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Preamble

The development of the Hong Kong school curriculum has advanced into a new phase of ongoing renewal and updating. It ushers in a new era for curriculum development to keep abreast of the macro and dynamic changes in various aspects in the local, regional and global landscapes in maintaining the competitiveness of Hong Kong. For the ultimate benefits of our students, schools are encouraged to sustain and deepen the accomplishments achieved since the Learning to Learn curriculum reform started in 2001, and to place new emphases on future needs in curriculum development for achieving the overall aims and learning goals of the school curriculum.

The eight Key Learning Area (KLA) Curriculum Guides (Primary 1 - Secondary 6) have been updated and recommended by the Curriculum Development Council (CDC)¹ to support the ongoing renewal of the school curriculum at the primary and secondary levels.

In updating the KLA Curriculum Guides, the respective KLA committees under the CDC have taken into consideration the concerns, needs and suggestions of various key stakeholders including schools, principals, teachers, students and the public at large. A series of school briefing cum feedback collection sessions coupled with a territory-wide school survey were conducted in 2015 to gauge schools’ views on the major updates of the respective Curriculum Guides.

The eight KLA Curriculum Guides (2017) supersede the 2002 versions. Each KLA Curriculum Guide presents the updated curriculum framework which specifies the KLA’s curriculum aims, learning targets and objectives, delineates the direction of ongoing curriculum development at the KLA level, and provides suggestions on curriculum planning, learning and teaching strategies, assessment, as well as useful learning and teaching resources. In addition, updated examples of effective learning, teaching and assessment practices are provided for schools’ reference. Supplements to some KLA Curriculum Guides and subject curriculum guides are also available to provide further suggestions on their implementation at specific key stages. Schools are encouraged to adopt the recommendations in the KLA Curriculum Guides, taking into account the school contexts, teachers’ readiness and learning needs of their students.

For a better understanding of the interface between various key stages and connections of different learning areas, and how effective learning, teaching and assessment can be achieved, schools should make reference to all related curriculum documents recommended by the CDC and the latest versions of the Curriculum and Assessment Guides jointly prepared by the CDC and the Hong Kong Examinations and Assessment Authority (HKEAA) for the senior secondary curriculum to ensure coherence in curriculum planning at the school, KLA and subject levels.

As curriculum development is a collaborative and ongoing process, the KLA Curriculum Guides will be under regular review and updating in light of schools’ implementation experiences as well as the changing needs of students and society.

1 The CDC is an advisory body offering recommendations to the Government on all matters relating to school curriculum development from kindergarten to secondary levels. Its membership includes heads of schools, teachers, parents, employers, academics from tertiary institutions, professionals from related fields or related bodies, representatives from the HKEAA, and officers from the Education Bureau.

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Views and suggestions on the curriculum development of the PE KLA are always welcome.

These may be sent to:

Chief Curriculum Development Officer (PE) Curriculum Development Institute

Education Bureau

3rd Floor, 323 Java Road, North Point, Hong Kong Fax: 2761 4291

E-mail: pe@edb.gov.hk

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Key Messages

Physical Education Key Learning Area

Physical Education (PE) sustains its position in the school curriculum as it is “education through the physical” and important for students’ whole-person development through providing a wide range of physical activities. PE is one of the eight Key Learning Areas (KLAs) of the Hong Kong school curriculum and all students are entitled to Physical and Aesthetic Development as one of the five essential learning experiences. The PE KLA contributes greatly to enabling our students to lead a healthy lifestyle with an interest and active participation in physical and aesthetic activities, which is one of the Seven Learning Goals of Primary and Secondary Education. PE aims to provide quality education through a variety of physical activities that helps students develop physical competence, knowledge of movement and safety, and nurture their positive values and attitudes. This provides strong foundation for students to pursue lifelong learning and becomes responsible citizens who contribute to the building of an active and healthy community.

To ensure students to achieve the ultimate aim of whole-person development and encourage them to participate in physical activities regularly, schools should allocate:

 At the primary level, schools should allocate 5% to 8% of the total lesson time to General PE in KS1 and KS2;

 At the junior secondary level, schools should allocate 5% to 8% of the total lesson time to General PE in KS3; and

 At the senior secondary level, schools should allocate at least 5% of the total lesson time in General PE through Other Learning Experiences – Physical Development in KS4. In addition, PE is an elective subject of the senior secondary curriculum and accounts for 10% of the total lesson time over a course of three years in KS4.

The implementation of the PE curriculum is not only confined to PE lessons. Various kinds of physical activities should be arranged for students to help them develop a habit of active participation in physical activities and enhance their lifelong interest in sports.

The Direction of Curriculum Development in PE

Participation in quality physical education is one of the entry points necessary for students’ lifelong participation in physical activity, sport and in society at large (UNESCO, 2015). Regular participation in physical activity enhances students’ fitness level and cognitive control, and also contributes to their physical and mental health.

Facing the challenges of “physical inactivity”, which is recognised as a global public health issue (WHO, 2014), an increase in regular participation in physical activity and the development of an active and healthy lifestyle are crucial in achieving the learning goals of school education.

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Teachers are encouraged to build on the existing strengths to enrich students’ learning experiences through:

 developing students’ competence to participate in a broad range of physical activities;

 nurturing students’ positive values and attitudes and an interest to lead an active and healthy lifestyle throughout their lifetime;

 motivating students to engage regularly in physical activities according to the recommendation of the World Health Organisation (i.e. accumulate at least 60 minutes of moderate to vigorous intensity physical activities daily); and

 taking account of the changing contexts in society and the world by incorporating various Major Renewed Emphases (MRE) of the ongoing renewal of the PE curriculum, for cultivating students’ capabilities for life-wide and lifelong learning.

