Time Contents Speaker(s) 10:00 – 10:15
a.m. / 2:30 – 2:45 p.m.
Registration
10:15 – 10:45 a.m. / 2:45 – 3:15 p.m.
Part 1
Briefing on the work of the Advisory Committee on “Business-related Learning” in Technology Education KLA at Senior Secondary Level
Chairperson/Member(s) of the Advisory Committee on
“Business-related Learning” in Technology Education KLA at Senior Secondary Level
Representative(s) of EDB Representative(s) of HKEAA 10:45 – 11:30
a.m. / 3:15 – 4:00 p.m.
Part 2
Briefing on the initial recommendations for the ultimate way forward of the BAFS curriculum and assessment
Briefing on the school survey 11:30 a.m. –
12:00 noon / 4:00 – 4:30 pm
Part 3
Q & A Session
Briefing Session on the Initial Recommendations for the Ultimate Way of
the Business, Accounting and Financial Studies (BAFS) Curriculum
Briefing Session on the Initial Recommendations for the Ultimate Way Forward of the Business, Accounting and Financial Studies (BAFS) Curriculum and Assessment Event Date & Time Venue
Event A 17 January 2017 (Tue) 10:00 a.m. – 12:00 noon
Tsuen Wan Public Ho Chuen Yiu Memorial College No. 1 Estate Secondary School
Shek Wai Kok Estate Tsuen Wan, N.T.
Event B 17 January 2017 (Tue) 2:30 p.m. – 4:30 p.m.
Ng Yuk Secondary School Sun Chui Estate
Shatin, N.T.
Event C 20 January 2017 (Fri) 2:30 p.m. – 4:30 p.m.
Munsang College (Hong Kong Island) 26 Tai On Street,
Sai Wan Ho, Hong Kong
Part 1
Briefing on the work of the Advisory Committee on “Business-related Learning” in Technology
Education Key Learning Area at Senior
Secondary Level (The Advisory Committee)
Why setting up an ad hoc committee?
• To follow up with the unresolved issue on BAFS that requires a more holistic/
macro-approach to manage
• The Advisory Committee on “Business-related Learning” in Technology Education at Senior Secondary Level (the Advisory Committee) was formed under the Curriculum Development Council (CDC) in February 2015
Background
What aims to achieve?
• To oversee the follow-up actions of the medium-term review recommendations on BAFS announced in April 2014
• To give advice on the ultimate way forward of BAFS that would pave the way for
feedback collection
Meetings • 10 meetings conducted Information/
data reported in the Advisory Committee meetings
1) International Trends:
1. Business-related curriculum and assessment in secondary schooling in other countries/regions
2) Key Stakeholders’ Views
Teachers, school leaders, parents, professional bodies/organisations, deans of business schools of local universities
3) Students’ Behaviour
Statistics about JUPAS offers for BAFS graduates, subject combinations of students taking BAFS, number of elective(s) taken by BAFS students
4) Overall review on the implementation of the trimmed BAFS curriculum as well as separate grading and reporting of subject results
Issues discussed
Direction on the development of business-related learning at senior secondary level in Hong Kong
The ultimate way forward of the BAFS curriculum and assessment
How to achieve the aims?
Background
Focus Group Meetings/In-depth Interviews conducted in 2015
Date Target participants No. of session conducted/
Means to collect views Jun 2015 Professional bodies/organisations One focus group meeting Jun – Jul 2015 School leaders from three
secondary schools
Three in-depth interviews
Oct 2015 Year 4 BBA students of CUHK in 2015/16 school year who took BAFS at senior secondary level
One focus group meeting
Collecting key stakeholders’ views on the development of business-related
curriculum at senior secondary level and the implementation of the trimmed
BAFS curriculum and assessment
Meetings/Focus Group Meetings (FGMs) conducted from June to November 2016
Date Target participants No. of
sessions conducted
No. of attendees
13, 16, 17 & 29 Jun BAFS teachers 8 99
14, 20 & 28 Jun School leaders 3 27
4 Jul Parents of students currently studying
BAFS 1 5
25 Aug Representatives from professional
bodies/organisations 1 9
Oct-Nov Deans of business schools of local
universities 5 5
Collecting key stakeholders’ views on the development of business-related
curriculum at senior secondary level and the implementation of the trimmed
BAFS curriculum and assessment
Date Key issues/Actions
Nov-Dec 2016 • The Advisory Committee arrived at the conclusion on the initial recommendations for the ultimate way forward of BAFS in its 8th meeting
• CDC discussed and endorsed the proposed initial recommendations on the BAFS curriculum and assessment framework for feedback collection from schools
Jan 2017 Advice sought from HKDSE BAFS Subject Committee and CDC-HKEAA BAFS Committee on the initial recommendations and the school survey
10th meeting of the Advisory Committee was held
• to report the discussion results of the relevant committees
• to review and fine-tune the initial recommendations, if necessary, for feedback collection
• to review the arrangement for feedback collection and school survey 17 Jan 2017 (am, pm)
20 Jan 2017 (pm)
• Briefing sessions to brief teachers/school leaders of the initial recommendations and school survey
• Questionnaire sent to schools by post
• PowerPoint slides uploaded to the EDB website 23 Jan - 3 Mar 2017 • 6-week feedback collection period to be conducted
• Questionnaires to be returned by 3 Mar 2017
