Review of the New Academic Structure School Survey on New Senior Secondary Curriculum and

Assessment

Briefing Session for SchoolsBriefing Session for Schools

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CDI & HKEAACDI & HKEAA

6 December 20126 December 2012

Time Content Speakers

2:30 – 4:00 pmSchool Survey on New Senior Secondary Curriculum and Assessment

- Purpose and Design of questionnaire

- Initial recommendations on

Dr CHEUNG Kwok-wah, Principal Assistant Secretary (Curriculum Development), EDB

Mrs Christina LEE, Acting Director of Public

Review of the New Academic Structure School Survey on New Senior Secondary Curriculum and AssessmentSchool Survey on New Senior Secondary Curriculum and AssessmentSchool Survey on New Senior Secondary Curriculum and AssessmentSchool Survey on New Senior Secondary Curriculum and Assessment

ProgrammeProgrammeProgrammeProgramme

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- Initial recommendations on curriculum and assessment at the system/school level and subject level

Mrs Christina LEE, Acting Director of Public Examinations, HKEAA

4:00 – 4:30 pm Q & A and concluding remarksDr Catherine KK CHAN, Deputy Secretary for Education

Dr TONG Chong-sze, Secretary General of the HKEAA

Dr CHEUNG Kwok-wah, Principal Assistant Secretary (Curriculum Development), EDB

Mrs Christina LEE, Acting Director of Public Examinations, HKEAA

Review of Review of

the New Academic Structurethe New Academic Structure

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the New Academic Structurethe New Academic Structure

An Overview

NAS Review:EDB Coordination, Engagement of HKEAA and CDCNAS Review:EDB Coordination, Engagement of HKEAA and CDC

Objectives:

• Analyse the implementation of the NAS with special reference to NSS curriculum and assessment and its impact on students and schools; articulation of NSS and HKDSE to local and overseas study pathways and to workplaces; and the achievement of learning goals and

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workplaces; and the achievement of learning goals and policy intentions of NAS;

• Identify the strengths, good practices and challenges of NSS curriculum and assessment, and make viable recommendations with a view to ensuring the smooth implementation of NSS (e.g. in lesson time, curriculum design, School-based Assessment (SBA)), improving student learning (e.g. support measures), and achieving the learning goals and policy intentions.

� Teacher consultation forums & seminars on all NSS subjects, OLE & ApL (from Aug to Dec 2012)

� Career and Guidance teachers forums

� Regular Principals’ Liaison Meetings (represented by school councils)

Engagement of School SectorEngagement of School Sector

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� Consultation Forum on NAS for Principals (30 Oct 2012)

� Seminars for School Leaders – revisit, reflect and look ahead (mid-Oct to mid-Nov 2012)

� School Survey (at school and subject levels) – Nov 2012

� Meetings with professional organisations ……

� Regular Liaison Group Meetings on 334 Interface Issues (represented by tertiary institutions)

� Task Group on "334" Communication Strategies meetings (represented by different sectors including tertiary, parents and employers)

Engagement of Tertiary, Parent, Student and Employer SectorsEngagement of Tertiary, Parent, Student and Employer Sectors

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� Focus group meetings with parents / meetings with FPTA, students

� Employer Working Group meetings, focus groups

� Invitation to the public

� ==> 300+ meetings, 200+ seminars, 400+ focus groups (including parents, students and employers), 150+ large & small surveys

School Survey on

New Senior Secondary Curriculum

and Assessment

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and Assessment

November – December 2012

Background� Recommendations based on feedback

collected from different stakeholders through different channels

� Collect views from:

• principals at system and school level (Part 1)

• panel heads/teachers at subject level (Part 2)

� Recommendations not exhaustive,

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� Recommendations not exhaustive, welcome views under “Other comments” or through other channels

� Hardcopy: delivered to schools already

� Softcopy (both Eng & Chi versions): uploaded onto NAS Web Bulletin

� Schools’ views are welcome even if the subject is not offered

Background

� Recommendations for short-term stage

• To be implemented in teaching at S4 in 2013/14 (leading

to 2016 HKDSE)

• Some recommendations may also be implemented in

2014 HKDSE or 2015 HKDSE so long as learning and

teaching is not affected, and provided that it is supported

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teaching is not affected, and provided that it is supported

by the majority of schools

� Suggestions for medium-/long-term stage

• To be implemented in teaching at S4 beyond 2013/14,

leading to sittings beyond 2016 HKDSE

Proposed measures for improvement

Area Measures

SBA • Streamlining in 11 of the 12 existing subjects, most can be implemented in 2014 HKDSE to address workload issue

