To update the progress of the new academic structure (NAS) medium-term review

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Briefing Session on the Recommendations for

Medium-term Review of the Business, Accounting and Financial Studies (BAFS) Curriculum and Assessment

Time Contents Speaker(s)

2:30 – 2:45 p.m.


2:45 – 3:45 p.m.

Part 1

• Briefing on Summary of

Findings of School Surveys on BAFS Curriculum and

Assessment (C&A)

• Briefing on the

Recommendations of the BAFS C&A for Medium-term Review

Senior Curriculum Development Officer (Technology Education) of EDB

Manager (Assessment Development), Hong Kong Examinations and Assessment Authority (HKEAA)

3:45 – 4:45 p.m.

Part 2

Q & A Session

Chaired by the Chairman of the CDC-HKEAA Committee on

Business, Accounting and Financial Studies (Senior Secondary) (2013- 15)


To update the progress of the new academic structure (NAS) medium-term review

Some recaps

NAS short-term recommendations announced in April 2013

In BAFS, short-term recommendations were implemented in 2013 in response to the feedback collected:

- Trim curriculum content by 15%

- Develop Supplementary Notes for illustrating the breadth and depth of the curriculum

- Change examination rubrics, shorten the examination time

- Cancel school-based assessment (SBA)


Some recaps

• For BAFS, t he key issue in the medium-term review is to

explore the feasibility of revising the design of the subject by splitting the subject and/or separate grading and reporting of the examination results for candidates taking the two electives, as well as other relevant options that would suit the context of the whole senior secondary student programme.

To update the progress of the new academic structure

(NAS) medium-term review


Some recaps

Schools surveys were conducted from January to March 2014 to solicit views from school principals and teachers.

The survey results and feedback collected from other stakeholders were consolidated to inform deliberations for the medium-term review


The medium-term recommendations for the senior secondary

curriculum and assessment of Chinese Language, Chinese Literature, Liberal Studies and BAFS were discussed and endorsed in the joint

Curriculum Development Committee – Public Examinations Board (PEB) Meeting held on 10 April 2014

EDB Circular Memorandum (EDBCM No.63/2014) were released in April 15 2014 summarising the medium-term recommendations and support measures

Please visit the NAS Web Bulletin ( or the

To update the progress of the new academic structure

(NAS) medium-term review


Medium-term Review Process in BAFS

Date Events Actions

Oct 2013 -

Nov 2013

CDC-HKEAA Meetings

To review and address the concerns of the BAFS curriculum and assessment

Dec 2013 -

Mar 2014

Focus Group Meetings

To collect preliminary feedback from different stakeholders including

• BAFS teachers

• Principals

• representatives from tertiary and post-secondary sectors

• employers and human resources management professions

• BAFS graduates and students

• parents of BAFS students


Date Events

Actions Dec 2013

Mar 2014

Principal questionnaire Principal questionnaires were issued to collect views from principals on the subject-related questions on 21 Jan Teacher questionnaire • Teacher questionnaire was issued to

collect views from teachers on the proposals on 7 Feb

• Briefing session conducted on 10 Feb Joint Meetings of

CDC-HKEAA & Subject Committees on BAFS

• To consolidate the suggestions collected from FGIs and school surveys

• To discuss and propose medium-term review recommendations, for the

consideration of CDC-PEB

Medium-term Review Process in BAFS


Number of questionnaire received in response to BAFS questions

456 out of 497


Principal Questionnaire

No. of



Agree 298 67.1%

Disagree 83 18.7%

No opinion 63 14.2%

TOTAL 444 100%

6.1 Do you, as a school principal, agree that BAFS as an elective subject under the existing senior secondary curriculum framework has

provided students with a broad-based and sufficient foundation

covering different aspects of business (e.g. accounting, management,

business environment) that could prepare them for future study and



Principal Questionnaire

No. of



Support 291 65.4%

Do not

support 73 16.4%

No opinion 81 18.2%

TOTAL 445 100%

6.2 Taking into consideration that the above-mentioned short-term measures have been put in place in the 2013/14 school year, as a

school principal who is overseeing the all-round administration in the

school, do you support a major change in BAFS in the foreseeable

future, such as offering more than one new business-related subject to

replace/complement BAFS, based on the existing school conditions?


