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Health Management and Social Care

Appendix 2 Learning and Teaching Resources

Appendix 2

Reference journals

Journal URL as at Oct 2015

British Journal of Social Work http://bjsw.oxfordjournals.org/

International Journal of Social Welfare http://www.blackwellpublishing.com/journal.asp?

ref=1369-6866 Journal of Epidemiology and Community

Health

http://jech.bmjjournals.com/

Social Policy and Society http://journals.cambridge.org/action/displayIssue?

jid=SPS

香港社會工作學報 http://www.worldscinet.com/hkjsw/hkjsw.shtml

Websites

Web resources URL as at Oct 2015

Building a healthy Tomorrow – Discussion Paper on the Future Service Delivery Model for our Health Care System

http://www.fhb.gov.hk/beStrong

Centers for Disease Control and Prevention, USA

http://www.cdc.gov/

The Centre for Health Education and Health Promotion, Faculty of Medicine, The Chinese University of Hong Kong.

http://www.cuhk.edu.hk/med/hep/

Comprehensive Study on the Housing Needs of the Elderly in Hong Kong (Executive

Summary). (2004). Hong Kong Housing Society.

http://www.hkhs.com/eng/info/elderly_housin g.asp

World Health Organization. http://www.who.int

Government and related bodies

Government and related bodies URL as at Oct 2015 Agriculture, Fisheries and Conservation Department http://www.afcd.gov.hk

Auxiliary Medical Service http://www.ams.gov.hk

Centre for Health Protection http://www.chp.gov.hk

Commission on Poverty http://www.povertyrelief.gov.hk

Commission on Youth http://www.coy.gov.hk

Constitutional and Mainland Affairs Bureau http://www.cmab.gov.hk

Department of Health http://www.dh.gov.hk

Education Bureau http://www.edb.gov.hk

Elderly Commission http://www.elderlycommission.gov.hk

Environmental Protection Department http://www.epd.gov.hk Equal Opportunities Commission http://www.eoc.org.hk Food and Environmental Hygiene Department http://www.fehd.gov.hk

Food and Health Bureau http://www.fhb.gov.hk

Home Affairs Bureau http://www.hab.gov.hk

Hong Kong Council on Smoking and Health http://www.smokefree.hk

Hong Kong Housing Authority http://www.housingauthority.gov.hk

Hong Kong Housing Society http://www.hkhs.com

Hospital Authority http://www.ha.org.hk

Government and related bodies URL as at Oct 2015

Labour Department http://www.labour.gov.hk

Leisure and Cultural Services Department http://www.lcsd.gov.hk Occupational Safety and Health Council http://www.oshc.org.hk Radio Television Hong Kong http://www.rthk.org.hk

Social Welfare Department http://www.swd.gov.hk

Women’s Commission http://www.women.gov.hk

Non-governmental organisations

Non-governmental organisations URL as at Oct 2015

Caritas – Hong Kong http://www.caritas.org.hk/

Hong Kong Council of Social Service http://www.hkcss.org.hk Hong Kong Sheng Kung Hui Welfare Council http://www.skhwc.org.hk International Social Service Hong Kong Branch http://www.isshk.org

Oxfam Hong Kong http://www.oxfam.org.hk

Po Leung Kuk http://www.poleungkuk.org.hk

Tung Wah Group of Hospitals http://www.tungwah.org.hk

World Vision http://www.worldvision.org.hk

Glossary

Term Description

Applied Learning (ApL, formerly known as Career-oriented Studies)

Applied Learning (ApL, formerly known as Career-oriented Studies) is an essential component of the senior secondary curriculum. ApL uses broad professional and vocational fields as the learning platform, developing students’ foundation skills, thinking skills, people skills, values & attitudes and career-related competencies, to prepare them for further studies and / or for work as well as for lifelong learning. ApL courses complement 24 senior secondary subjects, diversifying the senior secondary curriculum.

Assessment objectives The outcomes of the curriculum to be assessed in the public assessments.

Co-construction Different from the direct instruction and construction approaches to learning and teaching, the co-construction approach emphasises the class as a community of learners who contribute collectively to the creation of knowledge and the building of criteria for judging such knowledge.

Core subjects Subjects recommended for all students to take at senior secondary level: Chinese Language, English Language, Mathematics and Liberal Studies.

Curriculum and

Assessment (C&A) Guide A guide prepared by the CDC-HKEAA Committee. It embraces curriculum aims / objectives / contents and learning outcomes, and assessment guidelines.

Elective subjects A total of 20 subjects in the proposed new system from which students may choose according to their interests, abilities and aptitudes.

Generic skills Generic skills are skills, abilities and attributes which are fundamental in helping students to acquire, construct and apply knowledge. They are developed through the learning and teaching that take place in different subjects or key learning areas, and are transferable to different learning situations. Nine types of generic skills are identified in the Hong Kong school curriculum, i.e. collaboration skills, communication skills, creativity, critical thinking skills, information technology skills, numeracy skills, problem solving skills, self-management skills and study skills.

Term Description Hong Kong Diploma of

Secondary Education (HKDSE)

The qualification to be awarded to students after completing the three-year senior secondary curriculum 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 Area

(KLA) Organisation of the school curriculum structured around fundamental concepts of major knowledge domains. It aims at providing a broad, balanced and coherent curriculum for all students in the essential learning experiences. The Hong Kong curriculum has eight KLAs, namely, Chinese Language Education, English Language Education, Mathematics Education, Personal, Social and Humanities Education, Science Education, Technology Education, Arts Education and Physical Education.

Knowledge construction This refers to the process of learning in which learners are involved not only in acquiring new knowledge, but also in actively relating it to their prior knowledge and experience so as to create and form their own knowledge.

