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Curriculum Content

A. The Compulsory Part Reference Books

1. Bryant, R., and O’Hallaron, D. (2015). Computer systems: a programmer’s perspective (Third edition). USA: Prentice Hall.

2. Comer, D. (2014). Computer networks and internets (Sixth edition). USA: Prentice Hall.

3. Gralla, P. (2006). How the internet works (Eighth edition). USA: Que.

Websites

1. Bynum, T. (2008). Computer and Information Ethics. Retrieved 12 August, 2015 from http://plato.stanford.edu/entries/ethics-computer/.

2. Moceyunas, A. (2002). On-line privacy: the push and pull of self-regulation and

law. Retrieved 12 August, 2015 from

http://www.moceyunas.com/html/privacy.html.

B. The Elective Option - Databases Reference Books

1. Auer, D. and Kroenke, D. (2013). Database processing (Thirteenth edition). USA:

Prentice Hall.

2. Coronel, C, Morris, S. and Rob, P. (2012). Database systems: Design,

implementation and management (Tenth edition). USA: Course Technology.

Websites

1. Art Branch, Inc. (2004). SQL tutorial - Learn SQL. Retrieved 12 August, 2015 from http://www.sql-tutorial.net.

2. Chapple, M. (2015). Database normalization basics. Retrieved 12 August, 2015 from http://databases.about.com/od/specificproducts/a/normalization.htm.

C. The Elective Option - Web Application Development Reference Books

1. Nixon, R. (2018). Learning PHP, MySQL & JavaScript: With jQuery, CSS &

HTML5 (Fifth edition). USA: O'Reilly Media.

2. Pascarello, E. (2004). JavaScript: Your visual blueprint for building dynamic web pages (Second edition). USA: Wiley Publishing, Inc.

3. Robbins, J. (2018). Learning web design: A beginner's guide to HTML, CSS, JavaScript, and web graphics (Fifth edition). USA: O'Reilly Media.

Websites

1. Refsnes Data. (2015). HTML tutorial. w3schools. Retrieved 12 August, 2015 from http://www.w3schools.com/html/default.asp.

https://www.learn-php.org/.

3. Reiter, R. (no date). learn-js.org. Retrieved 26 September, 2019 from https://www.learn-js.org/.

D. The Elective Option - Algorithm and Programming Reference Books

1. Shaw, Z. (2014). Learn Python the Hard Way: A Very Simple Introduction to the Terrifyingly Beautiful World of Computers and Code (Third edition). USA:

Addison-Wesley Professional.

2. Zak, D. (2015). An Introduction to Programming with C++ (Eighth edition). USA:

Cengage Learning.

Websites

1. Larson, Q. (no date). freeCodeCamp. Retrieved 26 September, 2019 from https://guide.freecodecamp.org/.

2. Reiter, R. (no date). learnpython.org. Retrieved 26 September, 2019 from https://www.learnpython.org/.

3. Saliba, V. J. (no date). Pascal-Programming.info. Retrieved 26 September, 2019 from http://www.pascal-programming.info/index.php.

Glossary

Term Description

Applied Learning (ApL) ApL is an integral part of the senior secondary curriculum.

Students at all ability levels could take ApL courses as elective subjects. The design principles of ApL courses are the same as those of other school subjects, focusing on the development of knowledge, generic skills, values and attitudes. Through application and practice, ApL aims to provide learning experiences in professional and vocational contexts for students to understand fundamental theories and concepts, develop beginners’ skill set and generic skills, and explore career aspirations and orientation for lifelong learning. A flexible combination of ApL courses with core subjects, elective subjects and Other Learning Experiences broadens students’ learning experience and enhances diversification within the senior secondary curriculum for holistic learning.

Assessment Objectives The outcomes of the curriculum to be assessed in the public assessment.

Co-construction The approach of “learning and teaching as co-construction” is different from direct instruction and enquiry learning.

Co-construction emphasises the learning community formed by both teachers and students in the learning process and the joint participation of both parties. This process contributes to the general building up of knowledge.

Core Subjects Subjects recommended to all students to take at senior secondary level: Chinese Language, English Language, Mathematics and Citizenship and Social Development.

Curriculum and

Assessment (C&A) Guide

A guide prepared by the CDC-HKEAA Committee. It comprises curriculum aims/objectives/contents and learning outcomes, and assessment guidelines.

Elective Subjects They include a total of 20 senior secondary subjects, a wide range of Applied Learning courses and six Other Languages in the senior secondary curriculum from which students may choose to develop their interests and abilities. They open up a number of pathways for further study and careers.

Generic Skills Introduced in 2001, the nine generic skills are refined in 2017.

The refined generic skills include Communication Skills, IT Skills, Mathematical Skills, Self-management Skills, Self-learning Skills, Collaboration Skills, Critical Thinking Skills, Creativity and Problem Solving Skills. According to their nature, the generic skills are grouped under three categories:

“basic skills”, “thinking skills” and “personal and social skills”,

Term Description

and are refined to promote their integrative use, such as collaborative problem solving and holistic thinking.

Hong Kong Diploma of Secondary Education (HKDSE)

The HKDSE is the qualification awarded to students after completing the three-year senior secondary curriculum (implemented since 2009) and taking the public assessment.

Internal Assessment This refers to the assessment activities that are conducted regularly in school to assess students’ performance in learning.

Internal assessment is an inseparable part of the learning and teaching process, and it aims to make learning more effective.

With the information that internal assessment provides, teachers will be able to understand students’ progress in learning, provide them with appropriate feedback and make any adjustments to the learning objectives and teaching strategies they deem necessary.

