Summary of Views on
Reforming the Academic Structure
for Senior Secondary Education and Higher Education
May 2005
Sources of Views
1. Consultation events Total no. of events: 196
Total no. of participants: 29 379 (a) Events organized by EMB
Target Groups No. of sessions No. of participants
Principals / Vice-principals / Heads 31 3051
Teachers 58 11755
Parents 21 3520
Others (District Councilors, SSBs) 5 193
Sub-total: 115 18519
(b) Events organized by other parties
Organizations No. of sessions No. of participants
Legco 2 90
Non-government Organizations 13 2608
PTAFs / PTA of individual schools 7 1392
Schools / School Sponsoring Bodies 5 1250
Tertiary Institutions 7 810
School Councils / Educational Bodies 6 830
Commercial Sector 9 1160
Others 10 1825
Sub-total: 59 9965
2. Written submissions: Total no.: 3283
3. Meetings with school councils, educational bodies and representatives from school sector: 11 No. of participants: 145 4. School visits by Secretary for Education and Manpower : 11 No. of participants: 750
5. Media Total no. of newspaper commentaries/featured articles: 364
6. Survey conducted by EMB in October 2004 (Questionnaires returned from 471 secondary schools)
7. Others, e.g. schools’ views collected by REO, 334 forum in the HKEduCity
Contents
New Academic Structure ...1
Curriculum (I)...3
General views ...3
Core subjects...5
Elective subjects ...7
Other learning experience...10
Curriculum (II) ...11
Liberal Studies as a New Core Subject...11
Curriculum (III)...18
Career-oriented Studies (COS) ...18
Stretching Student Potentials and Catering for Learner Differences ...21
Assessment, Certification and Student Learning Profile...23
General views ...23
School-based Assessment...25
Hong Kong Diploma of Secondary Education ...27
Student Learning Profile...28
Interface between Senior Secondary Education and Higher Education and Articulation with Local and Overseas Education Systems ...29
Supporting Measures (I) ...32
Enhancing the teaching profession ...32
Teacher as key change agents...34
Supporting Measures (II)...35
Textbooks, quality learning and teaching resources...35
Supporting Measures (III) ...36
Provision of school places ...36
Class Size...37
Class Structure ...39
Teacher-to-class ratios ...40
Grants...43
Supporting Measures (IV) ...44
Funding ...44
Managing change: Participation and Communication, Critical Milestones and Coherence-making ...46
Other Concerns ...48
Sources
School Sector
Feedback on
New Academic Structure
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Support
z 87.5% of schools agreed that the changes to the structure of secondary school, the widening of the curriculum and smoother articulation to different pathways could address the educational needs of a modern society. (Oct 04 EMB Survey)
9
z 95.3% of schools agreed to the goals of the reformed senior secondary curriculum. (Oct 04 EMB Survey) 9
z Support the general direction of the reform 9 9 9 9 9
z Support the vision and goal of the academic reform 9 9 9 9 9
z Strongly support the objectives of the reform and the “3+3+4” structure proposed 9 9 9 9
z Support that the new system should be connected with other major education systems in the world. 9 9
z The reform is good for students and support for faster change 9 9 9
z Support the “3+3+4” academic structure reform, but request more details of implementation and supporting measures 9
z Support the change in academic structure as it reduces one examination 9 9
z Support the academic structure reform should be implemented in parallel with the curriculum reform 9 9 9
z Support that 334 structure will enable students to build a broader knowledge base and a more solid foundation for whole-person development, pursuing lifelong learning, and provide community with all-rounded leaders
9
z Fully support the education reform including the new academic structure, the revised secondary school curriculum and the proposed new examination system
9
z Welcome the proposed four-year university system 9
z Strongly in favour of the overall structure changes 9
z Appreciate the learning goal of leading a healthy living style, and emphasize the connection between the healthy being of students, society and educational outcomes
9
z Welcomed the “3+3+4” academic structure reform proposal. The proposal would increase the competitiveness of local students.
9
Sources
School Sector
Feedback on
New Academic Structure
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Concerns/Suggestions
z Should de-link the academic structure reform from the curriculum reform. Different time frame should be set for reform on academic structure and curriculum.
