• 沒有找到結果。

Chapter 2: The Task Force’s Engagement & Public Consultation Work

N/A
N/A
Protected

Academic year: 2022

Share "Chapter 2: The Task Force’s Engagement & Public Consultation Work "

Copied!
58
0
0

加載中.... (立即查看全文)

全文

(1)
(2)

i

Executive Summary

This Report sets out the final directional recommendations of the Task Force on Review of School Curriculum (Task Force).

2. The Task Force was set up by the Education Bureau (EDB) in November 2017 to holistically review the primary and secondary curricula. Particularly, it examines how to (i) make the school curricula rigorous and forward-looking in enhancing students’ capacity to learn and nurturing in them the values and qualities which are essential for learners of the 21st century; (ii) better cater for students’ diverse abilities, interests, needs and aspirations; (iii) optimise the curriculum in creating space and opportunities for students’ whole-person development; and (iv) better articulate learning at the primary and secondary levels.

3. With an aim to learn more about the state of play in the implementation of the primary and secondary curricula as well as the current situation of Hong Kong against the backdrop of regional and global developments, the Task Force met with different stakeholder groups and individuals extensively to gather data and solicit their views and suggestions. A 3-month public consultation was conducted between late June and mid-October 2019 on the six initial recommendations developed during the deliberation process.

4. The public consultation drew an active response from the school sector and the public. There was a general consensus that the initial recommendations were conducive to promoting student learning and development, as well as nurturing talents for our society and the nation.

5. Having thoroughly considered the views collected from the school briefing sessions and the public consultation, as well as the impact on learning and teaching and curriculum of “suspending classes without suspending learning” during the outbreak of COVID-19, the Task Force has firmed up its directional recommendations below. The EDB is recommended to –

I. Whole-person Development (WPD)

 enhance the curriculum planning capacity of school leaders (e.g. organising school leaders’ workshops);

 delineate the notion of “learning time” vis-à-vis “lesson time” to provide more flexibility for schools in planning curriculum-related activities, and to adopt support measures to facilitate a paradigm shift of learning and teaching and concept transformation;

 facilitate schools to review, reflect on and fine-tune their whole-school

(3)

ii

curriculum plans with the provision of exemplars, and to plan the “learning time” of students and foster their WPD in consideration of the new modes of learning beyond the classroom;

 promote professional sharing among teachers on assessment literacy and homework design;

 advise schools to adopt appropriate measures to broaden students’ exposure and cater for their balanced development, with due consideration given to their physical and social developmental needs, as well as the promotion of a healthy lifestyle;

 advise schools to review the formulation and implementation of school- based homework and assessment policy for the purpose of creating space, as well as the transformation of the modes of homework and assessment;

 arrange more sharing sessions on the implementation of life-wide learning activities as well as on life planning during normal school days and school breaks;

 strengthen the interface between different levels at school in planning for WPD;

 consider trimming the curriculum content of subjects where appropriate at the primary level in the long run; and

 step up home-school co-operation and parent education.

II. Values Education (VE) and Life Planning Education (LPE) VE

 update the Moral and Civic Education Curriculum Framework issued in 2008;

 provide multifarious VE-related learning experiences in the curriculum to broaden students’ perspective;

 provide different modes of professional development activities to enhance teachers’ grasp of the goals and objectives of different facets of VE and deepen their understanding of the professional role of teachers; and

 prepare more “life events” exemplars and resource materials to support teachers in developing the universal core values underpinning Chinese morals and culture.

LPE

 commence LPE (not as career guidance per se) early at the upper primary and junior secondary (JS) levels;

 clearly spell out the expectations of student learning in implementing LPE;

 step up professional training of principals and teachers; and

 provide relevant information to parents.

III. Creating Space and Catering for Learner Diversity

 keep the status of the four core subjects at the senior secondary level intact;

 trim and/or differentiate the curricula and assessments of the four core

(4)

iii

subjects at the senior secondary level without jeopardising the curriculum integrity; and

 consider, at a later stage, extending curriculum and assessment differentiation arrangements to elective subjects at the senior secondary level.

Chinese Language

 review the modes of assessment, including but not limited to removing/streamlining/combining the present speaking and listening examination papers;

 further cultivate in students early an appreciation of Chinese literature and classics;

 form an expert group to enhance the learning of Chinese literature and classics in the curriculum and the appreciation of classical articles and masterpieces; and

 examine the learning needs of non-Chinese speaking students.

English Language

 further streamline the School-based Assessment arrangement and review how the Elective Part could be better assessed in the Writing Paper of the Hong Kong Diploma of Secondary Education Examination;

 offer vocational English as an Applied Learning (ApL) course;

 enrich the existing curriculum, with more emphasis on the academic and creative use of the language; and

 provide more opportunities for students to enhance their language competency through Language across the Curriculum and Reading across the Curriculum.

Mathematics

 better utilise the current demarcation between Foundation Topics and Non- foundation Topics of the Compulsory Part of the curriculum in learning, teaching and assessment; and

 explore the viability of replacing the existing Extended Part of Mathematics with a separate “Advanced Mathematics” subject (name to be confirmed) in the long run.

Liberal Studies (LS)

 trim the content of the subject and review whether the Independent Enquiry Study (IES) could be further improved/streamlined;

 clarify the curriculum coverage with clear delineation of the important concepts;

 conduct regular review of the curriculum content with updated contemporary but mature issues for enquiry;

 allow students to opt out of the IES by turning it into an extended and optional part, and giving separate grades for the written paper and the IES;

 provide professional consultancy service for officially scrutinising

(5)

iv

published LS “textbooks” sold on the market and consider vetting of LS

“textbooks”;

 organise a new series of teacher professional development programmes upon the revised curriculum framework;

 support the school management to strengthen their school self-evaluation, and internal quality assurance and accountability mechanism so as to maintain the quality of school-based learning and teaching materials and ensure effective implementation of the curriculum;

 enhance mutual understanding and collaboration with the Hong Kong Examinations and Assessment Authority (HKEAA) on examination paper setting, moderation and assessment to ensure good alignment of the curriculum goals and intent and assessment; and

 conduct an impact study at the earliest opportune time after all the improvement measures have been in place.

