Building on Strengths:Building on Strengths:Change and Challenge in Change and Challenge in

Curriculum Development in Curriculum Development in Hong Kong Hong Kong

Curriculum Development InstituteEducation and Manpower Bureau

25 February 2005

• Where are we?• What have we achieved?• What are the connections

between Basic Education and New Senior Secondary Education?

• How to prepare for NSS?

Where are Where are we?we?

Seven Learning Goals

Curriculum in Basic Education : Curriculum in Basic Education : Foundation for Senior Secondary EducationFoundation for Senior Secondary Education

Develop in students– Generic Skills– Values and Attitudes

Strengthen– Cross-curricular learning– Catering for learner diversity

Implement

– Four key tasks　– Assessment for learning – Life wide learning

Focus of Curriculum reformFocus of Curriculum reformFocus of Curriculum reformFocus of Curriculum reform

IT for Interactive Learning

Moral & Civic

Education

Project Learning

Reading to Learn

Promote Learning to Learn through 4 Key Tasks

High quality & equality

Low achievement gap between high & low SEN students

A very hardworking work force strong in subject expertise

Strong demand for professional development opportunities

More professional and intellectual discourse focussing on students

School-based adaptations to various initiatives

Building on StrengthsBuilding on StrengthsBuilding on StrengthsBuilding on Strengths

What have we achieved?

Attitudes towards Curriculum ReformAttitudes towards Curriculum Reform

• Agreement with Aims and Principles of Curriculum Reform: 75-99% The order of extent of agreement

School heads > the KLA heads > the KLA teachers• Confidence and Perceived Competence in

Implementing Strategies of Curriculum Reform Confidence of the heads and KLA teachers: moderate to high In most areas, respondents’ perceived competence: moderate

to high Respondents’ confidence level and perceived competence

were highly correlated

Some Survey Results (2001-04) (1)

Items in Curriculum Reform Items in Curriculum Reform beneficial to students’ learningbeneficial to students’ learning

• Strategic planning and school-based curriculum development

• Reduce the time spent on tests and examinations. Use diversified assessment tasks to obtain feedback on learning and teaching.

• Help students to develop the generic skills and establish their values and attitude

• Four Key Tasks – especially Project learning

Some Survey Results (2001-04) (2)

Perceived Impacts on StudentsPerceived Impacts on StudentsAs from Primary School Heads:

1. Communication skills2. Learning Interest3. Learning Performance4. Respecting Others5. Creativity6. Learning Motivation7. Critical thinking skills8. Responsibility9. Commitment10. National Identity11. Perseverance

As from Secondary School Heads:

1. Communication skills2. Learning Performance3. Learning Interest4. Creativity5. Respecting Others6. Responsibility7. Learning Motivation8. Critical thinking skills

Some Survey Results (2001-04) (3)

Perceived Impacts on SchoolsPerceived Impacts on Schools• General speaking, more than 50% of school heads reported

significant improvements in nine areas:

1. Relationship between school and teachers

2. Relationship between school and parents

3. Team culture among teaching staff

4. School as a learning community

5. Relationship between teachers and students

6. Development of school resources

7. Morale of the teaching staff

8. Teachers’ enthusiasm

• However, about 80% of school heads reported

undermining of “teachers’ workload”.

Some Survey Results (2001-04) (4)

Perceived Impacts on School HeadsPerceived Impacts on School Heads The majority of school headsschool heads reported personal improvements since leading the curriculum reform in five aspects:

1. Professional development (80.8% - 86.0%)2. Collaboration with teachers (75.9% - 82.7%)3. Confidence in leading the school curriculum development (73.4% - 81.9%)4. Competence in leading the school curriculum development (67.5% - 81.1%)5. Leadership competence (62.2% - 71.6%)

Some Survey Results (2001-04) (5)

Some Survey Results (2001-04) (6)

% ImplementedPrimary Secondary

2003/2004 2003/2004Formulate five-year short term strategies for whole-school curriculum development