9 9 9 9 9
z The numerous and hasty education reforms had imposed heavy burden on teachers 9
z Should have a consolidated basis of professional knowledge in support of any education reform 9
z Should conduct research study again on curriculum and assessment reform 9
z Concern whether other educational reform measures would come to a halt in order to create space for teachers to implement the new senior secondary education reform
9
z Query the readiness of schools and the EMB for the implementation. 9 9
z Concerned whether the new academic structure would facilitate further studies and career development of their children.
9
z Teacher redundancy arising from the reform is unacceptable 9
z Concern about the adequacy of supporting measures and trained teachers before implementation. 9 9
z Worry that the low achievers may not be keen on studying one more year of secondary education. 9 9 9
z Worry that students may quit the HK education system because of the frequent changes in education policy. 9
z Suggest introducing Foreign Language education into the new school curriculum 9
z Whether students with low learning abilities would be allowed to be promoted to SS1 directly 9
z Whether NSS could be introduced as pilot first before implementation 9
z Suggest adapting the existing 5-year secondary curriculum to a 6-year curriculum or adding an extended curriculum to the existing 5-year curriculum.
9
z The “3+3+4” academic structure reform and the introduction of Liberal Studies should be implemented separately. 9
z Exit point should be allowed at SS1 and SS2 9 9
Sources
School Sector
Feedback on
Curriculum (I)
General views
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Support
z 85.4% of schools agreed that the guiding principles will meet the goals of the new senior secondary curriculum. (Oct 04 EMB Survey)
9
z 83.7% of schools have started planning/preparing for the New Senior Secondary Curriculum. (Oct 04 EMB Survey) 9
z Support the proposed curriculum which comprises core subjects, elective subjects and other learning experiences 9 9
z Generally support the curriculum framework which broadens the learning experiences of students and caters for more choices to meet the diverse needs and interests of students
9
z Strongly endorse the guiding principles of the senior secondary curriculum 9
z Welcome the broadening and diversification of the senior secondary curriculum with Career-oriented Studies 9
Concerns/Suggestions
z Allowing only 2 to 3 electives may lead to inappropriate specialization starting as early as at SS1. It is important to work out a proper mechanism to ensure that students would indeed be encouraged to choose a range of subjects.
9
z The restricted number of electives cannot provide for diversity in the curriculum. 9
z LS should not be a core subject, both LS and integrated science should be provided as a choice for students to take 9
z Encourage students to take 3 subjects in arts/humanities, 3 subjects in science, and 1-2 non-arts/non-science subjects.
Students are required to take a minimum of one subject from arts/humanities, science, and non-arts/non-science subjects. Students who take all three science subjects should not be allowed to take integrated science and similarly students who take all three arts/humanities subjects are not allowed to take LS
9
z Teachers are worried about the drastic transformation of NSS curriculum 9
z Should draw reference from curriculum reform from overseas experience 9
z Worry that students’ choices of subjects would be reduced and the curriculum may be narrowed down by restricting to 2 to 3 electives for a student.
9
z The restriction to 2 or 3 electives on top of the 4 core subjects seriously inhibits the development of high-fliers 9
Sources
School Sector
Feedback on
Curriculum (I)
General views
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z The curriculum should strike a balance between breadth and depth of knowledge 9
z There is a need for curriculum tailoring, removing obsolete parts and adding new parts, so that students are more interactive and engaged.
9
z Concern about how the three basic curricula (technology, design and business) in pre-vocational schools would interface with the NSSC
9
z Concern how the new English Language syllabus would interface with that of the senior secondary English Language 9
z Concern about the interface of the primary curriculum with secondary curriculum 9
z Should be supported by adequate supporting measures and trained teachers before implementation 9
z Suggest the formula of the NSSC as C+E+M+LS+ one subject from PSHE+ one subject from Science or TE+ others 9
z Suggest including (i) facing up the challenges and difficulties of life and (ii) developing the virtues of perseverance and endurance as the goals of the NSS curriculum.