IV. Applied Learning

 further promote ApL as a valued senior secondary elective subject;

 provide a wider range of ApL courses for students of different abilities, interests and career aspirations;

 broaden teachers’ and principals’ understanding of and exposure to the workplace and strengthen the training for teachers;

 deepen students’ and parents’ understanding of vocational and professional education and training (VPET) with a view to promoting ApL as an important curriculum component in itself and catering for learner diversity;

 start offering ApL as early as at Secondary 4 and allow students to complete the 2-year ApL courses at Secondary 5;

 relax the funding eligibility for students who want to take ApL as the 4th elective subject;

 enhance publicity effort to help dispel the misconception that ApL is only for underachievers;

 review the different modes of operating ApL courses and encourage schools to offer ApL courses on their school campus;

 offer ApL taster programmes at the JS level to provide students with early exposure to different industries/professions and ApL courses; and

 enhance the promotion of VPET through ApL courses at the senior secondary level and step up the engagement of different trades/industries in providing ApL courses.

V. University Admissions

 maintain 3322 as the General Entrance Requirements for first-year first- degree programmes and encourage universities to exercise greater flexibility in student admissions; and

 implement a new school nomination scheme, namely the School Nominations Direct Admission Scheme.

(6)

v VI. STEM Education

 state clearly the definition of STEM education and clarify the expectations at the primary and secondary levels;

 provide school-based examples of STEM education to illustrate effective implementation strategies as well as learning and teaching practices;

 further enhance STEM-related professional development programmes and equip teachers with necessary knowledge and skills to further promote STEM education in schools;

 advise all schools to appoint a teacher to serve as the STEM co-ordinator at both the primary and secondary levels;

 arrange specific training programmes and workshops for school curriculum leaders to further enhance their capacity in planning STEM education and organising cross-disciplinary STEM learning activities at the school level;

 explore the feasibility of providing additional incentives to pioneer schools to become regional STEM resources centres and of setting up a team of experts to provide on-site support to schools;

 work with the Hong Kong Academy for Gifted Education to provide more learning opportunities for students gifted in STEM; and

 set up a designated committee to oversee the long-term development of STEM education in primary and secondary schools.

6. This Report is hereby submitted to the Government. If the directional recommendations from I to VI above are accepted, the implementation details will be followed up by the EDB and the relevant advisory and statutory bodies.

7. The Task Force is grateful for all the valuable inputs and suggestions, and hopes that when put together, the recommendations would bring about a cultural change in schools and our society. For the benefit of our students’

learning and development, the Task Force appeals to all members of our society to join forces and work together to bring these directional recommendations to fruition.

(7)

vi

Abbreviations

ApL Applied Learning

CDC Curriculum Development Council

CL Chinese Language

CP Compulsory Part

EDB Education Bureau

EC Education Commission

EL English Language

FT Foundation Topics

FYFD First-year first-degree

GER General Entrance Requirements

HKAGE Hong Kong Academy for Gifted Education HKDSE Hong Kong Diploma of Secondary Education

HKEAA Hong Kong Examinations and Assessment Authority IES Independent Enquiry Study

IT Information Technology

JS Junior Secondary

JUPAS Joint University Programmes Admissions System KGECG Kindergarten Education Curriculum Guide

KLA Key Learning Area

LaC Language across the Curriculum LPE Life Planning Education

LS Liberal Studies

LWL Life-wide Learning

M1 Module 1

M2 Module 2

Maths Mathematics

(8)

vii

MCNE Moral, Civic, and National Education MOI Medium of Instruction

MRE Major Renewed Emphases NCS Non-Chinese Speaking NFT Non-foundation Topics

NGO Non-governmental Organisation OLE Other Learning Experiences

PSHE Personal, Social & Humanities Education RaC Reading across the Curriculum

SBA School-based Assessment

SECG Secondary Education Curriculum Guide SLP Student Learning Profile

SLW School Leaders’ Workshop

SNDAS School Nominations Direct Admission Scheme SPN School Principal’s Nominations

STEM Science, Technology, Engineering and Mathematics UGC University Grants Committee

VE Values Education

VPET Vocational and Professional Education and Training WPD Whole-person Development

(9)

viii

Contents

Executive Summary ...i

Abbreviations ... vi

Chapter 1: Preamble ... 1

Chapter 2: The Task Force’s Engagement & Public Consultation Work ... 5

Engagement and meetings ... 5

Overview of written submissions received ... 6

Clarifications of misunderstandings ... 7

Challenges arising from the pandemic ... 10

Chapter 3: Recommendations ... 12

Recommendations ... 12

Whole-person Development ... 12

Values Education and Life Planning Education ... 16

Creating Space and Catering for Learner Diversity ... 20

Applied Learning... 28

University Admissions ... 30

STEM Education... 33

Chapter 4: The Way Forward ... 36

Annex A: Membership ... 41

Annex B: Main Scope ofWork ... 42

Annex C: Sub-groups Membership ... 43

Annex D: Hong Kong School Curriculum Framework ... 45

Annex E: A summary of submissions received during the public consultation period ... 46

Annex F: School Nominations Direct Admission Scheme (SNDAS) Application Procedures & Timeline (tentative) ... 48

(10)

1

Chapter 1: Preamble

1.1 The Task Force on Review of School Curriculum (Task Force) was set up by the Education Bureau (EDB) in November 2017 with a clear ambit to holistically review the primary and secondary curricula and to make directional recommendations for optimising the implementation of the school curriculum (see Annex A for the Membership List and Annex B for the Main Scope of Work of the Task Force).

1.2 The Task Force has to stress that student learning lies at the heart of this review.

The Task Force fully recognises students’ diverse learning and development needs across different key stages and domains, and hence the recommendations need to be considered in a holistic manner allowing for progressive development from the primary to secondary school levels, with the ultimate aim of enabling students to develop the knowledge, skills, positive values and attitudes as well as qualities essential for the 21st century and beyond so that our students will become informed and responsible citizens who make contributions to our society, the nation, and the world at large.

Such expectations are spelt out in the seven learning goals of school education (see Figure 1 for the seven learning goals of secondary education1).

Figure 1: Seven Learning Goals of Secondary Education

1.3 According to the main scope of work of the Task Force, its recommendations are directional and the Task Force does not delve into the implementation details of specific policies or individual school subjects.

1.4 After in-depth and thorough discussions among members of the Task Force and its four sub-groups2 as well as extensive engagement with key stakeholders

1 Details of the seven learning goals of primary education are available at http://www.edb.gov.hk/en/7-learning-goals/primary.

2 The four sub-groups are Whole-person Development, Catering for Learner Diversity, Multiple Pathways and STEM Education (see Annex C for the membership).

(11)

2

including school councils, admissions offices of universities, academics, teachers’

professional bodies and unions, representatives of student/parent/employer groups for 18 months, the Task Force came up with six initial directional recommendations, in respect of whole-person development (WPD), values education (VE), creating space and catering for learner diversity, Applied Learning (ApL), university admissions and STEM3 education.

