodayModule 3: Modern ChinaModule 4: Globalization

Science, Technology & the EnvironmentModule 5: Public HealthModule 6: Energy Technology &

the Environment

Students are required to conduct an IES making use of the knowledge and perspectives gained from the three Areas of Study and extending them to new issues or contexts.

Compulsory Part Elective PartHistorical Development of China:Part 1: Ancient Times to Mid

19th CenturyPart 2: Mid 19th Century to

Late 20th Century

Topical Studies of Chinese History (Choose two of the following modules):• The Development of Traditional Chinese Culture

in 20th Century: Continuity and Change• Regions and Use of Resources• Intellectuals and Their Times• Institutions and Political Development• The Spread of Religions and Cultural Interflow • Social Status of Women: Tradition and

Transformation

Compulsory Part Elective Part• Basic Economic Concepts• Firms and Production• Market and Price• Competition and Market Structure• Efficiency, Equity and the Role of Government• Measurement of Economic Performance• National Income Determination and Price Level• Money and Banking• Macroeconomic Problems and Policies• International Trade and Finance

Choose one of the following modules:• Monopoly Pricing, Anti-

competitive Behaviours and Competition Policy

• Extension of Trade Theory, Economic Growth and Development

Compulsory Part Elective PartEthics:• Normative Ethics• Personal and Social

Issues

Religious Traditions (Choose one of the following modules):• Buddhism • ChristianityFaiths in Action (Choose one of the following modules):• Learning to serve and serving to learn• Learning from religious practices


Mathematics EducationThe Mathematics Curriculum Framework

Liberal StudiesThe Liberal Studies Curriculum Framework


Personal, Social and Humanities Education1. The Chinese History Curriculum Framework

2. The Economics Curriculum Framework

3. The Ethics and Religious Studies Curriculum Framework

32 33

Compulsory Part Elective PartSeven geographical issues and problems:• Opportunities and Risks – Is it rational to live in hazard-

prone areas?• Managing Rivers and Coastal Environments: A

continuing challenge• Changing Industrial Location – How and why does it

change over space and time?• Building a Sustainable City – Are environmental

conservation and urban development mutually exclusive?

• Combating Famine – Is technology a panacea for food shortage?

• Disappearing Green Canopy – Who should pay for the massive deforestation in rainforest regions?

• Global Warming – Is it fact or fiction?

Choose two of the following modules:• Dynamic Earth: the

building of Hong Kong

• Weather and Climate

• Transport Development, Planning and Management

• Regional Study of Zhujiang (Pearl River) Delta

Compulsory Part Elective PartIntroduction: The Making of the Modern WorldTheme A: Modernisation and Transformation in 20th

Century Asia• Modernisation and Transformation of Hong Kong• Modernisation and Transformation of China• Modernisation and Transformation of Japan and

Southeast AsiaTheme B: Conflicts and Cooperation in the 20th

Century World• Major Conflicts and the Quest for Peace• The Quest for Cooperation and Prosperity

Choose one of the following:• Comparative

Studies• Issue-based Studies• Local Heritage

Studies

Compulsory Part Elective Part

• Introduction to Tourism• Introduction to Hospitality• Destination Geography• Customer Relations and Services• Trends and Issues in the Tourism and

Hospitality Industry

Choose one of the following topics:• Meetings, Incentives, Conventions

and Exhibitions • Theme Parks and Attractions• Hospitality Marketing

Compulsory Part Elective Part Scientific Investigation

• Cells and Molecules of Life

• Genetics and Evolution• Organisms and

Environment• Health and Diseases

Choose to study two of the following topics:• Human Physiology:

Regulation and Control• Applied Ecology• Microorganisms and

Humans• Biotechnology

Students are required to design and conduct scientific investigations.