9
z Suggest all students be required to take one Science or Technology subject as an elective. 9
z Suggest all teaching syllabuses of the elective subjects be sent to higher education institutes for comments or endorsement before implementation
9
z Strongly object to any combination of subjects. The existing subjects should be maintained as far as possible 9
z The time allocated to the Moral and Civic Education should be reduced. 9
z Should ensure the interface of the junior secondary curriculum with the senior secondary curriculum under NSS 9 9 9
z Introduce COS elements into subjects 9
z Project Yi Jin was suggested to be incorporated in the senior secondary curriculum 9
z Unnecessary to incorporate training on critical thinking in the formal curriculum 9
z Should take into account the physical and psychological development of students in the design of NSS curriculum 9
z More space would be needed in schools for the implementation of NSS curriculum 9
Sources
School Sector
Feedback on
Curriculum (I)
Core subjects
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Support
z 64.5% of schools agreed that Chinese Language, English Language, Mathematics and Liberal Studies should be the core subjects. (Oct 04 EMB Survey)
9
z Support LS and the Faculty of Education would examine how to work together with school sectors to contribute to the training of teachers teaching LS.
9
z The core subjects of English, Chinese and Mathematics are generally supported. The inclusion of LS is appropriate, but with reservations
9 9
z LS could be offered as a core subject but not for public examination 9 9 9 9
z Acknowledge the rationale of LS as a core subject but concern about the necessity and suitable timing of making it an examinable subject
9
z Support LS as a core subject in the NSS 9 9 9
z Generally support the introduction of LS but with some reservations to LS becoming a core subject.
z Support LS remains as an elective until it is well supported by resources and training
9 9 9
Concerns/Suggestions 4 core subjects
z Flexibility should be allowed for schools to allocate learning time to different subjects (e.g. increasing the % of learning time for Chinese and English to 15% for EMI and CMI schools respectively)
9 9
z Learning time for English Language should be 20% - 25%. 9
z Learning time for the 4 core subjects: C and E 12-15%, M 10-15% and LS 8-12% (HK Subsidized Sec Schools Council Survey)
9
z The 4 core subjects should constitute over 50% of the NSS curriculum 9
z The 4 core subjects should constitute 55% of the NSS curriculum, COS 25% and other learning experiences 20% 9
z Should include extension part in the English Language curriculum. 9
Sources
School Sector
Feedback on
Curriculum (I)
Core subjects
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z More lesson time should be allocated for English 9
z Suggest that both English and Chinese subjects should have an extension component like Mathematics for the better students
9
z Increase the time allocation for Chinese and English in order to strengthen students’ language skills 9
z Increase the time allocation for Mathematics in the NSS curriculum 9
z Query the need of requiring every student to study Mathematics for 250 hours. 9
z Query the rationale of including LS as a core subject and worry about the revolutions encountered by schools and teachers if LS becomes a compulsory subject.
9
z Most schools are not ready to have LS as a compulsory subject 9
Other Proposed Core Subjects
z Replace LS with Economics as a core subject 9
z Chinese History should be a core subject 9
z PE should be included as a core subject 9
z Allow schools to keep “Ethics and Religious Studies” as the 4th core subject 9
z Include moral education as a core subject 9
z Arts Education must be part of the core studies 9
z Value education should be included in the core part of the new curriculum 9
z Integrate Education for Sustainable Development into the core of the NSSC 9
z Other Modern Languages including French should be offered as a core subject. 9
z Chinese Language is very important to the ethnic minorities for studying and employment. 9
z Should have a systematic and through-train Chinese Language policy and curriculum for the ethnic minorities. The government should provide a Chinese as Second Language (CSL) curriculum and open CSL examination for all people who can prove their mother tongue is not Chinese
9 9
z Ethnic minorities may have difficulties in attaining the required language proficiency in Chinese to meet the university requirement.
9
Sources
School Sector
Feedback on
Curriculum (I)
Elective subjects
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Support
z 78.1% of schools agreed that students should take 2 or 3 elective subjects. (Oct 04 EMB Survey) 9
z Agree replacing Principles of Accounts with the new subject BAFS 9
z 2 elective subjects should be a reasonable norm for all students 9
Concerns/Suggestions Choices of electives
z No quota for electives or more electives should be offered. 9 9 9 9
z Number of electives should be increased to 4-6. 9 9
z Restricted number of electives cannot provide for diversity in the curriculum and concern whether the number of electives may affect students’ chance of entering universities
9
z Concern about the number of electives offered in schools and possibility of changing electives 9
z Some less popular subjects or cultural subjects like Arts, PE and Music would be marginalized and eventually scrapped because no students wish to select the subjects.