Schedule and Actions
Part 2
Briefing on the initial recommendations on the ultimate way forward of the BAFS curriculum and assessment
and the school survey
Summary of discussions and key issues observed
Feasibility of launching new business-related subject(s) Broad-based learning being
the international trend
Diverse views among
stakeholders over the splitting of BAFS/development of other business-related subjects in addition to BAFS
Workload of students, teachers and schools brought about by substantial change in BAFS
Role of secondary schooling to pave the way for further study and future career of students Impacts of dropping in
enrolment rate/rising in dropout rate
Cater for learner diversity in studying business-related subjects
Summary of discussions and key issues observed
It is important to balance the views of different stakeholders
To remain steadfast in the ultimate goals of the senior secondary curriculum under NAS The way forward of BAFS and the development of separate subject(s) were discussed/proposed with consideration given to the followings:
Impacts on introducing new senior secondary subject(s) to schools
Smooth articulation to multiple progression pathways Relevant information and views collected from different sources
Students should be nurtured with essential knowledge, skills and values/attitudes required in the 21st century for the ultimate benefit of student learning
Initial recommendations endorsed by the CDC for feedback collection
The CDC supported the overall direction of the development of business-related learning at senior secondary level as proposed by the Advisory Committee:
• BAFS should remain intact
• The development of separate subject(s)/splitting of BAFS into separate subjects was not recommended
• However, there is room for improvement in both the BAFS curriculum and the assessment framework.
The CDC endorsed the proposed changes in the BAFS curriculum and assessment for feedback collection:
• A series of improvement measures for the BAFS curriculum and assessment
framework were proposed to address the key issues and concerns raised by
teachers and school leaders regarding the implementation of BAFS
Proposed changes in the BAFS curriculum framework (Refer to Annex 1a and 1b of the School Survey)
(i) Re-arrange the curriculum contents to rationalise the development of
accounting/business management concepts and enhance overall coherence:
BAFS will be offered as two strands of studies, i.e. Accounting strand and Business Management strand
The curriculum contents will be re-arranged by shifting the “Introductory to Accounting” and ”Introduction to Management” from the compulsory part to the Accounting and Business Management module respectively (ii) The weighting of the compulsory part will be reduced from 40% to 25% with
two common topics, i.e. “Business Environment” and “Basics of Personal Financial Management”, plus a different topic for the 2 strands respectively, i.e. “introduction to Accounting” for the Business Management strand and
“introduction to Management” for the Accounting strand
Accounting Strand Compulsory Part (40%)
• Business Environment
• Introduction to Management
• Introduction to Accounting
• Basics of Personal Financial Management
Elective Module (60%)
• Financial Accounting
• Cost Accounting
Business Management Strand Compulsory Part (40%)
• Business Environment
• Introduction to Management
• Introduction to Accounting (Basic Ratio Analysis)
• Basics of Personal Financial Management
Elective Module (60%)
• Introduction to Management
• Financial Management
• Human Resources Management (16%)
• Marketing (24%)
(75%) (75%)
(25%) (25%)
Introduction to Management
Introduction to Accounting
Proposed changes in the BAFS curriculum framework (Refer to Annex 1a and 1b of the School Survey)
Basics of Management
Accounting Strand Compulsory Part (25%)
• Business Environment
• Introduction to Management
• Basics of Personal Financial
Management
Elective Module (75%)
• Financial Accounting
• Cost Accounting
Business Management Strand
Compulsory Part (25%)
• Business Environment
• Introduction to Accounting
• Basics of Personal Financial
Management
Elective Module (75%)
• Introduction to Management
• Financial Management
• Human Resources Management
• Marketing Compulsory Part (40%)
• Business Environment
• Introduction to Management
• Introduction to Accounting
• Basics of Personal Financial Management
Elective Module (60%)
• Financial Accounting
• Cost Accounting
Elective Module (60%)
• Financial Management
• Human Resources Management
• Marketing Existing Curriculum Framework
BAFS
Proposed Curriculum Framework
BAFS
Proposed changes in the BAFS curriculum framework (Refer to Annex 1a and 1b of the School Survey)
(iii) Fine-tune the curriculum contents of the compulsory part as appropriate with minimum change to the scope of study
Accounting Strand – Compulsory Part (Refer to Annex 1a of the School Survey
Learning Elements Specified in C&A Guide
Area Topics Explanation Notes
Introduction to
Management
Key Business Functions
(i) Describe the role and importance of the following key business functions:
human resources management, financial management, operations
management, marketing management, information management and risk management.
