3(b) Human Resources Management

Chapter 6 Learning and Teaching Resources

6.3 Types of Resources

supplementary notes was developed to illustrate the breadth and depth of the BAFS curriculum, which could be downloaded from the EDB website at:

www.edb.gov.hk/en/curriculum-development/kla/technology-edu/resources/index.html. In addition, a series of learning and teaching resources materials on various topics in the curriculum are developed in order to assist teachers to effectively implement the curriculum.

For details, please visit the EDB website at

www.edb.gov.hk/en/curriculum-development/kla/technology-edu/resources/business-edu/res ources.html.

6.3.1 Textbooks

Textbooks can play an important role in helping students to develop effectively the core knowledge, skills, positive values and attitudes. The resources and activities in textbooks should also help to develop critical and creative thinking as well as other generic skills.

Schools should consider the needs, interests and prior knowledge of students in choosing textbooks. Some suggestions for the selection of textbooks for BAFS are noted below:

The coverage should develop the necessary knowledge, skills, and positive values and attitudes promoted in the curriculum.

The content should be appropriate in breadth and depth.

The sequence and organisation should promote understanding of the inter-relationships of different business areas.

They should provide real cases and deal with current issues to relate theory to practice.

They should include learning activities (e.g. simulated games and role-plays) to develop students’ diverse learning skills.

The learning tasks should promote “assessment for learning”.

They should recommend sources for useful materials and references.

Some websites which can help in choosing textbooks and other learning and teaching resources are:

Recommended textbook list (cd.edb.gov.hk/rtl/search.asp)

Notes on the selection of textbooks and other learning materials for use in schools (www.edb.gov.hk/en/curriculum-development/resource-support/textbook-info/index.h tml)

Guiding principles for quality textbooks


both theoretical concepts and practical application.

6.3.2 Reference materials

In addition to textbooks, students should be encouraged to read a wide range of reference materials (e.g. business journals, magazines, newspapers, company reports and research reports) from various sources to broaden their understanding of the business world and keep abreast of the latest developments in the world economy. For this purpose, students need to be provided with an environment which is conducive to “Reading to Learn”. Through effective reading of such reference materials, students can learn how to handle information from sources with different perspectives, analyse current business issues systematically and independently, and develop solutions to business problems in novel situations.

6.3.3 Senior secondary curriculum guide, curriculum and assessment guide and key learning area websites

The Senior Secondary Curriculum Guide, BAFS Curriculum and Assessment Guide, and related Key Learning Area websites provide details and examples on curriculum design and implementation of the BAFS curriculum. For example, teachers can refer to the curriculum aims, learning targets, learning objectives, pedagogies, learning outcomes and the like when developing their teaching schemes, lesson plans, learning and teaching materials.

6.3.4 The Internet and other technologies

The massive increase in the quantity of information available today has led to new approaches to learning and teaching. Teachers can act as facilitators of learning by helping students to search for information and put it into an intellectual context that turns it into knowledge.

The use of technology can promote learning by:

providing audio-visual aids for understanding difficult concepts;

providing access to information from a wide range of sources and processing large quantities of information;

allowing students to work at their own pace, including the use of specially designed software such as accounting software;

enhancing interaction among the students, resources and teachers;

promoting collaboration between students and teachers; and

facilitating the acquisition of information and the development of critical thinking.

6.3.5 Community resources

A spirit of partnership is necessary among the many parties who can contribute in different ways to helping our students learn effectively. Some examples of the specific roles of various

relevant parties are suggested below.

Community organisations and government departments

Schools are encouraged to make use of the wide range of resources available within the community. Various community organisations, government departments, educational institutions, statutory bodies and non-profit making organisations may wish to support business education through providing educational programmes and resources for young people. Collaboration with such bodies can enrich students’ learning by providing opportunities for them to engage in authentic business scenarios which make the learning of BAFS more interesting and meaningful.

Parents, alumni and entrepreneurs

Schools can also form strategic partnerships with entrepreneurs, parents and alumni who have relevant experience in various areas. They can contribute their expertise in business to support student learning by, for example, giving talks or seminars, or being mentors. Students will benefit from sharing experiences with these professionals.

The following examples illustrate how teachers can choose from a range of learning activities supported by outside parties to meet their students’ varied needs.

Examples of community learning activities

Students may:

enter a competition on financial planning. Through participating in the workshops provided by the organisers, and with the help of the professional financial planners, students can enhance their understanding in the area and learn to apply the skills of personal financial management in preparing an investment plan.

participate in a job attachment scheme which will give them a better understanding of how the knowledge learned and the generic skills developed in studying BAFS are related to the workplace.

attend workshops and seminars organised by statutory bodies and accounting bodies.

Real-life cases may cover topics such as securities investment and the importance of maintaining a good personal credit record.

join the school-company partnership programmes organised by non-profit-making organisations. Through a series of workshops, company visits or projects, students may come to appreciate success factors in the business world and be encouraged to plan their career paths.

participate in setting up and running their own businesses under the school-company programme, to develop creativity and entrepreneurship. The organisers may provide

In document Business, Accounting and Financial Studies Curriculum and Assessment Guide (Secondary 4-6) (Page 73-77)