Secondary Education Curriculum Guide
Booklet 2
Learning Goals, School Curriculum Framework and Planning
Prepared by
The Curriculum Development Council Recommended for use in schools by the Education Bureau
HKSARG 2017
Booklet 2 Learning Goals, School Curriculum Framework and Planning
This is one of the 11 Booklets in the Secondary Education Curriculum Guide. Its contents are as follows:
Contents of Booklet 2
2.1 Background 2
2.2 Purposes of the Booklet 4
2.3 The School Curriculum Framework - What is Worth Learning? 4 2.3.1 Updated Seven Learning Goals and the School Curriculum
Framework 5
2.3.2 The Junior Secondary Curriculum and Suggested Time Allocation 9
2.3.2.1 Key Learning Areas 10
2.3.2.2 Four Key Tasks: Towards Major Renewed Emphases 13 2.3.3 Interface between the Junior and Senior Secondary Levels 27 2.3.4 The Senior Secondary Curriculum and Suggested Time Allocation
27
2.3.4.1 Core Subjects 29
2.3.4.2 Elective Subjects 30
2.3.4.3 Other Learning Experiences 34 2.4 Guiding Principles for Designing the Whole-school Curriculum 34 2.5 Five Stages of Whole-school Curriculum Planning 38
Appendices 52
Appendix 1 Generic Skills 52
Appendix 2 Values and Attitudes for Incorporation into the School
Curriculum 69
Appendix 3 Organisation of the Curricula of the Eight KLAs and Suggested Allocation of Time at the Junior Secondary Level
71 Appendix 4 Curriculum Contents and Lesson Hours Related to Basic
Law Education at the Junior Secondary Level 74 Appendix 5 Planning and Self-evaluation Tool for Basic Law
Education 76
Appendix 6 Planning and Self-evaluation Tool for STEM Education 80 Appendix 7 Components of the SS Core Subjects and Suggested
Allocation of Time 83
Bibliography ... 85
2.1 Background
• Schools have responded positively to the Curriculum Development Council’s (CDC) recommendation of the Learning to Learn curriculum reform since the last decade and student-centredness has become the focus in their whole-school curriculum planning.
• With the implementation of the new senior secondary curriculum since 2009 under the New Academic Structure (NAS), secondary education for all students has been extended to six years. Schools have since accumulated practical experiences in developing their whole-school curriculum for the continuous study of six years for all students, taking into account their school contexts and the varied learning needs of students.
• In light of moving towards a coherent curriculum, there have been efforts to enhance the vertical continuity of the school curriculum between the junior secondary (JS) and senior secondary (SS) levels and the lateral coherence among different Key Learning Areas (KLAs)/subjects through strategies such as encouraging cross-curricular project learning and collaboration among subject panels in promoting Language across the Curriculum (LaC). Further recommendations on enhancing a smooth interface between the JS and SS curricula based on authentic good practices are necessary to bring insights into the ongoing curriculum renewal.
• There has been more flexible use of curriculum time for broadening students' learning experiences beyond the classroom through life-wide learning activities. In recent years, many schools have paid attention to the organisation of career-related experiences and learning activities to enhance students’ awareness of and exposure to life planning, and vocational and professional education and training (VPET).
• According to the annual survey data on multiple pathways and career interests of students since 2012, schools have gained better understanding of the abilities, aptitudes, interests and needs of students, as well as the activities, career talks and vocational programmes to be organised for students.
• The Planning-Implementation-Evaluation (P-I-E) cycle has been generally used as the whole-school curriculum planning model with reference to the annual review of the school’s curriculum plan, implementation and student performance as shown in its internal assessment, public assessment and other sources of feedback.
• In response to the development of Information Technology in Education (ITE) and the launch of the “Fourth Strategy on Information Technology in Education”
(ITE4), a number of schools have started incorporating e-learning into the school curricula, or developing and trying out e-resources such as education apps, online learning and teaching resources.
Reflective Questions
What have been the experiences of your school since (a) the Learning to Learn curriculum reform that started in 2001; and (b) the implementation of the SS curriculum in 2009?
What are the achievements of your school in terms of the following?
providing a student-centred 6-year secondary curriculum based on the central curriculum1;
enhancing the vertical continuity and lateral coherence of the school curriculum;
promoting a smooth interface between the junior and senior secondary curricula;
incorporating e-learning into and across the curricula;
designing flexible use of curriculum time;
promoting multiple pathways among students; and
implementing P-I-E.
1 Central curriculum refers to the school curriculum recommended by the Curriculum Development Council. Please refer to the Glossary of this Guide for further details.
2.2 Purposes of the Booklet
• To present the CDC recommendation for a school curriculum framework and the suggested allocation of time to be implemented by all local schools
• To introduce to school principals, middle managers and teachers the guiding principles on whole-school curriculum planning according to school contexts
• To provide practical guidance for schools to renew, reflect, plan and implement the secondary curriculum
2.3 The School Curriculum Framework - What is Worth Learning?
Figure 2.1 The Hong Kong School Curriculum
• Figure 2.1 shows Hong Kong’s school curriculum recommended by the CDC to all local schools including kindergartens, primary and secondary schools. It covers the key components of the school curriculum from kindergarten to senior secondary education and envisages how students progress along different key stages of learning towards multiple pathways for further studies and work to achieve the updated seven learning goals (see 2.3.1 below).
Refer to Figure 2.1:
How do you make reference to the school curriculum presented by the framework when designing or reviewing your whole-school curriculum?
• The CDC school curriculum is broad and balanced with diversification and specialisation for academic, professional and vocational developments according to students’ diverse abilities, interests and needs. It is also open and flexible to suit a wide range of school contexts at various levels to foster students’ whole-person development and to nurture their lifelong and self- directed learning capabilities.
• Since the implementation of the NAS in 2009, holistic planning of the whole- school curriculum comprising six years of secondary education is important to enhance the transition between different key stages, i.e. between primary and secondary education, between JS and SS education, and between SS and multiple pathways for study and work.
