Applied Learning
for Senior Secondary Curriculum
Applied Learning Section Curriculum Development Institute
Implementation Handbook 2018
Contents
Preamble 2
Chapter 1 Planning for Applied Learning (ApL) Implementation 3
1.1 Modes of Implementation 3
1.2 Piloting Early Commencement of ApL Courses 4
1.3 Subject Choices 4
1.4 Timetabling Arrangements 6
Chapter 2 Support for Student Learning in ApL 7
2.1 School ApL Co-ordinator(s) 7
2.2 Cross-school Collaboration 7
2.3 Careers Guidance 8
2.4 Catering for Students’ Diverse Learning Needs 9
2.5 Effective Use of School Resources 9
2.6 Participation in Professional Development Programmes 10
Chapter 3 Administration of ApL Implementation 11
3.1 Student Application and Enrolment 11
3.2 Student Selection and Confirmation of Enrolment 12 3.3 Reporting of Student Attendance and Learning Progress 13 3.4 Updating of School and Student Information 15
3.5 Arrangement for Repeaters 15
Chapter 4 Funding and Accounting Arrangements of ApL 16
4.1 Diversity Learning Grant 16
4.2 Student Grant for Applied Learning Chinese 18 (for non-Chinese speaking students)
4.3 Payment of Course Fees 19
Appendices 20
I Application and Enrolment Procedures for ApL Courses 20 II Operational Guidelines on Application for ApL Courses using the ApL
Module in WebSAMS 22
III Forms and Templates 51
Preamble
Applied Learning (ApL) is an integral part of the senior secondary 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, skills, values and attitudes. ApL offers studies with equal emphasis on practice and theory linked to broad professional and vocational field. For holistic learning, a flexible combination of ApL with core subjects, elective subjects and Other Learning Experiences helps provide theoretical and applied learning opportunities to cater for students’
diverse learning needs.
ApL aims to enable students to understand fundamental theories and concepts and to develop beginners’
skill set and generic skills through application and practice. ApL helps students explore their career aspirations and orientation for lifelong learning. ApL graduates have identified multiple pathways of development which is the key rationale of ApL. Some students chose to further their studies in either local or overseas programmes while some opted to develop their career.
This Implementation Handbook 2018 is compiled by the Applied Learning Section of the Curriculum Development Institute, Education Bureau (EDB). It is designed as a comprehensive resource for secondary schools to integrate ApL into the school curriculum. The information included in this Handbook aims to support school administrators, ApL co-ordinators, careers masters/mistresses and teachers in planning the elective subjects to offer at the senior secondary level, helping their students make informed choices and building a supportive learning environment for their students.
The e-version of this Handbook is available on the ApL website at www.edb.gov.hk/apl/en under
“References & Resources”. The contents of this Handbook will be reviewed and updated from time to time. Announcements will be made on the above website should revisions be made. Schools are advised to check for the latest updates posted on the ApL website for each new cohort of ApL courses.
Feedback and Suggestions
Feedback is most welcome and ongoing communication with schools will be maintained to collect comments on the development and implementation of ApL courses. All concerns and suggestions regarding ApL and the information provided in this Handbook may be sent to:
Chief Curriculum Development Officer (Applied Learning) Curriculum Development Institute
Education Bureau
Room W115, 1/F, West Block,
Education Bureau Kowloon Tong Education Services Centre, 19 Suffolk Road, Kowloon Tong,
Kowloon, Hong Kong Fax: 2714 2456
E-mail: aplinfo@edb.gov.hk
For enquiries about ApL, please contact the Applied Learning Section at 3698 3186.
Chapter 1 Planning for Applied Learning (ApL) Implementation
Under the New Academic Structure (NAS) implemented since the 2009/10 school year, students are required to take four core subjects, i.e. Chinese Language, English Language, Mathematics and Liberal Studies. In addition, students have to choose two or three elective subjects from 20 senior secondary elective subjects, a wide spectrum of ApL courses or six other language subjects according to their interests.
ApL courses are made available for students’ choice to suit their different aptitudes and abilities. Starting from the 2010/11 school year, Secondary 5 and 6 students can take a maximum of two ApL courses as elective subjects.
There are six areas of studies in the ApL curriculum, namely:
• Creative Studies
• Media and Communication
• Business, Management and Law
• Services
• Applied Science
• Engineering and Production
The duration of each ApL course is 180 contact hours, generally extending over two school years from Secondary 5 to 6. Schools may also refer to the EDB website (www.edb.gov.hk/apl/en) for the course synopses (including the learning outcomes, content and organisation, articulation) of individual ApL courses.
Applied Learning Chinese (for non-Chinese speaking students) (ApL(C)) is introduced, starting from the 2014/15 school year, to provide an additional channel exclusively for non-Chinese speaking students fulfilling the specified circumstances1 to obtain an alternative Chinese language qualification to prepare them for further studies and work. The duration of ApL(C) course is 270 contact hours, extending over three school years at the senior secondary level.
1.1 Modes of Implementation
As ApL is an integral part of the school curriculum, students studying ApL courses must be supported by their schools. Schools are encouraged to adopt different modes of implementation to offer ApL courses according to the learning needs of their students. Schools may arrange their students to attend courses taught by the staff of the course providers at their venues and according to their timetables, or collaborate with course providers and/or other schools to offer ApL courses to students.