9 9
z Choices of elective subjects offered in schools would be affected by the admission requirements of universities and manpower resources provision in schools
9
z Allow students to take more electives in SS1 and SS2 that do not require any public examination 9 9
z Concern whether schools would offer a subject taken by only a small number of students 9
z P. 6 parents should be provided with information on subjects to be offered by secondary schools in SS1 to facilitate their selection of secondary schools.
9
z About 70% of aided secondary schools (out of 253 schools) intended to offer 2 or 3 elective subjects depending on students’ abilities (HK Subsidized Secondary Schools Council Survey)
9
z Elective subjects could be offered on modular basis 9
Sources
School Sector
Feedback on
Curriculum (I)
Elective subjects
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z Students are required to take a minimum of one subject from arts/humanities, science and non-arts/non-science subjects. Students who take all three science subjects should not be allowed to take Integrated Science and students who take all three arts/humanities subjects are not allowed to take LS
9
z Suggest all students must take 1 arts subject + 1 science subject 9
z Students should choose at least one subject from each of the 8 KLAs as electives 9
z Schools in the same district may co-operate in offering subjects that are less popular 9
z Concern about the standards of individual subjects and their recognitions 9
z Query whether the criteria for offering elective subjects are student-oriented or school-oriented 9 Third/Foreign Language
z Concern whether a third language could be offered in the NSS curriculum 9 9 9 9
z There is no provision of foreign language 9
z Students should be allowed to take a third language instead of Chinese. Suggest that languages other than English, e.g. Japanese, Korean, French, German could be included in the NSS curriculum
9 9
z Foreign language education can provide plural-linguistic perspectives and enhance multilingual awareness of the learners
9
z Schools should be encouraged to offer foreign languages, especially at senior secondary levels 9
z French should continue to be offered as an alternative to Chinese in SS1. HKEAA should arrange public examination for French.
9 9
Other electives/Proposed electives
z Combine Chinese Language with Chinese Literature and English Language with Literature in English 9
z The two Mathematics modules could not provide the students with sufficient knowledge to pursue a degree in science or engineering and the time allocated to elective Mathematics module is insufficient
9
z Should have more electives for Mathematics 9
z Applied Mathematics should be retained as an elective subject. 9
z The extension modules of Mathematics should be separately offered as electives. 9 9
Sources
School Sector
Feedback on
Curriculum (I)
Elective subjects
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z Combined science subject is needed to complement students, who only take 1 science subject, with other general science knowledge
9
z Classify the science subjects into foundation and advanced parts, and allow students to take the foundation modules in several science subjects, while choosing only one to complete at the advanced level
9
z Include Earth Science in the list of elective subjects 9
z Concern about the criteria for merging subjects, e.g. BAFS 9
z Object to combine ‘Business and Commerce’ with ‘Accounting’ 9
z Include Putonghua as an elective 9
z Include Drama as a full elective subject 9
z Concern whether there would be adequate qualified tutors and venues for Physical Education 9
z A holistic approach rather than a merely reduction of modules should be adopted for Geography 9
z Dance activities must be organized together with Music, Visual Arts and Drama in Arts Education curriculum 9
z Should provide solid timetable for the development of the subject “Performing Arts” 9
z Should allocate resources to primary and secondary schools for providing students with more Arts education and media training.
9
z Arts education should be provided in formal learning time instead of as extra-curricular activities. 9
z Arts Education can be broadened into Arts and Media Education and Appreciation 9
z General courses could be offered in humanities and social sciences, such as cultural studies, global studies, etc 9
z Concern about the curriculum development of Ethnic and Religious Studies. 9
Sources
School Sector
Feedback on
Curriculum (I)
Other learning experience
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Support
z 84.7% of schools agreed that other learning experiences should be included as a component of the curriculum. (Oct 04 EMB Survey)
9
Concerns/Suggestions
z There should be school-based arrangements to support aesthetic and cultural development of students. 9
z Concern about the allocation of time for other learning experiences in schools and whether parents would know the time allocated in different schools
9
z Set up “Other Learning Experience Fund” to assist students with need. 9
z Concern whether SBA is required for other learning experiences 9
z Worry that poor students would be disadvantaged in acquiring other learning experiences and concern about the supporting measures for students
9 9
z The provision of career-related experience, such as job attachment, in the new senior secondary will draw a lot of time and manpower from schools.