2.3.1 Updated Seven Learning Goals and the School Curriculum Framework Updated Seven Learning Goals
• The updated seven learning goals set out the qualities desired for students of the 21st century by the end of their six-year secondary education.
Our Learning Journey - the Past
“The CDC has set out the overall aims of the school curriculum and specified the goals that our students should be able to achieve…”
Learning to Learn – The Way Forward in Curriculum Development Our Learning Journey – the Present and the Future
• Updates are made to the seven learning goals set by the CDC in 2001 for the ongoing renewal of the school curriculum, taking into account the local, regional and global changes and the experience gained in the curriculum reform (see Figures 2.2 and 2.3).
Figure 2.2 Overview of the Updated Seven Learning Goals of Secondary Education
Figure 2.3 Updated Seven Learning Goals of Secondary Education
The Updated Seven Learning Goals of Secondary Education To enable students to
• become an informed and responsible citizen with a sense of national and global identity, appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralism in society;
• acquire and construct a broad and solid knowledge base, and to understand contemporary issues that may impact on students’ daily lives at personal, community, national and global levels;
• become proficient in biliterate and trilingual communication for better study and life;
• develop and apply generic skills in an integrative manner, and to become an independent and self-directed learner for future study and work;
• use information and information technology ethically, flexibly and effectively;
• understand one’s own interests, aptitudes and abilities, and to develop and reflect upon personal goals with aspirations for further studies and future career; and
• lead a healthy lifestyle with active participation in physical and aesthetic activities, and to appreciate sports and the arts.
• All local secondary schools should aim at helping students achieve the updated seven learning goals through adopting the school curriculum for secondary education, planning and implementing their school curriculum, taking into account their students’ abilities, interests and needs.
School Curriculum Framework
• The CDC school curriculum is designed to help students achieve the updated seven learning goals, and foster lifelong and self-directed learning capabilities among them. It offers an open and flexible framework enabling local schools to plan for a whole-school curriculum that offers diversification and specialisation to cater for students’ abilities, interests and learning needs throughout their schooling.
• Building on the foundation developed in primary education, the school curriculum for secondary education covers eight Key Learning Areas (KLAs) at the JS level to help students build a solid knowledge foundation and prepare them for studying the SS curriculum that is made up of core subjects and elective subjects for diversification and specialisation.
• Students’ learning experiences are organised within the school curriculum framework to include knowledge, generic skills, values and attitudes spanning the five essential learning experiences to achieve the updated seven learning goals of secondary education including whole-person development and nurturing students’ lifelong learning, as well as developing their learning to learn capabilities.
Five Essential Learning Experiences
• The term “curriculum” is defined as the set of total learning experiences through which students learn. All students are entitled to the following five essential learning experiences for whole-person development:
Moral and Civic Education
Intellectual Development
Community Service
Physical and Aesthetic Development
Career-related Experiences
Knowledge, Generic Skills, Values and Attitudes
• The secondary school curriculum framework is made up of three interconnected components: knowledge in KLAs, generic skills, values and attitudes. This open and flexible curriculum framework, which is represented in Figure 2.4, allows schools to organise learning experiences, adjust the breadth and depth of the learning content, adopt various learning strategies and
modes, and flexibly respond to local and global changes to enhance the learning outcomes of students.
Figure 2.4 Three Interconnected Components of the Curriculum Framework
• Knowledge is organised in the following eight KLAs:
- Chinese Language Education - English Language Education - Mathematics Education
- Personal, Social and Humanities Education - Science Education
- Technology Education - Arts Education
- Physical Education
• Generic skills are the fundamental skills that help students acquire, construct and apply knowledge in various contexts. They are developed in the learning and teaching of different KLAs/subjects and are transferrable from one learning situation to another.
Knowledge
Generic Skills
• After consolidating experiences of implementation over the years and reflecting on recent developments in the academic field and society, an integrative approach is recommended as each generic skill should not be seen in isolation. Meaningful contexts can be provided for the development of the nine generic skills grouped in three clusters of related skills for better integrative understanding and application in a holistic manner.
• Grouping of the nine generic skills:
*“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).
• Please refer to Appendix 1 for details of the nine generic skills and two examples illustrating the development/application of generic skills in an integrative approach.
• Values are explicit or implicit belief systems that students develop, which guide their conduct and decision making, while attitudes are personal dispositions towards particular issues. Please refer to Appendix 2 for the proposed set of
“Values and Attitudes for Incorporation into the School Curriculum”.
2.3.2 The Junior Secondary Curriculum and Suggested Time Allocation
• The JS curriculum extends learning from primary education in terms of breadth and depth. It is a broad and balanced curriculum building on the knowledge, generic skills, values and attitudes as well as learning experiences students have acquired, and are organised around eight KLAs. The objectives of the JS curriculum are as follows:
- To capitalise on students’ prior learning of knowledge, generic skills, values and attitudes in primary education and to develop them into self-
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
Values and Attitudes
directed learners;
- To help students go through the stage of adolescence with a solid knowledge foundation from eight KLAs offering diversification and the necessary generic skills, positive values and attitudes to prepare them for more specialised studies at the SS level;
- To promote a smooth transition for students from studying General Studies at the primary level to three KLAs, i.e. Personal, Social and Humanities Education, Science Education and Technology Education at the secondary level; and
- To facilitate students’ whole-person development through enriching their life-wide learning experiences.
(Please refer to Appendix 3 for the organisation of the curricula of the eight KLAs and suggested allocation of time at the JS level.)
2.3.2.1 Key Learning Areas
• The JS curriculum is organised around the eight KLAs of knowledge domains as the basis while generic skills, values and attitudes are infused into the knowledge framework for learning and teaching inside and outside the classroom. Together with a range of learning experiences across KLAs, it provides a student programme for whole-person development aiming to help students lay a solid foundation for lifelong learning. Schools should adopt the suggested allocation of lesson time (i.e. % of total lesson time/number of hours of lesson time over 3 years) for each KLA, and use the flexible time to suit the specific needs of their students and their school context. Figure 2.5 shows the average number of school days and lesson hours over three years of JS education, and Figure 2.6 shows the suggested time allocation of the eight KLAs and flexible time for learning across KLAs.
