Contents Page Preamble i Chapter 1

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Preamble

The Education Bureau stated in the report The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (2005) that the implementation of a three-year senior secondary academic structure would commence at Secondary 4 in September 2009. The senior secondary academic structure is supported by a flexible, coherent and diversified senior secondary curriculum aimed at catering for students’ varied interests, needs and abilities. Applied Learning is part of the senior secondary curriculum. This Curriculum and Assessment Guide is one of the series of documents prepared for the senior secondary curriculum. The Guide is based on the goals of senior secondary education and on other official documents related to the curriculum and assessment reform since 2000, including the Secondary Education Curriculum Guide (2017). To gain a full understanding of the connection between education at the senior secondary level and other key stages, and how effective learning, teaching and assessment can be achieved, it is strongly recommended that reference should be made to all related documents.

Applied Learning courses are elective subjects within the senior secondary curriculum. Students’ achievement in Applied Learning is reported in the Hong Kong Diploma of Secondary Education. Its value is to be conferred by the wider community where the conditions which sustain the trust of the community are also those which assure the quality of Applied Learning, such as: effective stakeholder involvement, a motivating curriculum, responsive institutions, competent teachers, good careers guidance and pastoral support, and the development of strong linkages to further education and employment.

In brief, the quality assurance (an overview is shown in Appendix 1) of Applied Learning involves:

a process of establishing stakeholder confidence that provision (input, process and outcomes) is fit for purpose and meets agreed requirements.

It is to ensure that courses are developed according to the design principles;

the curriculum is delivered as designed; and the learning outcomes of students can meet the set standards. With this in mind, this Curriculum and Assessment Guide has been designed to map out a blueprint for Applied Learning and its six areas of studies, in order to:

 guide course providers in the design of Applied Learning courses;

 inform schools of the nature and structure of Applied Learning and the courses offered to facilitate curriculum planning;

 inform students and their parents of the nature of Applied Learning courses and the standards embedded within the courses to help them make informed choices; and

 inform the general public of the nature of Applied Learning courses and the standards embedded within the courses.

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It aims to:

 provide sufficient guidelines for course providers to design Applied Learning courses, while allowing them enough space to innovate using their expertise; and

 provide clear and concise information for schools, students and the general public on the essence of Applied Learning and on concrete details within individual courses.

This Curriculum and Assessment Guide should also be read in conjunction with other documents related to the principles underpinning Applied Learning, such as the report Action for the Future – Applied Learning (formerly known as Career-oriented Studies) and the New Senior Secondary Academic Structure for Special Schools (2006).

This Curriculum and Assessment Guide was jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority in 2009, and overseen by the Curriculum Development Council Committee on Applied Learning¹. Updates are made to align with the medium-term recommendations of the New Academic Structure review made on curriculum and assessment, and the Secondary Education Curriculum Guide (2017). The membership of the Curriculum Development Council Committee on Applied Learning includes heads of schools, practising teachers, professionals from tertiary institutions, trade and industry, representatives from the Hong Kong Examinations and Assessment Authority and the Hong Kong Council for Accreditation of Academic and Vocational Qualifications, as well as officers from the Education Bureau.

To reflect the social, economic and technological needs of the local society and global trends, Applied Learning courses will be constantly reviewed. Details of the Applied Learning courses to be offered are available at the website of Applied Learning (www.edb.gov.hk/apl). All comments and suggestions on this Guide may be sent to:

Chief Curriculum Development Officer (Applied Learning) Curriculum Development Institute

Education Bureau

Room W115, 1/F, West Block

EDB Kowloon Tong Education Services Centre 19 Suffolk Road, Kowloon Tong

Kowloon, Hong Kong Fax: 2337 0371

E-mail: aplinfo@edb.gov.hk

1 The Preparatory Applied Learning Committee migrated to the Curriculum Development Council Committee on Applied Learning in the 2008/09 school year.

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Chapter 1 Introduction

This chapter provides the background, rationale and aims of Applied Learning courses as elective subjects in the three-year senior secondary curriculum, and highlights how Applied Learning articulates with other senior secondary subjects and learning experiences, junior secondary education and post-secondary career pathways.

1.1 Background

In response to the learning needs of students, the documents Learning for Life, Learning through Life: Reform Proposals for the Education System in Hong Kong (2000) and Learning to Learn (2001) highlighted the need for a broad and balanced curriculum to cater for students’ different interests, learning styles and inclinations. In line with this, the Education Bureau has been exploring the viability of introducing diversified options in the curriculum at senior secondary level. The piloting of Applied Learning, as an example of this exploration, was first introduced in 2003.