The following are two non-exclusive modes of implementation for schools’ reference:
• Mode 1: Courses take place mainly at the venues of course providers and are taught by the staff of the course providers. Schools should make arrangements for students to attend the courses according to the timetables set by the course providers.
• Mode 2: Courses take place mainly in schools and are offered by schools in collaboration with the course providers who send their staff to the schools. Schools are expected to work out
the detailed arrangements with the course providers, such as sharing of teaching loads, provision of venues and facilities, rendering assistance in classroom teaching.
Students who have learned Chinese Language for less than 6 years while receiving primary and secondary education; or students who have learned Chinese Language for 6 years or more in schools, but have been taught an adapted and simpler Chinese Language curriculum not normally applicable to the majority of students in local schools.
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1.2 Piloting Early Commencement of ApL Courses
In the 2013/14 school year, the piloting on early commencement of Mode 2 ApL classes was implemented, aiming to explore different flexible arrangements of ApL implementation in order to cater for students’
diverse learning needs. Schools are encouraged to try out different implementation arrangements such as ApL courses commencing in either the first or second term of Secondary 4 with earlier completion at Secondary 5 or beginning of Secondary 6. The EDB will work in collaboration with course providers to support the implementation of piloting early commencement by interested schools.
1.3 Subject Choices
Students should consider their learning interests and needs when selecting the senior secondary elective subjects. Students, especially those with an interest in vocational and professional education, could consider their abilities, interests and aptitudes to participate more in Applied Learning courses as elective subjects. Students should be supported to understand how ApL can complement their learning in other subjects so as to make informed choices of elective subjects for their senior secondary studies. When opting to take ApL courses, students need to understand that:
An example of offering diverse choices of ApL courses (Mode 1)
Due to limited resources (e.g. teaching resources), schools may not be able to offer a variety of elective subjects to meet the diverse learning needs of students. Schools can implement ApL in Mode 1 and encourage students to take any one of the ApL courses under the six areas of studies as one of their elective subjects. Students can select ApL courses freely, based on their learning interests or their needs to complement other elective subjects taken.
Examples of integrating ApL into the school curriculum (Mode 2)
Different means can be adopted by schools to integrate ApL courses into the school curriculum through Mode 2. For example, ApL lessons are timetabled and the delivery of the courses is jointly done by the tutors of the course providers and school teachers, who have related expertise and/or who have completed relevant professional development programmes.
Schools can also make arrangements for ApL lessons to be conducted in the regular school timetables, with part of the courses conducted at school and the practical sessions conducted at those venues of the course providers which are equipped with specialised facilities.
each ApL course is based on a cluster of trades or industries which reflect the social, economic and technological needs of Hong Kong and global trends, and are close to students’ daily life;
the T-shaped curriculum of ApL enables students to acquire an overview of the opportunities associated with particular trades and industries so that they can explore possibilities for further studies and careers.
At the same time, ApL enables students to pursue in-depth studies in a specific area and develop transferable skills such as foundation skills, thinking skills, people skills, and values and attitudes; and the authentic contexts within the ApL courses complement students’ studies in other subjects, thus contributing to whole-person development.
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Examples of Subject Combinations
Widening horizons
Enriching learning through applied learning opportunities
Under the senior secondary curriculum, students take four core subjects, two to three elective subjects (including ApL) and Other Learning Experiences (OLE). Students should be provided with the opportunity of exposure to broad and balanced learning experiences. They are encouraged not to confine their studies to one single Key Learning Area or ApL course. Schools should provide opportunities for students to take ApL courses as elective subjects at Secondary 5 and Secondary 6.
Schools should establish a flexible arrangement of subject choice and provide suitable guidance to students on choosing elective subjects to help them realise their full potential. For instance, schools may let students take three elective subjects in Secondary 4 to broaden their knowledge base and horizons, and then allow them to drop one to two elective subjects and take one to two ApL courses instead in Secondary 5. Schools may also allow students to take one to two elective subjects in Secondary 4 and advise them to consider taking an additional one to two ApL courses as elective subjects in Secondary 5 based on their interests and abilities.
Schools should provide guidance and support to students in deciding the elective subjects for their senior secondary studies and selecting a combination of elective subjects from a range of subject choices, including ApL courses.
a student taking ApL Interior Design and elective subjects History and Economics broadens her learning experience through a combination of subjects from different domains. Through practical learning activities, she also develops her thinking skills and understands the relationship between different areas of studies.
a student taking ApL Medical Laboratory Science and elective subjects Biology and Chemistry has the opportunities to consolidate the learning of the subjects. ApL also provides him with work-related context for application and integration of concepts and skills.
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Exploring career aspirations
a student has opportunities to develop the beginners’ skill set required for the hotel industry from the combination of ApL Hotel Operations and the elective subjects Tourism and Hospitality Studies and Business, Accounting and Financial Studies. Through practical experience, he explores his career aspirations for further studies and work in related fields.
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1.4 Timetabling Arrangements
Schools may include ApL courses in different subject combinations when making timetabling arrangements, so as to provide a diversified choice of elective subjects to cater for students’ interests and abilities.