9
z Suggest reducing the proportion of other learning experiences 9 9
z Suggest including COS as other learning experiences 9
z Whether all other learning experiences should be included in class timetable 9
z Concern about how would students’ performance or work pieces be kept for appealing purpose 9
z Encourage students to give blood not only during school blood drives but also to build up the habit of regular blood donation (HK Red Cross)
9
Sources
School Sector
Feedback on
Curriculum (II)
Liberal Studies as a New Core Subject
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Support
z 74.9% of schools agreed Liberal Studies could help students develop their independent learning capability with broad-based knowledge and multiple perspectives. (Oct 04 EMB Survey)
9
z Support for LS being part of a core curriculum 9 9 9 9
z LS could be offered as a core subject but not for public examination. 9 9 9 9
z Support LS as a core subject but not as an admission criteria to university 9
z Support the introduction of LS as it can develop students’ critical thinking and broaden students’ knowledge base. 9
z LS could provide students with a happier environment for learning 9
z Support LS in senior secondary and higher education for rebuilding the strength of Hong Kong 9
z LS provides an ideal platform for “bilingual learning” 9
Concerns/Suggestions Assessment
z LS to be a core subject and examinable but with two grades: pass or fail or three grades: excellent, pass or fail.
Suggest reviewing the grade system in 5 years’ time
9 9 9
z LS should not be a compulsory examinable subject 9 9 9
z LS as a core subject is problematic or debatable 9
z All senior students should study LS, but it should only be an elective subject in public examination 9 9
z No public examination for LS or students be allowed to opt to sit for the examination 9 9
z Suggest a 3-year, 5-year or 6-year piloting period for LS, assessed by SBA, not by public examination 9 9 9 9
z LS may be taught as an elective subject in the beginning of the implementation of the new system 9 9
z LS should be taught in S6and7 of all schools for two years before the implementation of the NSS curriculum 9
Sources
School Sector
Feedback on
Curriculum (II)
Liberal Studies as a New Core Subject
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z LS as a core subject and the compulsory part be included as a subject in public examination and should be graded as
“outstanding”, “satisfactory” and “unsatisfactory” while the elective part be graded by SBA as “satisfactory” and
“unsatisfactory”
9
z Concern about the readiness of teachers and doubt the reliability of assessment of LS, in particular school-based assessment.
9 9 9
z Suggest diverse modes of assessment for LS, including oral test and other learning experiences 9 9
z Concern about the fairness of assessment of LS 9
z Introduce double marking in the public examination to ensure objectivity 9 9 9
z Concern the provision of sufficient number of markers for LS and the training for the markers. 9
z Doubt the objectivity of assessment on personal values of students. 9
z The assessment standard of LS in the ASL is still subject to question 9
Teaching Time
z Suggest reducing the amount of time allocated to be 100-120 hours in 3 years and having fewer carefully selected topics
9
z Suggest a reduction in the time allocated to LS to enable students to take more than the currently proposed 2-3 electives
9
z Teaching time for LS should be the same as an elective, i.e. 8-12% 9
z Suggest reducing the lesson time of LS to 8 or 10 % 9 9
z Set the lower limit for learning time of LS at 12.5% but schools can decide the upper limit. 9
z Time allocated to LS is too long. 9
Curriculum
z Query the need of LS as the training on generic skills could be provided in other subjects 9 9 9 9
z The number of units of LS should be reduced, e.g. 6 or 7, 9 or 12. 9 9
z Query whether reference has been drawn from international researches or experiences before recommending LS as a core.
9
Sources
School Sector
Feedback on
Curriculum (II)
Liberal Studies as a New Core Subject
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z Compulsory units of LS should be put under ‘Other Learning Experiences’ with about 5% - 7% of total lesson time and no public examination. Elective units of LS could be redesigned as another regular X subject
9
z No need to divide compulsory and elective parts in LS 9
z The current domains of self and interpersonal, society and culture, science technology and environment would be sufficient
9
z Should give a clearer and more specific syllabus of LS and allow schools to offer the modules by stages 9
z The curriculum of LS should be knowledge-based and with more emphasis on human values 9
z It was difficult for LS to promote the development of basic/generic skills as advocated, since it would be difficult to detach such skills from the knowledge context.
