Appendix 2
the homepage access is available to such areas as the operation, interface, sensor, software and vendor.
5. Reading to Learn
http://resources.edb.gov.hk/physics/index_e.html
The Enhancing Science Learning through Electronic Library provides physics teachers with resources for promoting reading to learn. Essays from local physicists are provided both in English and Chinese versions. These essays cover a wide range of subject areas that will lead students to interesting reading on bridges, buildings, integrated circuits, lasers, microwaves, laser speed detection, telecommunication, solar power, smart materials, binary stars, and others. This website is full of links that will lead teachers and students to extensive reading materials. Follow-up activities and suggested teaching activities are provided so that many readers can make use of it.
6. Glossary in Physics
http://cd1.edb.hkedcity.net/cd/science/glossarysci_eng.html
This website provides an interactive web-based platform for teachers and students to find English-Chinese glossary of terms commonly used in the teaching of physics in secondary schools. Key words search is offered.
7. Subject web-site in HKEdCity – Physics http://iworld.hkedcity.net/physics
This website offers a platform to share teaching ideas, mock examination tests, lesson plans, laboratory activities, video clips and photos among physics teachers. Under
“Share Resources Section”, there are 14 folders offering interesting and useful resources for download. For example, selecting the link to project work one will find archives of information on the preparation and construction of a water rocket. The website also posts news, forum, useful links and teacher training programs for teachers.
8. Energy Efficiency
http://www.hk-phy.org/energy/index_e.html
This site provides a very comprehensive information related to (1) power production, (2) domestic energy efficiency, (3) commercial/industrial energy efficiency and (4) alternative sources of energy to support the “Energy and Use of Energy” of the Elective Part in the Physics Curriculum. Worksheets, video clips and Flash animation programmes are provided for registered users. It also includes an interactive e-learning platform to foster cyber-learning for energy and use of energy.
9. Writing and Application of Physics Specific Genres http://edb.hkedcity.net/phygenres/en/index.htm
This website contains notes on genres, instructional design, on-line interactive exercises and relevant reference materials of the commonly-used physics specific genres. Teachers can make use of these materials to teach students the physics specific genres and ultimately help them improve their writing skills in physics.
Chemistry Resources
Title Category Year of
Production 1. Chemistry Cliparts
http://cd1.edb.hkedcity.net/cd/science/chemistry/zipfile/clipart.zip
Computer Software
1999
2. Pronunciation of Chemical Terms
http://cd1.edb.hkedcity.net/cd/science/chemistry/resource/reference/rc3.html
Website 1999
3. Online Glossary of Chemical Terms
http://cd1.edb.hkedcity.net/cd/science/glossarysci_eng.html
Website 1999
4. Inquiry-based Chemistry Experiment Booklet 2002
5. Chemistry Animations
http://cd1.edb.hkedcity.net/cd/science/chemistry/resource/animations/
index.htm
CD ROM
& Website
2003
6. Reactions of Metals
http://cd1.edb.hkedcity.net/cd/science/chemistry/resource/reactions/main.html
CD ROM
& Website
2003
7. Exemplars of Learning Materials for S4-5 Chemistry Booklet 2003 8. Nomenclature of Organic Compounds
http://cd1.edb.hkedcity.net/cd/science/chemistry/resource/naming/intro.htm
CD ROM
& Website
2004
9. Resource book for sixth-form practical chemistry Booklet 2004 10. Exemplars of Learning and Teaching Activities for the Sixth Form
Chemistry Curriculum
Booklet 2005
11. Visualizing Chemistry
http://cd1.edb.hkedcity.net/cd/science/chemistry/resource/VC/index.html
CD ROM
& Website
2006
12. Investigative Study in Chemistry – Exemplars of Learning and Teaching Activities
Booklet 2009
13. Promoting the Quality of Chemistry Learning with Active Reading and Writing Tasks – Exemplars of Learning and Teaching
Activities
http://cd1.edb.hkedcity.net/cd/science/chemistry/zipfile/active_rw.zip
Booklet &
CD ROM
2008
14. Writing with Chemistry Specific Genres
http://ifile.hkedcity.net/1/001/926/genre/guides-e.html
Booklet &
Website
2012
Title Category Year of Production 15. Chemistry Experiment Techniques
http://minisite.proj.hkedcity.net/chemtech/eng/index.html
Website 2013
16. Safety in Science Laboratories Booklet 2013
Biology Resources
Title Category Year of
Production
1. Cells and Cellular Processes CD-ROM 2008
2. Curriculum Resources for Infusing Ideas about Nature and History of Biology and Scientific Inquiry into the Learning and Teaching of the Senior Secondary Biology Curriculum
Folder &
CD-ROM
2009
3. Curriculum Resources for Infusing Science –
Technology – Society – Environment Connections into the Learning and Teaching of the Senior Secondary Biology Curriculum
Folder &
CD-ROM
2009
4. Learning and Teaching Resources for Senior Secondary Biology Curriculum: Problem-based Learning
Folder &
CD-ROM
2009
5. An English-Chinese Glossary of Terms Commonly Used in the Teaching of Biological Sciences in Secondary Schools
http://cd1.edb.hkedcity.net/cd/science/glossarysci.html
Online 2007
6 Combined Science (S4-6) (Biology Part) Curriculum Supplementary Document
http://www.edb.gov.hk/en/curriculum-development/kla/
science-edu/ref-and-resources/biology.html
Online 2014
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 subjects, diversifying the senior secondary curriculum.
Assessment objectives The outcomes of the curriculum to be assessed in the public assessment.
Biliterate and trilingual Capable of reading and writing effectively in Standard Written Chinese, English and to use Cantonese, Putonghua and spoken English. The language education policy of Hong Kong is to enable the Hong Kong students to become biliterate (in written Chinese and English) and trilingual (in Cantonese, Putonghua and spoken English).
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, curriculum organisation, curriculum planning, learning and teaching, and assessment.
Term Description
Curriculum interface Curriculum interface refers to the interface between the different key stages/educational stages of the school curriculum (including individual subjects), e.g. the interface between Kindergarten and Primary; Primary and Secondary; and Junior Secondary and Senior Secondary. The Hong Kong school curriculum, made up of eight key learning areas (under which specific subjects are categorised), provides a coherent learning framework to enhance students’ capabilities for whole-person development through engaging them in the five essential learning experiences and helping them develop the nine generic skills as well as positive values and attitudes. Thus when students move on to senior secondary education, they will already have developed the basic knowledge and skills that the study of various subjects requires.
When designing the learning and teaching content and strategies, teachers should build on the knowledge and learning experiences students have gained in the previous key stages.
Elective subjects A total of 20 subjects in the proposed 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, mathematical skills, problem solving skills, self-management skills and self-learning skills3.
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.
3 "Mathematical Skills” and “Self-learning Skills” have been referred to as “Numeracy Skills” and “Study
Term Description
Key learning areas (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 differences This refers to the gaps in learning that exist in the learning process. Catering for learning differences does not mean rigidly reducing the distance between the learners in terms of progress and development but making full use of their different talents as invaluable resources to facilitate learning and teaching. To cater to learners’ varied needs and abilities, it is important that flexibility be built into the learning and teaching process to help them recognise their unique talents and to provide ample opportunities to encourage them to fulfil their potential and strive for achievement.
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 diversity Students are individuals with varied family, social, economic and cultural backgrounds and learning experience. They have different talents, personalities, intelligence and interests. Their learning abilities, interests and styles are, therefore, diverse.
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.
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