6.3 To provide students with business-related exposure at the senior secondary level, BAFS, Economics, Tourism and Hospitality Studies, and some Applied Learning courses such as Applied Business Research, Financial Markets and Operations, Marketing in Global Trade and Practical Computerised

Accounting are offered.

Do you, as a school principal, agree that the existing options are adequate to cater for senior secondary students with different abilities and learning

interests in business?

No. of



Agree 237 52.9%

Disagree 155 34.6%

No opinion 56 12.5%

TOTAL 448 100%

Principal Questionnaire


[IF Answered “Disagree”]. If more business learning options at the senior

secondary level were to be provided in your school, please indicate the option(s) that your school, with the existing resources and expertise available, could

possibly offer to your students: (You may choose more than one options)

No. of


(%) Accounting 139 90.3%


Management 89 57.8%

BAFS 36 23.4%

Others 7 4.5%

Principal Questionnaire


Principal Questionnaire

Offer 1 subject only

(58 schools in total, 37%)

Accounting (47 schools)

Business Management (8 schools)

BAFS (3 schools) Offer 2 subjects

(76 schools in total, 49%)

Accounting and Business Management (61 schools)

BAFS and Accounting (13 schools)

BAFS and Business Management (2 schools) Offer 3 subjects

(18 schools in total, 12%)

BAFS, Accounting, and Business Management (18 schools)

Subject combinations indicated:


6.4 It is the aim of the senior secondary curriculum framework to lay a broad foundation to enable students to have wide career choices and future study choices, and to equip them with broad- based knowledge and skills for their lifelong learning journeys. Senior secondary students are encouraged to choose elective subjects from more than one Key Learning Area according to their needs, aspirations and interests.

IF there were more than one business-related subject at the senior secondary level, each

specialising in a certain area in the business domain (e.g. accounting, management*) as a result of replacing or complementing BAFS, taking into consideration the above-mentioned aims and principles, do you, as a school principal, think it is desirable for students to take business-

related elective subjects only?

[* subject to further deliberation]

No. of



Yes 196 44.0%

No 158 35.5%

No opinion 91 20.4%

Principal Questionnaire


6.5 Please indicate the top three factors you will consider regarding the offering of business-related subjects in your school. Rank the three factors in terms of importance

(“1” as the most important, “2” as the second, and “3” as the third)

Principal Questionnaire

Top three factors No. of schools

(%) Students’ preference 374 83.7%

Teachers’ expertise available

268 60.0%

Student’s future career/study

263 58.8%

Deployment of staff 152 34.0%

Resources availability 134 30.0%

Balance of interests among different subject panels

71 15.9%

Parents’ concerns 34 7.6%


Number of

questionnaire received

416 out of 497


Teacher Questionnaire

The respective elective module(s) offered by the school respondents


module(s) offered at schools

No. of school respondents

PA 236

BM 46

PA+BM 125

No information

provided 6

Not yet offered 3


Teacher Questionnaire

Q1.1 Do you agree that the trimmed BAFS curriculum is able to achieve the aim of providing broad-based knowledge enabling students to explore different aspects of business to prepare for life, for further studies and for employment?

No. of

Schools (%)

Agree 291 71%

Disagree 92 22%

No opinion 30 7%

Total 413 100.0%


Teacher Questionnaires

Q1.2 With the short-term recommendations on curriculum and assessment changes in place in the 2013/14 school year, do you agree that the trimmed curriculum should be maintained, subject to regular review and refinements in future according to changing contexts?

No. of

Schools (%)

Agree 267 65%

Disagree 116 28%

No opinion 29 7%

Total 412 100%


Teacher Questionnaire

Q1.3 The BAFS curriculum is composed of a common core as the compulsory part (40%), and two electives, namely Accounting and Business

Management (60%).

1.3.1 Do you agree that separate grading and reporting of the

examination results should be adopted for the candidates taking the two elective parts?

No. of

Schools (%)

Agree 336 82%

Disagree 55 13%

No opinion 21 5%

Total 412 100%


Teacher Questionnaire

Q1.3 1.3.2 In addition to separate grading and reporting, do you agree that the weighting of the common core should be changed?