9
z Knowledge learnt in junior secondary or in other NSS electives is not sufficient for LS learning 9
z Flexibility should be allowed for teachers to design their own modules (and assessment modes) in LS 9 9
z Involving social workers to assist in designing the curriculum of LS, especially on the part of personal development 9
z Schools should design their own LS curriculum according to their mission and tradition. 9
z There is no need to bridge the senior secondary curriculum of LS with the subjects offered by universities 9
z LS should include study of historical figures, classic articles, worldwide religions and thinking skills.
z Include financial management for children in LS 9
z Include Chinese and HK History, Basic Legal Knowledge in LS 9
z Enhance national education in LS 9
z Reduce the weighting of “Modern China” module 9
z Combine ‘Society and Culture’ and ‘Science, Technology and the Environment’ as these 2 modules are closely connected with each other
9
z Include appreciation of music, arts and performing arts as well as appreciation of knowledge of mass media in LS. 9
z Include education on psychological and emotional health, job interview techniques, job ethics in the final year 9
z Media education should be made compulsory in LS 9
Sources
School Sector
Feedback on
Curriculum (II)
Liberal Studies as a New Core Subject
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z Combine ST2 IT and Society and SC6 Media and Society into a new compulsory unit “Media and IT Education” 9
z Include modules in LS to promote creativity of students. 9
z Include Moral and value education in LS 9
z Introduce values development into the compulsory part of LS 9
z Suggest enhancing the training on media literacy (傳媒素養) and infomedia literacy (傳媒資訊素養) in LS. Also suggest combining “Media and Society” and “IT and Society” into a new compulsory unit “infomedia education” (傳 媒資訊教育”
9 9
z Retain “Self and Personal Development” and “Science, Technology and the Environment” and restructure “Society and Culture” to “Modern Hong Kong” “Modern China” and “Modern World”. Allow teachers to design learning units according to the needs of the school
9
z To rename ‘Art and Life’ as ‘Art and Culture’. Integrate Arts Education into LS would lower students’ exposure to Arts Education
9
z Include Disease and Public Health as compulsory part for LS 9
z Include a new compulsory unit “Science of Medicine, Health Maintenance, Medicine and Therapy” 「醫學、保健、
藥物和治療」in LS
9
z Include moral and civic education and enhance the training of critical thinking in LS 9
z Incorporate some humanities topics, including equal opportunities concepts in LS (Equal Opportunities Commission) 9
z Sex education should be included in the LS curriculum 9
z Gender awareness should be given a distinct identity and a higher priority in school education, particularly in LS curriculum
9
z Strengthen the elements of Chinese culture and Chinese history in LS 9
z Include “Handling Adversity”(逆境處理) and “Economics and Society” modules. 9
MOI
z Chinese should be allowed as a MOI in teaching LS in EMI schools 9 9 9
z Schools should be allowed to opt their own MOI for LS. 9 9 9
Sources
School Sector
Feedback on
Curriculum (II)
Liberal Studies as a New Core Subject
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z Chinese should be the MOI in teaching LS 9 9 9 9
z It would be difficult to build a harmonized common language for discourse in LS, given the fact that LS involved the study of a vast number of disciplines, each with its own language.
9
Supporting Measures
z A strong request for small class size and/or split class teaching for LS. 9 9 9 9 9
z 20 students per class is the most recommended size for LS 9 9 9
z Setting up a central team to prepare LS teaching materials and release on the web. Should seek collaboration with newspapers to provide sources of current issues as LS teaching resources.
9
z LS teaching should be well supported by resources including teacher training 9 9
z Setting up a central platform to provide support and information to teachers and students in LS 9 9
z Provide enough funding for the establishment of LS resource library 9
z EMB or publishers should provide web-based up-dated resources 9
z Suggest setting up regional or sponsor- based training centres and let pilot schools be responsible for providing training.
9
z Second experienced LS teachers to university to provide teacher training. 9
z LS teachers should have extra free periods for lesson preparation in the early implementation stage 9
z LS teachers should be provided in the staff establishment. 9
z Since LS relies heavily on language, some weaker CMI schools request to have one additional teacher for language support.