1.5 A public consultation to gauge views on these initial recommendations was launched in late June and ended in mid-October 2019. To make this Report more succinct, the background, positioning and rationale of the curriculum review

are not repeated herein. The related details are available in the Consultation Document4 released in June 2019.

1.6 During the public consultation period, the Task Force met with different stakeholders and held a total of six regional school briefing sessions in September 2019 to meet with primary and secondary school principals and teachers to explain the rationales behind and connections among the initial recommendations, etc. as well as to listen to their views.

1.7 Overall, the Task Force received a lot of positive responses during the public consultation period and the initial recommendations had broad support from the school sector. By the close of the public consultation, the Task Force received over 112 000 written submissions. While some submissions provided concrete comments and suggestions, a large number of submissions were made on similar proformas or templates with nearly identical contents expressing support for or against some issues.

In Chapter 2 of this Report, more information is provided on the Task Force’s engagement work and the public consultation, including the divergent views on the recommendations for Liberal Studies (LS) and Chinese Language (CL) at the senior secondary level.

1.8 The school curriculum has to be continuously reviewed to keep up with the times to prepare our students for the rapid changes that the world has been experiencing and the unanticipated challenges that have yet to come in the future. During the public consultation period (from late June to mid-October 2019), the tumultuous social events that took place in Hong Kong with extensive involvement of students have brought about an urge to strengthen efforts in such areas as VE, understanding of our society and the nation (including the Constitution and the Basic Law, and Chinese history), and information literacy; to help our students understand human rights, democracy, and the rule of law within the local legal framework to make informed and meaningful comparisons with those of other systems; and to overhaul LS.

1.9 The outbreak of the novel coronavirus disease (COVID-19) in early 2020 also

3 STEM refers to Science, Technology, Engineering and Mathematics.

4 The Consultation Document is available at https://www.edb.gov.hk/attachment/en/about- edb/press/consultation/TF_CurriculumReview_Consultation_e.pdf.

(12)

3

led to unexpected and prolonged class suspension, and inevitably caused disruptions to learning and teaching. The Task Force noted and appreciated schools’ swift responses to the pandemic and their efforts in adopting different unconventional contingency strategies to keep the momentum of student learning at home by leveraging e-learning and promoting self-directed learning, and deploying the EDB’s curriculum and support resources. However, students’ learning performance and progress at home varied and would be more difficult to be monitored than in the ordinary classroom. Teacher- student and student-student interactions might be limited. Various challenges such as the adoption of e-pedagogies and online assessment, ensuring students’ access to technology and learning resources, addressing students’ emotional and developmental needs, and nurturing students’ positive values and attitudes had to be tackled.

Meanwhile, there was widespread circulation of fake news of the disease and social panic due to a shortage of protective gears during the early period of the outbreak of the disease. All these further reinforced the importance of enhancing scientific thinking, VE for cultivating the core values of perseverance, respect for others, responsibility, national identity, commitment, integrity, care for others5, citizenship, civic-mindedness, abiding by the law and empathy; encouraging informed and rational judgement; and promoting the ethical use of information technology.

1.10 Against this backdrop of social events and public health hazard as well as the feedback and comments from the concerned public, the Task Force presents its recommendations in this Report, which are premised on students’ holistic development being firmly anchored on the Learning to Learn 2+ – The Hong Kong School Curriculum Framework (Annex D refers).

1.11 The recommendations are underpinned by our wish to cater for students’

diversity in learning pace, attributes, abilities, potential and strengths, and to equip students with the necessary knowledge, skills and attributes to meet challenges in their future endeavours. Six groups of recommendations are made in respect of

i) creating space for promotion of students’ WPD;

ii) enhancing VE for nurturing the needed attributes for students;

iii) streamlining the curriculum and assessment content of the four core subjects in the senior secondary curriculum with options for students with different interests, abilities and aspirations;

iv) strengthening the promotion of ApL and providing more diversified ApL courses to broaden the learning experiences, as well as to cater for the diverse needs of students;

v) seeking the support from universities to increase admission flexibility by implementing a new school nomination scheme for students with special talents; and

vi) enhancing the planning and implementation of STEM education for all students.

5 The seven priority values as set out in the Learning to Learn 2+ – The Hong Kong School Curriculum Framework.

(13)

4

1.12 The Task Force understands that the public has high expectations for the review. Indeed, formulating the final recommendations has been a very difficult job given the diverse views and requests. Some initial recommendations have been the subject of much debate. The final recommendations presented in this Report could not be perceived as a panacea for all curriculum implementation issues as some of which are linked with realms beyond the scope of the school curriculum (e.g. parent education and teacher education) or even school education per se. In this digital era, students learn via different channels and media, and are susceptible to different sources of influence especially from the cyber world. Thus, the education for our young people calls for the concerted efforts of the whole community to care for their future and the well-being of Hong Kong.

1.13 The Task Force understands that on receipt of this Report, the Government will consider the recommendations proposed herein. Upon endorsement by the Government, the recommendations would be followed up by the EDB and the relevant advisory and statutory bodies such as the Curriculum Development Council and Hong Kong Examinations and Assessment Authority. For recommendations which entail the deployment of internal resources and/or fine-tuning of existing policies and prevailing practices, the EDB is recommended to commence the planning for implementation as soon as practicable.

1.14 As aforementioned, Chapter 2 covers a general account of the Task Force’s engagement process and the views collected from the public consultation. Chapter 3 provides full details about the directional recommendations. While the Task Force considers that the initial recommendations do not warrant drastic amendments, refinements to the details of some recommendations are proposed here, in particular, the differentiation arrangements of LS, the strengthening of VE to cover more in-depth issues and practical contemporary challenges, the promotion of e-learning to sustain student learning and the enhancement of student support in the midst of crisis. Chapter 4 is the last chapter in which the Task Force gives an approximate timeframe on implementing each of the six directional recommendations whilst stressing the intricacies and complexities of the implementation. The Task Force appeals to the whole society to work together to bring about WPD and a better future for our students.

(14)

5

Chapter 2: The Task Force’s Engagement & Public Consultation Work

2.1 Since its inception in November 2017, the Task Force has embarked on extensive engagement to listen to the views and suggestions from a wide array of stakeholders. The Task Force’s engagement and deliberation work could be broadly divided into two phases.

Engagement and meetings

Phase One

2.2 Before the public consultation, the Task Force hosted over 40 engagement sessions with primary and secondary school councils, the Education Commission, Curriculum Development Council (CDC), Hong Kong Examinations and Assessment Authority (HKEAA), representatives from the admissions offices of University Grants Committee (UGC)-funded universities and self-financing post-secondary institutions, teachers’ professional bodies and unions, representatives of employer/student/parent groups, chairpersons/core members of subject-related organisations, as well as veteran education practitioners in different areas, etc. to hear and consider their concerns and proposals.