The report The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (2005) stated that Applied Learning (formerly known as Career-oriented Studies) is an integral part of the senior secondary curriculum that will match the interests and abilities of all students. The report Action for the Future – Applied Learning (formerly known as Career-oriented Studies) and the New Senior Secondary Academic Structure for Special Schools (2006) summarises the concerns and feedback from various stakeholders on the purpose and position of Applied Learning in the senior secondary curriculum, the design of its curriculum, course provision and guidance for students, recognition and quality assurance, professional development and funding, and charts the way forward for the implementation of Applied Learning.

1.2 Rationale

Applied Learning has been introduced into the senior secondary curriculum to diversify the learning opportunities available to students. It is intended to enrich the learning experiences of students of varying learning needs, particularly those who will benefit from a strong practical orientation in their learning. This orientation can also be applied to the learning and assessment of the core subjects, i.e. Chinese Language, English Language, Mathematics and Liberal Studies.

Applied Learning is an integral part of the senior secondary curriculum, complementing senior secondary subjects by offering studies with stronger

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elements of practical learning linked to broad professional and vocational fields.

Applied Learning courses:

 offer practical contexts and content designed to engage and motivate students who learn more by doing than conceptualising;

 include content that is designed to challenge students and provide options for both academic and career progression; and

 adopt an organising structure of six areas of studies relevant to broad trends in professional studies and the world of work in Hong Kong. Each area of studies provides foundation knowledge and concepts necessary for keeping abreast of knowledge and practices in that area.

Applied Learning courses are not intended to provide pre-vocational training.

They will instead help achieve the five essential learning experiences² and develop the generic skills³ that underpin Hong Kong’s curriculum framework.

Course provision aims for a balance between breadth and depth in Applied Learning and for lateral coherence within the senior secondary curriculum.

1.3 Curriculum Aims

Applied Learning aims to:

 enable students to understand fundamental theories and concepts through application and practice, and to develop their generic skills in authentic contexts; and

 provide students with opportunities to explore their career aspirations and orientation for lifelong learning in specific areas.

1.4 Interface with the Junior Secondary Curriculum and Post-Secondary Pathways

At the junior secondary level, students acquire a foundation of knowledge, skills and values across Key Learning Areas. They also receive guidance and advice to help them make informed choices among elective subjects, including Applied Learning courses, in their senior secondary studies.

Through the career-related context of Applied Learning courses, students have the opportunity to become familiar with a variety of professions and trades.

Understanding the knowledge, skills and workplace requirements within a professional field helps students develop their career aspirations. For further

2 The five essential learning experiences include moral and civic education, intellectual development, community service, physical and aesthetic development and career-related experiences.

3 The nine generic skills, grouped in three clusters, include

Basic Skills: Communication Skills, Mathematical Skills, Information Technology Skills;

Thinking Skills: Critical Thinking Skills, Creativity, Problem Solving Skills; and

Personal and Social Skills: Self-management Skills, Self-learning Skills, Collaboration Skills.

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discussion on the connection between Applied Learning and other senior secondary subjects, please refer to Chapter 3.

1.5 Cross-curricular Links

Applied Learning courses complement other senior secondary subjects. The courses can offer new content and pedagogical approaches to attract students, effectively adding to the senior secondary menu of subjects. They can deepen students’ understanding of a senior secondary elective subject by significantly extending that subject through practical applications. They can also supplement other senior secondary subjects by adding major new dimensions to them. For details about how cross-curricular links can be achieved through curriculum planning and development, please refer to Chapter 3.

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Chapter 2 Curriculum Framework

In Applied Learning, it is intended that courses should stretch students’

potential talents with opportunities to develop their knowledge, skills, and values and attitudes in different contexts based on or approximating real life.

The curriculum frameworks for Applied Learning and the six areas of studies form the basis on which course developers and providers can design their courses and design appropriate learning, teaching and assessment activities.

2.1 Design Principles

To provide a sound learning platform for students, Applied Learning courses are designed according to the core principles of balance, coherence, articulation and responsiveness.

Applied Learning is built upon students’ learning at the junior secondary level delivered through the eight Key Learning Areas. However, different organisers are used in Applied Learning to reflect its practical and applied context.