Compulsory Part Elective Part Investigative Study• Planet Earth• Microscopic World I• Metals• Acids and Bases• Fossil Fuels and

Carbon Compounds• Microscopic World II• Redox Reactions,

Chemical Cells and Electrolysis

• Chemical Reactions and Energy

• Rate of Reaction• Chemical Equilibrium• Chemistry of Carbon

Compounds• Patterns in the

Chemical World

Choose to study two of the following topics:• Industrial Chemistry• Materials Chemistry• Analytical Chemistry

Students are required to design and conduct an investigation with a view to solving problems in chemistry-related contexts.

2. The Chemistry Curriculum Framework


4. The Geography Curriculum Framework

5. The History Curriculum Framework

6. The Tourism and Hospitality Studies Curriculum Framework


Science Education1. The Biology Curriculum Framework

34 35

Compulsory Part Elective Part Investigative Study• Heat and Gases• Force and Motion• Wave Motion• Electricity and

Magnetism• Radioactivity and

Nuclear Energy

Choose to study two of the following topics:• Astronomy and Space

Science• Atomic World• Energy and Use of

Energy• Medical Physics

Students are required to design and conduct an investigation with a view to solving problems in physics-related contexts.

Compulsory Part Elective Part Scientific Investigation

• Water for Living• Balance within Our

Body• Science in a Sprint• Chemical Patterns• Electrical Enlightenment• Balance in Nature• Radiation and Us• From Genes to Life

Choose to study two of the following topics:• Energy, Weather and

Air Quality• Keeping Ourselves

Healthy• Chemistry for World

Needs

Students are required to design and conduct scientific investigations.

Area of Studies (Choose any two of the following parts)*Part 1: Physics• Heat• Force and Motion• Wave Motion• Electricity and

Magnetism

Part 2: Chemistry• Planet Earth• Microscopic World• Metals• Acids and Bases• Fossil Fuels and

Carbon Compounds• Redox Reactions,

Chemical Cells and Electrolysis

• Chemical Reactions and Energy

Part 3: Biology• Cells and Molecules of

Life• Genetics and Evolution• Organisms and

Environment• Health and Diseases

*Scientific Investigations – Simple investigations are subsumed in the lesson time suggested for each topic.

Compulsory Part Elective Part• Business Environment• Introduction to Management• Introduction to Accounting• Basics of Personal Financial

Management

Choose one of the following modules:Accounting Module:• Financial Accounting• Cost AccountingBusiness Management Module:• Financial Management• Human Resources Management• Marketing Management

Compulsory Part Elective PartTechnology, Design and Society• Design and Innovation• Technological Principles• Value and Impact

Technological Studies (Choose two of the following modules):• Automation• Creative Digital Media• Design Implementation and Material

Processing• Electronics• Visualisation and CAD Modelling

Compulsory Part Elective Part• Personal Development, Social Care

and Health Across the Lifespan• Health and Social Care in the Local

and the Global Contexts• Responding to Needs in the Areas

of Health (Care, Promotion and Maintenance) and Social Care

• Promotion and Maintenance of Health and Social Care in the Community

• Health Promotion and Maintenance and Social Care in Action

Choose two of the following modules:• Extended Study on Health Promotion

and Health Maintenance Services• Extended Study on Community and

Social Care Services• Current Issues of Health and Social

Care


3. The Physics Curriculum Framework

4. The Integrated Science Curriculum Framework

5. The Combined Science Curriculum Framework


Technology Education1. The Business, Accounting and Financial Studies

Curriculum Framework

2. The Design and Applied Technology Curriculum Framework

3. The Health Management and Social Care Curriculum Framework

36 37

StrandCompulsory Part Elective Part

• Listening• Performing I• Creating I

Choose one of the following modules:• Special Project• Performing II• Creating II