For ApL courses implemented in Mode 1, classes will mainly be held on Saturday (individual courses may have lessons in weekday afternoons). In this regard, schools may have to consider changing from a cycle-based to a weekly-based timetable so that ApL lessons can be timetabled to enable students to attend the lessons according to the timetables of the course providers.
For ApL courses implemented in Mode 2, schools can make flexible arrangements with the course providers to include ApL courses into the school timetables. Schools may adopt a weekly-based timetable and fix a time slot on any weekday for ApL lessons.
More examples of flexible timetabling are available on the New Academic Structure Web Bulletin (334.edb.hkedcity.net/EN/planning.php).
An example of making flexible arrangements for students to take ApL courses
Seeing the difficulty of offering ApL courses to students with a cycle-based school timetable, some schools have switched to a weekly-based timetable to incorporate lessons on ApL. Some schools make transport arrangements for students to travel between schools and the venues of the course providers so that they can attend classes in classrooms with professional facilities and equipment. Arrangements are also made for some ApL lessons to be conducted during long school holidays to facilitate more extended learning activities (such as dance day camp, workshop practice, visits to hotels in the Mainland).
Chapter 2 Support for Student Learning in ApL
An example of support for students
Some schools have assigned their Careers Masters/Mistresses to be the ApL co-ordinators. Apart from facilitating students’ application for and enrolment in ApL courses, the ApL co-ordinators play an important role in counselling students in making their subject choices. Counselling can be done by different means.
For example, surveys can be conducted to identify students’ learning interests; counselling sessions can be organised to guide students to choose suitable ApL courses; course providers and ApL graduates can be invited to conduct sharing sessions for both students and parents. The ApL co-ordinators also keep good track of students’ learning progress through regular evaluation.
To help students make informed choices of elective subjects, schools should give them the necessary support and guidance to help them understand how ApL and other subjects complement and supplement one another. Schools can encourage students to actively participate in the ApL course exhibition and taster programme, jointly organised by the EDB and the course providers, to enhance their understanding of ApL courses before making applications.
Schools offering ApL courses to their senior secondary students are expected to support all the activities in respect of the implementation and development of ApL, as well as to provide the necessary assistance and guidance to support students in selecting and studying ApL courses.
2.1 School ApL Co-ordinator(s)
Each school should designate one or more teachers to be the school ApL co-ordinator(s), who will be responsible for ApL implementation and work in collaboration with the EDB and course provider(s) in providing support measures and guidance to students in the process of selecting and studying ApL courses. To support schools in implementing ApL courses, the EDB will organise professional development programmes for schools in collaboration with the course providers and the Hong Kong Examinations and Assessment Authority (HKEAA). Details will be announced through the EDB Training Calendar System.
2.2 Cross-school Collaboration
To cater for students’ diverse learning needs, schools from the same district may collaborate to develop flexible timetabling and adopt different implementation structures to offer a greater range of ApL courses for Secondary 5 and 6 students who wish to enrol in them. Schools are also encouraged to secure community support in facilitating students’ learning in ApL through networking with the business sector and further education providers. Such networking would provide students with multiple progression pathways in academic studies and employment, and allow for arrangements to be made for part of a student’s learning programme (e.g. workplace experiences, workshops offered by tertiary institutions and classes operated in another school) to take place outside of the school.
An example of networking classes
A cluster of schools in the same district can form a network to offer ApL courses implemented through Mode 2. All network schools offer ApL courses in a common time slot, e.g. Wednesday afternoons, whereas the teaching venue is provided by one of the network schools. Through this arrangement, the school providing the teaching venue can gradually become an extended learning centre for the course providers for the delivering of ApL courses. The establishment of extended learning centres not only provides regional access to some ApL courses for students, but also helps cut down on students’ travel time and cost.
Similarly, a school equipped with special rooms and facilities for teaching accommodation and catering services can provide the venue for the teaching of ApL courses “Hospitality Services in Practice” or “Hotel Operations”.
Some schools have equipped their activity rooms with cosmetology facilities. This has not only helped the implementation of the ApL course “Fundamental Cosmetology” in Mode 2, but also allows students from neighbouring schools to form a joint-school class and share the facilities.
An example of joint-school classes to diversify subject choices
Two schools in the same district have jointly offered three different ApL courses and agreed on a common time slot on their school timetables. Students from both schools can study any one of the three ApL courses as their elective subjects. More subject choices are thus available for students in both schools.
2.3 Careers Guidance
Helping students to choose an ApL course which suits their aspirations and abilities is a key factor for driving their success in learning. To enable students to realise their potential from the diversified learning opportunities, schools should assess students’ suitability for the ApL courses by considering their learning orientations and interests. Through different activities such as career talks, visits, workplace-related learning experiences and taster programmes, schools can guide students to explore learning styles and developmental pathways that are suitable for them.
The ApL courses chosen by the students should also be coherent with their senior secondary education and articulate with their further studies. Schools should provide students with relevant ApL courses in the senior secondary curriculum and related information on progression pathways. To assist students in understanding their learning needs and making informed choices, schools should set up a well-thought out support mechanism for guidance on further studies and employment and provide students with sufficient information and guides.
Examples of providing students with workplace-related experiences
Some schools have provided Other Learning Experiences to support students’ learning in ApL. For example, students taking the course “Film and Video” have assisted in video shooting and production for school events.