In response to the dynamic and contextual changes of the modern world, the significant advancements of science, technology and engineering, and the rapid social and economic developments, it is necessary to incorporate the MRE (e.g. promoting STEM education and Information Technology in Education (ITE)) into the PE KLA curriculum.

Curriculum Aims

PE curriculum aims to help students:

 develop motor and sports skills and acquire knowledge through physical activity, and cultivate positive values and attitudes for the development of a habit of doing exercises;

 acquire good health, physical fitness and body co-ordination through leading an active and healthy lifestyle;

 promote desirable moral behaviour, co-operation in communal life, ability to make decisions and appreciation of aesthetic movements; and

 become responsible citizens who contribute to the building of an active and healthy community.

Central Curriculum (An Open and Flexible Framework)

The PE KLA curriculum framework is an open and flexible framework comprising a set of interlocking components including subject knowledge and skills, which are expressed in the form of learning targets under the six strands, generic skills and positive values and attitudes.

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The six strands are:

 Motor and sports skills;

 Health and fitness;

 Sports-related values and attitudes;

 Knowledge and practice of safety;

 Knowledge of movement; and

 Aesthetic sensitivity.

Connecting School Curriculum Development with the Central Curriculum

Schools are advised to use the curriculum framework and make school-based adaptations, taking into considerations such as students’ needs, interests and abilities, teachers’ readiness and the school context to provide meaningful learning experiences to students. Schools should provide students with a broad and balanced learning experience.

Teachers should teach the fundamental movement skills in KS1 and provide opportunities for students to acquire the skills of at least eight physical activities from not less than four areas (areas refer to athletics, ball games, gymnastics, aquatics, dance, physical fitness, outdoor pursuits and others) from KS2 to KS3. Teachers are advised to teach the following activities as far as possible: athletics, swimming, basketball, football, volleyball, handball, badminton, table-tennis, basic gymnastics, dance and physical fitness.

To help students achieve the learning targets, schools should adopt the central curriculum by selecting the appropriate learning contents; adjusting the strategies on learning and teaching, pace of learning and teaching, as well as modes and criteria of assessment.

Learning and Teaching

The following principles should be adopted to make the learning and teaching in PE more effective:

 To provide safe environment for learning and teaching;

 To have a high physical activity level and maintain sufficient active learning time in lessons;

 To provide a wide range of activities to cater for learner diversity;

 To have fun and enjoyable experience while taking part in physical activities;

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 To arrange various activities to facilitate students to apply the skills and knowledge in PE;

 To enhance students’ learning effectiveness, teachers should keep abreast of the latest development of PE and sports; and

 To adopt a life-wide learning approach and encourage students to participate in co- curricular physical activities.

Assessment

Assessment is an integral part of the curriculum, pedagogy and assessment cycle.

Teachers are advised to adopt different modes of assessment, such as assessment of learning, assessment for learning, and assessment as learning to facilitate students’

learning.

Teachers, students, peers and parents could be the assessors to provide feedback for students to improve their learning quality.

Various assessment methods could be used to enhance students learning effectiveness, such as verbal feedback, assessment checklist, learning logs, portfolios, project, and e- assessment.

Resources

Different kinds of resources could be used for curriculum development:

 Learning and teaching resources developed by the Education Bureau and other organisations;

 Human Resources, including teachers, coaches, and other stakeholders such as alumni and parents;

 Use of public sports facilities including those under the Leisure and Cultural Services Department, the Housing Department and other private recreational leases;

 Furniture and equipment which could be purchased through various funding resources;

 Funding resources such as Capacity Enhancement Grant or Diversity Learning Grants for Senior Secondary Network Programme; and

 Textbook.

For more information on various curriculum matters, please refer to the Basic Education Curriculum Guide – Building on Strengths (2014) (BECG) and Secondary Education Curriculum Guide (2017) (SECG).

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Contents

Page

Preamble i

Key Messages iii

Chapter 1 Introduction 1

1.1 Background 2

1.2 What is Key Learning Area? 3

1.3 Position of Physical Education KLA in the School Curriculum

4 1.4 Rationale and Direction for Development 5

1.5 Strategies for Development 6

Chapter 2 Curriculum Framework 9

2.1 Curriculum Aims 11

2.2 The Curriculum Framework 11

2.2.1 Strands 13

2.2.2 Learning Targets 15

2.2.3 Generic Skills 17

2.2.4 Values and Attitudes 52

2.3 Curriculum Organisation 55

2.3.1 General PE 55

2.3.2 PE Elective 55

2.3.3 Other Learning Experiences 55

Chapter 3 Curriculum Planning 57

3.1 Guiding Principles 58

3.2 Central Curriculum and School Curriculum Development

58 3.3 School Physical Education Curriculum Planning 59

3.3.1 School Context Analysis 59

3.3.2 Student-focused 59

3.3.3 Selection of Activities and Content 60

3.3.4 Mode of Delivery 62

3.3.5 Use of Resources 63

3.3.6 Strengthening Values Education 63

3.3.7 Promoting STEM Education 65

3.3.8 Strengthening Information Technology in Education

65

3.3.9 Strengthening Entrepreneurial Spirit 66

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3.4 Smooth Transition between Different Key Stages and Multiple Pathways