• Not implementing SBA in Mathematics, BAFS and PE • Further review of implementation timeline of SBA for other 9

deferred subjects (3 options suggested)

Lesson • Flexibility for schools to suit their school context and students’ needs

Examples of measures to be implemented to benefit students/schools subject to support from the majority of schools:

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Lesson

time and

OLE

• Flexibility for schools to suit their school context and students’ needs

Core

Subjects

• Reducing SBA tasks & number of mark submission (e.g. Chi Lang: number of marks further reduced to 3; Eng Lang: number of tasks reduced to 2; LS: number of IES marks reduced to 3)

• Not implementing SBA in Maths• Slimming-down of curriculum content (Maths)

For elective subjects including Chi History, History, Biology, Chemistry, Biology, IS, Combined Science, BAFS, Music, VA, PE and ICT, proposed measures for improvement could be implemented for 2015 or even 2014 HKDSE subject to majority support

Feedback from Survey

� Views of school principals and teachers on the recommendations, particularly those for the short-term stage, will inform deliberations at the Joint CDC-HKEAA Public Examinations Board (PEB)meeting in early 2013.

� Recommendations for the short-term stage, for

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� Recommendations for the short-term stage, for teaching at S4 in 2013/14 leading to the 2016 HKDSE Examination, are expected to be announced in early 2013.

� Suggestions to be considered at a later stage will be further discussed by relevant committees.

Design of Questionnaire

Part 1

�To be completed by the school principal in consultation with other colleagues.

�On recommendations at the system and school level

� Include issues or concerns such as School-based

Assessment (SBA), Other Learning Experiences (OLE),

lesson time, catering for learner diversity, Applied Learning

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lesson time, catering for learner diversity, Applied Learning

(ApL), support measures and communication.

Part 2 (Appendices 1 – 25)

�To be completed by subject panel heads in consultation with other colleagues

�On the initial recommendations for each NSS subject including subject curriculum, public examination and SBA.

Design of Questionnaire

� Part 1 and Part 2 include interrelated issues to be considered as a whole.

� School principals, subject panel heads and teachers are strongly advised to exchange their views on all the key issues before responding to their respective parts:

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their respective parts:

• Part 1: School principal in consultation with vice-principal, NSS coordinator, career and guidance teachers, and any relevant teachers as appropriate

• Part 2: subject panel head in consultation with subject teachers of each NSS subject

Part 1Part 1

System & School LevelSystem & School Level

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System & School LevelSystem & School Level

SBASBA

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SBASBA

Major considerations� SBA being essential for assessing areas/skills that are difficult to be

assessed through formal examination papers

� SBA in core subjects to assess essential skills that may be transferable to some subject contexts

� SBA to align with curriculum requirements and international benchmarking of standards

� Quality of assessment, fairness, validity and reliability to be maintained

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maintained

� Total workload of teachers and students on SBA in quantitative and qualitative terms to be addressed

� Measures designed to reduce workload to be introduced at the soonest without affecting teaching and learning already taking place

� SBA to continue to be implemented in 12 subjects in HKDSE Examination with further streamlining of the SBA requirements proposed for a number of subjects and enhancements of the submission procedures

12 Subjects with SBA implemented:3 Core Subjects with SBA3 Core Subjects with SBA3 Core Subjects with SBA3 Core Subjects with SBA

Subject

SBA Requirements

In the 2012 HKDSE Exam

No. of SBA Marks to be submitted

2012

HKDSE

2013

HKDSE

2014

HKDSE

Latest Proposal

Change

Chi. Lang

Reading activities

Coursework/ other language activities

Elective modules

1

1

1

1

1

1

1

0 5 ���� 3

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Elective modules 3 2 2 2

Eng. Lang

Oral assessments:

Part A (reading/ viewing programme)

Part B (group interaction/ individual presentation)

2

1

2

1

2

1

1

1

3���� 2

12 Subjects with SBA implemented3 Core Subjects with SBA3 Core Subjects with SBA3 Core Subjects with SBA3 Core Subjects with SBA

Subject

SBA Requirements

in the 2012 HKDSE Exam

No. of SBA Marks to be submitted

2012

HKDSE

2013

HKDSE

2014

HKDSE

Latest Proposal

Change

LS Independent Enquiry

6 marks for 3

4 marks for 2

3 marks for 2 - 6 ���� 3

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Enquiry Study

for 3 stages

for 2 stages

for 2 stags

- 6 ���� 3

12 Subjects with SBA implemented 9999 Elective Subjects with SBAElective Subjects with SBAElective Subjects with SBAElective Subjects with SBA