(ii) Explain the interrelationship and integrated nature of different business functions in solving business problems.
Business Management Strand – Compulsory Part (Refer to Annex 1b of the School Survey
Learning Elements Specified in C&A Guide
Area Topics Explanation Notes
Introduction to Accounting
The Accounting Cycle
(i) Explain the accounting equation and demonstrate how transactions affect it
(ii) Apply Understand the principles of double entry to the recording of business transactions in ledgers
(iii) Explain the functions and limitations of a trial balance (iv) Balance off the accounts and prepare a trial balance
(v) Prepare income statement and statement of financial position for sole proprietorship
Proposed changes in the BAFS assessment framework (Refer to Annex 2 of the School Survey)
To minimise the change in the assessment framework which teachers and candidates are familiar with, proportional change in the weighting, examination duration and number of questions in Paper 1 and Paper 2 will be made, according to the change in the curriculum weighting of the compulsory part and the elective part from 40%:60% to 25%:75%.
Component Accounting
strand Business Management strand
Weighting Duration
(3.5 hours)
Public
Examination
Paper 1 1A Compulsory part
Paper 1 1B
Compulsory part
40 25% 1 hour 15 minutes
Paper 2A Elective part
Paper 2B Elective part
60 75% 2 hours 15 30 minutes
MODE OF ASSESSMENT
Candidates taking BAFS are required to choose from the two strands: Accounting or Business Management.
The following table outlines the various components of the public assessment of the subject in HKDSE:
(Refer to Annex 2 of the School Survey)
18
Paper 1 Compulsory part
Candidates will attempt either Paper 1A or 1B. Questions will be set on the compulsory part of the curriculum.
For topics that are common in the two strands, common questions will be set in Papers 1A and 1B as appropriate.
Candidates have to attempt all questions in this paper.
There will be two sections as follows:
Paper 1 1A
(Accounting strand) Paper 1 1B
(Business Management strand)
Weighting
(40 25%) Remarks
Section A 30 24 multiple-choice
questions 30 24 multiple-choice
questions 27 17% All questions are compulsory.
Same questions for common topics in both strands.
Section B
Part 1: 3-4 short questions Part 2: 1 optional question
3 short questions
Part 1: 3-4 short questions Part 2: 1 optional question
3 short questions
13 8%
(Refer to Annex 2 of the School Survey)
Paper 2A
(Accounting strand)
Paper 2B
(Business Management strand)
Weighting
(60 75%) Remarks
Section A 3-4 4-5 short questions 4-5 5-6 short questions 18 25%
All questions are compulsory.
Section B 3 application problems 2 case studies 27 33%
Section C 1 long question 1 essay question 15 17% Answer one out of two questions.
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Paper 2 Elective part
Candidates will attempt either Paper 2A or 2B. Questions will be set on the elective part of the curriculum.
Candidates are, however, expected to integrate their knowledge and skills learnt in the compulsory part to demonstrate in-depth knowledge of the module.
There will be three sections as follows:
School Survey
Structure of School Survey
Page 2 General information
The purpose, design and return of questionnaire
Pages 2-4 Preamble
Background
Summary of discussion and key issues observed
Initial recommendations endorsed by the CDC for feedback collection Pages 5-9
Survey questions
Background information: To be provided by school
Section 1: Initial Recommendations for the BAFS Curriculum Framework (Q1-5)
Section 2: Initial Recommendations for the BAFS Assessment Framework (Q6-7)
Section 3: Timeline for the Implementation of the Initial Recommendations for BAFS (Q8)
Page 10-12 Annexes
Annex 1a: Accounting Strand (Details of improvement measures)
Annex 1b: Business Management Strand (Details of improvement measures)
Annex 2: HKDSE Business, Accounting and Financial Studies Proposed Assessment Framework
Views collected from this questionnaire, together with other views from all stakeholders collected through focus group meetings, briefing
sessions, liaison meetings, written submissions etc., will be consolidated to inform further deliberation on the recommendations that map out the ultimate way forward for the BAFS curriculum and assessment in a
holistic manner.
School Survey
School survey
• The Chinese version of the questionnaire will be uploaded to the EDB webpage by end of January 2017 for schools’ reference
http://www.edb.gov.hk/tc/curriculum-development/kla/technology-edu/whats-new/index.html