Figure 2.5 School Days and Lesson Hours over 3 Years
Junior Secondary
Length of a School Year 190 days or 1 013 hours Note 1
Lesson time Note 2 (school days or lesson hours per year): 172 days or 918 hours Note 3
Lesson Hours over 3 Years 2 754 hours (918 hours x 3 years) Note 3
Note 1
190 is the minimum number of school days for a school year. The number of lesson hours is calculated based on an average of eight 40-minute lessons a day in schools.
Note 2 Examination time not included.
Note 3
There may be variation in lesson hours among schools as individual schools may devote time to non-teaching activities such as school picnics, student orientations, post-examination activities. Lesson hours of a school day and the duration of lessons may also vary among schools or even between weekdays within the same school.
Figure 2.6 Components of the JS Curriculum and Allocation of Time Note 1
Component of the JS Curriculum % of Time Allocation
No. of Hours
Key Learning Area
Chinese Language Education 17-21% 468-578 English Language Education 17-21% 468-578
Mathematics Education 12-15% 331-413
Science Education 10-15% 276-413
Personal, Social and
Humanities Education Note 2 15-20% 413-551 Technology Education Note 3 8-15% 220-413
Arts Education 8-10% 220-276
Physical Education 5-8% 138-220
Sub-total of the lower range of
lesson hours over 3 years 92% 2 534
Across Key Learning Areas
Flexibility is provided for:
Values education
(including moral and civic education, Basic Law education) and guidance to complement values
education across KLAs
Additional common
8%
About 220 hours over 3
years
reading time
School Assembly/Class teacher period to
complement values education across KLAs
Remedial or enhancement studies in KLA(s) or across KLAs
Other cross-curricular activities and broadening learning experiences such as community service, co- curricular activities, and aesthetic and physical activities to complement life-wide learning
Remarks:
The deployment of flexible time may vary from term to term (e.g. life skills education in the 1st term, remedial study of Chinese Language in the 2nd term of the year and
enhancement study of English Language throughout the school year).
Total lesson hours over 3 years 100% 2 754
Note 1 As there is an increasing need for schools to organise cross-curricular learning and teaching (e.g. STEM education, Language across the Curriculum, values education) while closely integrating these with life-wide learning activities for students’ consolidated learning, application and whole-person development, the allocation of time for respective KLA/subjects can be more flexibly and integratively handled with due regard for individual school contexts and needs.
Note 2 All secondary schools should allocate about 5% of the total lesson time for the JS level, or about two lessons per week, to the study of Chinese History under the PSHE KLA at the JS level.
Note 3 All secondary schools should allocate about 25 lesson hours to the teaching of programming concepts including coding within the Information & Communication Technology knowledge context under the TE KLA at the JS level.
2.3.2.2 Four Key Tasks: Towards Major Renewed Emphases
Figure 2.7 Four Key Tasks: Towards Major Renewed Emphases
The Four Key Tasks have been introduced since 2002 to support the Learning to Learn curriculum reform. These key tasks would be carried on to sustain the momentum and positive impact on student learning. In order to encourage schools to build on their strengths, respond to changing needs of students and flexibly adopt the Four Key Tasks with deepened understanding, the Four Key Tasks are updated as follows (see Figure 2.7):
- Moral and Civic Education: Towards Values Education;
- Reading to Learn: Towards Reading across the Curriculum;
- Project Learning: Towards Integrating and Applying Knowledge and Skills across Disciplines; and
- Information Technology for Interactive Learning: Towards Self- directed Learning.
In particular, all schools should strengthen the implementation of values education. For Key Stage 3, schools should make use of the 8% of the flexible lesson time to arrange values education in the JS curriculum in addition to other KLA/subject-based learning opportunities. For Key Stage 4, 10-15% of lesson time is allocated to “Other Learning Experiences”
(OLE). Schools should arrange values education within the lesson time for
OLE and beyond.
Figure 2.8 Major Renewed Emphases at the JS Level and beyond
Major renewed emphases (MRE) are brought on board to better respond to the changing needs of society as reflected in the updated seven learning goals (see Figure 2.3). With reference to their own contexts and stages of development on various curriculum areas, schools should plan the whole- school curriculum with due consideration of the SECG to strategically integrate the MRE for coherent and systematic implementation in their school development plans alongside the school priorities for the next three to six years by observing the guiding principles for the Learning to Learn curriculum (please refer to Section 1.6.1 of Booklet 1 for details). To facilitate whole-school curriculum planning based on existing components, proposed allocation of time within the school curriculum recommended by the CDC has been included where appropriate. These MRE include:
strengthening values education (including moral and civic education, and Basic Law education)
reinforcing the learning of Chinese history and Chinese culture
Values Education (Including MCE
& Basic Law education)
extending “Reading to Learn” to “Language across the Curriculum”
promoting STEM education and ITE
fostering an entrepreneurial spirit
diversifying life-wide learning experiences (including those for Vocational and Professional Education and Training)
stepping up gifted education
enhancing the learning and teaching of Chinese as a second language (see Figure 2.8).
The purposes, requirements and suggestions for sustaining each of these MRE are highlighted and articulated below to show how they resonate with the updated seven learning goals, how they are realised through the knowledge, generic skills, values and attitudes of the school/KLA curriculum framework, cross-curricular studies, and how they can be developed as the competencies of relevant sets of skills and applied in different curriculum contexts.
Strengthening Values Education (including moral and civic education and Basic Law education)
- One of the updated learning goals is for every student “to become an informed and responsible citizen with a sense of national and global identity, appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralism in society”. To fully achieve this goal, values education, variously delivered in the form of moral and civic education, Basic Law education, life education, religious education, values across different KLAs/subjects, etc., need to be given utmost prominence.
- Since 2008, the EDB has clearly stipulated the learning elements of values education through, for instance, specifying the learning expectations for respective key stages in order to articulate a systematic
curriculum framework. The framework could be accessed at:
http://www.edb.gov.hk/tc/revised-MCE-framework2008.