66 3.4.1 Smooth Transition between Kindergarten and

Primary

66 3.4.2 Smooth Transition between Upper Primary and

Junior Secondary

66 3.4.3 Smooth Transition between Junior Secondary

and Senior Secondary

67 3.4.4 Supporting Learners in Educational and

Vocational Pathways

67

3.5 Collaboration with other KLAs 68

3.6 Time Allocation 69

Chapter 4 Learning and Teaching 71

4.1 Guiding Principles 72

4.1.1 Safety 72

4.1.2 Physical Activity Level 72

4.1.3 Effectiveness of Activities 73

4.1.4 Diversity of Activities 73

4.1.5 Fun Element 73

4.1.6 Cross-curricular Theme 73

4.1.7 Keeping Abreast of the Latest Development of PE and Sports

74 4.2 Approaches to Learning and Teaching 74 4.2.1 Organisation of Learning and Teaching 74

4.2.2 Teaching Approaches 75

4.2.3 Teaching Skills 75

4.2.4 The Four Key Tasks 75

4.2.5 Information Technology in Education 77

4.2.6 Life-wide Learning 77

4.3 Embracing Learner Diversity 78

4.3.1 Students with Special Educational Needs 78

4.3.2 Gifted Education 79

4.3.3 Assessment 80

Chapter 5 Assessment 83

5.1 Guiding Principles 84

5.2 Modes of Assessment 86

5.3 Formative and Summative Assessment 88 5.3.1 Formative Assessment in PE 89 5.3.2 Summative Assessment in PE 95

5.4 Internal and Public Assessment 98

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5.4.1 Internal Assessment 98

5.4.2 Public Assessment 98

Chapter 6 Learning and Teaching Resources 99 6.1 Quality Learning and Teaching Resources 100 6.2 Resource Materials in Support of Curriculum

Development

102

6.2.1 Textbooks 102

6.2.2 Learning and Teaching Resources 102

6.3 Human Resources 103

6.3.1 Hire of Part-time Qualified Sports Coaches 103

6.3.2 Support from Athletes 103

6.4 Resource Management 104

6.4.1 Use of Facilities 104

6.4.2 Major Repairs and Emergency Repairs on Physical Education Facilities

105 6.4.3 Physical Education Furniture and Equipment 105

6.5 Knowledge Management 107

Examples 109

Example I Strengthening School Sporting Culture through Life-wide Learning - Active School Policy

110 Example II Promoting Values Education through Long Distance

Running

116

Appendices 119

Appendix I Seven Learning Goals of Primary and Secondary Education

120

Appendix II Learning and Teaching Resources 122

Appendix III Collaborating Programmes with Various Partners 124

Bibliography 126

Membership of the Curriculum Development Council Committee on Physical Education

130

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Chapter 1

Introduction

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Chapter 1 Introduction

1.1 Background

The Physical Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6) (2017) (the Guide) is prepared by the Curriculum Development Council Committee on Physical Education. It is an updated version of the Physical Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 3) (2002) and has been extended to include the three-year senior secondary Physical Education (PE) curriculum to provide reference for schools in developing a coherent school PE curriculum.

The direction for the development of this Guide aligns with the Seven Learning Goals of Primary and Secondary Education (see Appendix I for the Seven Learning Goals of Primary Education and the updated Seven Learning Goals of Secondary Education) and the major recommendations in the Basic Education Curriculum Guide – To Sustain, Deepen and Focus on Learning to Learn (Primary 1 - 6) (2014) (BECG) and the Secondary Education Curriculum Guide (Secondary 1 - 6) (2017) (SECG).

This Guide provides the direction for the ongoing renewal of the school curriculum with emphasis placed on nurturing a generation capable of meeting the challenges due to massive local, regional and international changes. It revisits the curriculum emphases provided in the Physical Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 3) (2002) for updating and revitalisation, and puts forth Major Renewed Emphases (MRE) which take into account the changing contexts and education trends arising from the advancement in science and technology. This Guide is supplemented with examples relevant to different key stages (KS) of schooling to illustrate the concepts and ideas introduced and to narrow the gaps in curriculum implementation.

This Guide is closely related to the following supporting materials and curriculum documents for the PE Key Learning Area (KLA) curriculum:

 An Introductory Guide to Fundamental Movement (2007) - which illustrates with examples the concepts and pedagogy for the Fundamental Movement curriculum for KS1

 Physical Education Learning Outcomes Framework (2008) - which provides suggestions on drawing up learning targets and assessment guidelines for various physical activities

 Physical Education Key Learning Area: An Overview of the Learning Topics in the Six Strands (2013) - which provides a framework and learning contents for designing a school PE curriculum

 Physical Education Curriculum and Assessment Guide (2007) (with updates in November 2015) - which details the curriculum pertaining to the PE elective subject for the senior secondary curriculum

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1.2 What is Key Learning Area?

A KLA is an important part of a curriculum. It is founded on fundamental and connected concepts within major fields of knowledge which should be acquired by all students. A KLA provides a context for the development and application of generic skills (e.g. communication, critical thinking and collaboration skills and creativity), subject-specific skills as well as positive values and attitudes through appropriate use of learning and teaching activities and strategies. It serves as a context for the construction of new knowledge and the development of understanding. The studies offered in each KLA may have an academic, social or practical orientation or a combination of these, depending on their purpose(s).

They can be organised into subjects, modules, units, tasks or other modes of learning.

The three interconnected components of the curriculum framework, i.e.

Knowledge in Key Learning Areas, Generic Skills, and Values and Attitudes can be represented in Figure 1.1.