Key Learning Areas (KLA)

It is a way of organising the school curriculum around fundamental concepts of major knowledge domains. It aims at providing a broad, balanced and coherent curriculum for all students through engaging them in a variety of essential learning experiences. The Hong Kong school curriculum encompasses eight KLAs, i.e. Chinese Language Education (CLE), English Language Education (ELE), Mathematics Education (ME), Personal, Social and Humanities Education (PSHE), Science Education (SE), Technology Education (TE), Arts Education (AE) and Physical Education (PE).

Learner Diversity (LD) It refers to the variations in learning ability and outcomes among students receiving the same instruction. Their differences may be due to divergence in abilities, motivation, interests, socio-economic backgrounds, etc. Teachers may differentiate their instruction and flexibly group the students to turn LD into new learning opportunities in the classroom.

Learning Community It refers to a group of people who have shared values and goals, and work closely together to generate knowledge and create new ways of learning through active participation, collaboration and reflection. In the school context, a learning community may involve not only students and teachers, but also parents and other parties.

Learning Outcomes Learning outcomes refer to what students are expected to master by the end of a particular stage of learning. They are developed based on the learning targets and objectives of the curriculum for the purpose of evaluating learning effectiveness. Learning outcomes also describe the levels of performance that students should attain after completing a particular key stage of learning.

Term Description

Learning Objectives values and attitudes that students need to learn and develop.

Learning objectives define specifically what students should know, value and be able to do in each strand of the KLA/subject in accordance with the broad targets at each key stage. They are to be used by teachers as a checklist for curriculum, lesson and activity planning.

Level Descriptors A set of written descriptions that describes what the typical candidates performing a certain level is able to do in public assessments.

Public Assessment The associated assessment and examination system for the HKDSE.

SBA Moderation Mechanism

The mechanism adopted by HKEAA to adjust SBA marks submitted by schools to iron out possible differences across schools in marking standards and without affecting the rank order determined by the school.

School-based Assessment (SBA)

SBA is administered in schools as part of the learning and teaching process, with students being assessed by their subject teachers. Marks awarded will be counted towards students’

results in the local public examinations conducted by the HKEAA.

School-based curriculum Schools and teachers are encouraged to adapt the central curriculum to develop their school-based curriculum to help their students achieve the subject targets and overall aims of education.

Measures may include readjusting the learning targets, varying the organisation of contents, adding optional studies and adapting learning, teaching and assessment strategies. A school-based curriculum is therefore the outcome of a balance between official recommendations and the autonomy of the schools and teachers.

Standards-referenced Reporting (SRR)

SRR is a reporting system adopted in the HKDSE Examination.

Candidates’ performance is reported in terms of levels of performance matched against a set of standards.

Term Description Student Learning Profile

(SLP)

SLP is the supplementary information built up by senior secondary students to reflect their learning experiences in life-wide learning and achievements, in addition to their academic performance in the HKDSE Examination. SLP includes the following:

 Academic performance in school

 Other Learning Experiences

 Awards/achievements gained outside school

 Student’s self-account (e.g. learning experiences, career goal setting)

Information in SLP could be considered in students’ application for further study and recruitment.

Values and Attitudes Values and attitudes are generally referred to as one but carry different meanings.

Values indicate how one assigns different values to and affect his/her understanding and judgment of thing. Nurturing positive values in students enables them to understand and judge right from wrong, analyse and evaluate an event or an issue with positive values as the foundation, and have the courage to act according to the values for the well-being of the community, the nation and the world.

Attitudes are one’s perception and position on things, which have a critical influence on his/her behaviour. Developing students’

positive attitudes towards life helps them face the challenges and adversities of life with an optimistic and positive attitude, and treat people and things around with an appreciative and receptive mind.

References

Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk (Third edition).

York: Dislogos.

Black, P., and William, D. (1998a). Assessment and classroom learning. Assessment in Education, 5 (1), 7-74.

Black, P., and William, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, October, 139-148.

Curriculum Development Council. (2001). Learning to learn – The way forward in curriculum development. Hong Kong: The Printing Department, HKSAR Government.

Curriculum Development Council. (2002). Basic education curriculum guide (Primary 1 to Secondary 3). Hong Kong: The Printing Department, HKSAR Government.

Curriculum Development Council. (2017). Secondary Education Curriculum Guide. Hong Kong.

Curriculum Development Council. (2017). Technology education key learning area curriculum guide (Primary 1 to Secondary 6). Hong Kong.

Education Department. (2000). Information technology learning target: A guideline for schools to organize teaching and learning activities to develop our students’ capability in using IT. Hong Kong: The Printing Department, HKSAR Government.

Education and Manpower Bureau. (2005). The new academic structure for senior secondary education and higher education – Action plan for investing in the future of Hong Kong.

Hong Kong: The Government Logistics Department, HKSAR Government.

Hong Kong Examinations and Assessment Authority. (2001). Hong Kong Advanced Supplementary Level Computer Applications examination paper. Hong Kong: The Printing Department, HKSAR Government.

Hong Kong Examinations and Assessment Authority. (2004). Hong Kong Advanced Supplementary Level Computer Applications examination paper. Hong Kong: The Government Logistics Department, HKSAR Government.

Hong Kong Examinations and Assessment Authority. (2005). Hong Kong certificate of education Computer and Information Technology examination paper. Hong Kong: The Government Logistics Department, HKSAR Government.

Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86 (1), 22-27.

Watkins, C. (2005). Classrooms as learning communities. What is it for schools? London and New York: Routledge.

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