The design principles are reflected in:

 diverse learning programmes that have not been taught traditionally in schools, but are relevant to the social, cultural and economic development of Hong Kong;

 extended learning environments that are available to senior secondary students through tertiary institutions and workplaces;

 initial experience of the requirements of a vocational field which serves as a context to advance more generic learning and prepares students for possible post-secondary pathways;

 an applied and practical context for learning, teaching and assessment, supported by relevant knowledge;

 substantive learning outcomes which are part of the Hong Kong Diploma of Secondary Education; and

 coherence with other senior secondary subjects which have similar expectations in languages, numeracy, generic skills, and values and attitudes.

Different courses are offered under the six areas of studies in Applied Learning:

 Creative Studies

 Media and Communication

 Business, Management and Law

 Services

 Applied Science

 Engineering and Production

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The six areas of studies are introduced to give broad categories of Applied Learning courses. It is not intended to set boundaries for Applied Learning.

Applied Learning courses can cover topics in two or more areas.

Applied Learning Chinese (for Non-Chinese Speaking Students)

Applied Learning Chinese (for non-Chinese speaking students) is introduced, starting from the 2014/15 school year, to provide an additional channel exclusively for non-Chinese speaking students fulfilling the specified circumstances⁴ to obtain an alternative Chinese language qualification to prepare them for further studies and work. Applied Learning Chinese (for non-Chinese speaking students) is designed from the perspective of second language learners and provides a simulated applied learning context for students to learn Chinese through different modes of activities.

The curriculum framework of Applied Learning Chinese (for non-Chinese speaking students) is given in Annex G.

2.2 Curriculum Framework

The curriculum framework for Applied Learning can be broadly divided into three layers:

First Layer: Applied Learning Layer

which sets out the five essential curriculum pillars of Applied Learning Second Layer: Areas of Studies

Layer

which prescribes the characteristics of each area of studies in Applied Learning. This layer is mainly characterised by the curriculum pillar on “Career-related Competencies”.

Third Layer: Applied Learning Course Layer

which involves the design of an Applied Learning course with a chosen context

The first and second layers are developed by the Education Bureau in consultation with stakeholders, and the third layer is developed by course providers monitored by the Education Bureau and quality assurance agencies.

A comparison between the curriculum development of Applied Learning courses and that of other senior secondary school subjects can be depicted as follows:

4 The specified circumstances are:

(i) students who have learned Chinese Language for less than six years while receiving primary and secondary education; or

(ii) students who have learned Chinese Language for six years or more in schools, but have been taught an adapted and simpler Chinese Language curriculum not normally applicable to the majority

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Curriculum Design, Delivery and Assessment of Senior Secondary Subjects and Applied Learning Courses

# F - Foundation Skills T - Thinking Skills P - People Skills V - Values and Attitudes

C - Career-related Competencies Chinese Language +

English Language + Mathematics + Liberal Studies

20 Senior Secondary Subjects (e.g. History, Biology)

Applied Learning Courses

Delivery of the Subjects Schools

steered by Education Bureau

Education Bureau in consultation

with stakeholders

Course providers steered by Education Bureau

Core Subjects Elective Subjects

Education Bureau in consultation

with stakeholders

Curriculum Framework for each of the

Subjects (knowledge, skills, and

values and attitudes)

Curriculum Framework for Applied Learning

(FTPVC^#)

Curriculum Framework for each of the six Areas of Studies in

Applied Learning

Curriculum Framework for the Applied Learning Courses

Delivery of the Applied Learning

Courses

Assessments for the Applied Learning

Courses

Course providers and the Hong Kong

Examinations and Assessment

Authority Assessments for the

Subjects Schools and the

Hong Kong Examinations and

Assessment Authority

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First Layer – Curriculum Framework for Applied Learning

The first layer of the curriculum framework for Applied Learning comprising the five essential curriculum pillars to be developed in different vocational fields as learning contexts can be depicted as follows:

Lifelong Learning for Further Studies and/or Work

Foundation Skills Thinking Skills People Skills Values and Attitudes

Career-related Competencies

Different Vocational Fields as Learning Contexts

The five curriculum pillars of Applied Learning are elaborated as follows:

1. Career-related Competencies

 understanding the knowledge, skills and workplace requirements within a vocational field; and mastering the knowledge and skills specific to the course, through:

- understanding the context of the course within the wider area of studies;

- understanding and interpreting workplace requirements through practising the basic skills in an authentic or near authentic environment; and

- developing and applying conceptual, practical and reflective skills to demonstrate entrepreneurship and innovation.