StrandVisual Arts Appreciation and Criticism in Context:Students critically appraise artwork and respond to art phenomena, and they are expected to • construct art knowledge• develop skills of art appreciation and

criticism• enrich their aesthetic and artistic

experience• cultivate positive values and attitudes• apply knowledge and skills of art

appreciation and criticism to art making

Visual Arts Making:Students create a variety of artwork, and they are expected to• construct art knowledge• express ideas, feelings and solve

problems• develop the skills of handling media,

materials and art language• enrich their artistic and aesthetic

experience• cultivate positive values and attitudes

Strand (Choose either of the two strands below.)Strand A:

Food Science and TechnologyStrand B:

Fashion, Clothing and TextilesCompulsory Part Elective Part Compulsory Part Elective Part• Family Dimension• Nutrition, Diet

and Health Concerns

• Food Preparation Technology

• Consumer Behaviour in Food Choices and Implications

Choose two of the following modules:• Food Culture• Food Science

and Technology Extended Study

• Food Product Development

• Family Dimension• Fashion Design

Basics• Textiles and

Clothing Technology

• Consumer Behaviour in Clothing Choices and Implications

Choose two of the following modules:• Culture and

Fashion Design• Textiles

and Textile Technology

• Apparel Industry

Compulsory Part Elective Part• Information Processing• Computer System Fundamentals• Internet and Its Applications• Basic Programming Concepts• Social Implications

Choose one of the following options:• Databases• Data Communications and Networking• Multimedia Production and Web Site

Development• Software Development


Arts Education1. The Music Curriculum Framework


4. The Technology and Living Curriculum Framework

5. The Information and Communication Technology Curriculum Framework

2. The Visual Arts Curriculum Framework

38 39

Appendix 2

StrandTheoretical Learning Parts Practicum

Body Maintenance• Human Body• Fitness and Nutrition• Sport Injuries

Self Enhancement• Movement Analysis• Training Methods• Psychological Skills

Care for the Community• History and Development• Social Aspects• Sport and Recreation Management

Students practise active and healthy living by planning, implementing, evaluating and adapting plans pertaining to body maintenance, self enhancement and caring for the community in real-life situations. Students are required to • engage in physical fitness training,

apply theories in at least two physical activities

• organise school or community recreation or sport programmes

• address current issues in PE, sport and recreation


Physical EducationThe Physical Education (PE) Curriculum Framework Area of

Studies Course Course Provider Note 2

Creative Studies

Course Cluster: Design StudiesImage Design VTCInnovative Product Design VTCJewellery Arts and Design HKBU(SCE)

Course Cluster: Media ArtsCommercial Comic Art OUHK(LiPACE)Multimedia Entertainment Studies VTC

Course Cluster: Performing ArtsIntroduction to Theatre Arts HKAPA

Taking a Chance on Dance HKAPA

Media andCommunication

Course Cluster: Films, TV and Broadcasting StudiesFilm and Video Studies VTCInfotainment Production HKCT

Course Cluster: Media Production and Public RelationsPublic Relations and Advertising CityU(SCOPE)

Radio Host and Programme Production OUHK(LiPACE)

Business,Management

and Law

Course Cluster: Business StudiesMarketing in Global Trade CityU(SCOPE)

Practical Accounting for SMEs

HKIAAT – CCHESHKIAAT – CUTWHKIAAT – HKCTHKIAAT – VTC

Understanding Financial Services OUHK(LiPACE)

Course Cluster: Clientele ManagementPurchasing and Merchandising VTCRetail Management HKBU(SCE)

Course Cluster: Legal StudiesUnderstanding Hong Kong Law HKCT

Applied Learning Courses(2011/12 – 2012/13 Cohort) Note 1

40 41

* For the science subjects in the 2012 HKDSE examination, schools are required to submit SBA marks for the practical related component only. For details, please visit the HKEAA website (www.hkeaa.edu.hk/en/sba/sba_hkdse).