2.3 In parallel, the Task Force set up four sub-groups to deliberate on issues in four domains, viz. whole-person development (WPD), catering for learner diversity, multiple pathways, and STEM education. These sub-groups held 25 meetings altogether (see Annex C for the sub-groups and membership).

2.4 In that phase, the Task Force held 22 meetings to discuss findings from the sub- groups, invited experts and stakeholders to the meetings, and firmed up the initial recommendations under six directions.

Phase Two

2.5 The Task Force released its Consultation Document6, together with the issue of a press release7 to announce the launch of the public consultation and conducted a media briefing to present the initial recommendations. The public consultation was launched on 28 June 2019 to solicit views from the public. The extended public

6 The Consultation Document is available at https://www.edb.gov.hk/attachment/en/about- edb/press/consultation/TF_CurriculumReview_Consultation_e.pdf.

7 Press release for the public consultation is available at

https://www.info.gov.hk/gia/general/201906/28/P2019062800288.htm.

(15)

6

consultation8 lasted for three months and ended on 16 October 2019.

2.6 Concurrently, the Task Force continued to meet with stakeholders. In particular, the Task Force met with the key personnel of the Joint University Programmes Admissions System (JUPAS) and representatives from the eight UGC- funded universities for clarifying some conceptual and operational issues of the School Nominations Direct Admission Scheme (SNDAS)9, as well as lobbying for their support.

2.7 Also, the Task Force conducted a total of six regional briefing sessions for primary and secondary school personnel on 16, 19 and 30 September 2019. A total of around 770 participants comprising school heads and teachers from around 200 primary and 200 secondary schools, including special schools, attended the briefing sessions.

Overview of written submissions received

2.8 In general, the majority of key stakeholders who met with the Task Force face- to-face during the public consultation period provided positive comments on and expressed support for the Task Force’s initial recommendations.

2.9 As regards the written submissions sent by post, email or fax to the Task Force Secretariat, a total of over 112 000 written submissions were received by the close of the 3-month public consultation. The written submissions were from individuals, teachers, parents, students, organisations, university departments, scholars, educational bodies, non-governmental organisations (NGOs), political groups and other members of the public (see Annex E for a summary of written submissions received during the public consultation period).

2.10 Among the written submissions, around 102 000 were proforma submissions expressing nearly identical views on the initial recommendations regarding senior secondary Chinese Language (CL) and Liberal Studies (LS). For CL, the proforma submissions were mainly about opposing the removal of the Listening and Speaking Papers from the Hong Kong Diploma of Secondary Education (HKDSE) Examination.

For LS, the proforma submissions were mainly about urging the Government to abolish the subject, or alleging that LS was the culprit of unruly and radical youth behaviour seen in the social events in the second half of 2019.

2.11 With regard to the other recommendations, positive and supportive comments were received on the directions for promoting WPD, enhancing values education (VE), promoting Applied Learning (ApL) and strengthening STEM education. However,

8 Press release for extension of public consultation is available at

https://www.info.gov.hk/gia/general/201908/28/P2019082800541.htm.

9 Formerly titled as the School Principal’s Nominations (SPN) 2.0 Direct Admission Scheme in the Consultation Document.

(16)

7

there were concerns about the implementation of these recommendations at the operational level, for example, the provision of guidelines on timetabling.

2.12 For LS, while the respondents generally concurred with the need to create space for promoting WPD and catering for learner diversity, there were diverse views on how to trim its content and carry out curriculum differentiation. Views on allowing students to opt out of the Independent Enquiry Study (IES) were divergent. Some respondents also expressed concerns about the highest attainment level (i.e. Level 4) of the written part for those opting out of the IES. For CL, most stakeholders expressed support for streamlining the number of examination papers and/or School-based Assessment (SBA), and cultivating and enhancing students’ appreciation of Chinese literature and classics. There were diverse views on which paper to be trimmed or removed, and the methods of adjusting the SBA.

2.13 As regards university admissions, some opined that the General Entrance Requirements (GER) for university admissions, i.e. a minimum of Level 3 for CL and English Language, and Level 2 for Mathematics and LS (3322), could be further relaxed.

On the other hand, the enhancement of the flexibility in university admissions and the proposed SNDAS received widespread support from the school sector.

Clarifications of misunderstandings

2.14 From the large number of submissions expressing similar views about CL and LS as well as the engagement sessions with local universities in which concerns about the modus operandi of the SNDAS were voiced, the Task Force notes misunderstandings of the initial recommendations that warrant the following clarifications.

Creating space and catering for learner diversity: Removing the Listening and Speaking Papers of Chinese Language has nothing to do with replacing Cantonese as the medium of instruction

2.15 One misunderstanding is about the impact of the initial recommendation on the medium of instruction (MOI). One of the initial major recommendations is to trim the curricula of the four core subjects of senior secondary education and/or to render part of the current curricula optional to create space for students’ different pursuits and to cater for learner diversity. For the CL subject, it was proposed to modify or trim the listening and speaking parts of the public examination. However, many proforma respondents perceived that removing the Listening and Speaking Papers from the HKDSE CL Examination would lead to the replacement of Cantonese by Putonghua as the MOI.

This is an unfounded conjecture. The MOI policy does not fall under the scope of work of the Task Force and thus has not been on its agenda. Furthermore, with or without the Listening and Speaking Papers, teachers and schools are free to choose Cantonese or Putonghua as the MOI for the CL subject. The initial recommendation cannot compel a change of MOI for the CL subject. It should also be noted that at present, candidates have already been given a choice between using Cantonese or Putonghua for

(17)

8

the speaking part of the HKDSE CL Examination. Given that ample opportunities exist in different subjects for students to give presentations and interact with their peers during group discussions in Cantonese, the proposed change in the mode of assessment of the CL subject would hardly lead to deterioration in the oral presentation abilities of senior secondary students in Hong Kong.

2.16 As stated in the Consultation Document, whether the listening and/or speaking parts of the public examination and the implementation of SBA can be modified or trimmed to create space can be further explored. How to take forward curriculum and assessment differentiation in individual subjects would be followed up by relevant committees under the CDC and HKEAA.

Creating space and catering for learner diversity: Rendering the Independent Enquiry Study optional would not impair students’ development of important skills 2.17 Under the direction of creating space and catering for learner diversity, the curricula of all four core subjects of senior secondary education should be trimmed and/or made partly optional. The recommendation of rendering the IES of the LS subject optional stems from this principle. In view of learner diversity and the divergent views on the IES in the school sector, the Task Force proposes allowing students to opt out of the IES in LS so as to cater for learner diversity, reduce the workload of students who opt out and create space for them to take other elective subjects or engage in personal pursuits, as well as provide space for teachers to give more guidance to students who opt for the IES and facilitate students’ enquiry of the themes in greater detail and depth.