No. of

Schools (%)

Agree 168 41%

Disagree 185 45%

No opinion 56 14%

Total 409 100%


Teacher Questionnaire

Q1.3 1.3.2 If Agree, the weighting of the common core should be:

No. of

Schools (%)

Increased 36 21%

Decreased 132 79%

Total 168 100%


Teacher Questionnaire

Q1.4 Do you agree that new business-related elective subject(s) should be developed in addition to BAFS or to replace it?

No. of

Schools (%)

Agree 201 49%

Disagree 147 36%

No opinion 62 15%

Total 410 100%


Teacher Questionnaire

Q1.5 The following five proposals have been formulated based on views collected from relevant stakeholders through various channels. Regarding the proposed years of implementation, it should be noted that major curriculum changes may take more time for deliberations and design, and incremental changes under further discussion may be needed. Based on the suggestions collected from the Principal Questionnaire and this questionnaire, feedback collected from various stakeholders through meetings and focus group interviews and professional discussions of CDC- HKEAA Committee on BAFS (Senior Secondary) and the HKEAA BAFS Subject Committee, final recommendations for further improving the implementation of the curriculum and assessment of BAFS will be formulated.

In order to consolidate views from teachers for further deliberation, please tick ONE of the following options you prefer most.

(Other views, if any, can be noted in “Other comments”)


Teacher Questionnaire

No. of

Schools (%) Option 0 (Status quo) 37 9%

Option 1 (Separate grading

and reporting) 76 18%

Option 2 (Separate grading and reporting with

adjustment on the

weightings of the common

core) 46 11%

Option 3 (New subject(s) to

replace BAFS) 211 51%

Option 4 (New subject(s) in

addition to BAFS) 41 10%


Teacher Questionnaire

Q1.6 It is envisaged that separate grading and reporting of HKDSE BAFS Examination results would not have major implications on the learning and teaching of the subject and hence could be implemented earlier starting from the 2015 or 2016 examination, provided that this is supported by the majority of schools.

Please indicate below the earliest year of implementation preferred:

No. of

Schools (%)

2015 HKDSE 248 61%

2016 HKDSE 41 10%

Not supporting earlier

Implementation 62 15%

No opinion 55 14%

Total 406 100%


Feedback on existing trimmed BAFS curriculum:

Ultimate way forward for further deliberation:

Teacher Questionnaire


The overarching principles for the medium- term review:

1. Students interest

2. Consistent and align with fundamental paradigm 3. Maintaining international standards

4. Flexibility for different school contexts

5. Contemporary curriculum design to align with continuous collection of feedback

6. Continuous collection of feedback and information

7. Maintaining existing and transparent mechanism as well

as close communication with stakeholders for further



Consultation and engagement

Suggestions collected from Principal and teacher

questionnaires, together with other views collected through focus groups, briefing sessions, liaison meetings, written submissions etc. from all relevant stakeholders were

consolidated to inform deliberations for the medium-term

recommendations that map out plans and strategies for the

development of the subject in a holistic manner.


Medium-term Review Recommendations

• Adoption of separate grading and reporting of the subject results for candidates taking different elective modules with effect from the 2015 HKDSE Examination (for S6 students in 2014/15), with no change in the curriculum coverage, mode of assessment or question- setting of the papers

• Closely monitoring and reviewing the existing curriculum and assessment framework of the trimmed BAFS curriculum (first examination to be conducted in 2016) and the implementation of separate grading and reporting of the subject results; in parallel, starting the ground work for developing the separate subject(s)

• The ultimate way forward will be subject to thorough discussion and consultation by the end of 2016, while holding steadfast to the

ultimate goals of the senior secondary curriculum under the New

Academic Structure


Medium-term Review Recommendations

• Start up the ground work / study 2014 →

• Review the trimmed BAFS curriculum 2014 →

• Adopt separate grading and reporting 2015 →

• Initial findings ready to deliberate in a holistic manner:

- Review result of the trimmed BAFS curriculum

- Draft of curriculum contents and assessment framework(s) of the separate subject(s) proposed

- Implementation issues (e.g. forbidden subject combinations) Sept/Oct 2016

• Ultimate way forward for further deliberation By end of 2016




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