Subject Weighting given to SBA

Year of Full Implementation*

Chinese Language 20% 2012

Chinese Literature 35% 2014

English Language 15% 2012

Literature in English 20% 2014

Mathematics Not applicable No timeline yet

Liberal Studies 20% 2012

Chinese History 20% 2012

Economics 15% 2014

Ethics and Religious Studies 20% 2014

Geography 15% 2014

History 20% 2012

Tourism and Hospitality Studies 30% 2014

Biology* 20% 2014

Chemistry* 20% 2014

Physics* 20% 2014

Integrated Science* 20% 2014

Combined Science* 20% 2014

Business, Accounting and Financial Studies

15% 2016

Design and Applied Technology 40% 2012

Health Management and Social Care 30% 2014

Information and Communication Technology

20% 2012

Technology and Living 30% 2014

Music 20% 2015

Visual Arts 50% 2012

Physical Education 30% 2014

Note 1The ApL courses offered will be renewed on a yearly basis. The list of courses provided in the 2012/13 and 2013/14 school years will be released later. For details, please visit the EDB web page (www.edb.gov.hk/apl).

Area ofStudies Course Course Provider Note 2

Services

Course Cluster: Hospitality ServicesHospitality Services in Practice # Note 3 CityU(SCOPE)Hotel Operations # Note 3 VTCWestern Cuisine VTC

Course Cluster: Event ManagementEvents Planning and Operation HKCT

Course Cluster: Personal and Community ServicesChild Development and Care HKIEd(SCPE)Fundamental Cosmetology CCHES

Applied Science

Course Cluster: Medical Science and Health CareFundamental Health Care # Note 3 OUHK(LiPACE)Health and Beauty Keeping in TCM CUTWHealth Care Practice # Note 3 CCHESMedical Laboratory Science HKU(SPACE)

Course Cluster: PsychologyApplied Psychology LIFE

Course Cluster: SportsExercise Science and Health Fitness # Note 3 HKBU(SCE)Sports Coaching and Management # Note 3 HKIEd(SCPE)

Engineering and

Production

Course Cluster: Civil and Mechanical EngineeringAutomotive Technology CCHESEnvironmental Engineering HKU(SPACE)

Course Cluster: Services EngineeringAviation Studies HKU(SPACE)Building Facilities Engineering VTCElectronic Product Design in Action VTC

Course Provider

CCHES Caritas Community & Higher Education Service

CityU(SCOPE) School of Continuing and Professional Education, City University of Hong Kong

CUTW The Chinese University of Hong Kong – Tung Wah Group of Hospitals Community College

HKAPA The Hong Kong Academy for Performing Arts

HKBU(SCE) School of Continuing Education, Hong Kong Baptist University

HKCT Hong Kong College of Technology

HKIAAT Hong Kong Institute of Accredited Accounting Technicians Limited

HKIEd(SCPE) School of Continuing and Professional Education, The Hong Kong Institute of Education

HKU(SPACE) HKU School of Professional and Continuing Education, The University of Hong Kong

LIFE Lingnan Institute of Further Education

OUHK(LiPACE) Li Ka Shing Institute of Professional and Continuing Education, The Open University of Hong Kong

VTC Vocational Training Council

Note 3Only ONE subject in each of the groups marked with # under the same course cluster could be taken by students.

Note 2

Appendix 3

Weighting of School-based Assessment in Various Subjects and Implementation Timetable

42 43

UCAS Tariff points for other international qualifications:

AL Grade UCAS Tariff Points AS Grade UCAS Tariff

PointsA* 140 Not applicable Not applicable

A 120 A 60

B 100 B 50

C 80 C 40

D 60 D 30

E 40 E 20

Grade UCAS Tariff Points

5 120

4 90

3 60

Grade UCAS Tariff Points

7 130

6 110

5 80

4 50

3 20

Level Tariff Remarks

5** N/ATo be allocated with further evidence

after the first administration of the HKDSE examination in 2012.