Figure 1.1 Three Interconnected Components of the Curriculum Framework

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1.3 Position of the Physical Education KLA in the School Curriculum

PE is one of the eight KLAs² of the Hong Kong school curriculum and all students are entitled to Physical and Aesthetic Development as one of the five essential learning experiences³. The PE curriculum contributes greatly to enabling our students to lead a healthy lifestyle with an interest and active participation in physical and aesthetic activities, which is one of the Seven Learning Goals of Primary and Secondary Education. It helps students develop lifelong learning capabilities to be self-directed learners and foster their whole- person development. It also enables them to achieve the aim of the education for the 21st century through all-round development in the domains of ethics, intellect, physical development, social skills and aesthetics. Students are entitled to sufficient lesson time for the PE KLA from KS1 to KS4 (refer to Chapter 1 of the BECG, Booklets f1 & 2 of the SECG and Section 3.6 of this Guide for details).

PE sustains its position in the school curriculum as it is “education through the physical” and is important for students’ whole-person development through providing a wide range of physical activities that help educate students to be responsible citizens. By developing the physical competence, cognitive domain and generic skills, the PE curriculum enhances students’ health and fitness, and nurtures their positive values and attitudes. Students who are physically literate are motivated to move with confidence and competence in a variety of physical activities.

The school PE curriculum should be implemented through a range of broad and balanced physical activities covering the six strands of the PE KLA curriculum, namely “Motor and Sports skills”, “Health and Fitness”, “Sports-related Values and Attitudes”, “Knowledge and Practice of Safety”, “Knowledge of Movement”

and “Aesthetic Sensitivity”.

Figure 1.2 PE - quality education through the physical to achieve the ultimate aim of whole person development (Source: St. Francis’ Canossian School)

2 Eight KLAs: Chinese Language Education, English Language Education, Mathematics Education, Personal, Social and Humanities Education, Science Education, Technology Education, Arts Education and Physical Education

3 Five essential learning experiences: Moral and Civic Education, Intellectual Development, Community Service, Physical and Aesthetic Development, and Career-related Experiences

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1.4 Rationale and Direction for Development

Participation in quality physical education is one of the entry points necessary for students’ lifelong participation in physical activity, sport and in society at large (UNESCO, 2015). Regular participation in physical activity enhances students’

fitness level and cognitive control, and also contributes to their physical and mental health. Facing the challenges of “physical inactivity”, which is recognised as a global public health issue (WHO, 2014), an increase in regular participation in physical activity and the development of an active and healthy lifestyle are crucial in achieving the learning goals of school education.

The updated PE curriculum framework is built on the strengths and good practices in the learning and teaching of PE in Hong Kong. There are suggestions on how schools could sustain and deepen the good efforts made and focus on new areas in view of the challenges and opportunities brought by significant developments in various aspects.

Over the past decades, a strong partnership has been developed between the Education Bureau (EDB) and the school sector, contributing to considerable achievements in the implementation of the school PE curriculum. Schools not only help students develop the physical and sports skills through providing PE lessons, but also offer ample opportunities of PE-related co-curricular activities beyond the lesson. Much has also been done to develop a school sporting culture, embrace learner diversity, and enhance assessment literacy in learning and teaching. Such efforts are well appreciated, and teachers are encouraged to build on existing effective practices to enrich students’ learning experiences through:

 developing students’ competence to participate in a broad range of physical activities;

 nurturing students’ positive values and attitudes, and an interest to lead an active and healthy lifestyle throughout their lifetime;

 motivating students to engage regularly in physical activity according to the recommendation⁴ of the World Health Organisation (WHO); and

 taking account of the changing contexts in society and the world by incorporating various MRE of the ongoing curriculum renewal into the PE KLA curriculum for cultivating students’ capabilities for life-wide⁵ and lifelong learning.

4 World Health Organisation (2011) recommends that children and youth aged 5-17 should accumulate at least 60 minutes of moderate to vigorous intensity physical activity daily to provide fundamental health benefits for them.

5 Life-wide Learning (LWL) refers to student learning in real contexts and authentic settings to achieve targets that are more difficult to attain through classroom learning. It helps students achieve the aims of whole-person development and enables them to develop the lifelong learning capabilities that are needed in our ever- changing society.

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1.5 Strategies for Development

Schools are encouraged to build on their strengths and achievements attained ongoing renewal of the school PE curriculum. To meet the needs of students, PE teachers are encouraged to exercise their professional knowledge, in addition to incorporating flexible use of available resources, such as time, space and facilities inside and outside the school to design an effective school PE curriculum.

Some strategies for development in the five to ten years to come are suggested below to facilitate ongoing curriculum renewal:

Existing strengths Strategies for Development Balanced school curriculum

- Developing a balanced school PE curriculum

- Cultivating students’ generic skills, positive values and attitudes, and promoting the Four Key Tasks

- Promoting cross-KLA

collaboration in enhancing learning of the PE curriculum through cross- curricular activities

- Deploying subject-trained PE teachers for the teaching of PE⁶ - Applying expertise and using

professional knowledge in the implementation of the curriculum

- Reiterating the importance of the six strands of the PE curriculum in planning and implementing the school PE curriculum for enriching students’

learning experiences in PE

- Deepening efforts made in the Four Key Tasks and moving towards the updated Four Key Tasks for cultivating students’

positive values and attitudes and enhancing their PE knowledge

- Developing generic skills in an integrative manner through various types of physical activities and life-wide learning for cultivating students’ learning to learn and lifelong learning capabilities - Promoting e-learning to increase students’ learning motivation and making effective use of IT tools to facilitate self-directed learning

- Incorporating MRE of the ongoing curriculum development and organising physical activities in line with the latest trend of education to foster students’

6 PE lessons in primary and secondary schools should be conducted by teachers who have completed training in the teaching of PE and attained relevant qualifications. For higher-risk activities (e.g. swimming and trampoline), PE teachers should also have attained relevant qualifications. For details, please refer to Chapter 1 of the “Safety Guidelines On Physical Education Key Learning Area For Hong Kong Schools” (2011) (updated in July 2016), http://www.edb.gov.hk/en/curriculum-development/kla/pe/references_resource /safety-guidelines/