2.18 The learning benefits of the IES – including helping students develop enquiry skills, self-directed learning, higher-order thinking skills, and the ability to connect, integrate and apply knowledge – are not unique to or found solely in LS. These learning benefits could be found in other subjects and learning experiences in the primary and secondary curricula, e.g. by infusing the learning elements of the IES into the learning activities of Science subjects such as scientific enquiry projects, or even incorporating them into cross-curricular STEM-related learning projects at different key stages of learning. There are also schools incorporating the IES into the learning and teaching of LS by means of mini-projects. Above all, the value of the IES depends much on the time available for students and the efforts expended by them. Thus, when taking a holistic view of student learning within the school curriculum, the opt-out of the IES would not necessarily undermine students’ enquiry learning opportunities and development of key skills, including self-directed learning capability.

University admissions: The School Nominations Direct Admission Scheme recognises a diversity of talents and is equally meaningful

2.19 The SNDAS was proposed under the theme of encouraging universities to exercise greater flexibility under the existing mechanism in admitting students who demonstrate talents and competencies which could not be fully assessed by the HKDSE

(18)

9

Examination. The Task Force is pleased to receive positive responses from the public to the recommendation in admitting students of different talents, as well as to receive nearly unanimous support from the school sector for the SNDAS.

2.20 In the course of the engagement, some local universities raised concerns about the modus operandi of the SNDAS, an area beyond the ambit of the Task Force as its recommendations are directional only. Nonetheless, these concerns do reflect the need for clarification of the objective of the SNDAS vis-à-vis the existing School Principal’s Nominations (SPN) Scheme. The Task Force would like to clarify that while the SPN’s objective is to give due recognition to applicants who have contributed to social services or made outstanding achievements in non-academic areas or who have demonstrated leadership abilities, the proposed SNDAS is a “programme-student matching exercise” in essence in recognition of special talents. The difference in their objectives is reflected in the design of the two schemes. A simple comparison is shown in the following table:

Feature SPN

(Existing)

SNDAS (Newly proposed) 1. Number of

programmes applied for

Three

(Band A programme choices of the candidate)

One

(The programme for which the candidate has a real passion and/or

definite strength.)

2. Realm of achievements

Non-academic (e.g. sports, music, social services, creative activities,

other cultural activities, leadership abilities)

Academic and non-academic (e.g. STEM subjects, languages,

sports, arts, service learning)

3. GER Applicable Not applicable

(Admissions are not subject to the HKDSE Examination results. Each

participating university programme should set out and apply its own

admissions requirements.)

4. Admissions interview

Interview of the nominees is not mandatory

Required

(Since it is a programme-student matching scheme, an interview will provide programme officers with an opportunity to assess the suitability of the candidate for the programme.

Likewise, the interview provides an opportunity for the student to clear any doubts on making a binding commitment upon acceptance of the

offer.)

(19)

10

Feature SPN

(Existing)

SNDAS (Newly proposed) 5. Firm offer Not applicable

(Some candidates may be given conditional offers or

bonus points.)

Applicable

(A firm offer will be made before the release of public examination results. Once accepted, it is binding on the student, i.e. the student will not be accepted for other programmes regardless of his/her public examination results.)

6. Route for application

JUPAS Non-JUPAS

(For the pilot stage. Long-term arrangement to be reviewed.)

2.21 The Task Force envisages that the SNDAS would be a win-win solution for our education community as it allows relevant programme directors to identify promising students who have a real passion and/or definite strength for the programmes applied for, provides opportunities for schools, parents, students and the public to broaden their vision on the university admissions criteria, and brings about a positive backwash effect on the primary and secondary curricula. The Task Force therefore appeals to the Education Bureau (EDB), the school sector, universities and the public to support this initiative, which would hopefully bring about a gradual cultural change to recognise the diversity of talents in our society.

Challenges arising from the pandemic

2.22 From January to July 2020, Hong Kong schools were closed for most of the time for fighting COVID-19. Since then, schools have embarked on “suspending classes without suspending learning” via adopting different e-learning strategies and arrangements. Multi-faceted support measures such as curriculum resources relating to COVID-19 and dedicated webpages and online platforms on using e-learning platform/materials, information literacy, e-reading, support for cross-boundary/non- Chinese speaking students and assessment materials were provided by the EDB to schools. Facing these unprecedented challenges in relation to the access to and effective use of technology, students’ emotional and physical well-being, etc., schools have adopted a diversity of e-learning tools, flipped classroom strategies such as videos and learning management systems (LMS), and online learning and teaching resources to sustain learning and teaching. While schools may vary in their coping strategies, opportunities for promoting e-learning and self-directed learning, and innovating learning and teaching paradigms have been created. Good practices such as the forming of a co-ordination team in schools, the close communications with parents and students, the provision of school-based teacher training on the use of information technology, and the adjustment of e-learning strategies based on evaluation data have

(20)

11

been developed. These good practices are worthy of sharing for professional co- learning.

2.23 The Task Force is grateful for all the submissions, which have been carefully read and considered in its meetings. The next Chapter presents the Task Force’s final recommendations, which have drawn reference to all the submissions and views collected.

(21)

12

Chapter 3: Recommendations

3.1 The review of the school curriculum has been carried out against the backdrop of the increasing awareness of the need to cater for students’ diverse interests, needs and aspirations as well as to nurture talents and prepare our students for the rapid changes and development locally and globally. To address these needs, the Task Force put forward initial recommendations that seek to make changes in six directions in the Consultation Document with the aim of better equipping our students for future opportunities and challenges. The six directional recommendations include reinforcing the importance of whole-person development (WPD), according higher priority to values education (VE), creating space and catering for learner diversity, further promoting Applied Learning (ApL), enhancing the flexibility in university admissions, and strengthening STEM education.

3.2 The Task Force is pleased to report that the respondents of the public consultation and key stakeholders were generally supportive of the initial recommendations. During the public consultation period, the Task Force received comments and proposals for fine-tuning or improving individual recommendations, and was grateful for all these valuable inputs. In the course of reviewing the six directions of initial recommendations, while some refinement would be made with respect to views received and new developments arising from COVID-19, no major changes were necessary as there was a general agreement on the proposed recommendations.

3.3 The final recommendations of the Task Force presented in the following paragraphs are premised on the initial recommendations. Where necessary, they are supplemented with further elaborations and details, as well as relevant concerns to note and probe further.

