Secondary Curriculum
This chapter explains why and how COS is to be made an integral part of the NSS curriculum. All studies will have both theoretical learning and applied learning components but COS will be characterized by having a heavier emphasis of applied learning to develop the potential and interests of those students who learn better through applying and doing in a practical way. COS will provide such students with some early experience of the field of work and perhaps develop an orientation towards a career. COS can match the interests of students of all abilities.
Original Proposal
5.1 The Main Document invited comments on the proposal that COS be provided alongside other school subjects and learning experiences in the senior secondary curriculum.
5.2 COS is introduced in response to the fact that many students feel constrained by the study of the existing subjects at the senior secondary level, since their individual learning, personal development and needs cannot be fully met by the current learning approaches and their achievements outside these subjects are under recognised. COS aims at offering choices in the curriculum to meet the particular needs, aptitudes and interests of students. It also helps address the issues related to student transition to employment or further studies.
5.3 The current piloting of COC and of the Yi Jin/Secondary Schools Collaboration Project (i.e. school-based PYJ) have established a basis from which we can draw experience from and inform our planning and development of COS in the senior secondary curriculum.
5.4 The pilots are designed to:
develop students’ generic and vocational skills as well as values and attitudes;
be updated regularly to reflect the social, economic and technological development;
cater for the diverse learning needs and interests of students; and
provide a means for students to articulate to post-secondary study in local education/training institutions.
5.5 The COC being piloted since 2003/04 school year covers the following nine areas of studies:
Arts and Media (e.g. Multimedia Game Design)
Business (e.g. Practical and Computerized Accounting for Small and Medium Enterprise)
Design (e.g. Fundamental Fashion and Image Design) Engineering (e.g. Automotive Technology in Practice)
Food Production and Management (e.g. Fundamental Western Food Preparation)
Information Technology (e.g. Computer Networking)
Leisure, Tourism and Hospitality (e.g. Introduction to Leisure and Tourism Studies)
Performing Arts (e.g. Introduction to Theatre Art) Services (e.g. Beauty Therapy)
5.6 The school-based PYJ being piloted since 2004/05 school year is a whole year programme consisting of seven core modules and three elective modules. The core modules cover languages, numeracy, IT and communication skills through
subjects such as Chinese, English I, English II, Mathematics in Practice, IT Application, PTH and Communication Skills. The elective modules comprise a wide variety of subjects to help students acquire practical skills.
5.7 The COS courses will be quality assured by the Hong Kong Council for Academic Accreditation (HKCAA) and the qualification acquired from COS courses will be recognised as part of the Qualifications Framework for articulation to further studies and/or for work.
(A) The Position of Career-oriented Studies in the NSS Curriculum
Support
5.8 The school sector generally welcomes the proposal to provide a diversified pathway for senior secondary students. Based on the results of the questionnaire sent to schools, about 55% of schools have indicated their intention to offer COS courses within the NSS curriculum.
5.9 Parents and the general public also welcome the proposal to meet the diversified learning needs of students. Some parents have found that their children become more motivated to take part in school life through COC.
5.10 Industrial and commercial sectors (e.g. the food industry, the logistics industry, the clothing industry, etc) generally support the proposal, and see it as an opportunity to introduce basic concepts and knowledge about their industries to secondary school students. This was not possible in the past. Such exposure provides students with a clearer picture about possible careers and further study opportunities in the related fields. In the long run, this may help prepare our youngsters to develop skills relevant to work in many different sectors of the economy.
Concerns
5.11 COS is a form of vocational training that is commonly regarded as suitable only for less able students. Such labelling might deter schools from offering COS.
The Way Forward
Curriculum design
5.12 The NSS framework developed in Chapter 3 includes but goes well beyond the kinds of learning and assessment arrangements associated with the current academically oriented examination system. The framework comprises three components: core subjects, elective subjects or other qualifications, including COS, and other learning experiences.
5.13 The success of the “3+3+4” reform depends greatly on the extent to which this new framework is understood, accepted and implemented.