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learning to learn capabilities to achieve self-directed and lifelong learning - Strengthening the collaboration with

other KLAs in support of a coherent and comprehensive PE curriculum

- Strengthening teachers’ professional development through participating in professional development programmes, communities of practice, etc. for curriculum enhancement

Regular participation in and exposure to physical activity - Promoting various physical

activities among students

- Exposing students to a wide range of co-curricular activities in parallel with activities in PE lessons

- Making use of resources, funding and facilities in and out of school to facilitate school PE curriculum development (e.g. hiring instructors or coaches for co- curricular activities and supporting students’ participation in different sports programmes)

- Adopting a whole-school approach to develop a school sporting culture for increasing students’ motivation to participate in physical activity regularly and lead an active and healthy lifestyle - Maximising students’ chance of

exposure to take part in co-curricular physical activities organised by different sports organisations, such as the national sports associations

- Encouraging students’ appreciation of major local or international sports events - Strengthening management and allocation of resources to enhance ongoing development of the PE curriculum

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Embracing learner diversity - Adopting the student-focused

approach in designing the PE curriculum

- Catering for learner diversity through developing learning tasks and activities with different levels of difficulties

- Planning and implementing a school PE curriculum for addressing different needs and abilities of students to embrace learner diversity, and enhance students’

motivation and competence to participate in physical activity

- Using different modes of learning, teaching and assessment for addressing students’ diverse learning needs

- Adopting the three-tier model for the implementation of gifted education to stretch students’ potential in sports - Adopting graded activities and designing

programmes with different levels of difficulty

Promoting assessment literacy - Promoting formative and

summative assessment for enhancing learning effectiveness

- Promoting “Assessment as Learning” in addition to “Assessing for Learning” and emphasising students’ ability to set goals, monitor, reflect on and evaluate their own learning

In response to the dynamic and contextual changes of the modern world, the significant advancements in science, technology and engineering, and the rapid social and economic developments, it is necessary to incorporate the MRE (e.g.

promoting STEM education and Information Technology in Education (ITE)) into the PE curriculum. However, the advancement in technology may intensify the problems of lengthy screen time and sedentary lifestyle of students. Therefore, students’ regular participation in physical activity should be continually emphasised and upheld. All in all, in the context of the PE KLA, based on the underlying rationale and the direction and strategies identified, the curriculum will be sustainably developed. Rich PE learning experiences will be provided for students to develop the essential capabilities, qualities and attitudes necessary for whole-person development and lifelong learning.

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Chapter 2

Curriculum Framework

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Chapter 2 Curriculum Framework

2.1 Curriculum Aims

Physical education, which is “education through the physical”, is essential for helping students achieve whole-person development. The Physical Education (PE) curriculum provides quality physical education to nurture students to be responsible citizens and contributing members of society, the nation and the world.

The overall aims of the PE curriculum are to help students:

 develop motor and sports skills and acquire knowledge through physical activity, and cultivate positive values and attitudes for the development of a habit of doing exercises;

 acquire good health, physical fitness and body co-ordination through leading an active and healthy lifestyle;

 promote desirable moral behaviour, co-operation in communal life, ability to make decisions and appreciation of aesthetic movements; and

 become responsible citizens who contribute to the building of an active and healthy community.

2.2 The Curriculum Framework

The PE curriculum framework is the overall structure for organising learning, teaching and assessment for the PE subjects and helps schools plan and develop their school PE curriculum. The framework comprises a set of interlocking components including:

 subject knowledge and skills, which are expressed in the form of learning targets under the six strands;

 generic skills; and

 positive values and attitudes.

The framework gives schools and teachers flexibility to identify adequate learning contents and design different activities according to the strengths of the schools and learning needs of their students.

Figure 2.1 is a diagrammatic representation of the updated PE curriculum framework which comprises the six strands and Major Renewed Emphases (MRE) to focus on the planning and implementation of physical education in schools across different key stages.

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Figure 2.1 Diagrammatic Representation of the Physical Education Curriculum Framework

※ KS1: Fundamental Movement includes locomotor skills, stability skills and manipulative skills KS2 to KS3: Acquisition of skills of at least eight physical activities from not less than four areas in General PE

# PE Elective: One of the examination subjects in the Hong Kong Diploma of Secondary Education (HKDSE)

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2.2.1 Strands

Strands are categories for organising the curriculum and define the broad purposes of physical education for students. Their major function is to organise content for the purpose of developing knowledge, skills, and positive values and attitudes as a holistic process.

The PE curriculum framework is structured to ensure that students enjoy a broad and balanced programme featuring a variety of movement experiences through the inextricably intertwined six strands. The learning objectives of the six strands are as follows:

Motor and Sports Skills

 To acquire locomotor, body co-ordination and object manipulative skills in a wide range of physical activities for fun and performance

Health and Fitness

 To ascertain how physical activity is related to good health; and to learn the basics of planning, implementing and evaluating individualised workout plans

Sports-related Values and Attitudes

 To understand the meaning of sports competition and develop positive values and attitudes

Knowledge and Practice of Safety

 To learn risk management; and to implement measures to prevent sports injuries

Knowledge of Movement

 To construct a knowledge base for fun, performance and the organisation of physical activities

Aesthetic Sensitivity

 To understand the meaning of beauty; and to strengthen the capability of giving comments on physical performance

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Figure 2.2 The Six Strands in PE KLA

The PE curriculum centres around physical activities, focuses on learning motor and sports skills, and is keen to develop physical fitness. Teachers should seize every opportunity to enhance students’ learning. For example, when teaching motor and sports skills, teachers are encouraged to introduce relevant concepts or theories and ask students to conduct enquiry activities where appropriate.