-
- Specifically, perseverance, respect for others, responsibility, national identity, commitment, integrity and care for others have been identified as the priority values and attitudes. These values and attitudes are infused into the learning and teaching of all KLAs as well.
Basic Law Education
The Basic Law, the constitutional document for the Hong Kong Special Administrative Region (HKSAR), is closely related to students’ daily life in Hong Kong. Basic Law education has already been included in the primary and secondary curricula. Elements related to the Basic Law should be strengthened to enable students to understand its importance, the principle of “one country, two systems” and what is pertaining to the sustainability of the social system and way of life of Hong Kong people in the coming decades. It helps to enhance students’ thinking skills as well as nurture positive values and attitudes. Enabling students to understand the Basic Law and its application in everyday life reinforces the cultivation of values including the rule of law, justice, national identity, democracy, freedom, human rights, equality and rationality.
Due attention should be given to ensuring sufficient time be dedicated to Basic Law education. In fact, Basic Law education has been introduced through different curricula such as primary General Studies (P1-6);
junior secondary Personal, Social and Humanities Education (PSHE) subjects/curricula, in particular Life and Society (S1-3) and Chinese History (S1-3) (independent compulsory subject); and the senior secondary interdisciplinary subject of Liberal Studies (S4-6) (core subject) and relevant elective subjects. The background of the principle of
“one country, two systems”, the importance as well as ideas and concepts of the Basic Law are part of the core elements/essential content for learning in the PSHE KLA curriculum where relevant topics/themes are covered. Such curriculum manifestations related to Basic Law education will continue to apply. In the learning/teaching process, teachers are advised to make explicit connections between the subject content and the Basic Law at appropriate junctures.
In whole-school curriculum planning, and where appropriate, Basic Law education should be incorporated in the school development plan to strengthen values education and to facilitate coherent and strategic planning, implementation and self-evaluation of its effectiveness.
At the junior secondary level (S1-3)
Basic Law education is an integral part of values education in the
moral and civic education curriculum framework.
Essential learning elements relevant to Basic Law education can be found in different subject curricula at the junior secondary level. For example, in the PSHE KLA, Chinese History (S1-3) (independent compulsory subject) will enable JS students to acquire fundamental knowledge necessary for further study about the Basic Law at the SS level, in particular the fact of Hong Kong as part of China and the background of the principle of “one country, two systems”; and Life and Society (S1-3) will enable students to understand the importance, ideas and concepts of the Basic Law.
For schools that do not offer Life and Society (S1-3) in JS, or in cases where modules relevant to Basic Law education are not taught in Life and Society (S1-3), a 15-hour independent module on “Constitution and the Basic Law” is available for schools’ adoption. These schools are required to teach this module as part of moral and civic education, or as a standalone module in the timetable, and/or part of the school- based curriculum in the PSHE KLA (e.g. Integrated Humanities), according to their school contexts. (Please refer to Appendix 4 for the curriculum contents and suggested lesson hours related to Basic Law education at the junior secondary level in relevant curricula/subjects.)
At the senior secondary level (S4-6)
Students will continue to learn about the Basic Law, particularly in the core subject of Liberal Studies as well as in relevant elective subjects, such as Chinese History, History, Economics and Geography.
Planning and evaluation
A systematic and strategic plan for implementing Basic Law education involves:
(1) implementing the most recent curriculum guides prepared by the CDC with regard to the contents and time allocated to the KLA/subjects/topics related to Basic Law education;
(2) promoting Basic Law-related learning in cross-curricular studies/activities, theme-based forums, exhibitions, competitions, summer camps and non-local visits/exchange programmes conducted on the Mainland with articulation to the whole-school curriculum, and to complement classroom learning and teaching;
(3) making use of up-to-date and appropriate learning and teaching resources prepared for Basic Law education suited to the curricula;
(4) participating in professional development programmes related to core contents, knowledge updating and enrichment, pedagogies and assessment that are dedicated respectively for school heads, middle managers and teachers to keep abreast of the development of society and the needs of students; and
(5) self-evaluating the implementation of Basic Law education in schools with a view to making sustainable improvements.
A planning and self-evaluation tool has been developed in Appendix 5 for the reference of schools to develop a more holistic view about the situation of Basic Law education in schools and reflect on areas requiring further improvement. Schools may use this tool flexibly and incorporate self- evaluation findings so derived in their school development plans/annual school plans/reports.
To achieve curriculum coherence, schools could use or adapt the tool on whole-school curriculum planning (see Figure 2.20) or the Basic Law education planning and self-evaluation tool in Appendix 5 that involves similar information in Figure 2.20.
Reinforcing the Learning of Chinese History and Chinese Culture The study of Chinese history and Chinese culture provides the foundation knowledge and root values on which students understand our country and progress towards developing a sense of national identity. The teaching of Chinese history and Chinese culture should be reinforced and strengthened in JS education through the following arrangements for Chinese history education and Chinese culture across the curriculum.
Chinese History Education
Schools should build on the foundation knowledge of Chinese history studied in General Studies through the six years of primary education (including “National Identity and Chinese Culture” as one of the six strands recommended by the CDC) to further promote the study of Chinese history in secondary education;
All students at the JS level should be taught Chinese history, which is part of the core elements/essential content for learning in the PSHE KLA curriculum, by following the most up-to-date Chinese History
Curriculum Guide (S1-3) recommended by the CDC available at: www.edb.gov.hk/cd/pshe/curriculum/eng;
Schools should offer Chinese History as an independent compulsory subject for students to gain a systematic understanding of Chinese history and Chinese culture;
Schools should devote a quarter (25%) of the total lesson time allocated to the PSHE KLA to the learning and teaching of Chinese History, i.e.
about 5% of total lesson time or about 2 lessons per week;
Chinese should be used as the medium of instruction for the learning and teaching of Chinese History in secondary schools.