75.8 / 87 59.3 / 62

Draw up a school-based curriculum to cater for the needs of students

95.3 / 96 93.0 / 90

Four Key Learning Tasks

% Implemented

Primary Secondary

2003/2004 2003/2004

Moral and civic education 98.4 / 98 97.7 / 87

Reading to learn 99.2 / 99 93.0 / 100

Project learning 98.4 / 99 96.5 / 99The use of IT for interactive learning

99.2 / 97 98.8 / 96

Some Survey Results (2001-04) (7)

Assessment% Implemented

Primary Secondary

2003/2004 2003/2004

Formulate a whole-school assessment policy

71.9 / 92 69.8 / 83

Reduce the time spent on tests & examinations, so as to allow students to have adequate learning time

99.2 / 100 90.7 / 98

Some Survey Results (2001-04) (8)

What are the connections between Basic Education and New Senior Secondary Education?

Value &Attitude

Generic Skill

New Senior Secondary New Senior Secondary & Basic Education& Basic Education Curriculum FrameworkCurriculum Framework

New Senior Secondary New Senior Secondary & Basic Education& Basic Education Curriculum FrameworkCurriculum Framework

4 Core Subjects: Chinese

Language,English Language,

Mathematics,Liberal Studies

2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies

Other Learning Experiences

including moral and civic education, community service, aesthetic and

physical experiences and work-related experiences

(e.g. job attachment)

P1- S3P1- S3

NSSNSS

General Studies

• Whole-person development with diversification

• Learning to learn & Life-long learning

Brief Introduction toNew Senior Secondary (NSS)

Education

A Comparison of the Current and the New A Comparison of the Current and the New Academic StructuresAcademic Structures

A Comparison of the Current and the New A Comparison of the Current and the New Academic StructuresAcademic Structures

New Structure(“3+3+4”)

New public examination leading

to HK Diploma of Secondary Education

Current Structure(“3+2+2+3”)

4-Year Undergraduate

Degree

3-Year Undergraduate

Degree

Secondary 7 HKALE

HKCEESecondary 6

Secondary 5

Secondary 4

Secondary 3

Secondary 2

Secondary 1

Senior Secondary 3

Senior Secondary 2

Senior Secondary 1

Secondary 3

Secondary 2

Secondary 1

Benefits of ChangeBenefits of Change

Reducing one public examination

All students study Secondary 6

More choices in senior secondary

Increasing learning time and space and enhancing learning effectiveness

Meeting the challenges of the knowledge-based society of HK

Developing the full potential of students with different aptitudes and interests

More pathways for further study and work

Providing opportunities for students to be successful in life

“3+2+2+33+2+2+3” “ 3+3+4 3+3+4 ” because:

Multiple PathwaysMultiple Pathways

CURRICULUM

E M

PRESENT

ArtsCS4-5

S6-7 C E

Basic Education(8 KLAs)

Science Commercial Technical

Reform in Basic Education: Learning to Learn Since 2001

C E M PEArtsTechSciPSHE

Arts Science

1.1. To be To be biliteratebiliterate and and trilingualtrilingual

2.2. To acquire a To acquire a broad knowledge basebroad knowledge base, and be able to , and be able to understandunderstand cocontemporary issuesntemporary issues that may impact on their daily life at personal, that may impact on their daily life at personal, community, national and global levels community, national and global levels

3.3. To be an To be an informedinformed and and responsibleresponsible citizen citizen

4.4. To be a To be a critical, reflectivecritical, reflective and and independentindependent thinker thinker

5.5. To acquire To acquire IT & other skillsIT & other skills for being a lifelong learner for being a lifelong learner

6.6. To understand one’s To understand one’s career/academic aspirationscareer/academic aspirations and develop pos and develop positive itive attitudesattitudes towards work and learning towards work and learning

7.7. To lead a To lead a healthy life stylehealthy life style with active participation in aesthetic a with active participation in aesthetic and physical activitiesnd physical activities