5* 130Between grades A and A* in the 2010

GCE A Level examination

5 120Comparable to grade A in the 2010


4 80Comparable to grade C in the 2010


3 40Comparable to grade E in the 2010


Level Compulsory Part

Extended Part Remarks

5** N/A N/ATo be allocated with further evidence after

the first administration of the HKDSE examination in 2012

5* 60 70• 130 points (60+70) for 5* in both

compulsory and extended parts - between grades A and A* in the 2010 GCE A Level examination

• 120 points (60+60) for 5* in the compulsory part and 5 in the extened part - comparable to grade A in the 2010 GCE A Level examination

5 45 60

4 35 50

3 25 40

Appendix 4

UCAS Tariff for The Hong Kong Diploma of Secondary Education

The UCAS tariff value for the Hong Kong Diploma of Secondary Education (HKDSE):UCAS Tariff points allocated to 23 HKDSE subjects, except Mathematics:

UCAS Tariff points allocated to Mathematics:(The overall performance is indicated by the combined tariff points to both compulsory and extended parts.)

The General Certificate of Education Advanced (AL) and Advanced Supplementary (AS) Levels (from 2010)

Advanced Placement Programme - The United States and Canada

International Baccalaureate Certificate (Higher Level)

44 45

NSSS4

HKDSE Exam(Starting from 2012)

(Starting from 2009/10 school year)

Degree programmes

Top-up degree programmes

Post-secondary courses

Vocational educationand training, e.g. VTC courses

New Project Yi Jin(under planning, expected to be in place

from 2012/13 school year onwards)

Post-secondary courses

Degree / Top-up degree programmes

Employment / Further studies

NSSS6

NSSS5

Normative 4-year degree programmes for students under the New Academic Structure for admission from 2012/13 school year

Programmes that enable Sub-degree graduates to “top-up” their qualifications to a Bachelor’s Degree

Courses taken by students after secondary education, including programmes of Associate Degree, Higher Diploma, Diploma, etc.

Alternative pathways before completing senior secondary education

Multiple Pathways for Students under the New Academic Structure

Appendix 5

46 47

University General Entrance Requirements

*

Appendix 6

Institution General Entrance Requirements*• The Hong Kong Institute of

Education• The University of Hong Kong

4 core subjects (Chinese Language, English Language, Mathematics & Liberal Studies) and 2 elective subjects

• City University of Hong Kong• Hong Kong Baptist University• The Chinese University of

Hong Kong• The Hong Kong Polytechnic

University• Lingnan University

4 core subjects (Chinese Language, English Language, Mathematics & Liberal Studies) and 1 elective subject

• Hong Kong University of Science and Technology

4 core subjects (Chinese Language, English Language, Mathematics & Liberal Studies) and 2 elective subjectsor4 core subjects (Chinese Language, English Language, Mathematics (including Extended Module 1 orModule 2) & Liberal Studies) and 1 elective subject

* Individual programmes may have additional requirements. For details, please visit the New Academic Structure Web Bulletin (www.edb.gov.hk/nas/en → Multiple Pathways for Students → Articulation to Bachelor’s Degree Programmes).

48 49

ApL Applied Learning

CIE Cambridge International Examinations

CSB Civil Service Bureau

DSS Direct Subsidy Scheme

EDB Education Bureau

FCE Federation for Continuing Education in Tertiary Institutions

GCE AL General Certificate of Education Advanced Level

HKALE Hong Kong Advanced Level Examination

HKCEE Hong Kong Certificate of Education Examination

HKDSE Hong Kong Diploma of Secondary Education

HKEAA Hong Kong Examinations and Assessment Authority

JEEJoint Entrance Examination for Universities in the People’s Republic of China

KLA Key Learning Area

LS Liberal Studies

MoE Ministry of Education

NAS New Academic Structure

NSS New Senior Secondary

OLE Other Learning Experiences

RTHK Radio Television Hong Kong

SBA School-based Assessment

SEN Special Educational Needs

SLP Student Learning Profile

UCAS Universities and Colleges Admissions Service

UGC University Grants Committee

VTC Vocational Training Council

List of Abbreviations

new academic structure handbook (updated in september 2011)

Documents