Performance Example:

understanding the context of the course within the wider area of studies:

- show awareness derived from the provision of information and experiences related to the cluster of professions/trades/industries being studied; and show knowledge of career pathways offered within the area of studies;

and some understanding of the future global and local outlook of the chosen pathways;

- master the relevant beginners’ skill set for the chosen area of studies such as mastery of the labels, terminology, facts and skills, derived through observation and practice; and

- discuss the intra- and inter-dependency factors within and beyond the area (including relations with core subjects, other elective subjects, and with other areas of studies and courses of Applied Learning), building upon the knowledge acquired in junior secondary education.

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understanding and interpreting workplace requirements through practising the basic skills in an authentic or near authentic environment:

- have opportunities to explore, experience and try out tasks in an authentic or near authentic environment, e.g. practice learning within at least one representative domain related to the course;

- experience the workplace requirements through practice;

- acquire the fundamental knowledge and skills essential to enable further learning within the area; and

- transfer learning to unfamiliar situations within related domains.

developing and applying conceptual, practical and reflective skills to demonstrate entrepreneurship and innovation:

- be provided with an encouraging learning environment to conceptualise learning, which is not limited to learning in Applied Learning courses but also embraces the learning in other core and elective subjects, to turn it into content-free generic concepts and to apply the concepts in solving a problem(s) they face in their daily experiences (e.g. global warming, food safety, selection of programmes for further studies, national identity);

- transfer learning to new environments;

- demonstrate the understanding of key issues in a chosen domain, including cultural aspects;

- discuss the global and local environment in that particular domain; and

- suggest and illustrate opportunities for learning, development, etc related to the course.

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2. Foundation Skills

 communication skills (including languages), such as understanding, developing and communicating ideas and information and interacting with others;

 mathematical skills, such as integrating and applying numerical and spatial concepts and techniques; and

 information technology skills, such as using and adapting technologies.

communication skills (including languages), such as understanding, developing and communicating ideas and information and interacting with others:

- make an oral presentation on areas such as project plans or findings to a target audience;

- prepare written work such as a proposal or report for a target audience; and

- develop a multimedia presentation, combining text, images, and/or sound to convey messages.

mathematical skills, such as integrating and applying numerical and spatial concepts and techniques:

- use mathematical ideas, techniques and language in a work-related task;

- interpret algebraic relations from numerical, symbolic and graphical perspectives;

- use knowledge of measures, shape and space to formulate and solve two-dimensional and three-dimensional problems; and - handle data and apply knowledge in statistics to identify central

tendencies and dispersion.

information technology skills, such as using and adapting technologies:

- use technology in an authentic work environment to exchange information for specific purposes;

- use the latest available technology to produce text as well as multimedia documents; and

- store, retrieve and analyse text and non-text data systematically by using electronic tools such as a relational database, an electronic worksheet.

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3. Thinking Skills

 problem-solving and decision-making skills, such as identifying problems and providing appropriate solutions, taking into consideration social, economic and technological developments;

 analytical skills, such as recognising when and what information is needed, locating and obtaining it from a range of sources and evaluating, using and sharing it with others;

 creative thinking skills, such as visualising consequences, thinking laterally, recognising opportunities and potential, testing multiple options, and engaging with the artistic, cultural and intellectual work of others; and

 understanding interdependency and relationships between different areas of studies, societies and civilisations to form regional/global perspectives on social, economic and technological changes, such as describing patterns, structures and relationships, and making and interpreting predictions.

problem-solving and decision-making skills, such as identifying problems and providing appropriate solutions, taking into consideration social, economic and technological developments:

- create alternative solutions by creative thinking, logical reasoning, analysis, etc; and

- apply appropriate problem-solving strategies and critical thinking skills to work-related issues and tasks, including:

 understanding systematic problem-solving models that incorporate inputs, processes, outcomes and feedback;

and

 applying trouble-shooting strategies to analyse failure and implementing strategies for improvement, supporting the evaluation with evidence.

analytical skills, such as recognising when and what information is needed, locating and obtaining it from a range of sources and evaluating, using and sharing it with others:

- identify potential sources and use appropriate techniques to collect data;

- transfer data into information in line with defined purposes;

- use the information to complete tasks such as project work; and - interpret and analyse the information, evaluating it for

completeness, relevance, and validity.