Some schools have arranged their students to act as video shooting assistants in events such as annual dinners of private organisations. Students taking the course “Fundamental Cosmetology” have also assisted in providing make-up services for fashion shows and talent shows.
Moreover, the EDB will organise sharing sessions to discuss with schools and teachers the latest development in ApL. Training programmes will also be planned in collaboration with course providers, experts and professionals from different sectors to help careers masters/mistresses and school teachers provide more appropriate guidance and support for students.
Under the sponsorship of the EDB, the Hong Kong Association of Careers Masters and Guidance Masters (HKACMGM) published an individual student life planning tool entitled Finding Your Colours of Life for junior secondary students. The tool was the result of the joint effort and collective knowledge of the local professionals from various sectors, organisations of professional careers teachers, as well as the various sections of the Curriculum Development Institute, EDB. The HKACMGM has also published an individual student planning tool, Career Mapping, for senior secondary students. This planning tool aims to help Secondary 4 students review and revise their study plans before promotion to Secondary 5.
2.4 Catering for Students’ Diverse Learning Needs
Most ApL courses offer classes using English or Chinese as the medium of instruction. Some ApL courses offer only Chinese or English classes due to the course nature. Schools may arrange their non-Chinese speaking students to apply for the English-speaking ApL classes. The EDB will also enhance access of non-Chinese speaking students to ApL courses by offering courses in English subject to demand.
Students with special educational needs who study in mainstream secondary schools can opt to study ApL courses and adapted ApL courses (developed for students with intellectual disability) at the same time based on their learning needs. Similar to the other senior secondary subjects, non-intellectually disabled students with special educational needs can take ApL courses as other students do. Special arrangements and support will be provided by course providers when necessary. For adapted ApL courses specially designed for students with intellectual disability, please refer to www.edb.gov.hk/cd/sen for details.
2.5 Effective Use of School Resources
Based on the staff profile and facilities available, schools can offer ApL courses that match their teachers’
professional knowledge. This is to allow teachers with relevant qualifications and experience to take up some ApL teaching load, thus enabling schools to obtain course fee reduction from course providers and to make full use of the available learning and teaching resources.
An example of flexible deployment of human resources
In some schools, teachers were deployed to teach specific topics of ApL courses, such as concepts related to design and technology in the course like “Aviation Studies” offered in Mode 2. In this way, the teachers could not only enhance their capabilities, but also give feedback to course providers on how to improve the course content to better cater for their students’ learning abilities and interests. In return, the course providers offered course fee reduction to the schools based on the teaching load taken up by the school teachers.
2.6 Participation in Professional Development Programmes
Briefing sessions and professional development programmes (PDPs) on ApL will be regularly organised by the EDB for members of school management committees, principals, careers guidance teachers, ApL co-ordinators and teachers, etc. to prepare them for the implementation of ApL courses in schools. PDPs will be announced via the Training Calendar System (TCS) at tcs.edb.gov.hk. Schools are advised to nominate teachers and other staff members who are involved in the implementation of ApL to attend the PDPs so as to upgrade their professional support services for students.
Chapter 3 Administration of ApL Implementation
This chapter outlines the general administrative arrangements for ApL courses. For the latest updates on the application procedures and implementation details of each new cohort of ApL courses, schools should refer to the relevant circular memorandum issued by the EDB in the school year concerned and visit the ApL website at www.edb.gov.hk/apl/en.
3.1 Student Application and Enrolment
All current Secondary 4 students2 who are following the senior secondary curriculum recommended by the Curriculum Development Council (CDC) may apply for ApL courses offered to Secondary 5 and 6 students.
All application for enrolment in ApL courses must be handled through schools. Students’ results in ApL courses will be recorded on the Hong Kong Diploma of Secondary Education (HKDSE) certificate. For the application and enrolment procedures for ApL courses (including ApL(C)), please refer to Appendix I.
Schools may submit their applications to the EDB by the following ways:
Schools may download the “User Manual for the ApL Module in WebSAMS” from the EDB website (cdr.websams.edb.gov.hk/ (path: home page > system documents > user manual > Applied Learning)).
3.1.1 Application via the WebSAMS
The “ApL Module” in the WebSAMS is established to facilitate the exchange of information between schools, course providers and the EDB, and to enhance the efficiency of the student application process. The system provides support to schools in handling student enrolment for ApL courses, submitting information for Diversity Learning Grant (DLG) applications, as well as generating useful reports for various purposes.
The Communication and Delivery System (CDS) Module in the WebSAMS is the major channel for the EDB to dispatch notices, reports and other information to schools. To ensure efficient communication, schools are requested to check regularly for the most updated information. For schools not installed with the WebSAMS, they should contact the EDB for making special arrangements for the dispatch of information.
Secondary 5 repeaters who have never enrolled in ApL course may also apply for ApL courses through their schools in early July. The EDB and course providers will process these applications on a case-by-case basis.
WebSAMS users: via the ApL Module in the Web-based School Administration and Management System (WebSAMS). For details, please refer to the “Operational Guidelines on Application for ApL Courses using the ApL Module in WebSAMS” as set out in Appendix II; or
non-WebSAMS users: by submitting the completed “Application Form” by fax. (Schools may make reference to Appendix III.1 and download the form from www.edb.gov.hk/apl/en/forms-download.)