Chinese Culture across the Curriculum
In parallel, the learning elements of Chinese culture are inherent in the Chinese History curriculum on the one hand, and are covered in all KLAs on the other, e.g. the Chinese Language Education KLA (“Chinese Culture” being one of the strands), Chinese music and arts in the Arts Education KLA.
Extending “Reading to Learn” to “Language across the Curriculum”
- Another updated learning goal is for students “to be proficient in biliterate and trilingual communication”. With the successful experience in promoting biliterate reading in schools and the advancement of technology, reading to learn should be reinforced at the JS level in all KLAs through the following:
Extending “Reading to Learn” to “Reading across the Curriculum” by making effective use of a variety of texts, including non-fiction texts, on various themes and topics, and engaging students in deep reading to help connect their learning experiences, broaden their knowledge base and enhance their language skills;
Leveraging on electronic reading resources with multimodal features to enhance students’ understanding of texts and enjoyment of reading; and
Devising a holistic plan to enhance collaboration between different stakeholders, including teacher-librarians and parents, in promoting reading and allocating time, both within and outside lessons, for cross- curricular reading.
- In addition to reading to learn, schools are also advised to implement
“Language across the Curriculum” (LaC) through English and/or Chinese.
Schools may promote LaC through the following:
Setting up an LaC committee/working group which comprises representatives from different KLAs to set the direction and decide on how LaC can be promoted, and oversee its implementation;
Enhancing collaboration between different KLAs with language teachers focusing on the development of language skills essential to different KLAs and non-language teachers providing opportunities for students to apply their language skills in the KLA contexts; and
Making the best use of the 8% of the flexible lesson time at the JS level, in addition to regular lesson time, to engage students in LaC activities.
Promoting STEM Education and Information Technology in Education (ITE)
- To fulfill the learning goals for students “to acquire and construct a broad and solid knowledge base”, “to develop and apply generic skills in an integrative manner” and “to use information and information technology ethically, flexibly and effectively”, the promotion of STEM education and IT in education should start at the JS level and be extended to the SS level, building on the past experiences and achievements of the schools.
- The Report on Promotion of STEM Education - Unleashing Potential in Innovation and the Report on the Fourth Strategy on IT in Education set the directions for the development of STEM education and IT in Education respectively in schools. The two reports are available at:
http://www.edb.gov.hk/renewal and
http://www.edb.gov.hk/ited/ite4 respectively.
STEM Education
STEM is an acronym that refers collectively to the academic disciplines of Science, Technology, Engineering and Mathematics. In the local curriculum context, STEM education is promoted through the Science,
Technology and Mathematics Education KLAs.
STEM education aims at further developing students to become lifelong learners of science, technology and mathematics, enabling them to meet the challenges of the 21st century, and from a wider perspective, nurturing versatile talents with different levels of knowledge and skills for enhancing the international competitiveness of Hong Kong, and in turn contributing to national developments.
Major objectives of promoting STEM education in relation to student learning are:
to develop among students a solid knowledge base and to enhance their interest in science, technology and mathematics for further studies and careers in meeting the changes and challenges in the contemporary world; and
to strengthen students’ ability to integrate and apply knowledge and skills, and to nurture their creativity, collaboration and problem solving skills, as well as to foster their innovation and entrepreneurial spirit as required in the 21st century.
Two different approaches are recommended for schools to organise STEM-related learning activities for students:
Approach One – Learning activities based on topics of a KLA for students to integrate relevant learning elements from other KLAs
Approach Two – Projects for students to integrate relevant learning elements from different KLAs
The two approaches should be complementary rather than exclusive to each other.
Depending on individual context and development focus, schools are advised to effectively use the suggested time allocation for each KLA. In addition, flexible time across KLAs as well as outside classroom learning should be deployed for engaging students in meaningful learning experiences (e.g. cross-curricular and cross-KLA project learning or competitions).
To cultivate students’ interest and curiosity in science and technology, hands-on and minds-on activities that may be theme-based or problem- based are recommended for students to solve problems and produce designs through, where appropriate, scientific investigation, computer programming (coding), mathematics modelling, design and make, etc.
To broaden students’ learning, opportunities should be arranged for students to participate in local, national, and/or international competitions related to STEM to cater for their interests and abilities and to unleash their potential.
Teachers of different KLAs are expected to collaborate in planning the whole-school curriculum and organising learning and teaching activities that help promote STEM education.
Assessment for STEM-related learning activities should align with the objectives and pedagogies adopted to reflect the learning progress and the capability of students as independent/collaborative learners.
Information Technology in Education
Information technology (IT) is a powerful tool to unleash the learning capability of students. With the advancement of technology and its application through innovative pedagogies in all KLAs (including STEM), students’ capability in information literacy (IL), self-directed learning and other 21st century skills such as creativity, problem solving skills, collaboration skills and computational thinking skills are enhanced.
Strategies on IT in Education are formulated at various stages to enable students to learn and excel through realising the potential of IT in enhancing interactive learning and teaching experiences.
As an important competency, IT helps students identify the need for information; locate, evaluate, extract, organise and present information;
create new ideas; cope with the dynamics in our information world; use information ethically as well as refrain from immoral practices such as cyber bullying and infringing intellectual property rights. IL could be developed through the application of the generic skills (see Section 2.3.1 and Appendix 1 of this booklet) in the context of handling information in different media in our information world. This also involves various knowledge contexts and has close linkage with the KLAs.
Schools can make reference to the “Information Literacy Framework for Hong Kong Students” for suggestions on how to develop students’
knowledge, skills and attitudes to use information and information technology ethically and effectively as responsible citizens and lifelong learners. Incorporation of IL in the whole-school curriculum will provide authentic contexts for students to apply the skills and benefit their learning in relevant KLAs. More information is accessible at:
http://www.edb.gov.hk/attachment/en/edu-system/primary- secondary/applicable-to-primary-secondary/it-in-
edu/il_eng_7323.pdf
Fostering an Entrepreneurial Spirit
- As economic growth is increasingly driven by the ability to create and innovate, fostering an entrepreneurial spirit across our society becomes all the more important for enhancing our global competitiveness.