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creative thinking skills, such as visualising consequences, thinking laterally, recognising opportunities and potential, testing multiple options, and engaging with the artistic, cultural and intellectual work of others:

- carry out environmental scans to expose threats and opportunities;

- develop alternative scenarios and play out their implications (wearing different hats);

- identify and weigh the advantages and disadvantages of options to arrive at an optimal pathway;

- project alternative designs or plans; and

- seek and envisage other intellectual assumptions or cultural perspectives to critique one’s own ideas and values.

understanding interdependency and relationships between different areas of studies, societies and civilisations to form regional/global perspectives on social, economic and technological changes, such as describing patterns, structures and relationships, and making and interpreting predictions:

- understand how cultural perspectives affect the definition of goals or outcomes and influence their achievement;

- explain how historical influences affect current developments within the area of studies;

- predict future developments in the area by applying regional/global trends elsewhere; and

- show how changes in one factor (e.g. demography) can affect other factors (e.g. consumer behaviour and markets).

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4. People Skills

 self-reflection and self-management skills, such as setting schedules of tasks for completion, and reflecting on goals and targets set;

 interpersonal skills, such as interacting with other people and cultures, and contributing to the community; and

 collaborative and team building skills.

self-reflection and self-management skills, such as setting schedules of tasks for completion, and reflecting on goals and targets set:

- establish expectations of achievement and seek and respond to feedback from others;

- consult with and observe peers and adults at work;

- understand one’s own emotions and values, and how to control or redirect one’s internal states and resources;

- identify models that embody qualities for success; and - review progress and adjust priorities to meet deadlines.

interpersonal skills, such as interacting with other people and cultures, and contributing to the community:

- respect differences in cultures and backgrounds;

- plan and carry out a strategy for cooperating with people from different backgrounds; and

- adapt communication styles to take account of cultural values and differences.

collaborative and team building skills:

- participate in the establishment and operation of self-directed work teams;

- define roles and share responsibilities among team members;

- set objectives and time frames for work to be completed;

- establish processes for group decision-making; and - review progress and make adjustments as required.

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5. Values and Attitudes

 honesty and integrity, such as understanding the importance of perseverance and transparency;

 dependability and responsibility, such as being trustworthy and behaving responsibly;

 enthusiasm and motivation to participate actively in life;

 willingness to learn, such as being self-motivated in learning;

 self-confidence and self-esteem, such as being confident in one’s own abilities and potential for personal growth and developing attachment to the culture of a chosen group; and

 respect for others and for law and authority, such as recognising the right of everybody to feel valued and be safe, and achieving a balance between rights and obligations.

honesty and integrity, such as understanding the importance of perseverance and transparency:

- take responsibility for the consequences of one’s own actions and mistakes; and

- apply ethical principles such as transparency, and avoid conflicts of interest.

dependability and responsibility, such as being trustworthy and behaving responsibly:

- behave positively and professionally at work;

- be responsible and accountable in fulfilling personal, community, and workplace roles;

- develop work habits, attitudes, and behaviours that promote trust in oneself and others; and

- understand that individual actions can affect the larger community.

enthusiasm and motivation to participate actively in life:

- show whole-hearted devotion to one’s study or pursuit;

- develop the drive for success and understand how to create, set and review personal goals;

- show personal commitment to exploring and refining ideas and values;

- show interest in mastering a specific topic or area of studies;

- work proactively to manage, evaluate and improve one’s own learning and performance; and

- inspire others to lift their performance.

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willingness to learn, such as being self-motivated in learning:

- be a reflective and self-motivated lifelong learner to meet the challenges of the changing environment;

- adapt flexibly to varied roles and responsibilities;

- develop interests and skills to enrich lifelong development; and - manage and direct one’s own learning.

self-confidence and self-esteem, such as being confident in one’s own abilities and potential for personal growth and developing attachment to the culture of a chosen group:

- analyse one’s own aptitudes, abilities, interests and priorities, and be realistic about career choices;

- develop self-assuredness in one's personal judgment, ability and power;

- develop work habits, attitudes, and behaviours that inspire the confidence of others; and

- develop confidence in oneself and make personal and career decisions by analysing choices, consequences and the effects on others.

respect for others and for law and authority, such as recognising the right of everybody to feel valued and be safe, and achieving a balance between rights and obligations:

- understand the equality of people and of countries;

- respect diversity in the workplace;

- be aware of personal beliefs and attitudes that influence decision-making; and

- understand relevant legal and ethical issues.