Seven learning goals for NSS Seven learning goals for NSS CurriculumCurriculum

Guiding Principles for curriculum Guiding Principles for curriculum designdesign

Balance between Balance between breadthbreadth (overall design & LS) & (overall design & LS) & deptdepthh (Xs) (Xs)

Balance between Balance between theoreticaltheoretical & & applied learningapplied learning (Xs & (Xs & COC, Core & elective parts in each subjects)COC, Core & elective parts in each subjects)

FlexibleFlexible & & diversifieddiversified – time allocation, timetabling – time allocation, timetablingLearning Learning how to learnhow to learn & & enquiry-basedenquiry-based learning learningSmoother articulation to Smoother articulation to multiple pathwaysmultiple pathways(varied com(varied com

binations of elective subjects & COC)binations of elective subjects & COC)Greater Greater coherencecoherence (LS to complement Xs subjects, KLA (LS to complement Xs subjects, KLA

s in basic education)s in basic education)

PETech ArtsOther

Learning Experiences

Curriculum for 3+3

C E M PSHE Sci

NSS

Junior Secondary

Other Learning

ExperiencesC E M LS

2-3Xs

New CurriculumNew Curriculum New CurriculumNew Curriculum

4 Core Subjects: Chinese

Language,English

Language,Mathematics,

Liberal Studies

2-3 Elective Subjects out of 20 subjects or out of courses

in career-oriented studies

Other Learning Experiences

including moral and civic education,

community service, aesthetic and

physical experiences and work-related

experiences (e.g. job attachment)

45-55% 20-30% 15-35%

KLA Subjects

Chinese Language Education Chinese Language (core subject) Chinese Literature

English Language Education English Language (core subject) Literature in English

Mathematics Education Mathematics (core subject + two extensions)

Liberal Studies (core subject)

Personal, Social and Humanities Education

Chinese History Economics Ethics and Religious Studies Geography History Tourism and Hospitality Studies

Science Education Biology Chemistry Physics Science

Technology Education Business, Accounting and Financial Studies Information and Communication Technology Home Economics Design and Applied Technology Health Management and Social Care

Arts Education Music Visual Arts # Performance Arts (to be developed)

Physical Education Physical Education

Proposed Subjects

X1

English Language X2

Other LearningExperiences

•study contemporary events not covered by any single disciplines (Awareness)

•expand perspectives beyond single disciplines (Broadening)

•connect knowledge and concepts across different disciplines (Connecting & Critical thinking)

X3

Issues in

Liberal Studies

Chinese Language

Mathematics

Liberal Studies

Why is it a core subject? To ensure that students experience a broad education in their senior secondary years

What does it provide to students?

Career-oriented StudiesCareer-oriented Studies • Taken as alternatives to elective subjects at SS2 and SS3• Applied learning courses over two years, in areas important

to HK’s cultural and economic development• Accredited and quality assured• Offered by tertiary providers working in conjunction with

schools • Linked to employment and further education especially to

sub-degree qualifications• Schools may offer any number of career-oriented studies

through networked arrangements with other schools and tertiary providers

BUSINESSBUSINESSBusiness EnterpriseBusiness EnterpriseTaking Off in the Retail WorldTaking Off in the Retail WorldBasic Event OperationsBasic Event OperationsEvent and Project ManagementEvent and Project ManagementLogistics FundamentalsLogistics FundamentalsARTS & MEDIAARTS & MEDIA3D Computer Animation3D Computer AnimationCartoon Character DesignCartoon Character DesignMultimedia Game DesignMultimedia Game DesignMIDI Computer MusicMIDI Computer MusicBasic Training in Digital Music Basic Training in Digital Music ProductionProductionVideo ProductionVideo ProductionDESIGNDESIGNFundamental JewelleryFundamental JewelleryFundamental Fashion and Image Fundamental Fashion and Image DesignDesignFashion DesignFashion DesignHair DesignHair DesignPERFORMING ARTSPERFORMING ARTSMake-up and Body PaintingMake-up and Body PaintingCarnival Entertainer TrainingCarnival Entertainer Training

