The New Academic Structure for
Senior Secondary Education and
Higher Education
- Action Plan for Investing in
the Future of Hong Kong
May 2005
Education and Manpower Bureau
1
The Way Forward
1. Committed actions and critical
milestones in response to consensus and
concerns,
2. 2nd consultation of multi-stage
development of curriculum & assessment
frameworks from June to Sep 2005
3. Dialogue with stakeholders on
developmental issues, e.g. COS & special
education, communications &
partnership with all stakeholders, e.g.
focus groups, web-bulletin
2
Year of Implementation: 2009
Sept 2009
- 1st cohort of NSS students (existing P5 students to
be the first to enjoy the new structure)
2012
- 1st HKDSE exam
- 1st cohort of SS3 students entering the university
2016
- 1st batch of university students to be graduated
under the new structure
3
Building on Strengths of Basic Education:
The Whole Curriculum Framework
4 Core Subjects:
Chinese Language,
English Language,
Mathematics,
Liberal Studies
2-3 Elective
Subjects out of 20
subjects or out of
courses in careeroriented studies
(45-55%)
(20-30%)
Other Learning
Experiences
including moral and civic
education, community
service, aesthetic and
physical experiences and
work-related experiences
(e.g. job attachment)
(15-35%)
NSS
Generic
Skill
Value &
Attitude
P1- S3
General
Studies
Moral and Intellectual Community Physical & Career-related
Aesthetic
Civic
4
Development Service Development Experiences
Education
Curriculum (1)
Learning Goals for NSS – Learning Better for All
• to be biliterate and trilingual with adequate proficiency;
• to acquire a broad knowledge base, and be able to
understand contemporary issues that may impact on their
daily life at personal, community, national and global levels;
• to be an informed and responsible citizen with a sense of
global and national identity;
• to respect pluralism of cultures and views, and be a critical,
reflective and independent thinker;
• to acquire IT and other skills as necessary for being a lifelong learner;
• to understand their own career/academic aspirations and
develop positive attitudes towards work and learning;
• to lead a healthy life style with active participation in aesthetic
and physical activities.
5
Curriculum (2)
Principles of Design – Learning Better for All
•
•
•
•
•
•
•
•
Prior knowledge
Balance between breadth and depth
Balance between theoretical and applied learning
Balance between essential learning and a flexible
and diversified curriculum
Learning how to learn and inquiry-based learning
Progression of studies
Smoother articulation to multiple progression
pathways
Greater coherence
6
Curriculum (3)
Lesson Time (for 3 years)
(SS1, SS2 173 days, SS3 127 days)
(Average: 158 days)
2552 hours
2700 hours
7
Curriculum (4)
Core subjects
•
•
•
•
Chinese Language 12.5%
English Language 12.5%
Mathematics
10 - 15%
Liberal Studies
12.5%
Time allocation
12.5 - 15%
12.5 - 15%
10 - 15%
min. 10%
(338h – 405h)
(338h – 405h)
(270h – 405h)
(min. 270h)
Core subjects: 45-55%
8
Curriculum (5)
No. of Xs
 Time allocation: 10% (270h) each
 Same as proposed - 2 to 3Xs, may include COS
 Students could take more than 3 subjects at SS1
before making decision on their elective subjects at
SS2/3
Other Learning Experiences
 Moral & civic edu, community service, aesthetic &
physical activities, career-related experiences
 Time allocation: 15% - 35% (405h – 945h)
9
Table of elective subjects
Subjects in NSS curriculum
Chinese Literature
Literature in English
Chinese History
Economics
Ethics and Religious Studies
Geography
History
Tourism and Hospitality Studies
Biology
Chemistry
Physics
Science (Senior Secondary)
Business and Financial Studies
Information and Communication Technology
Home Economics
Design and Applied Technology
Health Management and Social Care
Music
Visual Arts
Physical Education
10
Curriculum (6)
Progression of Studies
•
•
Through sequencing of themes, induction of students to
the subject & flexible time-tabling,
SBA to start in SS2 and exams at the end of SS3
11
Curriculum (7)
Senior Secondary Curriculum Guide 2006
• As a continuation of Basic Education
Curriculum Guide, CDC, 2002)
• To support planning &
implementation of NSS,
e.g. other learning experiences,
assessment literacy,
12
Curriculum (8)
Mathematics
Mathematics (10% - 15%)
• Compulsory Part (10%) (ALL students): Foundation
Topics + Non-foundation Topics (optional)
• Elective Part (5%) (optional)
Module 1 (Calculus & Statistics)
Module 2 ( Algebra and Calculus)
One of 3 combinations:
 Compulsory Part only (for general purpose)
 Compulsory Part + Module 1 (knowing more mathematics)
 Compulsory Part + Module 2 (for further study in math-related field)
• Compulsory Part and Module are separately reported
13
Mathematics
Compulsory
part
Elective part
Module 1 (Calculus & Statistics)
Module 2 (Algebra & Calculus)
Curriculum (9)
Liberal Studies
• Compulsory unit
– From 9 to 6 units, with detailed explanatory notes
– Assessed in public examination with 5-level reporting
as other NSS subjects
• Elective units
– No elective units as compared to 6 originally proposed
– Independent Enquiry Study using elective themes such
as Mass Media & Arts; SBA only
Web-based Resource Platform for all units to be developed from mid2005
15
Liberal Studies (Cont’d)
Use contemporary issues
as a platform to:
• study contemporary
events not covered by
any single disciplines
(Awareness)
• expand knowledge &
perspectives beyond
single disciplines
(Broadening)
• connect knowledge and