5.14 Most students will typically take 2 to 3 subjects from a total of 20 elective subjects to be examined by HKEAA along with the core studies of Chinese Language, English Language, Mathematics and Liberal Studies. These subjects tend to be of two kinds:
Discipline-based subjects Field/occupation-based subjects
5.15 Subjects such as Physics, Chemistry, Economics, Geography and History are examples of discipline-based subjects that provide entry-points to the stock of human knowledge and give learners foundations for understanding validated and important knowledge.
5.16 Other subjects are not constructed around disciplines but around broader fields of knowledge with stronger component of practical knowledge close to certain occupational areas. This applies to subjects such as Business, Accounting and Financial Studies, Design and Applied Technology, Health Management and Social Care, Home Economics, Information and Communication Technology, and Tourism and Hospitality Studies (see Figure 5.1). These subjects will be publicly assessed in the same way as for all other senior secondary subjects, although some over time may have a larger component of school-based assessment to accord with the practical nature of the learning in these subjects.
Figure 5.1: A Continuum of Theoretical and Applied Learning
Core Chinese
English Mathematics Liberal Studies
Elective
Physics History etc
HMSC BAFS etc
Design Arts &
Media etc
Theoretical Learning Applied Learning
5.17 All students, regardless of their elective choices should have career-related experiences to help prepare them for the world of work and understand it better.
5.18 Choices in COS are available as electives for students of all abilities. It is vital that due recognition of the importance of the COS subjects is given by schools and that students are encouraged and able to select them. These subjects should have a status deemed comparable to the NSS elective subjects and should provide access to multiple progression pathways to further studies and employment. When the Qualifications Framework is fully developed, the completion of a COS subject should lead to the award of a modular qualification recognised under the Qualification Framework. This will provide students with a basis for further learning and progression in their respective career fields.
Rationale of COS: position along the theoretical and applied learning continuum
5.19 The COS is open to students of all abilities to provide an alternative learning experience that complements the NSS subjects. Students with an early career
inclination may find the COS particularly valuable as an induction to the workplace.
5.20 COS is developed in accordance with the principle of curriculum design that there should be a balance of theoretical and applied learning in the school curriculum to enable every student to develop their potential.
5.21 The COC currently being piloted in schools lays heavy emphasis on enabling students to develop skills that will help them adapt to or link studies to a certain profession or vocation, and from there, knowledge and concepts (theoretical learning) required for understanding the practice can be acquired (learning by doing). They serve to enhance the motivation of students who are stronger at acquiring and using practical skills. In the present system, the learning potential of these students is constrained by the strong emphasis on theoretical learning in the existing curriculum.
5.22 During the course of piloting COC and school-based PYJ, evidence has shown that these have a motivating effect on students’ interest and positive attitude in learning other subjects especially those involving generic competencies like languages and mathematics. These in turn help more effective learning in COS. As more than 50% of schools have indicated an interest in COS, it is anticipated that more students will choose subjects in the areas of their strengths and through this become more motivated and confident learners.
5.23 COS will enable students to explore their career aspirations that match their interests and strengths in areas such as design, creative industries, entertainment, performing arts, financial planning, health care, food industry and services industry. They will also help prepare them for post-secondary education in related fields.
5.24 The relevant professions and vocations will benefit from an early exploration and development of potential talents and career interests on the part of students to contribute to the economy and society.
5.25 COS would help develop the potential of students with different inclinations,
talents and interests in learning. Students will benefit from broadening their student programme to accommodate an area of specific interest.
Elements important in the design of COS
5.26 The following elements are seen as important in the design of COS that would develop the potential of students better:
clearly defined competencies related to the professions and vocations;
extensive opportunities to combine workplace experiences with learning in a school setting ;
rich career information and guidance before, during and after COS is taken;
well-organised pathways that connect school education with work and further study;
lateral coherence with other elective and core subjects in NSS and the provision of combinations useful for interfacing with post-secondary education; and
effective institutions and processes in place.
(B) Recognition
Support
5.27 The public welcomes the proposal that COS as elective subjects with comparable status as academic subjects to maximize the learning options of students.
Concerns
5.28 The qualifications acquired by students completing COS courses should be recognised both by the institutions for progression to further studies and by the trade for employment purpose.