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3.1.2 Collection of Students’ Personal Data
Students’ personal data is required for the application for ApL courses, including student reference number (STRN), student name, class at school, telephone number. The information provided will be retained by the EDB for the following purposes:
The EDB may provide other organisations, such as the related course providers and the Hong Kong Examinations and Assessment Authority (HKEAA), with the information mentioned above for the same purposes.
Before collecting students’ personal data, schools must seek students’ consent by providing all ApL course applicants with the “Student Agreement Form” (Appendix III.2). The form is downloadable at www.edb.gov.hk/apl/en/forms-download. The completed forms should then be collected for retention. In accordance with the Personal Data (Privacy) Ordinance, schools should ensure that all students’ personal data can only be handled by authorised personnel of the schools.
3.2 Student Selection and Confirmation of Enrolment
Students applying for ApL courses are required to go through a selection process. Selection is mainly based on students’ aptitudes and interests. The selection criteria for individual ApL courses will be made available to schools before the commencement of application. The following are some guidelines for schools’ reference regarding the nomination of students for ApL courses:
processing all types of ApL course enrolment-related and other relevant matters;
processing school applications for the ApL subsidies;
recording student results and certifying them in response to legitimate requests; and
conducting educational research and analysis in an anonymous format in which the identities of students are not disclosed.
Schools should assist students in choosing ApL courses according to their interests and aptitudes, taking into consideration their need for a broad and balanced learning experience, which is a guiding principle for the design of the senior secondary curriculum.
Each student may apply for a maximum of two ApL courses (excluding ApL(C)). Students applying for more than one ApL course should list their choices in order of preference when submitting their applications. Students applying for ApL courses have to go through a selection process after which they may opt to accept offers from no more than TWO ApL courses based on their preferences.
For students with special educational needs, schools may opt to submit supplementary information for their application for ApL courses for the reference of the course provider concerned. (The form is given at Appendix III.3 and is downloadable at www.edb.gov.hk/apl/en/forms-download.) The completed form should be sent to the EDB by fax. It will then be passed onto the course provider concerned for reference. The course provider may contact schools to make special arrangements for selection interviews if deemed necessary. The EDB encourages schools to continue communication with course providers about the special educational needs of students, so as to support students’
learning in ApL courses.
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The selection of students for ApL courses (Mode 1) offered by course providers normally takes place in May every year. Schools will be informed of the detailed selection arrangements after the end of the application period. Schools will also be provided with notifications (showing the selection date, time and venue) for distribution to individual students. A sample of the notification is given at Appendix III.4 for reference.
Upon completion of the student selection process, the selection results and class schedules will be sent to schools in June. Schools should confirm the acceptance of offer of each successful applicant and the total number of enrolments to the EDB via the “ApL Module” in the WebSAMS by the end of June. For non-WebSAMS users, the selection results will be sent to schools via fax. For details, please refer to
“Selection Results and Confirmation of Enrolment (Mode 1)” at Appendix III.5. After confirming the number of enrolments, schools will be provided with the “Course Information and Commencement Arrangements (Mode 1) – Notice for Students” in late August for distribution to students. Please refer to the sample given at Appendix III.6.
Schools planning to implement ApL courses in Mode 2 should make separate arrangements with course providers for student selection. Schools should submit to the EDB confirmed class details (including number of ApL classes, timetabling arrangements, course fee reduction (if any)) and student information of each class in early July. Schools should also make a written agreement with course providers (e.g.
memorandum of understanding) before course commencement regarding the use of the school premises for conducting ApL classes. The record of the agreement should be kept properly.
3.3 Reporting of Student Attendance and Learning Progress
3.3.1 Student Attendance
The duration of each ApL course is 180 contact hours, generally extending over two school years from Secondary 5 to 6 (The duration of ApL(C) course is 270 contact hours, extending over three school years at the senior secondary level). Students taking ApL courses are required to attend lessons and participate in learning activities organised by the respective course providers. The minimum attendance requirement is 80% of the total number of contact hours for each course. In case students are unable to attend ApL lessons due to various reasons, schools should remind them to notify the course provider(s) or make an application for leave as soon as possible in accordance with the rules and regulations of the course provider(s).
Schools are also advised to avoid arranging school activities for which students’ participation is compulsory (e.g. extra lessons, tests, competitions and other life-wide learning activities) on the days and during the time when students are required to attend ApL lessons. Should rescheduling such activities be impossible, prior consultation should be made with the course provider(s) to minimise their effect on student learning.
Students who fail to fulfil the minimum attendance requirement at the end of the course will be considered
“Unattained” in the respective ApL course. Schools will be informed of the attendance regularly. A sample of the attendance report to be sent by the EDB to schools via the CDS is given at Appendix III.7 for school reference. Schools may also contact the course providers directly in case of any doubts about the attendance records of their students.
3.3.2 Learning Progress
Assessment of student performance in ApL courses, including both formative and summative assessment, is undertaken by course providers and administered mainly by the respective course tutors. To help schools understand their students’ learning progress and provide the necessary support to students accordingly, students’ interim results will be made available to schools by the EDB on a regular basis (i.e. in June and January before students complete their first and second years of study respectively) (For ApL(C), students’
interim results will be made available to schools in June of the first year, in January and June of the second year, and in January of the third year of study).