– Streamlining arrangements in 7 subjects confirmed in Feb 2012 to continue

� Bio (and CS(Bio)), Chem (and CS(Chem)), Phy (and CS(Phy)), IS, Chi Hist, Hist, VA

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– Further streamlining proposal:

� ICT

– No proposed changes for DAT

Further streamlining to reduce students’ and teachers’ workload & administrative workload

Not implementing SBA

SBA not implemented in 3 subjects:

Considering overlap with skills assessed in public exams and subject to further review in the long term:

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• Maths

• BAFS

• PE

9 Deferred Subjects -- Further Review

� 9 deferred subjects

Subject Streamlining announced in Feb 2012

Further Streamlining

proposed

Chi Lit ���� ����

Lit in Eng

���� -

Option 1:Full implementation of SBA in 2016 HKDSE as planned

Option 2:Optional implementation by schools• Schools to opt to implement SBA or

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Eng

Econ - ����

ERS - -

Geog - ����

THS - ����

HMSC ���� ����

T&L ���� -

Music - ����

• Schools to opt to implement SBA or

not in any of the 9 deferred subjects

• full implementation in 2019 HKDSE

Option 3:Implementation by subject• SBA implemented in 2016 HKDSE

in those subjects with support from

majority of schools

• Other subjects: further postponed

to 2019 HKDSE

Lesson Time IssueLesson Time Issue

& & OOLLEE

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& & OOLLEE

Major considerations for Lesson TimeMajor considerations for Lesson Time

�� PracticabilityPracticability based on evidence from schools between the 2009/10 and 2011/12 school years

� Planning parameter of 250 hours for each elective subject (10% of the total lesson time) otherwise risking international benchmarking status

� Balancing the needs of schools, HKEAA, and tertiary institutions

� Gaining more lesson time and flexibility for schools by the following:

– Reduction of SBA and curriculum contents as appropriate without compromising the standards

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compromising the standards

– The HKDSE Examinations commencing later than in 2012 (e.g. in the 1st week of April 2013) and the marking period of the HKDSE Examinations to be compressed in the long run

– Different time of completing teaching at S6 (e.g. in Jan) and different time for schools’ mock exams (in Feb/March) in subsequent years

– Different planning for school days at S4, S5, S6 (e.g. number of days for school exams) (supported by sharing of good practices)

– Flexible range and time-tabled/non-time-tabled OLE learning time

Provision of Lesson Time for1st Cohort of NSSProvision of Lesson Time for1st Cohort of NSS

• Lesson time of 453 secondary schools provided to 1st cohort of NSS students.

Lesson Time

(hours)

Number of schools with

time-tabled lesson time +

Non-time-tabled learning time for OLE

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Non-time-tabled learning time for OLE

above 2,700 78 17.22%

above 2,600 127 28.04%

above 2,500 194 42.83%

above 2,400 262 57.84%

above 2,300 334 73.73%

above 2,200 388 85.65%

Provision of Lesson Time for1st Cohort of NSSProvision of Lesson Time for1st Cohort of NSS

Statistical QuantifierTime-tabled lesson time + Non-time-tabled learning

time for OLE (hours)

Mean 2,468

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Range 1,792 – 3,641

Upper quartile 2,626

Median 2,454

Lower quartile 2,290

Gaining flexibility

Subject/OLE

Time-tabled Lesson Time (hours)

Case 1 Case 2

4 Core subjects

Chi, Eng, Math: 15% of 2,500, LS: 10% of 2,500Total = 55% of 2,500

Total = 375 + 375 + 375 + 250 = 1,375

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Total = 375 + 375 + 375 + 250 = 1,375

elective “2 electives”: 250 ����2 = 500 “3 electives”: 250 ����3 = 750

OLE Full OLE: 15% of 2,500 = 375

Total 2,250 2,500

Considerations for OLE Arrangement

�OLE should highlight quality of experience rather than quantity (including allocated time) to promote whole-person development in a balance of the five OLE components (e.g. Physical Development, Aesthetic Development, Moral and Civic Education). The proportions of total lesson time are for reference only.

�Professional judgment and flexible arrangement of

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�Professional judgment and flexible arrangement of OLE inside (e.g. music/creative art lessons, moral education/religious education lessons) or outside timetabled lesson hours should be encouraged.

