Curriculum Development Council Committee on Applied Learning
Stage 3: Assessment and Moderation
5.6 Respect for others and for law and authority, such as
recognising the right of everybody to feel valued and be safe, and achieving a balance between rights and obligations
- Respect diversity in the workplace when working with customers
- Be aware of the effects of personal beliefs and attitudes on decision-making
- Understand various legal and ethical issues related to design activities, such as plagiarism, appropriation, data privacy, intellectual and cultural property and copyright
Annex B
Applied Learning Curriculum Framework
Focus: Media and Communication
Applied Learning – Media and Communication
Applied Learning courses in Media and Communication focus on the application of different media in the communication of ideas and messages to different target audiences. Media can include print media, such as posters, books and newspapers, and non-print media, such as the Internet, films, television and radio.
In the context of Applied Learning, students studying courses in Media and Communication have opportunities to acquire basic knowledge and skills, as well as the concepts, ethics, values and attitudes which characterise Media and Communication. Students learn to understand what constitutes innovation and creativity, appreciate the importance of originality and respect copyright and intellectual property. The courses also help develop their sense of social responsibility and entrepreneurship.
The courses cover the cultural dimensions of communication and the importance of balancing the public’s right to know, with the rights of individuals and organisations to privacy. This balance must also include the obligation of governments to protect public interest.
Curriculum Components Area Specific Examples 1. Career-related Competencies
1.1 Understanding the context of the course within the wider area of studies
1.1.1 Cluster of professions/
trades/industries related to the course
Contexts could include but are not limited to:
- films, television and broadcasting studies, where students learn how to formulate and convey concepts through visual objects, moving images or sound (via film, television, video, radio and digital media)
- news media, where students collect, analyse and verify information, before writing, editing, reporting or presenting in print, on television or radio, online or in other new media formats
- radio and television production, where students learn about various kinds of programmes in audio-visual channels. It covers planning, research, analysis, production, promotion and programming - public relations and advertising, where
students identify target audiences, plan marketing strategies (which may involve research analysis and media relations), and design and develop an advertising campaign to fit the strategies
1.1.2 Future global and local outlook
The economic and educational development of society coupled with rapid development of technologies mutually reinforce the ever-growing demands and the market for media production globally and locally
1.1.3 Beginners’ skill set to facilitate entry to further studies and/or work
The intense competition of the media market and debate on social and political issues place high importance upon critical thinking skills.
Students will be able to:
- understand the media ethics involved in the disclosure and free flow of information, the core values of honesty and fairness, and the respect for confidentiality, privacy, copyright and intellectual property, etc
- understand the specialised terms and language used in the media industry, and
Curriculum Components Area Specific Examples
use them during discussion, presentation and project work
- communicate effectively with parties within and outside the production team - apply skills of sensitivity and observation
towards people, issues and events
- understand the relationship between the media, media products and society in the past, present and future
- analytically and critically appraise historical events and current issues
- create, produce and disseminate ideas to the public through different media platforms
- develop the skills to operate as an effective member of a production team - explore the aptitudes and abilities
required in selected career clusters in media and communication, and develop a personal roadmap to articulate to different levels of qualifications
1.1.4 Foundation knowledge developed in junior secondary education and Secondary 4
Building upon the foundation acquired in:
- Technology Education, such as information processing, editing and transforming
- Personal, Social & Humanities Education, such as self development, the impact of man upon the environment, society and culture, and the meaning of citizenship - Science Education, such as the
underpinning and unifying concepts of scientific enquiry
- Chinese Language/English Language Education, such as the capability to acquire, develop and apply languages to communicate with others
- Mathematics Education, such as number and algebra, measures, shape and space, and data handling
- Arts Education, such as lines, space, colour, two-dimensional graphics, three-dimensional forms; the main forms of classical and popular music; and the production of music and lyrics
1.1.5 Possible further study and career pathways
films, TV and broadcasting studies
- post-secondary courses in screen studies, film making, creative arts, digital arts
- career development: film director, film script writer, assistant director, television
Curriculum Components Area Specific Examples
producer, production assistant, post production assistant, studio producer, electronic technician, camera operator, software applications support specialist, machine room assistant, reviewer and film critic
news and media
- post-secondary courses in journalism, creative writing, cultural studies, communication studies
- career development: journalist, editor, news anchor, programme host, historian, writer, interviewer, book editor, magazine writer and editor, publication manager, co-ordinator in business and government, corporate communications manager, broadcast news analyst
radio and television production
- post-secondary courses in radio, television and film studies, screen studies,
broadcasting, programme/event management
- career development: programme host, researcher, production assistant, stage manager, television/radio/film producer, director
public relations and advertising
- post-secondary courses in advertising, public relations, marketing, strategic planning, business studies, humanities, communication, telecommunications - career development: marketing assistant,
advertising co-ordinator, media buyer, public relations officer, media consultant, media account executive, media researcher, advertising product designer, communication trainer, speech writer, event planner, public relations consultant, campaign planner
1.1.6 Relations with core
subjects and other elective subjects
enhancing and enriching, e.g.