A sample of the learning progress report is given at Appendix III.8. Schools may also contact the course providers for any problems concerning students’ learning progress or results during their course of study.
Assessment information regarding each ApL subject is available at the website of the HKEAA below.
(www.hkeaa.edu.hk/en/HKDSE/assessment/subject_information/category_b_subjects/)
To ensure the consistency of assessment standards, the HKEAA is responsible for the moderation of the assessment results submitted by the course providers. The moderated results will be recorded on the Hong Kong Diploma of Secondary Education (HKDSE). In this connection, schools should arrange their students who are taking ApL to register with the HKEAA for entry to ApL courses when applying for sitting the HKDSE examination. For details on registration for the HKDSE Examination, please refer to the announcements to be made by the HKEAA in due course.
3.3.3 Recognition
Effective from the 2018 HKDSE Examination3, the reporting of students’ performance is refined to
“Attained”, “Attained with Distinction (I)” and “Attained with Distinction (II)”. Performance of “Attained with Distinction (I)” is comparable to Level 3 while “Attained with Distinction (II)” is comparable to Level 4 or above of Category A subjects of the HKDSE Examination.
For Applied Learning Chinese (for non-Chinese speaking students) (ApL(C)), “Attained” and “Attained with Distinction” will continue to be used. Refinement of these levels would be considered when more data is collected.
Most ApL courses are registered in the Qualifications Register as certificate programmes at Qualifications Framework (QF) Level 3. For ApL(C) courses, they are also pegged at QF Levels 1-3. Students will obtain QF certificate(s) issued by course providers in addition to the HKDSE qualification upon successful completion of these ApL courses. Details are available at the Qualifications Register website (www.hkqr.gov.hk).
Students who have successfully completed the ApL courses will also receive ApL certificates from the individual course providers. Students may be encouraged by individual course providers to acquire relevant professional qualifications in related trades/industries through sitting professional examinations.
For the 2012-2017 HKDSE Examinations, ApL results are reported as “Attained” and “Attained with Distinction” in the HKDSE. Students attaining the results of “Attained” and “Attained with Distinction” in the ApL courses are accepted as attaining the competencies required at Level 2 and Level 3 or above of Category A subjects of the HKDSE Examination respectively for the purposes of further studies and/or work.
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3.4 Updating of School and Student Information
For any information updates such as amendments to school contact information, student particulars, schools should inform both the course providers concerned and the EDB as soon as possible.
3.4.1 Student Withdrawal
In case of student withdrawal from ApL courses, schools should send the withdrawal notification to the EDB via the “ApL Module” in the WebSAMS as soon as possible. Non-WebSAMS users should complete the “Amendment Form” (given at Appendix III.9 for school reference and downloadable at www.edb.gov.hk/apl/en/forms-download) and submit it to the EDB via FAX. Schools should also complete the formal withdrawal procedure with the course provider(s) concerned as appropriate.
3.4.2 Student Departure or Changing Schools
In case of student departure, schools should send the related information to the EDB via the “ApL Module”
in WebSAMS as soon as possible. Schools should also print the “Form for Reporting Student Departure”
(a sample of the form is given at Appendix III.10 for school reference), the original of which should be retained by the schools and a copy should be made to the departing students. Departing students who intend to continue the study of ApL course(s) should bring the copy of the form to the school to which they are newly admitted. Schools should also notify the course providers concerned about such changes. For non-WebSAMS users, please complete the “Form for Reporting Student Departure” (downloadable at www.edb.gov.hk/apl/en/forms-download) and submit it to the EDB via FAX.
Students who change schools and intend to continue the study of ApL course(s) must obtain the approval of the new schools. The new schools should provide the information of the newly admitted students by completing and returning the “Form for Reporting Student Admission” to the EDB. The form is given at Appendix III.11 for school reference and can be downloaded at www.edb.gov.hk/apl/en/forms-download.
For students who left school but have successfully completed their first-year study of ApL courses, they may continue their second-year study of ApL courses with the support of the course providers. They may also enter for the HKDSE as “private candidates” for “ApL subjects only” with the support of course providers and special approval of the HKEAA. For details, please refer to the “HKDSE Examination Regulations and Assessment Frameworks” available at the HKEAA website (www.hkeaa.edu.hk).
3.5 Arrangement for Repeaters
For those students who repeat Secondary 5 at schools but have successfully completed their first-year study of ApL courses, they may continue their second-year study of ApL courses with the support of the school principals and course providers. Schools should seek special approval from the HKEAA if these students wish to enter for the HKDSE as school candidates for “ApL subjects only”.
For students who repeat Secondary 6 at schools and wish to re-take the same ApL course(s), schools should seek approval from the course provider(s) and the EDB, subject to the prior agreement and endorsement of the HKEAA.
For details, please refer to the HKDSE Examination Regulations and Assessment Frameworks available at the HKEAA website (www.hkeaa.edu.hk).
Chapter 4 Funding and Accounting Arrangements of ApL
4.1 Diversity Learning Grant
The Diversity Learning Grant (DLG) aims to support schools (including all government, aided and caput secondary schools, secondary schools under the Direct Subsidy Scheme (DSS) and special schools with senior secondary classes) in offering a diversified curriculum to cater for students’ needs under the NAS.