Recommendations

Whole-person Development

3.4 Reinforce the importance of whole-person development and create space for students’ balanced development

(para. 3.1.1 of Consultation Document relevant)

3.4.1 The Task Force maintains this recommendation as unanimous support was received from the respondents in the public consultation. At the system level, the Education Bureau (EDB) is recommended to:

(22)

13

 enhance the curriculum planning capacity of school leaders. The Task Force has learnt that the EDB has been organising territory-wide school leaders’

workshops (SLW)10 for secondary school personnel from the 2018/19 school year onwards to help schools incorporate the major renewed emphases (MRE)11 alongside the school priorities into their school development plans for the next three to six years, so as to complement the updated seven learning goals in continually developing students’ lifelong and self-directed learning capabilities as well as promoting their WPD. The Task Force recommends the EDB to organise similar SLW for primary school personnel for strengthening the alignment between school curriculum planning and the realisation of

the seven learning goals and renewed emphases as put forth in the Learning to Learn 2+ – The Hong Kong School Curriculum Framework12;

 delineate the notion of “learning time”13 vis-à-vis “lesson time” to provide more flexibility for schools in planning curriculum-related activities. The Task Force notes that the predominant majority of schools still rely on the school timetable and adhere to the allocation of lesson time as recommended in the existing curriculum and subject guides in planning the curriculum and student learning activities. During the public consultation period, there were

10 In alignment with the Secondary Education Curriculum Guide (SECG) issued in 2017, the SLW for secondary schools aim to deepen schools’ understanding of the ongoing and future directions of the curriculum renewal (including the updated seven learning goals and MRE), to encourage schools to reflect on the curriculum intent in creating space and opportunities for students’ WPD and lifelong learning. The SLW facilitate strategic planning of the school curriculum with due consideration given to factors such as the school contexts and societal expectations on students.

11 The MRE include strengthening VE (including moral and civic education and Basic Law education), reinforcing the learning of Chinese history and Chinese culture, extending

“Reading to Learn” to “Language across the Curriculum (LaC)”, promoting STEM education and Information Technology in Education, fostering an entrepreneurial spirit, diversifying life-wide learning experiences (including those for VPET), stepping up gifted education and enhancing the learning and teaching of Chinese as a second language.

12 The Curriculum Development Council (CDC) updated the Basic Education Curriculum Guide (Primary 1-6) in 2014 and used the term “Learning to Learn 2.0” to denote that curriculum development had advanced with times since the Learning to Learn Curriculum Reform in 2001. Upon the issuance of the updated Kindergarten Education Curriculum Guide and SECG in 2017, the 15-year central school curriculum framework has also been updated to reflect that “Learning to Learn 2.0” has entered an era of ongoing curriculum renewal, i.e. “Learning to Learn 2+”.

13 Learning time refers to not only classroom periods as students can gain learning experiences anywhere and anytime. Learning time includes lesson time (teacher- student contact hours in settings not limited to the classroom), the time outside class at school (such as recess, lunch breaks, after-school time, open days, examination days) as well as the time spent outside school including holidays. Schools should holistically plan and arrange students’ learning time.

(23)

14

voices urging a rise in the proportion of flexible lesson time for primary schools from 19% to 25% to enable primary schools to have more flexibility in planning learning activities. The Task Force recognises the changing modes of learning beyond the classroom and school hours (e.g. e-learning), the growing diversity in student learning needs and the variations in school contexts, and thus it supports a wider adoption of the notion of “learning time” in planning student learning. The outbreak of COVID-19 and the related class suspension have further highlighted the importance of learning beyond the confines of the classroom, promoting self-directed learning and preparing teachers for making adaption to new pedagogy. In this connection, the Task Force recommends the EDB to adopt support measures to facilitate a paradigm shift of learning and teaching and concept transformation by enabling teachers to blend information technology (IT) into their pedagogy and assessment as part of their everyday teaching, enhance teachers’ understanding and skills of harnessing IT for blending IT into their pedagogy for boosting students’ knowledge, skills and attitudes at various stages of learning, strengthening interaction and learning motivation when face-to-face interaction between teachers and students is not feasible, and addressing students’ diverse needs (e.g. social, emotional) to foster their WPD. While the recommended lesson time allocation in the curriculum documents is still a useful reference, the timely updating of the curriculum guides (e.g. Basic Education Curriculum Guide (Primary 1-6) (2014)14 ) in alignment with the notion of the “learning time”, and the recognition and encouragement of different divisions/sections of the EDB on schools’ efforts in planning “learning time” in accordance with the curriculum, would facilitate the wider application of the notion of “learning time” among schools;

Figure 2a: Components of Learning Time (Extracted from Basic Education Curriculum Guide (Primary 1-6))

14 The Basic Education Curriculum Guide (Primary 1-6) (2014) can be accessed at https://cd.edb.gov.hk/becg/english/index-2.html.

(24)

15

Figure 2b: Notion of Learning Time

 facilitate schools to review, reflect on and fine-tune their whole-school curriculum plans for student learning in the moral, intellectual, physical, social and aesthetic domains (and also spiritual domain for some schools) with the provision of exemplars, and to plan the “learning time” of students and foster their WPD in consideration of the new modes of learning beyond the classroom;

 promote professional sharing among teachers on assessment literacy and homework design, e.g. diagnosing students’ learning difficulties using different forms of assessment data and devising relevant support measures as appropriate;

the design of school-based homework and assessment policy with the aim of making good use of whole-day schooling, releasing space for students to rest, play, cultivate interests and develop good relationships with family and peers;

as well as how to cope with “suspending classes without suspending learning”;

 advise schools to adopt appropriate measures to broaden students’ exposure and cater for their balanced development, with due consideration given to their physical and social developmental needs, as well as the promotion of a healthy lifestyle;

 advise schools to review the formulation and implementation of school- based homework and assessment policy for the purpose of creating space.

Since the purpose and quality of assessment/homework are more important than the quantity and the correlation between quantity of assessment/homework and academic achievements is not confirmed, the quantity and frequency of homework and assessment should be reviewed in schools to free up space for promoting WPD. It is also of paramount importance that the modes of

School days

Meeting friends Physical activities Learning

Learning

Learning

School breaks &

weekends

Leisure Reading

Play Rest

Family time

Cultivating interests

(25)

16

homework and assessment be transformed, in particular regarding how e- learning could be further utilised to promote assessment for learning, assessment as learning and self-directed learning;

 arrange more sharing sessions on the implementation of life-wide learning (LWL) activities as well as on life planning during normal school days and school breaks, including the use of the recurrent LWL Grant15 and the purpose of implementing life planning education (LPE) earlier, to deepen teachers’ and parents’ understanding of how the different modes of learning can articulate well with the school curriculum and subject learning, as well as to foster WPD;

 strengthen the interface between different levels at school in planning for WPD, taking into consideration the progressive learning needs of students at different key stages of learning; and

 consider trimming the curriculum content of subjects where appropriate at the primary level in the long run to free up space for WPD, and to accommodate new learning elements and enhance those in relation to STEM education (including coding education), VE, LWL, etc.