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

Learning outcomes Learning outcomes refer to what learners should be able to do by the end of a particular stage of learning. Learning outcomes 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 learners should attain after completing a particular key stage of learning and serve as a tool for promoting learning and teaching.

Term Description Learning targets and

learning objectives Learning targets set out broadly the knowledge/concepts, skills, 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 subject in accordance with the broad subject targets at each key stage of schooling. They are to be used by teachers as a source list for curriculum, lesson and activity planning.

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

Other learning

experiences For whole person development of students, ‘Other Learning Experiences’ (OLE) is one of the three components that complement the examination subjects and Applied Learning (formerly named as Career-oriented Studies) under the senior secondary curriculum. It includes Moral and Civic Education, Aesthetics Development, Physical Development, Community Service and Career-related Experiences.

Public assessment The associated assessment and examination system for the Hong Kong Diploma of Secondary Education.

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) Assessments administered in schools as part of the teaching and learning process, with students being assessed by their subject teachers. Marks awarded will count towards students’ public assessment results.

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, hence, is the outcome of a balance between official recommendations and the autonomy of the schools and teachers.

Term Description Standards-referenced

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

Student learning profile It is to provide supplementary information on the secondary school leavers’ participation and specialties during senior secondary years, in addition to their academic performance as reported in the Hong Kong Diploma of Secondary Education, including the assessment results for Applied Learning courses, thus giving a fuller picture of the student’s whole person development.

Values & attitudes Values constitute the foundation of the attitudes and beliefs that influence one’s behaviour and way of life. They help form principles underlying human conduct and critical judgment, and are qualities that learners should develop. Some examples of values are rights and responsibilities, commitment, honesty and national identity. Closely associated with values are attitudes. The latter supports motivation and cognitive functioning, and affects one’s way of reacting to events or situations. Since both values and attitudes significantly affect the way a student learns, they form an important part of the school curriculum.

References

Assessment and Qualifications Alliance. (2000). General national vocational qualification:

Health and social care part one - foundation and intermediate. UK: Assessment and Qualifications Alliance.

Assessment and Qualifications Alliance (2003a). Advanced Subsidiary and Advanced Vocational Certificate of Education: Health and Social Care 2005 Advanced Subsidiary and Advanced. UK: Assessment and Qualifications Alliance.

Assessment and Qualifications Alliance (2003b). General Certificate of Secondary Education: Health and Social Care 2005 (Double Award). UK: Assessment and Qualifications Alliance.

Assessment and Qualifications Alliance. (2003c). General national vocational qualification:

Health and social care 2005 – 6 unit foundation. UK: Assessment and Qualifications Alliance.

Assessment and Qualifications Alliance. (2003d). General national vocational qualification:

Health and social care 2005 – 6 unit intermediate. UK: Assessment and Qualifications Alliance.

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

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

Curriculum Development Council. (1994). Syllabuses for secondary schools - syllabus for home economics (secondary 1-5). Hong Kong: Government Printer.

Curriculum Development Council. (2001). Learning to learn: the way forward in curriculum development: consultation document. Hong Kong: Curriculum Development Council.

Curriculum Development Council. (2002a).Basic education curriculum guide: building on strengths (primary 1 - secondary 3). Hong Kong: Curriculum Development Council.

Curriculum Development Council. (2002b). Arts education key learning area curriculum guide (primary 1 – secondary 3). Hong Kong: Printing Department.

Curriculum Development Council. (2002c). Personal, social & humanities education key learning area curriculum guide (primary 1 – secondary 3). Hong Kong: Printing Department.

Curriculum Development Council. (2002d). Science education key learning area curriculum guide (primary 1 – secondary 3). Hong Kong: Printing Department.

Curriculum Development Council. (2002e). Technology education key learning area curriculum guide (primary 1 – secondary 3). Hong Kong: Printing Department.

Curriculum Development Council. (2009). Senior secondary curriculum guide. Hong Kong:

Education and Manpower Bureau.

Edexcel Foundation. (2000a). Foundation GNVQ Health & social care. UK: Edexcel Foundation.

Edexcel Foundation. (2000b). Intermediate GNVQ Health & social care. UK: Edexcel Foundation.

Education Commission. (2000). Learning for life•learning through life – reform proposals for the education system in Hong Kong. Hong Kong: Printing Department.

Education Commission. (2003). Review of the academic structure of senior secondary education. Hong Kong: Printing Department.

Gardner, H. (1993). Multiple intelligences: the theory in practice. New York: Basic Books.

Ontario Ministry of Education. (2000a). The Ontario curriculum, grade 11 and 12: Health and physical education. Ontario: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2000b). The Ontario curriculum, grade 11 and 12: Social sciences and humanities. Ontario: Queen’s Printer for Ontario.

Queensland Studies Authority. (2004). Health education senior syllabus 2004. Retrieved June 26, 2006, from http://www.qsa.qld.edu.au/yrs11_12/subjects/he/syllabus.pdf Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan,

86 (1), 22-27.

Texas Education Agency. (1998). Texas essential knowledge and skills for health education.

Retrieved June 26, 2006, from

http://www.tea.state.tx.us/rules/tac/chapter115/index.html

Wiggins, G & McTighe, J. (2005). Understanding by design(2nd edition). Alexandria, Va. : Association for Supervision and Curriculum Development

Websites

British Columbia Ministry of Education. Retrieved June 26, 2006, from http://www.gov.bc.ca/

Curriculum Council of Western Australia. Retrieved June 26, 2006, from http://www.curriculum.wa.edu.au/

New Zealand Qualification Authority. Retrieved June 26, 2006, from http://www.nzqa.govt.nz/

Texas Essential Knowledge and Skills for Health Education. Retrieved June 26, 2006, from http://www.tea.state.tx.us/rules/tac/chapter11

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Membership of the CDC-HKEAA Committee on

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