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Second Layer - Curriculum Framework for Areas of Studies The curriculum framework for each area of studies in Applied Learning is characterised by the curriculum pillar “Career-related Competencies”, which was depicted earlier as:

1.1 understanding the context of the course within the wider area of studies;

1.2 understanding and interpreting workplace requirements through practising the basic skills in an authentic or near authentic environment; and

1.3 developing and applying conceptual, practical and reflective skills to demonstrate entrepreneurship and innovation.

The above three proxies within Career-related Competencies embody the aspirations of Applied Learning courses to provide: a sound balance between breadth and depth and between conceptualisation and practice, an opportunity for students to look into different career pathways, and a means to meet their diverse interests, aspirations and aptitudes. The notion can be depicted by a T-shaped diagram as follows:

BREADTH

DEPTH

T-shaped Curriculum of Applied Learning – Career-related Competencies

Understanding the context of the course within the wider area of studies

Developing and applying conceptual,

practical and reflective skills to

demonstrate entrepreneurship

and innovation Understanding and

interpreting workplace requirements through practising the basic skills in an

authentic or near authentic environment

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The curriculum components of each of the three proxies within “Career-related Competencies” can be depicted as follows:

1.1 Understanding the context of the course within the wider area of studies

1.1.5

Possible further study and career pathways

1.1.6 Relations with core subjects and other elective

subjects

1.1.1

Cluster of professions/

trades/industries related to the course

1.1.2 Future global and local outlook

1.1.3

Beginners’ skill set to facilitate entry to further studies and/or

work

1.1.7 Relations with other areas of studies/

courses of Applied Learning

1.1.4

Foundation knowledge developed in junior secondary education

and Secondary 4

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1.2 Understanding and interpreting workplace requirements through practising the basic skills in an authentic or near authentic environment

1.2.1

Practice learning within at least one representative domain related to the course

1.2.2

Experiencing workplace requirements through practice

1.2.3

Acquiring the knowledge and skills essential to enable further

learning within the area

1.2.4

Transferring learning

to unfamiliar situations within related domains

1.3 Developing and applying conceptual, practical and reflective skills to demonstrate entrepreneurship and innovation

1.3.1

Transferring learning to new environments

1.3.2

Demonstrating the understanding of key issues in a chosen domain,

including cultural aspects

1.3.3

Discussing the global and local environment in that particular

domain

1.3.4

Suggesting and illustrating opportunities for learning, development, etc related to the course

It is anticipated that the design of a particular Applied Learning course will include explicit learning activities related to the three proxies described above, building upon students’ prior learning in Key Learning Areas. The transferable skills, i.e. foundation skills, thinking skills, people skills, and values and attitudes will be developed and nurtured through various activities, and reflected in the expected learning outcomes of the activities. The following diagram depicts this concept:

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Third Layer – Curriculum Framework for Applied Learning Course

The design of an Applied Learning course is a two-level process: a macro process and a micro process, both of which are connected by the learning outcomes of the course.

The Macro Process

The macro process is where the design process starts. The course design team has to research and make informed decisions on the course, following the underpinning concepts and core values of the Applied Learning curriculum framework as well as global and local environmental factors. The team has to brainstorm the expected learning outcomes, taking into consideration the five curriculum pillars of Applied Learning.

The Micro Process

With the first draft of expected learning outcomes, the team can start picking topics as learning elements of the course. Using the content of the chosen context, the learning and assessment activities can be planned to achieve the draft expected learning outcomes. Reality checks can then be carried out to determine whether the draft expected learning outcomes are reasonable and achievable. The expected learning outcomes are then reviewed and revised accordingly.

Iteration

Based on reality checks, the expected learning outcomes are revised and checked against the underpinning concepts and core values. Meanwhile the curriculum aims and the context of the course can be refined to better represent the chosen learning elements. To ensure coherence, the expected learning outcomes are revisited for further review and refinement as appropriate.

Repeated reviews of macro and micro processes continue until there is consistency among the five components of the design process:

1) underpinning concepts, core values, clarification questions; 2) overarching curriculum aims and chosen contexts; 3) learning outcomes; 4) learning elements; and 5) learning and assessment activities. The product can then be presented for comment by different stakeholders (the reality check) and the process of reviewing and revising will continue, incorporating feedback and comments received. This process can be extended to the curriculum delivery stage as part of the review process for improvement.

At the end of the process, there could be a number of courses within an area of studies which are clustered around different foci. Under each course cluster, there could be different subject choices designed by different course providers.