Through purposeful and systematic curriculum planning, implementation and assessment in PE, students can acquire knowledge and skills in physical education, and develop generic skills as well as positive values and attitudes. In the ongoing renewal of the school curriculum, students can also enhance their learning in the PE curriculum through the MRE (e.g. promoting STEM education and ITE) to ultimately achieve the overall aims of the PE curriculum and to broaden their horizons and exposure to spearhead innovations to meet challenges of an ever-changing world (refer to Booklet 2 of the SECG and Sections 3.3.7 to 3.3.9 of this Guide for details of the MRE and their incorporation into the PE curriculum development).

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2.2.2 Learning Targets

Throughout the various key stages of schooling, students will acquire the necessary knowledge and skills related to the six strands in physical education, generic skills, and values and attitudes through stimulating and meaningful activities (refer to Section 3.3.3 of this Guide for details) and the suggested learning topics on motor and sports skills (refer to the “PE KLA: An Overview of the Learning Topics in the Six Strands (2013)” for details).

The learning targets of physical education for students of each key stage are listed below. They are coherent to each other and continuous by nature. They are the basic scope for the learning and teaching of the PE curriculum.

Key Stages Learning Targets

KS1 (P1 - P3)

At the completion of KS1, students are able to:

 develop fundamental movement skills through fundamental movement activities and physical play;

 display positive attitudes towards participation in physical activities;

 describe health benefits of physical activities; and

 express oneself and show creative thinking in physical activities.

KS2 (P4 - P6)

At the completion of KS2, students are able to:

 develop basic skills in at least eight different physical activities from not less than four areas through introductory activities and modified games;

 engage regularly in at least one co-curricular physical activity;

 show understanding in the basic knowledge about physical activities and their contribution to health;

 communicate and co-operate effectively with others; and

 follow rules and regulations, and demonstrate sense of fair play.

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Key Stages Learning Targets

KS3 (S1 - S3)

At the completion of KS3, students are able to:

 apply basic skills in at least eight different physical activities from not less than four areas in games and competitions;

 participate actively and regularly in at least one co- curricular physical activity;

 apply theories of physical activities and training principles in health-related fitness programmes;

 show critical thinking in discussion of debating issues in PE and sports; and

 display appropriate etiquette and sportsmanship in physical activities.

KS4 (S4 – S6)

At the completion of KS4, students are able to:

 demonstrate proficiency in a wide range of physical activities;

 participate actively and regularly in at least one co- curricular physical activity;

 analyse physical performance from multiple perspectives and evaluate the effectiveness of health-related fitness programmes;

 apply problem solving skills in PE learning contexts;

 play the role of sports leader or junior coach in school and the community; and

 show perseverance, sportsmanship and ability to face difficulties in daily life.

Figure 2.3 KS1 students acquiring fundamental movement skills through physical play and fundamental movement activities

(Source: Baptist (Sha Tin Wai) Lui Ming Choi Primary School)

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2.2.3 Generic Skills

Generic skills are fundamental in enabling students to learn how to learn. The following nine generic skills have been identified as essential for student learning for the 21st century in the school curriculum.

 Collaboration Skills

 Communication Skills

 Creativity

 Critical Thinking Skills

 Information Technology Skills

 Mathematical Skills⁷

 Problem Solving Skills

 Self-learning Skills⁷

 Self-management Skills

Based on past experience of implementing the curriculum reform and in response to the dynamic changes in society and recent research, the nine generic skills are grouped in three clusters of related skills, namely Basic Skills, Thinking Skills, and Personal and Social Skills, for better integrative understanding and application in a holistic manner (see the table below for details).

Basic Skills Thinking Skills Personal and Social Skills Communication Skills Critical Thinking Skills Self-management Skills

Mathematical Skills Creativity Self-learning Skills Information Technology

Skills Problem Solving Skills Collaboration Skills

7 “Mathematical Skills” and “Self-learning Skills” have been referred to as “Numeracy Skills” and “Study Skills” respectively in earlier curriculum documents, such as Learning to Learn: The Way Forward in Curriculum Development (2001).

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The PE KLA provides meaningful contexts for the development of the generic skills, alongside the six strands. PE teachers should create a suitable environment in daily learning and teaching to cultivate the generic skills in students.

When completing a more complicated learning task, the generic skills are often applied in an integrative manner rather than in isolation. Some generic skills are more likely to be used together. For example, collaboration skills are often used with communication skills and problem solving skills; critical thinking skills tend to be used with problem solving skills and creativity. The former cluster of generic skills can be referred to as “collaborative problem solving skills” and the latter as “holistic thinking skills”. Learning and teaching activities for nurturing and application of the cluster of skills in authentic contexts should be planned to help students develop generic skills in a holistic manner in the PE curriculum.

Details of the nine generic skills, examples and suggestions of how the PE KLA contributes to the development and integrative use of the generic skills are provided below:

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Communication Skills

Communication skills refer to the abilities to achieve the desired outcomes or goals in a process where two or more people interact (be it in a face-to-face or virtual context) through expressing or receiving messages using verbal and non-verbal means. To communicate effectively, students should learn to listen, speak, read and write competently. Not only should they express themselves in an accurate, organised and proper manner, but also understand and respect others’ views and expectations, and use appropriate information and means to convey a message in accordance with the purpose, context and audience. They should also evaluate the effectiveness of their communication and identify areas for improvement to achieve the best results.

Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS1 (P1 - P3)

Students will learn to

 comprehend and act

appropriately on spoken instructions

 comprehend the explicit messages conveyed in information from different media

 use clear and appropriate means of communication, both verbal and non-verbal, to express meaning and feelings

 work and discuss with others to accomplish simple tasks

Students

 understand and follow teachers’

instructions during PE lessons

 use appropriate verbal language and body language to express feelings and communicate with fellow classmates when participating in physical activities

 use simple and appropriate verbal language to give feedback on movements of teachers or other students, and talk about the strengths and weaknesses demonstrated

 use appropriate language to discuss with group members in collaborative activities and tasks

 write simple texts on the experience of participation in physical activities

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS2 (P4 - P6)

Students will learn to

 comprehend and respond to different types of text

 comprehend and infer the messages conveyed in information from different media

 use spoken, written, graphic and other non-verbal means of expression to convey information and opinions, and to explain ideas

 work and negotiate with others to develop ideas and accomplish tasks

Students

 express views on sports TV programmes or articles in sports magazine

 use appropriate language to give feedback on classmates’

movements, and point out others’ strengths and weaknesses

 appreciate others’ comments and advice on their own performance, and refine movements accordingly

 reflect on their own performance using appropriate verbal and written communication skills

 use appropriate language to discuss with group members in collaborating activities and tasks; report the group’s idea in appropriate language

 express opinion in discussion, and decide on the best game tactics in competitive group activities

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS3 (S1 - S3)

Students will learn to

 understand, analyse, evaluate and respond to a range of different types of text

 synthesise the messages conveyed in information from different media

 use appropriate language and/or other forms of communication to present information and different points of view, and to express feelings

 work and negotiate with others to solve problems and accomplish tasks

 reflect and improve on the effectiveness of their own communication

Students

 understand and are able to interpret and discuss messages behind different sports-related articles and advertisements

 use appropriate language in discussion to articulate thoughts, arguments and views in group learning activities

 discuss strategies in accordance with the match situation and play on with the best possible tactics during competitions

 discuss with teammates to evaluate performances, identify strengths and weaknesses, and come up with ways to improve after competition

KS4 (S4 - S6)

Students will learn to

 listen and read critically, evaluate the messages conveyed in information from different media and express ideas fluently in accordance with the audience and reader

 use appropriate means of communication to inform, persuade and argue to achieve expected outcomes

 resolve conflicts and solve problems with others to accomplish tasks

 evaluate the effectiveness of their communication with others from different perspectives for further improvement

Students

 debate on sports-related topics and issues such as the impact of commercial sponsorship on sports in a logical and convincing way

 act as school sports reporters to report sports news with sound analysis

 try to reach consensus when views differ in discussions

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Mathematical Skills⁸

Mathematical skills include the ability to perform computations and estimations of numbers in various forms, to describe spatial relationships between objects, to perform measurements, to manage data, to employ logical reasoning for drawing valid conclusions, and to apply mathematical concepts in different contexts.

8 In the context of generic skills, Mathematical Skills refer to the ability to apply mathematics in different key learning areas and subjects. The concepts and skills of the Mathematics subject to be applied are only those generally applicable to various disciplines.

Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS1 (P1 - P3)

Students will learn to

 perform comparison and basic computations of whole numbers

 describe shapes, sizes and positions

 apply the knowledge of measurement and use appropriate units and tools for measurement

 present data by means of and retrieve information from simple charts and graphs

 perform simple deductions with the use of basic logical concepts, such as “and”, “or”,

“all”, “some”, “because”,

“if…then” and “contradiction”

 apply simple mathematical knowledge in daily life

Students

 demonstrate basic computation knowledge to calculate games scores

 use concepts of measurement to guess distances between self and fellow players/target objects in game situations

 use Standard International System of Units to measure body indices such as weight and height

 use appropriate tools to measure dimensions of fields and courts

 identify concepts of directions, levels and pathways and distinguish them with appropriate

vocabulary such as

forward/backward, left/right and clockwise/anti-clockwise

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS2 (P4 - P6)

Students will learn to

 perform computations and simple estimations involving whole numbers, fractions, decimals and percentages, such as estimating expenses

 use simple geometric properties, such as symmetry, parallel and perpendicular, to describe shapes, sizes and positions more accurately

 apply strategies and formulae in measurement

 collect and process data, present data by means of suitable charts and graphs and retrieve information from charts and graphs

 perform deductions, such as syllogism and provide counter examples

 apply mathematical concepts in daily life

Students

 use appropriate measurement

tools to measure

time/height/distance in proper Standard International System of Units

 apply mathematical concepts to understand the relationship between results and rank orders of track and field events

 use appropriate tools to conduct fitness tests and record results, and interpret the fitness level from the data collected

 calculate the required numbers of matches and the use of match court for sports competitions

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS3 (S1 - S3)

Students will learn to

 handle very large or very small numbers and negative numbers with a sense of scale

 perform numerical

manipulations, such as percentage changes, and perform estimations with appropriate strategies

 describe the rules of arrangement of objects or occurrence of events, such as the pattern formed by a set of shapes or the trend of population growth

 describe spatial relationships between objects using distance, angle, scale, bearings and gradient

 choose appropriate tools and strategies to find measurements according to the degree of accuracy required by the specific purpose

 use different methods for handling (i.e. collecting, organising, analysing, and presenting) quantitative information and make reasonable interpretation of the results

 estimate risks and chances through the use of elementary probability

 perform deductions and verifications, and check their validity

 apply various mathematical concepts in authentic situations

Students

 analyse the best position to get a basketball rebound with regards to the angle of reflection from the basketball board

 use their fitness data to analyse their fitness level with reference to the norm tables and apply the FITT (Frequency, Intensity, Type and Time) principle to design tailor-made personal training plans

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS4 (S4 - S6)

Students will learn to

 evaluate the appropriateness of tools and strategies for handling quantitative information

 use quantitative information for making informed decisions in different contexts

 evaluate processes of deductions to avoid committing logical fallacies

 apply various mathematical concepts in different contexts with appropriate strategies and be aware of the need to make adaptations in new situations

Students

 estimate human resources, budget, venues and time required when planning and organising school sports activities and competitions

 generate the school norm table from physical fitness test data, compare and interpret the data with other schools, and adjust the subsequent fitness training plan

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Information Technology Skills

Information technology (IT) skills are the ability to use IT critically to search, select, analyse, manage and share information. Mastery of IT skills facilitates collaborative learning, problem solving and self-directed learning.