�The SLP should be viewed more as a learning opportunity for helping students to reflect on their whole-person development and future life and career planning.

Recommendations: Lesson TimeRecommendations: Lesson Time

� Taking your school’s context and your students’ needs into consideration, which of the following recommendations on the total lesson time of the 3-year NSS curriculum would you choose for Hong Kong schools territory-wide?

To adopt a flexible range of:

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To adopt a flexible range of:

• 2,400 ±±±± 200 hours?

• 2,500 ±±±± 200 hours?

• 2,600 ±±±± 200 hours?

Recommendations: OLE time allocation

� Which ONEONE of the following recommendations on the time allocation of OLE would you choose to suit your school context and cater for your students’ needs?

•• Option 1:Option 1: Remain unchanged (15% or above, e.g. allocating more time for some students to suit individual needs)

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allocating more time for some students to suit individual needs)

•• Option 2:Option 2: 15% is about right

•• Option 3:Option 3: 10-15%, giving flexibility to individual schools according to own contexts and students’ needs

Remarks:

� The total lesson time (2,700 hours / 2,500 hours) is only a SUGGESTION for planning.

• “audit” of total lesson time according to this planning parameter is NOT recommended

• Quality is more important than quantity

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• Quality is more important than quantity

» OLE

» Contact time of NSS subjects

� The real problem does not lie in “lesson time”

• Whether teachers can make effective use of strategies and resources to enhance student learning

Catering for Catering for

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Learner DiversityLearner Diversity

Major considerations

�Provision of a broad and balanced curriculum for all students to prepare them for life-long learning and whole-person development

�Existing curriculum requires each student to take 2 to 3 elective subjects, including Applied Learning (ApL) and Other Languages (OL) which include the six languages of French, German, Hindi, Japanese, Spanish and Urdu; and allowing students with higher ability and a wider range of

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allowing students with higher ability and a wider range of interests to take VA, Music, PE, ERS, ApL or OL as the 4th elective subject

�Assessment design and approaches should allow students to demonstrate their potentials

�Should facilitate the provision of students’ multiple pathways

�Should facilitate flexibility of lesson time

Recommendations on Whole-school curriculum

�� Number of elective subjects taken by individual Number of elective subjects taken by individual studentsstudents

• To keep the existing design: 2 to 3 electives

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• To keep the existing design: 2 to 3 electives (including ApL and OL)?

– Can be different from the number of subjects taken in HKDSE Exam)

Recommendations on ApL

�Updating the provision and design of ApL courses (at present 35 courses) to cater for further studies and career opportunities

�Providing more opportunities of ApL taster programmes in S4

� Introducing some ApL courses at S4

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�Enhancing current recognition of ApL for admission to sub-degree and undergraduate programmes

�Reviewing ‘safety net’ which provides extra funding for schools with financial difficulties in offering ApL courses

�Strengthening administrative support to facilitate ApLimplementation

�Enhancing communication and promotion on ApL

Assessment and Qualification

� Current arrangements cater to needs of students with different abilities

� Measures suggested to cater for learner diversity in the long-term development of HKDSE, e.g.

• Reporting candidates’ results in more levels

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• Introducing half subjects

• Introducing another tier of qualification to the diploma

• Benchmarking the results with other qualifications

Pathways and support measures

� To increase opportunities for stakeholders to know different pathways for students

� To encourage schools to accept re-entry to senior secondary classes for early school leavers

� Support continued to be provided for HKDSE exam result release:

• Dedicated webpage

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• Booklet for HKDSE Exam Results Release Day

• E-applications (e.g. e-Navigator)

� Measures to sustain professional capacity e.g.

• Sharing of good practices, school-based support, workshops, structured professional development programmes, learning networks, e-resource platforms, references, staff development planning

Part 2Part 2

Subject LevelSubject Level

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Subject LevelSubject Level

Appendices 1 – 25 (one questionnaire for each NSS subject)

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Subject Questionnaires

� Recommendations made based on feedback and concerns received and major considerations for individual subjects

� Reference should be made to school-level recommendations (Part 1), C&A Guides and 2012 HKDSE Exam Report

Part (A) Short-term recommendations

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� Teaching at S4 in the 2013/14 school year (leading to 2016 HKDSE Exam)

� Initial recommendations on (1) curriculum (2) public examination (3) SBA

� Some proposed changes can be considered for early implementation in teaching at S5 and/or S6 in the 2013/14 school year (leading to 2014 and/or 2015 HKDSE Exam)