In particular, the grant supports ApL, Other Languages and Other Programmes (including gifted education programmes and network programmes of other senior secondary subjects). It is a cash grant for aided and caput secondary schools, secondary schools under the DSS and special schools. For government secondary schools, it is in the form of budget allocation. For details of the funding arrangements and application procedures for DLG, please refer to the relevant updated circular memoranda issued by the EDB yearly (available on the EDB website at www.edb.gov.hk/apl/en).
The DLG will be provided for eligible schools on a yearly basis to support the implementation of ApL courses approved by the EDB and provided by course providers. The ApL courses should be offered as elective subjects within the school curriculum leading to a HKDSE qualification. In accordance with the policy of 12 years of free education, all schools eligible for DLG are not allowed to charge students any fees for taking ApL courses.
To ensure effective use of the DLG, schools should provide appropriate guidance and support for students in making informed choices of ApL courses according to their interests, abilities and aspirations, and in their subsequent learning. Schools are requested to encourage their students to participate in various activities, including ApL course exhibition and taster programmes, so that they can have a better understanding of the courses before application.
To apply for DLG, schools should draw up a brief three-year plan to broaden subject choices for a particular cohort of students and the plan should be endorsed by the School Management Committee or Incorporated Management Committee. The three-year plan can be in the form of an annex, incorporated into the school’s annual plan and uploaded onto the school’s website before the end of November each year. Schools may refer to Appendix III.12 or the EDB website (www.edb.gov.hk/apl/en) for samples of the three-year plan.
Students with changes in status at school (e.g. students departed from schools) no longer meeting the requirement will not be eligible for the DLG for ApL. However, if such students have successfully completed their first year study of ApL courses, they may continue their second year study of ApL courses at their own expense with the consent of the respective course providers and the EDB.
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All students in aided, government and caput secondary schools, as well as secondary schools under the DSS and special schools with senior secondary classes following the senior secondary curriculum recommended by the CDC are eligible for the DLG for ApL4.
With full subsidy provided, schools will be allocated with an amount of DLG equal to the total course fee of ApL courses enrolled by eligible students.
For a broad and balanced senior secondary curriculum, each eligible student is entitled to funding for a maximum of TWO ApL courses. For students taking FOUR elective subjects with an ApL course as one of them, the ApL course will be regarded as the fourth elective subject and will not be subsidised by the DLG (the calculation of funding will be based on the number of elective subjects taken by the students as at September of each school year).
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4.1.1 Full Subsidy Funding Arrangements
ApL courses are fully subsidised by the DLG starting from 2016/17 school year. The funding arrangements of the DLG for ApL are depicted as follows:
The DLG for ApL can only be used to support the learning of ApL courses of that particular cohort of students (it cannot be mixed with the DLG of other cohorts of ApL courses). The funding must be used directly for the payment of ApL course fees to be charged by the approved ApL course providers. It must not be used for Other Languages and Other Programmes (which are supported by other categories of the DLG), or other purposes such as capital purchases, overheads or maintenance.
4.1.2 Accounting Arrangements
A provisional DLG will be disbursed to schools by TWO equal instalments in August each year (for government secondary schools, DLG will be provided in the form of budget allocation). Adjustments to the DLG will be made by January of the same school year based on the actual number of enrolments in ApL courses (as at a specified date in September of the same school year) and information submitted by schools. A report showing the detailed calculation of DLG and the list of ApL students will be made available to schools for reference and record via the CDS or by fax after the release of each instalment of DLG by the EDB. A sample of the report is given at Appendix III.13 for reference.
For aided and caput secondary schools, secondary schools under DSS and special schools with senior secondary classes, separate ledger accounts should be kept in the school ledger account under the
“Government Fund” to properly record all the income and expenditure of ApL for each cohort of students as illustrated below:
DLG for ApL Courses
Expenditure Income • Course fees to be paid to course providers • DLG for ApL from the EDB
• Other resources deployed by schools
(e.g. surplus in the General Domain of OEBG)
The surplus in each ledger account can be carried forward to the next school year until the specific cohort of students graduate. Any unspent balance of DLG will be clawed back at the end of the cohort (e.g. for the 2017-19 cohort, the unspent DLG as at 31 August 2019 will be clawed back).
For government secondary schools, the expenditure should be charged to the user code assigned for ApL. Any unspent balance of the allocations as at the end of each financial year (i.e. 31 March 2018 and 31 March 2019 for the 2017-19 cohort) cannot be carried forward to the subsequent financial year and will lapse.
4.2 Student Grant for Applied Learning Chinese (for non-Chinese speaking students)
The Government encourages and supports the integration of NCS students into society and their learning of Chinese language. NCS students could choose to study ApL(C) according to their language abilities, interests and inclinations. The EDB will fully subsidise schools to pay the course fees of ApL(C).
A provisional Student Grant for ApL(C) will be disbursed to schools by THREE equal instalments, with the first installment in January of the first year (adjustment will be made according to the course commencement date) and the second and third instalments in August of the second and third years respectively (for government secondary schools, the Student Grant for ApL(C) will be provided in the form of budget allocation). Adjustments to the Student Grant for ApL(C) will be made based on the actual number of enrolments in ApL(C) courses (as at a specified date in February for the first year and in September for the second and third years) and information submitted by schools. A report showing the detailed calculation of the Student Grant for ApL(C) and the list of students will be made available to schools for reference and record via the CDS or by fax after the release of each instalment of the Student Grant for ApL(C) by the EDB. A sample of the report is given at Appendix III.14.