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The two-level process of designing an Applied Learning course is depicted in the following diagram:

Overarching Curriculum Aims and

Chosen Contexts

Macro Process

Underpinning Concepts, Core Values, Clarification Questions

Learning Elements

Micro Process

Learning and Assessment

Activities Applied Learning Course

Learning Outcomes

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2.3 Overview of the Curriculum Framework for the Six Areas of Studies in Applied Learning

Examples of components that characterise each area of studies are set out in the following table:

Curriculum Components Area Specific Examples

Creative Studies Media and Communication Business, Management and Law Services Applied Science Engineering and Production

Aims

 Underpinning concepts Creating and adding value through

 engaging in creative acts involving visuals (as in photography or illustration), sound (as in music), motion (as in dance) or written or spoken language (as in fiction and drama), or all of these

Creating and adding value through

 applying different media to the communication of ideas and messages to target audiences – the media can include print media, such as posters, books, and

newspapers, and non-print media, such as the Internet, films, television, and radio

 commercial transactions involving products and services

 promoting strategic and operational practices to ensure efficient and effective outcomes

 regulating personal, social, commercial and international business relationships and agreements

 designing, planning and production of outputs in the form of services – the services provided could be broadly categorised by the types of consumers, such as services provided to individuals, to households and communities, and to businesses and institutions

 applying knowledge and skills from one or more natural scientific fields to solve practical problems

 applying knowledge and skills in science and technology to the development, production, and establishment of constructs and processes

 Core values  learning to be ethical and responsible

in creating and realising ideas, considering the cultural, ethnic, social and national dimensions of values, e.g. issues on plagiarism, appropriation, data privacy, intellectual and cultural property and copyright

 developing ability to give creative life and impact to ideas and perspectives

 developing an historical

understanding and appreciation of contemporary culture and its creation

 developing aspirations in the creative industries for future career and adult life

 learning to be ethical and responsible in developing and transmitting messages to audiences through various media, considering the cultural, ethnic, social and national dimensions of values, e.g. understanding the importance of balancing the public’s right to know and the rights of individuals and organisations to privacy, and respecting copyright and intellectual property

 understanding social responsibilities related to communication

 developing aspirations in the field of media and communication for future career and adult life

 learning to be ethical and

responsible in business transactions and operations, considering the cultural, ethnic, social and national dimensions of values, e.g.

understanding corporate social responsibility, corporate

governance, copyright, data privacy and the role of honesty and integrity in creating trust in business settings

 understanding and respecting the norms arising from civilisation and culture (both documented or non-documented)

 developing awareness of risks in decision-making and management, perceiving defeats as an invitation to innovate

 conveying ideas and messages effectively to the right target groups

 developing aspirations in the field of business, management and law for future career and adult life

 learning to be ethical and responsible in designing and delivering services, considering the cultural, ethnic, social and national dimensions of values, e.g. observing confidentiality of customer information, striking a balance between social responsibility, customer rights and the company’s benefits

 understanding the importance of trust and interpersonal relationships and cultural, economic, environmental, and social factors which condition these relationships

 understanding the nature and characteristics of the services sector and recognising the importance of this sector to economic development both globally and locally

 developing aspirations in the field of services for future career and adult life

 learning to be ethical and responsible in using scientific knowledge and skills, considering the cultural, ethnic, social and national dimensions of values, e.g.

being aware of the improper use of drugs in sports, maintaining confidentiality of information and patients’ rights, and recognising the importance of ethical sources of information

 understanding how science can be used to serve the well-being of the world

 applying scientific knowledge and the skills of scientific investigation to explain phenomena, and constructing solutions to problems

 developing aspirations in the field of applied science for future career and adult life

 learning to be ethical and responsible in the development, production and establishment of constructs and processes, considering the cultural, ethnic, social and national dimensions of values, e.g. recognising and respecting professional ethics and responsibilities of a professional engineer to the profession, to colleagues, to employers or clients, to the public, and to the world

 understanding the multi-disciplinary nature of the transfer of scientific knowledge

 understanding the engineering process which may include research, design, installation, testing, commissioning,

maintenance, and problem-solving of objects, systems and processes

 developing aspirations in the field of engineering and production for future career and adult life

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Curriculum Components Area Specific Examples

Creative Studies Media and Communication Business, Management and Law Services Applied Science Engineering and Production

1. Career-related Competencies

1.1 Understanding the context of the course within the wider area of studies

 providing eye-opening opportunities for students to experience the complexity of a particular context through the provision of information and experiences on:

the cluster of professions/trades/industries - the future global and local outlook of the related context

 equipping students with the beginners’ skill set for the chosen context, such as mastery of labels, terminology, facts and skills through observing and practising