ENGINEERINGENGINEERINGFundamental Building ServicesFundamental Building ServicesFundamental Vehicle ServicingFundamental Vehicle ServicingCreative TechnologyCreative TechnologyIndustrial Control TechnologyIndustrial Control TechnologyArchitectural Design and Model Architectural Design and Model MakingMakingINFORMATION TECHNOLOGYINFORMATION TECHNOLOGYComputer NetworkingComputer NetworkingCreative Multimedia StudiesCreative Multimedia StudiesFOOD PRODUCTION AND FOOD PRODUCTION AND MANAGEMENTMANAGEMENTFundamental Food and Beverage Fundamental Food and Beverage ServiceServiceFood & Beverage Service Food & Beverage Service ManagementManagementFundamental Western Food Fundamental Western Food PreparationPreparationFoundation Hotel Chinese Catering Foundation Hotel Chinese Catering OperationOperationSERVICESSERVICESBeauty TherapyBeauty TherapySocial Service SupportSocial Service SupportLEISURE AND TOURISMLEISURE AND TOURISMIntroduction to Leisure and Tourism Introduction to Leisure and Tourism StudiesStudiesFundamental Travel and Tourism Fundamental Travel and Tourism ServicesServices

Career-oriented studies: current COC Career-oriented studies: current COC coursescourses

Narrowing or diversifying Narrowing or diversifying choices?choices?

StreamingStreaming into arts, sciences, technical and comme into arts, sciences, technical and commercial rcial abolishedabolished

ChoicesChoices from a from a widerwider range of KLAs & COC range of KLAs & COC Choices Choices catering for interest and aptitudecatering for interest and aptitude in each s in each s

ubjectubject Broadening in Broadening in LSLS complementing depth in complementing depth in elective selective s

ubjectsubjects OtherOther learning experiences-moral and civic educati learning experiences-moral and civic educati

on, 5% aesthetic experience, 5% physical activities, on, 5% aesthetic experience, 5% physical activities, enhancement, other languagesenhancement, other languages

From 43 to 24 subjects? From 43 to 24 subjects? Broadening the professional Broadening the professional

expertiseexpertisea)a) MigrationMigration to new subjects, re-organization for c to new subjects, re-organization for c

ohesive design and learningohesive design and learningb)b) Extended partExtended part of Maths as Core subject – Additio of Maths as Core subject – Additio

nal Maths, Maths & Statisticsnal Maths, Maths & Statisticsc)c) Better servedBetter served in Career-oriented studies (e.g. Ac in Career-oriented studies (e.g. Ac

commodation and catering services, textiles, Facommodation and catering services, textiles, Fashion and clothing)shion and clothing)

d)d) To be To be phased outphased out before 2008 due to small candi before 2008 due to small candidature & out-dated contents (e.g. human biologdature & out-dated contents (e.g. human biology, engineering science, technical drawing, textily, engineering science, technical drawing, textiles)es)

Migration to new Migration to new subjectssubjects

Economic and Public AffairsGovernment and Public Affairs

Social StudiesIntegrated Humanities Science & Technology

Design & TechnologyElectronics and ElectricityGraphical Communication

Technological Studies

CommercePrinciples of Accounts

Putonghua

Liberal Studies

Design and Applied Technology

Business, AccountingAnd Financial Studies

Chinese Language

Other achievements & awards

Internal Results

Record of other learning experiences

HKCEEHKCEE

HKALEHKALE

HKDSEHKDSE

Interface & InsightsInterface & Insights Learning to learn & Whole person

development• Broaden the knowledge base & life-

wide learning• Enquiry Learning & Key Tasks• Make good use of textbooks and

other learning and teaching resources

Interface & InsightsInterface & Insights• Arts & science complementing each other

& broad and balanced curriculum• Critical, independent thinking & generic sk

ills• School-based assessment & diversified ass

essment• Space for teachers & team work• Liberal Studies, Cross-curricular learning i

n KLAs, project learning & General Studies

From Basic Education to Senior From Basic Education to Senior Secondary – an example from LSSecondary – an example from LS

• General Studies in primary schools also emphasize the development of cross-curricular learning, expanding perspectives of students and strengthening students’ critical thinking(about 70% primary schools have started cross-curricular planning)

• Project learning is one of the four key tasks in Basic Education curriculum reform

From Basic Education to Senior From Basic Education to Senior Secondary – an example from LSSecondary – an example from LS

• Many schools have already started implementing cross-curricular planning at junior secondary levels,e.g. civic education, life education & thinking skills. About 160 secondary schools have offered integrated curriculum.