Development of an entrepreneurial spirit is not confined to teaching students to start and run new businesses. It focuses on developing knowledge, generic skills, positive values and attitudes which will benefit students in their personal development, as well as future endeavours as business owners, managers of social enterprises, project team members, employees, freelancers or innovators. In JS education, different KLAs provide meaningful contexts for students to acquire foundation knowledge in entrepreneurship. Through cross-KLA collaboration, schools can organise life-wide learning activities such as running a sales bazaar or a small shop in the student union to widen students’ exposure and provide opportunities to apply what they have learnt in various subjects in authentic contexts with a view to adding value to the community.
- Building on this foundation knowledge, the SS curriculum provides learning experiences that develop innovation, creativity and an entrepreneurial spirit which enables students to conceive new and better ideas, turn ideas into actions, stay positive in uncertainties and make the best of the opportunities ahead, e.g.
Many core elements of developing an entrepreneurial spirit are highly relevant to and have naturally been embedded in the Economics curriculum. Through case studies or classroom learning activities, students will have a better understanding of entrepreneurship through the lens of basic economic principles, such as opportunity recognition, types of organisations and growth of firms, market structure, competition and product differentiation.
Applied Learning provides opportunities linked to professional and vocational contexts that continue to build on the foundation knowledge in entrepreneurship students acquired in JS education. In
the process of learning-by-doing, students develop and apply conceptual, practical and reflective skills to demonstrate entrepreneurship and innovation.
Diversifying Life-wide Learning Experiences (including those for VPET) - Life-wide learning (LWL) has been one of the most widely adopted
strategies to enable students to gain a variety of experiences, including the five essential learning experiences of Moral and Civic Education, Intellectual Development, Physical and Aesthetic Development, Community Service and Career-related Experiences, which are more difficult to acquire in ordinary classroom settings for enhancing students’
whole-person development. It promotes students’ quality reflection on their learning experiences to enhance deep learning.
- To achieve the learning goal for students to “lead a healthy lifestyle with active participation in physical and aesthetic activities, and to appreciate sports and the arts”, schools should support students’ exploration of learning opportunities for quality physical and aesthetic education beyond the classroom to nurture their confidence, perseverance and aesthetic appreciation in becoming lifelong learners and in facing personal and social challenges.
- As for the learning goal for students to “understand one’s own interests, aptitudes and abilities, and to develop and reflect upon personal goals with aspirations for further studies and future career”, school should provide or enrich the Career-related Experiences to broaden students’ exposure to the world of work and help them set realistic goals for themselves and pursue aspirations for their future.
- Students’ understanding of society and the workplace should gradually increase during their secondary education. Through Community Services and Career-related Experiences, students have good opportunities to explore their strengths, interests and aspirations. They may be introduced to VPET as an articulation choice through relevant Career-related Experiences.
- Figure 2.9 shows how the Career-related Experiences through LWL at the JS level support students with diverse options of Applied Learning as elective subject(s), Career-related Experiences in OLE and Vocational English at the senior secondary level, as well as post-secondary VPET
programmes up to the degree level.
Figure 2.9 Progression of VPET with Diversification
- In addition, every secondary school student is entitled to participation in Mainland exchange programmes (MEP) under the current provision with an aim to deepen their understanding of the history, culture, technology and economic development of the Mainland. Schools should make use of the MEP and/or other funding schemes to provide life-wide learning activities to strengthen students’ understanding of the Mainland in different areas from different perspectives so as to facilitate their reflection on the opportunities, achievements and challenges in terms of our country’s development through first-hand and personal experience.
Schools can visit the website on “Passing on the Torch” National
Education Activity Series at http://www.passontorch.org.hk/en for more information.
Stepping up Gifted Education
- To nurture gifted students and to embrace learner diversity, an inclusive approach has been adopted in mainstream schools since 2000 to provide gifted students with appropriate challenges and learning opportunities.
Schools should implement the approach in their whole-school curriculum through adopting three levels of engagement, including school-based whole-class learning (Level 1), supplemented by school-based pull-out enrichment and extension programmes (Level 2), and off-site intensive support services (Level 3). More information could be retrieved from the website: http://www.edb.gov.hk/en/curriculum-
development/major-level-of-edu/gifted/index.html.
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Enhancing the Learning and Teaching of Chinese as a Second Language - The “Chinese Language Curriculum Second Language Learning
Framework” (Learning Framework) has been introduced since the 2014/15 school year for non-Chinese speaking (NCS) students. It aims to help NCS students overcome the difficulties of learning Chinese as a second language, with a view to facilitating their effective learning of Chinese and enabling them to bridge over to mainstream Chinese language classes. A dedicated website on the Learning Framework is set up to provide guidelines and suggestions on curriculum planning, learning, teaching and assessment of Chinese as a second language.
- Please visit: http://www.edb.gov.hk/tc/curriculum-
development/kla/chi-edu/second-lang.html for the Learning Framework.
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Reflective Questions
How does your school incorporate the Four Key Tasks in designing and implementing the whole-school curriculum? How would you evaluate their effectiveness?
What is the role of values education in your whole-school curriculum design?
How does it contribute to achieving your intended objective(s)?
Review your whole-school curriculum to see how the MRE at the JS level and beyond could be adjusted and/or achieved in a coherent manner over the next few years. What are your considerations in allocating lesson time to each MRE? To what extent are they effective in achieving the Updated Seven Learning Goals among your students?
2.3.3 Interface between the Junior and Senior Secondary Levels
To promote a smooth interface from JS to SS education, schools should implement curriculum plans or programmes to provide JS students, especially S3 students with:
a solid and adequate knowledge base at the JS level spanning across different KLAs for better transition to the SS level;
academic learning experiences conducive to their optimal selection of elective subjects for SS education;
learning and teaching strategies supportive to their study at the SS level;
learning experiences for the development of generic skills as well as values and attitudes to conduct more advanced academic learning;
life-wide learning experiences to enrich their whole-person development and to widen their exposure to various choices of articulation, including VPET; and
counselling and guidance on career and life planning, and issues related to adaptation to academic studies and school life.