3.4.2 Parental support is essential for facilitating students’ WPD. The EDB and schools need to step up home-school co-operation and parent education on such themes as the importance of LWL, exploration of life goals and aspirations, students’ balanced development including the need for physical exercise daily, school assessment policy, self-directed learning, reading, e-safety and even myths about private tutoring (e.g. the more one spends on private tutoring, the greater the academic improvement). Parents are the role models of their children. Good relationships and support among family members have a positive impact on students’ character, personal, and social development.

Values Education and Life Planning Education

3.5 Accord higher priority to values education in schools, including strengthening life education, and moral, civic, and national education (MCNE);

and start life planning education early at the upper primary and junior secondary levels

15 The recurrent LWL Grant has been provided to public sector schools since the 2019/20 school year to support schools in taking forward, on the present foundation, LWL with enhanced efforts. Schools may, in light of their school contexts, flexibly deploy the Grant to organise more out-of-classroom experiential learning activities in different Key Learning Areas (KLAs) and curriculum areas, so as to enliven and enrich the learning experiences of students to broaden their horizons, enhance their learning motivation and interest, and foster their WPD.

(26)

17

(para. 3.2.1-3.2.2 of Consultation Document relevant)

3.5.1 Key stakeholders and respondents unanimously agreed that high priority should be attached to VE including life education and MCNE.

3.5.2 Regarding VE, the Task Force considers it necessary to beef up the recommendation to address public expectations. During the public consultation period, there was large-scale social unrest in Hong Kong in which many youngsters were involved, with some having adopted radical means to pursue political ends. The large amount of fake news transmitted via social media and e-platforms for propaganda purposes has been a grave concern. The Task Force notes a strong public demand for enhancing students’ information literacy, including raising their awareness of the need for accessing official and reliable sources of information as well as the ethical and prudent use of IT (a key component of “information literacy”) in circulating and interpreting information. The respondents are also concerned about how to deepen youngsters’ understanding of our nation, instill in them respect for diverse opinions, love for peace, and respect for the rule of law, as well as to teach them to abide by the law, etc. In the ensuing months, Hong Kong was plagued by COVID-19. This public health hazard further intensified the need for life education so as to cultivate in students a care for life, and positive values and qualities for meeting unanticipated crises, as well as helping them develop a strong sense of civic-mindedness and social responsibility.

Figure 3: Existing approach and curriculum document in implementing VE in schools

3.5.3 In view of the fact that positive values are interrelated, the Task Force considers that the current holistic and integrated approach for promoting different facets

(27)

18

of VE16 is still appropriate. To strengthen VE, the Task Force recommends the EDB to:

 update the Moral and Civic Education Curriculum Framework17 issued in 2008 with expected learning outcomes of students in various key stages of learning to strengthen students’ understanding

of our nation, respect for diverse opinions, love for peace, and respect for the rule of law; to highlight the importance of abiding by the law, public interest and the common good as well as the need to critically evaluate the truthfulness of information and use IT ethically in circulating and interpreting information;

 provide multifarious VE-related learning experiences in the curriculum to broaden students’ perspective. For example, service learning in school and the community (e.g. uniformed groups, volunteer and/or charity service for non- governmental organisations (NGOs) in or outside Hong Kong) can be more widely promoted to help students build resilience, gain a deeper understanding of their roles in relation to others as well as the related rights and responsibilities, and reflect on how to make contribution to society. The “My Pledge to Act” programme18 can also be promoted more widely for developing positive values, including family values, treasuring what one already possesses, being grateful, optimistic, proactive, and caring for others. More

emphasis should also be placed on strategically integrating the development of positive values and attitudes into the curricula of

various KLAs 19 , and also STEM education. As the advancement of technology has also brought about many ethical and moral issues, VE should be an integral part of STEM education;

16 The different “facets” of VE include moral and civic education, Constitution and Basic Law education (including national security education), national education, sex education, life education, education for sustainable development, etc.

17 The “Moral and Civic Education Curriculum Framework” (Chinese version only) can be accessed at https://www.edb.gov.hk/tc/revised-MCE-framework2008.

18 The “My Pledge to Act” programme was first launched by the EDB in 2003. The activity aims to promote the development of students’ healthy lifestyle, character and civic awareness through collective commitment and a series of related activities. The theme of “Be grateful and treasure what we have, stay positive and optimistic” has been put in place in the My Pledge to Act 2019-2020.

19 For the values embedded in the school curriculum and different subjects, schools may refer to the curriculum documents prepared by the CDC, including the SECG, PSHE KLA Curriculum Guide, General Studies Curriculum Guide for Primary Schools, etc.

(28)

19

Figure 4: Theme of My Pledge to Act 2019-2020 by the EDB

 provide different modes of professional development activities, including pre- service teacher education and in-service continuing professional development, to enhance teachers’ grasp of the goals and objectives of different facets of VE and deepen their understanding of the professional role of teachers, including role modelling in respect of VE; and

 prepare more “life events” exemplars and resource materials to support teachers in developing the universal core values underpinning Chinese morals and culture, e.g. care for life, perseverance, resilience, respect for others, empathy, inclusiveness, sense of responsibility, family values, filial piety, benevolence; and handling controversial issues, e.g. bullying, teenage pregnancy, gender issues, cybercrime, with the ultimate aim of cultivating positive values and attitudes which cut across and permeate various facets of VE.

3.5.4 The Task Force also recommends that LPE commence early at the upper primary and junior secondary (JS) levels. Some respondents and stakeholders expressed their concern about time allocation, teacher preparation, and whether it is suitable for young students to learn and plan about jobs so early at the primary and JS levels.

3.5.5 The Task Force would like to clarify that its recommendation about LPE should not be misinterpreted as career guidance per se. LPE for younger students is meant to help them better understand their own aspirations, needs, interests and abilities, acquire some basic knowledge of work ethics and the dynamics of the work scene, and develop good attitudes such as punctuality, responsibility, honesty and work ethics through role-play and thematic days. Early exposure to LPE could also help students develop a broader view of future pathways and occupations, and refrain from holding gender or social status stereotypes in relation to certain jobs. Through LPE, students would have more exposure to the workplace and its rapidly-evolving nature, including new jobs in the technology-driven economy and new demands arising from novel situations. Given the incessant changes in the nature and demands of jobs, it becomes important to nurture students’ soft skills, morals and ethics, and positive attitudes, as well as adaptability and an open attitude towards life planning earlier at the upper primary and JS levels.