- Media and Communications provide a platform to use and enhance the skills and techniques acquired in Information and Communication Technology, such as applying foundation skills and knowledge in information technology to production
Curriculum Components Area Specific Examples and post production processes cross-fertilisation, e.g.
- applying knowledge and skills from Chinese Language/English Language, such as choosing the right vocabulary for a particular audience, and phrasing a message, to an Applied Learning course in radio host presentation skills, consolidating language proficiency in both subjects
expanding horizons, e.g.
- courses in Media and Communication can enhance the all-round development of students taking Science or Humanities by broadening their views and helping them explore their aptitudes and different intelligences
consolidating and synergising students’
studies, e.g.
- students undertake an in-depth study into a topic/domain of their own choice, which is not limited to the area or any area(s) of Applied Learning, where they have the opportunity to draw upon and integrate the knowledge and skills acquired and developed in their prior learning
1.1.7 Relations with other areas of studies/courses of Applied Learning
Applied Learning courses in Media and Communication can be enriched by the knowledge and skills from other areas of studies, and vice versa. For instance, the other five areas of studies can:
- provide content for the creation of media products
- provide complementary knowledge, such as the concept of customer orientation from Services, the spirit of innovation from Creative Studies, the management and legal principles from Business, Management and Law, and logical thinking from Applied Science
Curriculum Components Area Specific Examples
1.2 Understanding and interpreting workplace requirements through practising the basic skills in an authentic or near authentic environment
1.2.1 Practice learning within at least one representative domain related to the course
Students are given hands-on experiences in an authentic or near authentic environment to explore at least one activity, product or service in depth. For example,
- students can apply the knowledge and skills acquired in film studies to video programming or web advertising
1.2.2 Experiencing workplace requirements through practice
There are professional requirements for various aspects of Media and Communications, e.g.
- the technical requirements for audio and video recording, and professional scripting for creating a storyboard
1.2.3 Acquiring the knowledge and skills essential to enable further learning within the area
Students should be able to:
- explore career opportunities across a variety of local and regional media organisations
- communicate effectively in diverse social and media settings
- apply research, critical thinking, and self-reflection skills
- use basic media tools, e.g. camera, sound tape, lighting equipment, editing facilities 1.2.4 Transferring learning to
unfamiliar situations within related domains
Media products are multi-disciplinary.
Students should be able to transfer their learning from one medium (e.g. radio) to another (e.g. the Internet)
1.3 Developing and applying conceptual, practical and reflective skills to demonstrate entrepreneurship and innovation
Through elective studies, case studies, project, etc, some students, with the support of tutors, may be able to demonstrate their learning beyond the level of information, knowledge and skill development to the level of conceptualising and meta-understanding, by drawing upon and integrating their learning across the curriculum and applying it to solve daily problems.
For example, students can apply the knowledge and skills involved in effective communication to organise a school-based activity such as celebration of school anniversary or school cleaning campaign. In the process, students:
identify target participants (e.g. junior or senior form students)
consider factors such as the age group, family background, historical background of the school and the cultural characteristics of the participants
identify the theme of the activity and match it with other factors
Curriculum Components Area Specific Examples
highlight main issues involved in the theme and disseminate them through different channels (e.g. leaflets, posters, campus TV, school intranet)
highlight key messages and create a conducive atmosphere for the activity using multiple media platforms in an effective and responsible manner
1.3.1 Transferring learning to new environments
Students should be able to transfer their knowledge and skills from media industry to new situations and contexts
- e.g. learning derived from the analysis of target audiences and positioning in film studies can be applied to designing promotion messages to create demand for a new product in the existing market 1.3.2 Demonstrating the
understanding of key issues in a chosen domain, including cultural aspects
Students learn to be sensitive to people and to current and controversial issues in society.