9 User-generated content refers to content that is produced and shared by end-users of digital media.

Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS1 (P1 - P3)

Students will learn to

 operate computers or mobile devices

 input Chinese characters

 use e-resources to support learning with the help of teachers

 recognise some methods to locate and access information with given searching criteria

 generate, present, and safely share ideas with IT tools in learning activities

Students

 browse information on different sports activities and facilities on the Internet

KS2 (P4 - P6)

Students will learn to

 use a variety of software packages for word-processing, calculation, image-processing and other learning activities

 produce multimedia

presentations with simple design

 search, select and prudently share information via computer networks and other media

 process information and produce user-generated content⁹ using IT tools

Students

 use computer software packages to learn the relationship among food, exercise and health

 use web resource to learn the safety precautions for physical activities

 use computer to process data of participation in physical fitness activities

 use tablet computer for self- and peer assessments in lessons

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS3 (S1 - S3)

Students will learn to

 use appropriate IT tools to facilitate learning

 use IT tools and strategies for processing and presenting information

 produce multimedia

presentations with appropriate design for different purposes

 communicate and collaborate with others via computer networks and other media

 verify and evaluate the accuracy and reliability of information

Students

 use IT tools to search for tutorial programmes of different sports

 use computer to input data of anthropometric measures and present the results in class

 use e-mail/instant message applications to exchange information and ideas about physical activities with others

KS4 (S4 - S6)

Students will learn to

 strengthen capability in IT usage for lifelong learning

 analyse and ethically use information from different sources for specific purposes

 compare the effectiveness of various ways, including the use of IT tools, to solve a given problem

 select and apply appropriate IT tools in different aspects of study, including processing information, generating and communicating original ideas artfully to audience with different backgrounds

Students

 use digital video camera and other IT tools to capture video footage of sports performance and present the analysis in class

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Critical Thinking Skills

Critical thinking is drawing out meaning from available data or statements, and examining and questioning their accuracy and credibility in order to establish one’s views and evaluate the arguments put forward by oneself and others.

Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS1 (P1 - P3)

Students will learn to

 extract, classify and organise information

 identify and express main ideas, problems or core issues

 understand straightforward cause-and-effect relationships

 distinguish between obvious fact and opinion

 notice obvious contradictions, seek clarifications and make simple predictions

 draw simple but logical conclusions not contradictory to given data and evidence

Students

 are aware of the benefits of exercise on health

 understand the causal relationship between risky actions in sports and sports injuries

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS2 ( P4 - P6)

Students will learn to

 make inductions/inferences from sources

 cross reference other sources to determine the reliability of a source

 understand the concepts of relevance and irrelevance

 distinguish fact and opinion as well as source and evidence

 recognise obvious

inconsistencies, omissions, assumptions, stereotypes and biases

 formulate appropriate questions, and make reasonable predictions and hypotheses

 draw logical conclusions based on adequate data and evidence, and make

predictions about

consequences

Students

 understand the relationship between sports gears and performance

 are aware of the misconduct of foul play

 understand the importance of observing rules of game and obey the decisions made by the judge

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS3 (S1 - S3)

Students will learn to

 identify the issue at stake

 clarify and define key words to guide thinking

 compare information from different sources, note contrasts and similarities, and determine its reliability

 differentiate between fact, opinion and reasoned judgement

 recognise that information providers’ value orientations and ideologies would affect the perspectives or judgments of sources

 recognise and challenge stereotypes, emotional factors, propaganda and fallacies

 draw and test conclusions as well as hypotheses, identify reasonable alternatives and predict probable consequences

 admit their own limitations, shortcomings or errors of the thinking process

Students

 make judgements on cases of drug abuse in sports

 examine the benefits of sports participation to individuals and predict the associated outcomes

 study different fitness plans, understand personal needs and make appropriate choices

 identify their own physique and character traits for choosing types of sports

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Key Stages

Descriptors of expected achievements

across the school curriculum

Examples of implementation in Physical Education

KS4 (S4 - S6)

Students will learn to

 differentiate between real and stated issues, false and accurate representations, and relevant and irrelevant evidence

 differentiate between sophisticated fact, opinion and reasoned judgement

 recognise and challenge subtle or fundamental assumptions, permeating value orientations and ideologies

 recognise that the selection and deployment of information/facts are affected by personal perspectives

 draw warranted conclusions, predict and assess probable consequences and make reasoned judgement in reading, writing, and speech

 apply appropriate thinking skills to evaluate and reflect on their thinking process and suggest ways for improvement

Students

 analyse opinions given by different people on sports matters, distinguish myths from facts, and make individual judgements

 justify own judgement on dispute case of referee decision in game situations

 analyse the rationales and feasibility of organising major international sports events in Hong Kong, and present arguments through debates and project work

 identify their own weaknesses and suggest ways to make improvement in the pursuit of excellence in sports