Where necessary and appropriate, schools’ efforts in implementing the MRE should be sustained taking into account the natural development of curriculum options at the SS level.
2.3.4 The Senior Secondary Curriculum and Suggested Time Allocation
The SS curriculum, an extension of the curriculum in primary and JS education, is broad and balanced with diversification and specialisation. It promotes
students’ learning to learn capabilities and is developed from the prior knowledge of the eight KLAs and learning experiences students have acquired with an emphasis on positive values and attitudes.
The SS curriculum is made up of three components, namely core subjects, elective subjects and Other Learning Experiences (OLE).
SS Curriculum
4 Core Subjects + 2 or 3 Elective Subjects + Other Learning Experiences (OLE)
All students studying the SS curriculum in local schools should study the four core subjects, and two or three elective subjects (up to a maximum of four).
(Remarks: The fourth elective subject has to be taken from Ethics and Religious Studies, Music, Visual Arts, Physical Education, Applied Learning or Other Languages, which are broadly related to the elements of OLE.) In addition, all students are entitled to OLE that includes the five areas of Moral and Civic Education, Aesthetic Development, Physical Development, Community Service and Career-related Experiences for enhancing students’ whole-person development and widening their horizons.
Figure 2.10 shows the total number of lesson hours over three years of senior secondary education. Figure 2.11 shows the components of the SS student programme and allocation of time to respective components.
Figure 2.10 Lesson Hours over Three Years
Senior Secondary
Total no. of lesson hours over 3 years 2 400 (±200) hours Note 1
Length of a school year: 190 days
Note 1 Examination time and study leave not included. Based on the 2015 annual school survey, more than 80% of our local schools are able to offer the recommended 2 400 (±200) hours (or above) for the 3-year total lesson time.
Figure 2.11 Components of the SS Student Programme and Allocation of Time
Component of the SS Student Programme
% of Time
Allocation No. of Hours
Four Core Subjects
Chinese Language
English Language
Mathematics
Liberal Studies
45-55% 1 125 – 1 375
Two or Three Elective Subjects
Subjects from KLAs
Applied Learning
Other Languages 20-30% 500 – 750
Other Learning Experiences
Moral and Civic Education
Community Service
Career-related Experiences
Aesthetic Development
Physical Development
10-15% 250 – 375
(Please refer to Appendix 7 for the components of the four core subjects and the suggested allocation of time.)
Public assessment of SS subjects is conducted by the Hong Kong Examinations and Assessment Authority (HKEAA). Performance of students would be certified in the Hong Kong Diploma of Secondary Education (HKDSE). Please refer to the respective KLA Curriculum Guides/Supplements, and Curriculum and Assessment Guides of SS subjects for more details.
2.3.4.1 Core Subjects (Category A subjects in HKDSE) Chinese and English Languages
• The Chinese and English Language curricula include the Compulsory and Elective Parts.
• Schools are encouraged to offer the elective modules in S5, taking into consideration students’ needs, interests and abilities, teachers’ preferences and readiness, as well as the school context.
Mathematics
• The Mathematics curriculum comprises a Compulsory Part and an Extended Part.
• Students may take the Compulsory Part only, or take the Compulsory Part with either Module 1 (Calculus and Statistics) or Module 2 (Algebra and Calculus) from the Extended Part.
Liberal Studies
• All students are required to take Liberal Studies (LS) for broadening their knowledge base and nurturing multiple perspectives. The LS curriculum comprises three Areas of Study (six modules) and an Independent Enquiry Study.
• The design of LS is to provide learning experiences for students to make connections across knowledge areas and see things from different perspectives.
This will lead to a better understanding of the Hong Kong society, development of China and its place in the modern world, globalisation, and citizenship at the community, national and global levels, and help students develop the learning to learn skills and become independent thinkers.
(Please refer to Appendix 7 for the components of the Chinese Language, English Language, Mathematics and Liberal Studies curricula and the suggested allocation of time to respective components.)
2.3.4.2 Elective Subjects
Elective subjects by KLA (Category A subjects in HKDSE)
• Twenty elective subjects have been developed for the SS curriculum based on a balance of interrelated factors, such as content rigour, relevance to students and lateral coherence across the subjects. Students should not be narrowly streamed into arts, science, commercial or technical studies as before. On the contrary, they should be helped to choose a range of subjects that will develop their interests and abilities, and open up a number of pathways to further studies and careers. Schools are therefore encouraged to provide such opportunities for students by offering more subjects and giving students a free choice as far as possible by adopting flexible timetabling arrangements. A summary of all the SS elective subjects by KLA is shown in Figure 2.12.
Figure 2.12 SS Elective Subjects by KLA
Key Learning Area Subject
Chinese Language Education Chinese Literature English Language Education Literature in English Personal, Social and
Humanities Education
Chinese History
Economics
Ethics and Religious Studies
Geography
History
Tourism and Hospitality Studies Science Education Biology
Chemistry
Physics
Science (Integrated Science; Combined Science)
Technology Education Business, Accounting and Financial Studies
Design and Applied Technology
Health Management and Social Care
Information and Communication Technology
Technology and Living
Arts Education Music
Visual Arts
Physical Education Physical Education Reflective Questions
What are the diverse interests, aptitudes and abilities of your students at the end of S3?
How would you cater for students’ diversity in terms of language proficiency, mathematics competencies, solid foundation knowledge for Liberal Studies, aspiration for elective subjects, study and career pathways?
How can you make the best use of school days so that students can get the learning opportunities they are entitled to?
Is the suggested percentage of time allocation similar to the existing practice in your school? If not, how would you change your existing practice to meet the requirements?
Applied Learning as Elective Subject(s) (Category B subject in HKDSE)
• Applied Learning (ApL)2 is an integral part of the SS curriculum. Students at all ability levels could take ApL courses as elective subjects. The design principles of ApL courses are the same as those of other school subjects, focusing on the development of knowledge, generic skills, values and attitudes.