1.1.1 Cluster of professions/trades/

industries related to the course

 design studies

 creative writing

 performing arts

 media arts

 films, television and broadcasting studies

 news media

 radio and television production

 public relations and advertising

 business administration

 accountancy

 financial management/services

 business communications

 marketing

 entrepreneurial studies

 legal studies

 business services

 hospitality services

 retail and merchandising services

 personal health services

 public services

 medical science

 health care

 sports

 environmental science

 astronomy and space science

 psychology

 building services engineering

 civil engineering

 electrical engineering

 environmental engineering

 information engineering

 manufacturing and industrial engineering

 mechanical engineering 1.1.2 Future global and local outlook  Hong Kong is distinguished by its

fusion of Chinese and Western cultures, values and technical knowledge and skills, which enriches the context for adding value to services or products and performances

 the influence of political and social developments on the content and style of creative products and services; the impact of the

technological advancement in media development for creative

communication both globally and locally

 the economic and educational development of society coupled with rapid development of technologies mutually reinforce the ever-growing demands for media production globally and locally

 Hong Kong’s economy has moved up the value-added chain towards a more knowledge-based society

 political and economic alliances increase the interdependency of different business sectors

 the economic development in the last few decades both globally and locally has pushed both the education levels and living standards of people, which have resulted in escalating demands from service industries

 in Hong Kong, the services sector is the main contributor to GDP, while worldwide its contribution is also growing

 the diversification and the specialisation of the sector and the expanding market driving the sector to new heights both globally and locally

 Applied Science underpins a wide range of professions and occupations, e.g. the medical professions

 scientific development leads to significant changes in our daily life and lifestyle, e.g. mobile

technologies, fibre technologies, medical technologies

 the exponential explosions in knowledge and technology are fundamental to global growth

 Hong Kong’s role in providing major scientific and logistical support for the Pearl River Delta Region

1.1.3 Beginners’ skill set to facilitate entry to further studies and/or work

 researching, analysing and

discussing creative works in terms of originality and the practitioner’s artistic and aesthetic choices

 developing an understanding of legal and ethical issues related to creative activities (e.g. plagiarism,

appropriation, data privacy, intellectual and cultural property and copyright)

 selecting and applying different media of communication to present ideas and views effectively for intended audience

 exploring the aptitudes and abilities required in selected career clusters in the creative industries, and

developing a personal roadmap to articulate to different levels of qualifications

 understanding media ethics involved in the disclosure and free flow of information

 understanding specialised terms and language used in the media industry

 analytically and critically appraising historical events and current issues

 creating, producing and disseminating ideas to the public through different media platforms

 exploring the aptitudes and abilities required in selected career clusters in media and communication, and developing a personal roadmap to articulate to different levels of qualifications

 identifying value-adding opportunities

 understanding business ethics

 evaluating the interrelationship of political, socio-economic, technological and cultural factors

 analysing a business’s strengths, weaknesses, opportunities and threats

 being aware of legal issues related to different professions

 exploring the aptitudes and abilities required in selected career clusters in business, management and law, and developing a personal roadmap to articulate to different levels of qualifications

 understanding ethical dilemmas and responsibilities in the provision of services

 acquiring the terminology and professional language unique to different service operations

 developing the personal attributes essential to the services industry

 acquiring a range of technical knowledge and skills in services related to the trade and industry in context

 exploring the aptitudes and abilities required in selected career clusters in services, and developing a personal roadmap to articulate to different levels of qualifications

 understanding the process of scientific inquiry – the development, testing and communication of scientific ideas – and the nature of science

 becoming aware of the social, legal and ethical responsibilities related to the application of science

 applying scientific knowledge and skills in daily life contexts and work-related contexts, also considering health and safety issues

 exploring the aptitudes and abilities required in selected career clusters in applied science, and developing a personal roadmap to articulate to different levels of qualifications

 appreciating engineering achievements and the process of development of engineering projects

 understanding the importance of honesty and integrity in carrying out engineering projects and respecting the rules of professional conduct

 applying knowledge of science, technology, engineering and mathematics

 designing and conducting experiments and analysing and interpreting data

 designing or adapting a system to meet external constraints

 using relevant skills and tools to identify, formulate, and solve engineering problems

 exploring the aptitudes and abilities required in selected career clusters in engineering and production, and developing a personal roadmap to articulate to different levels of qualifications