Students learn to observe trends and make use of this observation skill to predict future trends with regard to particular issues
1.3.3 Discussing the global and local environment in that particular domain
The advance in technology of the Internet has reduced the barriers of language, time, race and space to create an expanding market for all kinds of media products. Students can analyse and compare issues and their impact in different countries
1.3.4 Suggesting and illustrating opportunities for learning, development, etc related to the course
For example, students can be encouraged to:
- build up their personal networks and strategic relationships both inside and outside their community
- gather crucial information to produce specialised media material, such as news, feature stories and press releases
- demonstrate basic skills involved in writing, announcing, producing and staging for print, television, radio and online media
- transfer critical thinking and analytical skills from the media industry to analysis of current issues
Integration of foundation skills, thinking skills, people skills, and values and attitudes through application in career competencies related to Media and Communication
Curriculum Components Area Specific Examples (Optional) 2. Foundation Skills
2.1 Communication skills (including languages), such as understanding, developing and communicating ideas and information and interacting with others
- Communicate in a clear, courteous, concise, complete and concrete way, appropriate to the purpose and audience, through spoken, written and graphical means of expression, such as
preparing press releases and public service announcements
preparing documentaries using audio-visual effects and digital imaging
researching, analysing and preparing an oral presentation/written report on marketing options for a target audience
2.2 Mathematical skills, such as integrating and applying numerical and spatial concepts and techniques
- Apply mathematical knowledge in analysing, interpreting and presenting data collected from different sources for tasks, such as defining the market share for print media
- Calculate and compare the budget, cost, and profit/loss of a special project
2.3 Information technology skills, such as using and adapting technologies
- Use software effectively to communicate, access and transfer information
- Use different peripherals, hardware and media-related technology
3. Thinking Skills 3.1 Problem-solving and
decision-making skills, such as identifying problems and providing appropriate solutions, taking into consideration social,
economic and technological developments
- Anticipate potential problems in a media production and provide measures or a contingency plan to alleviate their impact
- List the characteristics of a target audience and prepare instant remedies for mistakes or defects in live shows or phone-in programmes
3.2 Analytical skills, such as recognising when and what information is needed,
locating and obtaining it from a range of sources and evaluating, using and sharing it with others
- Critically analyse current issues by linking them to their historical causes - Apply the conventions and styles
appropriate to selected audiences
- Conduct market analysis on existing and potential customers
- Conduct competitive analysis on similar products
Curriculum Components Area Specific Examples (Optional) 3.3 Creative thinking skills,
such as visualising consequences, thinking laterally, recognising
opportunities and potential, testing multiple options, and engaging with the artistic, cultural and intellectual work of others
- Adopt creative approaches to generate high impact products and disseminate messages to the public
- Predict future trends in social, economic, political, cultural and environmental issues
3.4 Understanding interdependency and relationships between different areas of studies, societies and civilisations to form regional/global perspectives on social, economic and
technological changes, such as describing patterns, structures and relationships, and making and interpreting predictions
Outline the impact of the following on the media:
- global markets
- changes in technology
- changing cultural norms and expectations
- changing demographics - changing consumer behaviour
4. People Skills 4.1 Self-reflection and
self-management skills, such as setting schedules of tasks for completion, and reflecting on goals and targets set
- Set priorities, goals, targets and time frames for a media production
- Conduct research and survey to investigate the effectiveness of a structured communication
- Identify personal strengths and weaknesses to assist planning for further studies or career pathways
4.2 Interpersonal skills, such as interacting with other people and cultures and contributing to the community
- Understand the common roles and functions performed within typical media organisations
- Communicate effectively both within and outside of a production team
- Use appropriate strategies to identify and handle conflicts of interest and cultural differences
- Accept new ideas and make constructive compromises with different parties
4.3 Collaborative and team building skills
- Demonstrate collaborative and team building skills while constructing structured communications and performing media productions
Curriculum Components Area Specific Examples (Optional) 5. Values and Attitudes
5.1 Honesty and integrity, such as understanding the
importance of perseverance and transparency
- Understand the critical importance of honesty and integrity in communications that reach and influence a wide range of audiences
- Pursue targets and goals with disciplined application
5.2 Dependability and