9
z It is hoped that additional teacher for split class teaching of Liberal Studies at junior forms could be provided from 2005/06 onwards to develop students’ capacities as early as possible.
9
z Suggest that there should be a transitional period for teachers 9
z Concern the standards for choosing LS teachers. 9
z Concern about the readiness of teachers 9
z Concern about the quality of LS teachers 9 9
Sources
School Sector
Feedback on
Curriculum (II)
Liberal Studies as a New Core Subject
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z Concern about the language ability of LS teachers 9
z Worried that there will not be enough trained LS teachers 9
Others
z Diverse abilities of students may add difficulty to the teaching of LS. 9 9 9
z Start offering LS in the junior secondary curriculum. 9 9 9 9
z Details of the curriculum should be known to schools as soon as possible 9
z Concern the support on teaching materials and teacher training for schools admitting lower banding students 9
z Should conduct a pilot study on offering of LS to low achievers. 9
z Language proficiency of students may affect their performance in the assessment of LS. Female students with higher language ability would be advantaged.
9 9 9
z Poor students would be disadvantaged in acquiring other learning experiences promoted in LS 9
z Low achievers would be disadvantaged in learning LS 9
z Concern whether students with low language ability would be given due care. 9
z Should consider the weak, unmotivated students and those with financial hardship when launching LS 9
z The preparation of school-based LS teaching materials would increase the workload of teachers. 9
z Concern whether LS teachers’ qualifications will be benchmarked. 9
z Concern the issue of copy right for the teaching materials (written and visual). 9
z The adoption of different teaching materials might affect students’ performance in public examination. 9
z Sharing of experiences by schools offering LS in ASL would be welcome. 9
z Provide field experience for students through networking of schools which have experience in offering LS 9
z Universities should make use of the extra year to offer more courses on LS 9
z Need to co-ordinate the roles of LS in the NSS and university curriculum to avoid overlapping 9
z It would be hasty to introduce Liberal Studies to schools while the curriculum, teachers, assessment mechanism, etc.
were not in place.
9
Sources
School Sector
Feedback on
Curriculum (II)
Liberal Studies as a New Core Subject
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
z Insufficient time for teachers to prepare themselves for the introduction of liberal studies. 9
z Whether change of top personnel would change “core modules” of Liberal Studies 9
z Concern whether LS would help students in employment 9
z Concern about the international recognition of LS 9
z Concern whether teachers’ own thinking or value would exert too much influence on students 9
z Suggest deploying social workers to teach some units in LS 9
Sources
School Sector
Feedback on
Curriculum (III)
Career-oriented Studies (COS)
Principals Teachers Students Parents School Sponsoring Bodies School Councils/ EduBodies Views from schools Tertiary Sector General Public Media Others e.g. professional bodies, employers, LegCo, District councilors, Edu. City, political parties
Support
z 77.7 % of schools agreed Career-oriented studies could be provided as an alternative to the elective subjects.
(Oct 04 EMB Survey)
9
z 54.6% of schools will consider including Career-oriented Studies in the school curriculum to cater for students’
diversified interests, needs and aptitudes. (Oct 04 EMB Survey)
9
z Generally support a more diversified curriculum 9
z Support offering COS as an elective (HK Subsidized Sec Schools Council) 9
z Agree COS could provide students broad and balanced development 9
z Agree that COS could be an outlet for the less motivated students 9
z More COS courses / more places for COS courses should be included in the NSS curriculum 9
z Welcome the reintroduction of vocational subjects in mainstream education 9
Concerns/Suggestions
z Concern about the status of COS courses and the recognition of COS courses by the universities and by employer sector
9 9 9 9 9
z Concern about the possible labeling effect on the schools offering COS and the support for schools 9 9 9
z COS courses should be accredited to facilitate articulation to employment or further studies. 9 9
z Concern about the standard of COS compared with the proposed elective subjects 9 9
z COS should be recognized as an elective and should be included in HKDSE. 9
z The fundamental elements of COS should be introduced in junior secondary forms 9 9 9
z Support grant should be provided for students studying COS courses 9
z Concern about the allocation of additional funding (Grant) for school offering COS 9 9
z Should provide more COS courses / increase the places for COS courses 9 9