concepts across
different disciplines
(Connecting & Critical
thinking)
Chinese
Language
English
Language
X1
Issues in
Liberal Studies
Other Learning
Experiences
X2
X3
Mathematics
Curriculum (10)
Science
• Two approaches:
– Interdisciplinary approach  Science (Integrated)
– Combined approach : take 2 out of the 3 parts selected
from Phy, Chem and Bio curricula
• To get a broad knowledge of science with:
 1 X – Science (Integrated)
 2 Xs – 1 from Phy, Chem or Bio + Science (Combined)
 3 Xs – Phy, Chem and Bio
17
1 subject
Science
2 approaches
4 options
Mode I: (original design)
interdisciplinary
Science (Integrated)
(For students taking one
science subject)
Mode II: (additional design)
Combined
(For students taking
another science subject
including either Biology,
Chemistry or Physics
Science (Physics, Chemistry)
to complement Biology
Science (Biology, Physics)
to complement Chemistry
Science (Chemistry, Biology)
to complement Physics
19
Other Examples of Progression of Studies
English Language
SS3
Elective Part
(25%)
SS2
Compulsory Part
(75%)
SS1
20
Business, Accounting and Financial Studies
SS 1
Exploring
different
inclinations
Elective X
+
BAFS
(Compulsory Part)
+
making informed
decision for
further studies
SS 2 & 3
Engaging in
different areas of
interest
Option 1
BAFS
(Elective Part)
+
other elective
subject(s)
Or
Option 2
BAFS
(Elective Part)
+
COC course(s)
Elective Y
Others
Or
Option 3
COC course(s)
+
other elective
subject(s)
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Example of Induction Programme (before SS2)
Activities
Accounting Module
Business Management Module
Overview of
Elective Part
Overview of Accounting Module
Overview of Business Management
Module
Sample
Lessons
Suggested topics of
Financial Accounting and/or
Cost Accounting
Suggested topics of
Financial Management
Marketing Management, and/or
Human Resources Management
Guest Lectures
/ Seminars
Professionals from accounting
professional organisations or
business enterprises
e.g. financial controller, auditor,
chief accountant, etc.
Entrepreneurs or chief executives
from the business sector
Extra-curricular
activities
Visit to financial institutions or corporations
Focus: accounting, human resources, marketing, …etc.
22
Curriculum (11)
•
•
•
•
•
•
Career-oriented Studies
A variety of course providers, including schools
Quality assurance mechanism by HKCAA for recognition for
further studies or work
Broad comparability between COS courses & HKEAA
subjects
Qualification recognized in SS Student Learning Profile
Additional resources (Diversity Learning Grant)
Some EMI COS for ethnic minorities
•
Special arrangements for students with SEN in ordinary &
special schools
•
Pilot COC & Yi Jin/Secondary School Collaboration Project to
inform the future planning of COS
23
Curriculum (12)
A Continuum of Theoretical and Applied Learning
Core
Chinese
English
Mathematics
Liberal Studies
Elective
Physics
History
etc
Theoretical Learning
HMSC
BAFS
etc
Design
Arts &
Media
etc
Applied Learning
24
Curriculum (13)
Other Languages, PTH & Chinese Culture
 Other languages, e.g. French, German, Japanese
 PTH
- 2 elective modules (普通話傳意和應用,普通話表
演藝術) on PTH in Chinese Language subject for
more capable students to excel
- HKEAA will continue to offer oral & listening test in
both Cantonese and PTH as choices to students
 Strengthening of culture, values & attitudes (e.g.
gender, sustainability, …)
25
Curriculum (14)
Special Education
•
•
•
•
•
•
Students with SEN - 6 years of secondary schooling
Capable students to follow the same student programme
Mentally handicapped (MH) students 10+2 with clear
learning outcomes & assessment standards
Curriculum for MH students to be built on the existing
basic education, EYE experiences, aims of NSS
Discussion with the sector to finalize the way forward by
the year end
Extra funding for special schools and ordinary schools
taking a significant portion of students with SEN
26
Curriculum (15)
Gifted Education
•
•
•
•
•
Stretching the potential of gifted students through a
differentiated curriculum
Working with universities to offer programmes for the
exceptionally gifted in subjects relevant to tertiary
studies and subjects not currently included under NSS
Regional Gifted Education Clusters and teachers’
network in different areas
Standard Referenced assessment to encourage upward
aspirations
Use Diversity Learning Grant
27
2nd Stage of Consultation on
Curriculum & Assessment Frameworks
1) To consult professionals on curriculum &
assessment frameworks
2) To demonstrate exemplars of learning, teaching
& assessment, & other good practice
3) To solicit information on provision of subjects,
needs for professional development
4) To provide early information for school planning
(e.g. overview of Progression of Study for SS1,
SS2, SS3, SBA) & interface matters
5) To establish means for further communication
28
nd
2


Stage of Consultation (Cont’d)
“3+3+4” Report to set further directions
(especially chapters 2-9)
Consultation means (June – Sept 2005)





Web version accessible to the public
Seminars for principals/vice principals &
teachers
Meetings with professional groups & institutions
Questionnaires for schools
E-mail, media, write-ins
29
Managing & Leading Change
•
Critical milestones – certainties &
uncertainties
•
Communication means
-
•
Web bulletin
District focus groups
E-mail
Advisory bodies
Coherence-making: JSEA, Education
regulations/ordinance, MOI
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