(29)

20

3.5.6 While a detailed and concrete career guidance framework is not feasible due to the rapid changes and developments in society, the Task Force recommends relevant divisions of the EDB to:

 clearly spell out the expectations of student learning in implementing LPE at the primary and JS levels;

 step up professional training to enhance principals’ and teachers’

understanding of the rapidly changing landscape of work and exposure to the workplace; and

 provide relevant information to parents so that they can collaborate with schools on providing support for students when they make choices about further studies and other pursuits.

Creating Space and Catering for Learner Diversity

3.6 Cater for students’ diverse interests, abilities and career aspirations through curriculum and assessment differentiation at the senior secondary level in our school system, as well as provide guidance for students to pursue multiple pathways of their choices

(para. 3.3.1-3.3.2 of Consultation Document relevant)

3.6.1 For senior secondary education, while the majority of stakeholders generally agreed with the proposal of keeping intact the status of the core subjects of Chinese Language (CL), English Language (EL), Mathematics (Maths) and Liberal Studies (LS), a notable number of respondents did not agree that LS should remain a core subject and proposed abolishing LS or turning it into an elective subject at the senior secondary level.

3.6.2 The Task Force maintains the recommendation of keeping intact the status of the four core subjects with a view to developing students’ competencies required in the 21st century. CL, EL and Maths develop students’ good mastery of language proficiency and mathematical skills, which is essential for further studies and work; and an appreciation of Chinese culture and literature, which is a basic attribute of Chinese nationals. LS aims to help students develop the capacity to approach controversial issues from multiple perspectives, acquire critical-thinking and problem-solving skills on the basis of rational and evidence-based analysis, and cultivate a sense of national identity and a global mindset, all of which are required of students in the 21st century no matter where they live and work. Many of these generic competencies are also espoused by international educational communities and organisations. 20 The

20 For 21st century skills, please refer to the Consultation Document.

(30)

21

Independent Enquiry Study (IES), if well-mastered, would enable students to develop the capacity for independent learning and apply knowledge across different disciplines.

This is the subject platform at the senior secondary level which provides an opportunity for all students to acquire knowledge of the contemporary development of the Mainland, the Constitution and the Basic Law and the rule of law, to develop a greater sense of national identity and responsibility as citizens, as well as to deepen their understanding of other interdisciplinary issues on public health, media literacy, etc.

3.6.3 The Task Force agrees that there is room for improvement in the implementation of the four core subjects. Nonetheless, the proposed improvement measures may differ due to the difference in the subject nature.

Figure 5: Current framework of the four core subjects at the senior secondary level

3.6.4 The Task Force maintains the recommendation of trimming and/or differentiating the curricula and assessments of the four core subjects at the senior secondary level without jeopardising the curriculum integrity. By doing so, space would be created for ALL students to embark on different initiatives, including learning subjects in greater depths, taking more elective subjects (including ApL), participating in Other Learning Experiences (OLE), LPE and MCNE activities for WPD, developing or delving deeper into areas of interests, and even exploring life and career goals. The trimming and/or differentiating arrangement would also facilitate a more in-depth and interactive learning approach and allow teachers to teach core subjects more thoroughly and to provide guidance more readily. The Task Force notes that some respondents proposed the lesson time allocated to the four core subjects be reduced from 50-55% to 35-40%. The Task Force considers that a change in mindset to adopt the concept of “learning time” rather than “lesson time” as set out in paragraph 3.4.1 would help resolve the competing demands for lesson time in the school timetable in the long run. Nonetheless, further deliberation by the EDB and Curriculum Development Council (CDC) on the related guidelines is necessary to encourage greater flexibility in planning student learning in schools.

(31)

22

Figure 6: Proposed scenarios of trimming and differentiating the four core subjects at the senior secondary level

Chinese Language

3.6.5 In the Consultation Document, the Task Force recommended that “whether the listening and/or speaking parts of the public examination and the implementation of the School-based Assessment (SBA) can be modified or trimmed to create space can also be explored” (para. 3.3.2, Consultation Document). During the public consultation period, the Task Force received a vast number of submissions, in the form of proforma, which expressed opposition to the removal of the Speaking and Listening Papers from the Hong Kong Diploma of Secondary Education (HKDSE) CL Examination. Chapter 2 of this Report clarifies that the Task Force’s recommendation does not entail any changes in the medium of instruction (MOI) policy for the subject.

More specifically, whether to adopt Cantonese or Putonghua as the MOI of the subject is entirely a school-based decision not relevant to the Task Force’s recommendation.

In fact, the recommendation of removing, streamlining or combining some examination papers of the subject received strong support from the school sector. Consensus building with the school sector and clarifications with other key stakeholders are necessary.

3.6.6 Listening, speaking, reading and writing are the core skills of the subject to be developed for acquiring knowledge and communicating with others. The Task Force acknowledges their importance to students but also notes that since the Curriculum Reform in 2001, ample opportunities have been provided for students to hone listening and speaking skills in both CL and EL as well as in different subjects and through diversified learning experiences. Thus, removing the listening and/or speaking papers from the public examination will not deprive students of the opportunities to apply the language skills in Cantonese, which is the mother tongue for most students. Different dimensions of language learning, i.e. reading, writing, listening and speaking, are interconnected and mutually complementary in authentic contexts or in the classroom setting. Indeed, some opined that students would be easily affected by others in the

參考文獻

相關文件

• following up the recommendation of offering vocational English as a new Applied Learning (ApL) course, as proposed by the Task Force on Review of School Curriculum with a view

Expecting students engage with a different level of language in their work e.g?. student A needs to label the diagram, and student B needs to

To tie in with the implementation of the recommendations of the Task Force on Professional Development of Teachers and enable Primary School Curriculum Leaders in schools of a

The Senior Secondary Business, Accounting and Financial Studies Curriculum and Assessment Guide incorporates the key recommendations in the Curriculum Development

In order to achieve the learning objectives of the OLE – providing students with a broad and balanced curriculum with diverse learning experiences to foster whole-person development

• To consider the purpose of the task-based approach and the inductive approach in the learning and teaching of grammar at the secondary level.. • To take part in demonstrations

Activate prior knowledge about the genre Language access strategies. While-reading activities Reading in

To explore different e-learning resources and strategies that can be used to successfully develop the language skills of students with special educational needs in the