Part (B) Medium- or Long-term recommendations

� Teaching at S4 beyond the 2013/14 school year (leading to sittings beyond the 2016 HKDSE Exam)

Subject Questionnaires

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General response format:

• Agree, Disagree, No opinion

• Other comments

• Other comments on curriculum

issues

• Other comments on public

examination issues

Subjects of concernSubjects of concern

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Subjects of concernSubjects of concern

中國語文關注事項：� 指定學習／考核材料� 學習選修單元的數目� 考卷數目及評核內容� 校本評核項目及安排回應關注事項，提出修訂方案及其主要考慮因素：

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回應關注事項，提出修訂方案及其主要考慮因素：�� 短期方案：短期方案：能釋放空間，減省教師工作量而不影響學習效益，同時學校及教師不必作出特別的準備;

�� 中、長期方案：中、長期方案：要進一步提升學生文言閱讀能力和豐富語文積澱，提供指定學習／考核材料。因修訂涉及課程與評估架構的改動，須預留較長時間讓學校及教師考慮和作好準備，不可能於短期內實施。

中國語文短期修訂建議:– 學生修讀選修單元數目，由 3 至 4 個改為 2 至 4 個– 調整考卷數目及評核內容– 校本評核 (2013 HKDSE) 交分數目由 5 項減少至 4 項，進一

步建議減少至 3 項(最快適用於2014 HKDSE)

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步建議減少至 3 項(最快適用於2014 HKDSE)

中長期修訂建議:– 課程提供若干指定文言經典學習材料，讓學生熟記其中精華

片段，理解文意及掌握篇中文學、文化內涵，從而汲取養分，同時可作為培養讀寫聽說能力的部分學習素材。

Liberal Studies

Feedback and concerns

• teachers and students have concerns about workload

• teachers have difficulty mastering breadth and depth of the curriculum

• foundation of students’ learning at junior secondary stage

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• foundation of students’ learning at junior secondary stage is to be strengthened

• students find individual papers difficult to complete within the examination time

• requirements of the SBA are demanding

Liberal Studies

Major considerations � Introducing major changes in the short term would require further

intensive preparation again when teachers have just familiarized themselves with the subject.

� The following is important:

• to maintain the strengths of the subject in promoting knowledge construction, multiple perspectives and critical thinking skills

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construction, multiple perspectives and critical thinking skills

• to address teachers’ uncertainty about the scope and depth of LS and provide more support to enhance understanding

• to ensure students' broad and balanced exposure to the eight KLAs and cross-disciplinary learning experiences such as project learning in basic education

• to maintain the existing paper format as it can effectively discriminate candidates across the whole ability range

• to maintain high regards of the subject in international benchmarking (especially IES).

Liberal Studies

ShortShort--term recommendationsterm recommendations

�Curriculum framework remains unchanged in the short-term subject to regular review and provision of continuous support

� To support teachers further with:

• Curriculum & assessment resource package (mid-2013): to clarify breadth & depth, and to illustrate issue enquiry in LS

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clarify breadth & depth, and to illustrate issue enquiry in LS

• Enhance support measures including PDPs in curriculum understanding & assessment, more examples on SBA, more sharing of good practices, enriched L&T resources for reference, clearer guidance and more support to strengthen students’ foundation in the junior secondary level

�No proposed changes to the paper format in public exam and IES subject to review and feedback from schools

BAFSFeedback and concerns

� teachers’ difficulty in mastering the breadth and depth of the topics in the curriculum

� insufficient lesson time for teachers to cover the curriculum

� duration of examination, length and choice of questions as well as weighting of various papers

� teachers’ and students’ workload in SBA

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Short-term recommendations, e.g.

� Some proposed changes in the BAFS curriculum framework

� strengthen support measures

� Shorten length of paper & reduce exam duration

� Provide a choice of one out of two questions in Section B

� SBA not implemented in 2016 HKDSE Exam

Long-term recommendations, e.g.

� splitting the subject, developing ApL course for its practical part?

Return of Questionnaires

� English and Chinese versions uploaded on NAS Web Bulletin (http://www.edb.gov.hk/nas/review)

� Collect one completed questionnaire from each subject panel head (Part 2), return all (together with Part 1) in self-addressed envelope on or before 19 Dec 2012 (Wed)

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� Return by hand to the CDI (Rm 1302, Wu Chung House, 213 Queen’ s Road East, Wanchai, Hong Kong)

� Enquiries:

• CDI: 2892-5882

• HKEAA: 3628-8070

Thank you !Thank you !

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Q & AQ & A

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Q & AQ & A