A flexible combination of ApL courses with core subjects, elective subjects and OLE broadens students’ learning experiences and enhances diversification within the SS curriculum for holistic learning. Through application and practice, ApL aims to provide learning experiences for students to understand fundamental theories and concepts and to develop beginners’ skill sets, career- related competencies and generic skills, which are required for further studies and by the future labour market.
• Students are given opportunities to understand the context of the course within the wider area of studies; understand and interpret workplace requirements through practising the basic skills in an authentic or near authentic environment;
as well as develop and apply conceptual, practical and reflective skills to demonstrate innovation and entrepreneurship. Through the learning experiences in professional and vocational contexts, students explore their career aspirations and orientation for lifelong learning.
• There are six areas of studies under ApL, namely (1) Creative Studies; (2) Media and Communication; (3) Business, Management and Law; (4) Services;
(5) Applied Science; and (6) Engineering and Production. ApL provides the learning environment and experiences linked to broad professional and vocational fields that reflect social, economic and technological developments.
2 ApL was formerly named “Career-oriented Studies”. Please refer to the report “Action for the Future – Career-oriented Studies and the New Senior Secondary Academic Structure for Special Schools” (EMB, 2006) for details.
Subject Duration
ApL 180 hours over two school years3
(Please refer to the ApL website for more information:
http://www.edb.gov.hk/en/curriculum-development/cross-kla- studies/applied-learning/index-1.html)
Other Languages as Elective Subjects (Category C subjects in HKDSE)
• Students can take Other Languages (including French, German, Japanese, Spanish, Hindi and Urdu) as their elective subjects and sit for the examinations pitched at Advanced Subsidiary Level offered by the Cambridge International Examinations and administered by the HKEAA. Results obtained by students in Other Languages will be reported in their HKDSE certificates.
(Please refer to the NAS web bulletin http://334.edb.hkedcity.net/EN/curriculum.php for more information.)
Reflective Questions
How much do you know about ApL courses? Are they helpful to your students?
Would you consider offering one of the “Other Languages” to your SS students?
How would you arrange the lessons?
3 Generally, Applied Learning courses extend over two school years in Secondary 5 and 6. Flexible arrangements of Applied Learning implementation, for example, early course commencement in Secondary 4, may also be adopted in order to cater for students’ diverse learning needs.
2.3.4.3 Other Learning Experiences
• In order to meet the important goals of the curriculum for whole-person development, all SS students are entitled to Other Learning Experiences (OLE) in the areas of Moral and Civic Education, Aesthetic Development, Physical Development, Community Service and Career-related Experiences. These learning experiences complement the core and elective subjects (including ApL courses) and ensure that learning leads to informed and responsible citizenship, respect for plural values and healthy lifestyle, and development of career aspirations. Schools should make an optimal use of OLE for moral and civic education in addition to other KLA/subject-based learning opportunities.
2.4 Guiding Principles for Designing the Whole-school Curriculum
Schools should refer to the following guiding principles and the other ten SECG booklets in planning the whole-school curriculum that suits their contexts:
Ensure that common understanding and values of the school’s mission and prioritised goals are shared among school members; (Refer to Section 1.3 “The Road We have Travelled” of Booklet 1 and make reference to the mission and vision, major concerns and self-evaluation of schools.)
Refer to Booklet 1:
Section 1.3
Getting school members’ buy-in is conducive to the effective and sustainable school curriculum implementation.
Build on strengths in the light of school context; (Make reference to various sources for information, e.g. student performance, self-evaluation results and external review reports.)
• Design a learner-centred curriculum with the aim of promoting whole-person development and lifelong learning capabilities of students, especially on providing more space to students to learn at their own pace and in their own ways, helping them strike a balance between learning, play and rest and promoting their self-directed learning capabilities;
(Refer to Section 1.6 “Rationale for Ongoing Renewal of the School Curriculum” of Booklet 1 for more information.)
Refer to Booklet 1:
Section 1.6 How do we know if our curriculum is promoting lifelong learning and whole-person development among students?
Foster strategically a positive school culture, which centres on care, collaboration and good interpersonal relationship, to motivate school members to work towards the updated seven learning goals in a pleasant, supportive and safe
Refer to Booklet 2:
Section 2.3.1
Which learning goal(s) is/are more pertinent to my school’s current situation?
learning environment; and (Refer to the Updated Seven Learning Goals of Secondary Education in Figure 2.3 and the current school culture in promoting these learning goals.)
Provide a broad and balanced secondary curriculum aiming at building a solid foundation at the JS level and providing diversification and specialisation at the SS level.
(Refer to the components of the JS and SS curricula framework and suggested time allocation in Sections 2.3.2 and 2.3.4 of this booklet.)
Refer to Booklet 2:
Sections 2.3.2 & 2.3.4 Adequate time should be allocated to different subjects at the junior and senior secondary levels to achieve a broad and balanced design of the whole- school curriculum.
Design a whole-school curriculum with lateral coherence and vertical continuity across the eight KLAs, the five essential learning experiences, and learning experiences organised with the three interconnected components of the school curriculum framework, i.e. knowledge in KLAs, generic skills, and values and attitudes. (Refer to Section 2.3.1 of this booklet)
Refer to Booklet 2:
Section 2.3.1
Enhance the professional development of teachers and the deployment of resources to achieve the school curriculum goals. (Refer to Section 2.5 of this booklet.)
Refer to Booklet 2:
Section 2.5
Reflective Question
What are your past experiences in implementing the JS and SS curricula in your school context?
(1) Referring to and adapting the school curriculum recommended by the CDC; and providing a sufficient knowledge base for further studies and promotion of lifelong learning skills, positive values and attitudes to meet contemporary needs, and making appropriate school- based adaptations; (Refer to the School Curriculum Framework in Section 2.3 of this booklet for more information.)
Refer to Booklet 2: Fig 2.1
Does the curriculum framework of my school at the junior secondary level provide a sufficient and solid knowledge base for students covering eight KLAs?
(2) Sustaining students’ motivation and interest in learning Refer to Booklet 3
