BAFS Curriculum Planning in LKK Secondary School Background

LKK secondary school plans to offer a broad and diversified senior secondary curriculum to their students. The student programme comprises core and elective subjects, and ApL course(s). The school provides a wide spectrum of subjects to enable students to make informed decisions about further studies. Students are encouraged to take more subjects than the number of examination subjects recommended (six to seven) to explore their interests at S4 before they make decisions about S5 and S6.

BAFS is one of the elective subjects included in LKK’s senior secondary curriculum. The compulsory part of BAFS provides students with a holistic foundation in business at S4.

They may choose to continue their studies in business through the elective part of the BAFS or select other learning options to meet their needs.

Progression at senior secondary level

Level Study Options

S5

&

S6

Chinese Language, English Language,

Mathematics, Liberal Studies

Option 1 Option 2 Option 3

BAFS X2 (X3) or BAFS Business - related ApL course

(X2) or etc.

Induction Programme

S4

Chinese Language, English Language,

Mathematics, Liberal Studies

BAFS X2 (X3) (X4)

Core Subjects Elective Subjects

( ) optional

Rationale

- To provide a flexible senior secondary curriculum framework to cater for the diverse learning needs of students

- To provide students with a macro view of business at S4 so that they can make informed decisions about their further studies in S5

3.4 Curriculum Management

The following are some major considerations when making decisions on how to manage the curriculum more effectively:

3.4.1 Understanding the curriculum and student needs

A thorough understanding of the positioning, rationale, aims, learning targets, key concepts and critical features of the BAFS curriculum among the teachers concerned will greatly enhance the effectiveness of learning. Under the leadership of the BAFS panel chairpersons, teachers can collaborate in the planning of lessons/functions/events and share their expertise in designing a wide range of meaningful and authentic learning and teaching activities using the school and the community context as a business setting. This will motivate and encourage students to study and apply their knowledge and skills to solve problems and try out new ideas.

To prepare students for the transition from junior secondary to senior secondary BAFS, schools may offer ‘taster’ junior secondary business education modules (i.e. Module K7, E4 and E5) under the Technology Education Key Learning Area (TE KLA) Curriculum to give students an idea of what the subject is about. Various study options should be provided for students after they complete the compulsory part of BAFS (refer to Section 3.3.7: examples of curriculum planning).

3.4.2 Roles of curriculum leaders

For effective learning and teaching, school heads, TEKLA co-ordinators/BAFS panel chairpersons and teachers, who are change agents for implementing the BAFS curriculum, must cooperate in the planning, development and management of the school-based BAFS curriculum.

School heads are expected to direct the planning of the whole-school curriculum and assessment policies based on the needs of their students and the strengths of their school and teachers. They should set priorities for development, and steer the transition to the curriculum framework in phases and by levels. Effective communication with all the parties concerned, such as Key Learning Area co-ordinators/subject panel chairpersons, teachers, parents and students is vital for successful implementation of curriculum change.

The TEKLA co-ordinator/BAFS panel chairperson is expected to lead and guide panel members to review their practices regularly, and focus on how student learning can be improved through changes in pedagogy. They should help to ease teachers’ worries, share knowledge with them, clarify their misconceptions and support them in coping with change.

BAFS teachers should take on the roles of curriculum leaders by initiating innovative curriculum practices. As their work has a direct impact on the quality of student learning, they are also expected to keep abreast of the latest developments in the subject, and develop and try out new learning and teaching strategies, assessment modes, and curriculum design and organisation; and they can foster the development of a learning community to establish a platform for continuous improvement.

3.4.3 Managing change

The implementation of the BAFS curriculum should take into consideration the formal curriculum, induction programmes, life-wide learning activities and assessment activities.

Schools are also encouraged to develop a school-based business curriculum, make effective use of learning and teaching resources, and deploy appropriate teaching staff to support the delivery of the curriculum. Reference should be made to Booklets 2, 3 and 4 of the Secondary Education Curriculum Guide (CDC, 2017) for more comprehensive coverage of this area.

3.4.4 Resources management

Schools are expected to optimise the use of their facilities and resources. They need to coordinate the utilisation of their IT resources within and among different subjects. Since the use of IT complements the learning of BAFS, schools may arrange appropriate lesson times and/or time slots after school hours for students to use the IT facilities.

3.4.5 Planning for effective progression

Students should be given opportunities to experience business education at junior secondary level through different modes of learning for effective transition to the BAFS curriculum. It is essential that schools deploy their teaching force well, based on their strengths, academic backgrounds and work experience. Schools may establish a business education team led by a panel chairperson to monitor the progress and development of their school-based business curriculum.

3.4.6 Capability building and professional development

It is important for schools to develop a culture of lifelong learning in which teachers recognise the importance of enhancing their professional competencies through continuing professional development. Schools are encouraged to formulate staff development plans so that teachers are fully prepared for the implementation of the BAFS curriculum and assessment framework in schools.

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