5.29 To ensure that COS has a comparable status with other elective subjects in the NSS and to maximize the benefits to students, acceptance by different stakeholders is crucial.
The Way Forward
Accreditation and new qualifications: acceptance by stakeholders in general
5.30 A quality assurance (QA) mechanism will be established in collaboration with the HKCAA to ensure the credibility and recognition of COS qualifications.
5.31 The proposed QA mechanism would be transparent and robust. A pending proposal involves:
An institutional review to ensure the capacity of the institutions in providing courses at the appropriate level and establishing an internal quality assurance system;
Programme validation to ensure course quality and lateral coherence within the NSS Curriculum in terms of the programme design; and
Monitoring of student learning outcomes to ensure the consistency in standards of student learning outcomes across courses and course providers.
5.32 Quality will also be achieved by keeping the number of COS courses and providers within a manageable number. This will assure consistency of standards, allow careful matching of courses to student interest and the needs of economy and society and strengthen resource allocation for effective curriculum development, for establishing appropriate support services, and for the professional development of staff.
Comparability
5.33 The quality assurance process will ensure that the performance outcomes of students in COS can be deemed comparable to other subjects in the NSS.
5.34 For the purposes of facilitating employment and tertiary admission, it is essential that there is broad comparability between COS courses and subjects examined by HKEAA. This can be achieved by
locating COS at appropriate levels within the Qualifications Framework of Hong Kong; and/or
formal processes where the COS award levels are mapped to appropriate levels of the HKDSE.
5.35 In view of the different approaches to teaching and assessment in COS, it is suggested that broad comparability with the subjects to be assessed by HKEAA should be established by expert review of the course objectives and expected learning outcomes using student work and performance.
Senior Secondary Student Learning Profile
5.36 The qualifications gained in COS will be recognised in the Senior Secondary Student Learning Profile, a key part of the NSS curriculum and assessment framework. It is the device for bringing together a range of information including HKDSE results, COS Awards and other achievements, in a way that allows employers and tertiary institutions to have a fuller appreciation of each student’s achievements and potential.
Informing school personnel and parents about COS
5.37 A strategy will be developed to inform principals, career teachers and other staff members of schools and parents about COS, so that they can make informed decisions about what their schools can offer and how they might counsel students.
Admission to further studies – acceptance by post-secondary institutions
5.38 EMB has initiated action to secure recognition of COS. This will involve developing a set of criteria for securing standards comparable to courses delivered at the senior secondary level in general. The criteria will also have
to be seen as relevant to the needs of particular industries. Students who achieve the required standards in accredited courses will be able to use this recognition for articulation to post-secondary institutions. The criteria for maintaining standards and securing recognition will also help facilitate mutual recognition of COS courses amongst providers, and the selection of the appropriate providers for particular COS courses in the long run. This process is well advanced for the pilot of COC and school-based PYJ.
(C) Provision, Funding and Student Choice
Support
5.39 There is support for the expansion of the provision of COS and to give students more opportunities to study them in schools.
Concerns
5.40 There is some concern as to whether COS courses on offer will be sufficiently diverse. There is also concern as to whether the courses will be kept up to date to accord with the changing needs of the economy, society, and the manpower requirements of different industries.
5.41 The COC being piloted is not subsidized by the Government at this time.
Students (and their parents) and schools are expecting additional funding so that more students can benefit from COS courses.
The Way Forward
5.42 It is desirable that students who wish to study COS courses should be able to do so. A system will be established to allow a variety of course providers, including a small number of schools, to participate in offering a spectrum of courses meeting the aptitudes, interests and needs of students, and to ensure continuous updating of the courses to meet the changing needs of the economy and society. The following modes of provision will be used to leverage on
existing strengths of institutions and schools:
External providers may provide courses outside the school premise External providers may provide courses in schools
Teachers as main source of tutors in schools supported by practical or workplaces experiences outside schools
Regional COS centres may be set up using professional/vocational institutions or schools as bases served by one or more of the above modes.
5.43 A Diversity Learning Grant (see also para.11.46 of Chapter 11) will be provided to enable and support schools to allocate resources to offer a diversified curriculum including COS to meet the interests of students.