For aided and caput secondary schools, secondary schools under DSS and special schools, a separate ledger account named “Student Grant for ApL(C)” should be kept in the school ledger account under the Government Fund to properly record all income and expenditure. The surplus in the ledger account can be carried forward to the next school year until the specific cohort of students graduate. Any unspent balance of the grant will be clawed back (e.g. for the 2017-19 cohort, any unspent balance of Student Grant for ApL(C) as at 31 August 2019 will be clawed back).
For government secondary schools, the expenditure should be charged to the user code assigned for Student Grant for ApL(C). Unspent balance of the allocation as at the end of each financial year (i.e. 31 March 2017, 31 March 2018 and 31 March 2019 for the 2017-19 cohort) cannot be carried forward to the subsequent financial year and will lapse.
4.3 Payment of Course Fees
With the DLG allocated by the EDB for the payment of course fees, schools should pay the course providers in two equal instalments. The payment should be calculated based on the number of enrolments by the end of September each year.
As for the Student Grant for ApL(C) allocated by the EDB, schools should pay the course fees of ApL(C) courses to the course providers in three equal instalments. The first, second and third instalments of course fees would be calculated based on the number of enrolments in ApL(C) courses as at the end of February for the first year (adjustment will be made according to the course commencement date) and the end of September for both the second and third years.
Schools should pay the course fees upon receipt of debit notes or invoices from the course providers.
For the exact date and schedule for the release of grants by the EDB and the payment of course fees to the course providers by schools, please refer to the annual circular memorandum on Senior Secondary Applied Learning Courses issued by the EDB.
Appendix I
Submission of applications by schools February - April
Disbursement of provisional DLG (first instalment) to schools by the EDB August
Calculation of the adjusted amount of DLG (first instalment) by the EDB based on actual number of enrolments as at the end of September*
Payment of course fees (first instalment) to course providers by schools October/November
Disbursement of provisional DLG (second instalment) to schools by the EDB August
Course commencement September
School registration with the HKEAA for students’ entry to the HKDSE Examination for ApL subjects
September/October
Calculation of the adjusted amount of DLG (second instalment) by the EDB based on actual number of enrolments as at the end of September*
Payment of course fees (second instalment) to course providers by schools October/November
Course commencement September Mode 1
First Year
Second Year
Student selection and confirmation of implementation details and course fee reduction
by schools and course providers April - June
Mode 2
# For the exact schedule for each cohort, please refer to the related EDB circular memorandum on Senior Secondary Applied Learning Courses.
* Adjustments to the DLG will be made by the EDB before January.
Student selection by course providers May
Announcement of selection results by EDB June
Confirmation of enrolment by schools June
Submission of class details and student information by schools
Early July
Application and Enrolment Procedures for Applied Learning Courses
#Submission of applications by schools October - December
Mode 1
Admission arrangement and confirmation of implementation details and course fee reductionby schools and course providers
October - December
Mode 2 Application arrangement by course providers
January
Announcement of selection results by EDB January
Confirmation of enrolment by schools January
Submission of class details and student information by schools
December
Course Commencement
Disbursement of provisional Student Grant^ (first instalment) to schools by the EDB January/February
Payment of course fees (first instalment) to course providers by schools March/April
Disbursement of provisional Student Grant^ (second instalment) to schools by the EDB August
Course Commencement September
Course Commencement September
Calculation of the adjusted amount of Student Grant^ (second instalment) by the EDB based on actual number of enrolments as at the end of September*
School registration with the HKEAA for students’ entry to HKDSE Examination for ApL(C) courses September/October
Payment of course fees (second instalment) to course providers by schools October/November
Calculation of the adjusted amount of Student Grant^ (third instalment) by the EDB based on actual number of enrolments as at the end of September*
Disbursement of provisional Student Grant^ (third instalment) to schools by the EDB August
Payment of course fees (third instalment) to course providers by schools October/November
Calculation of the adjusted amount of Student Grant^ (first instalment) by the EDB based on actual number of enrolments as at the end of February*
# For the exact schedule for each cohort, please refer to the related EDB circular memorandum on Senior Secondary Applied Learning Courses.
^ Student Grant – Student Grant for Applied Learning Chinese (for non-Chinese speaking students)
* Adjustment of the Student Grant will be made by the EDB before May/January.
Application and Enrolment Procedures for Applied Learning Chinese (for non-Chinese speaking students) (ApL(C)) Courses
#First Year
Second Year
Third Year
Appendix II Operational Guidelines on Application for ApL Courses using the ApL Module in WebSAMS
1. Function Chart of the ApL Module
Applied Learning
Enrolment Summary
Application Contact Information
Contact Information
Student Application (Mode 1 and Mode 2)
Student Application School Application (Mode 2)
School Application Class Details (Mode 2)
Class Details
Information for DLG (ApL) Application
Enrolment Summary Selection Result
Withdrawal Student Departure
Application for ApL Chinese Report
Data Communication