5.44 The following guiding principles are proposed for further detailed discussion and trialling:
(a) Schools should allocate their resources wherever possible to match their curriculum provision to student interests and aptitude.
(b) No student should be denied the opportunity to study COS due to lack of means.
(c) Schools may wish to develop into centres offering COS courses to neighbouring schools; or form a school cluster to offer a range of COS courses for students from the member schools; or use other innovative plans in offering COS courses to diversify their senior secondary curriculum and maximise the resources available. Schools who are interested may submit plans to EMB outlining their proposals, including current constraints on resource deployment.
5.45 Experiences in the piloting of COC will inform the future use of the proposed Diversity Learning Grant. The key guiding principle under the new senior secondary programme will be that students should be able to access the learning programme which matches their needs and the variety of student learning
programmes should come under the one funding mechanism for the senior secondary.
(D) Support to Students
Support
5.46 Experience in the piloting of COC has shown that careful guidance and counselling can help raise the self-esteem of students, reduce the risk of students pulling out and sustain their motivation in studying, including other subjects.
Concerns
5.47 As the students’ learning experiences in COS are somewhat different from those in conventional curricula, special support to guide students on how best to make choices appropriate to their interests and aptitudes is necessary. Counselling along the way should also be provided.
5.48 Respondents also asked whether the core subjects of Chinese Language, English Language and Mathematics would be geared towards the needs of students with a strong inclination towards studying mainly COS as their elective studies.
5.49 There is some concern as to whether students from non-Chinese speaking ethnic minorities, and those with special educational needs in ordinary schools will also benefit from COS.
The Way Forward
Timing of COS
5.50 In order to give students sufficient time to explore studies that are of practical nature or that may lead to career development, all COS will be offered over two years, starting at SS2 when students are relatively more mature and can make
decisions about the relevance of these courses to their future career orientations.
Encouraging wide exposure of students across KLAs and subjects in SS1 will assist students to make good choices in SS2.
Chinese Language, English Language and Mathematics for COS students
5.51 The NSS curriculum frameworks for Chinese Language, English Language and Mathematics include attention to generic competencies required of all students with different needs, abilities and interests. Students with a strong inclination towards COS can benefit from the learning of Chinese Language, English Language and Mathematics in contexts of close relevance to COS or related fields. One suggestion that was made is to develop elective parts that are professional or vocational in nature in the NSS curriculum of Chinese Language, English Language and Mathematics. Further discussion on this matter is required with stakeholders in the second half of 2005.
Guidance and counselling
5.52 The career guidance teachers will have to face new challenges of multiple responsibilities and keeping themselves abreast with the changes in COS, the economy and society at large. For example, teachers need to assist students to identify their learning needs and interests in the selection of new courses, provide guidance to students to manage their learning and facilitate student learning by creating a supportive learning environment (e.g. school-based enterprises scheme, inviting professionals as mentors).
Medium of instruction
5.53 Most COS courses are offered in Chinese as the medium of instruction with English glossaries relevant to specific professions and vocations. Some COS courses, using English as the medium of instruction, will also be offered to meet the needs of ethnic minority students.
COS students and other learning experiences
5.54 As some of the COS courses may match closely to student activities for other learning experiences (community service, aesthetic and physical activities, career-related experiences), schools and students are encouraged to consider how to make best use of opportunities and space of other learning experiences to enrich their experiences in relevant professions and vocations or develop complementary learning programmes.
Students with special educational needs
5.55 Arrangements will be made for students with special educational needs (SEN) in both ordinary and special schools so that they will have the opportunity to pursue COS.
(E) An Adequate and Competent Teaching Force
Support
5.56 Some teachers expressing support for COS also indicated that they would need relevant professional development opportunities so that they could take up the teaching of COS in the future.
Concerns
5.57 Some respondents were worried that external providers might not have the capacity to provide all COS needed by schools.
5.58 Teachers express concern as to whether there will be enough professional development opportunities for instruction in COS, and whether they will be given time-off to take longer courses and undertake attachments to specific trade or industries.