• The curriculum developed have taken into consideration individual school context and the experience gained could provide solid foundation paving the way for the implementation of Liberal Studies in NSS.

What could schools/principals/ teachers do?

What have schools done?

Findings from KLA Survey:

Areas of Strengths & Areas that need strengthening

School-based Curriculum DevelopmentSchool-based Curriculum Development51%51% - started implementation - started implementation

Texts: from Prescribed to FlexibleTexts: from Prescribed to Flexible99%99% - using diversified learning materials - using diversified learning materials97%97% - design according to learning objectives - design according to learning objectives

Assessment for LearningAssessment for Learning94%94% - using diversified assessment modes - using diversified assessment modes

Literature Learning StrengthenedLiterature Learning Strengthened

中文

Professional Development OpportunitiesProfessional Development Opportunities82%82% - on curriculum organization - on curriculum organization80%80% - on assessment for learning - on assessment for learning

Public Exam ReformPublic Exam Reform20072007 – Standard-referenced Assessment – Standard-referenced Assessment

& School-based Assessment& School-based Assessment

English Language EducationEnglish Language EducationAreas of Strength: In general, teachers' confidence and

perceived competence in implementing curriculum reform strategies is high.

More schools are receptive to the adoption of diversified modes of assessment.

Students' communication skills, creativity, motivation and interest in learning, and positive values and attitudes are perceived to have improved.

English Language EducationEnglish Language Education Areas that need strengthening:Organising the school-based curriculum foll

owing the direction of the central curriculum framework

Using the Key Tasks, in particular Project Learning and Information Technology for Interactive Leaning, as an entry point for implementing the curriculum reform

Developing students' critical thinking skills

Mathematics EducationMathematics EducationAreas of Strengths:

Both students and parents show high regard for Mathematics and find Mathematics important.

Students’ performance in computation and solving routine problems is good.

The strategies for catering learning diversity in Mathematics are effective. Remedial classes for students weak in Mathematics are organized in most schools. “Spare periods” are available in the Mathematics curriculum for consolidation or enrichment activities.

.

Mathematics EducationMathematics EducationAreas of Strengths:

The general teaching skills of most Mathematics teachers are good.

Mathematics EducationMathematics Education Areas that need strengthening:There should be more emphasis on developing

students’ ability in solving exploratory problems and in solving problems that require some hands-on activities.

Modes of assessment should be diversified. Apart from paper-and-pencil assessment, different assessment activities should be adopted to assess students’ various abilities.

Mathematics EducationMathematics Education Areas that need strengthening:

Teachers teaching at various levels should have a better understanding of the curriculum at other levels

Teachers should be encouraged to take more active role in research and development activities, action research and seed projects

Personal, Social and Personal, Social and Humanities EducationHumanities Education

Background:• The integrated curriculum mode has

been introduced in the PSHE KLA on a gradual process, taking into account of school preparation and experiences (S1 – close to 60%; S2 – close to 50%; S3 – close to 30%)

Personal, Social and Personal, Social and Humanities EducationHumanities Education

Areas of strength:The development of cross-curricular pl

anning is the highest amongst the KLAs (Already begun to develop – 56.8%; Planned, but not yet developed – 20.5%; Not yet planned – 22.7%)

Personal, Social and Personal, Social and Humanities EducationHumanities Education

Areas of strength: High percentage in both actual implementati

on and perceived effectiveness in providing appropriate learning experiences to help students work towards the learning targets in the six strands, and develop the generic skills, and positive values and attitudes – amongst the best in the KLAs (implemented – heads:87.1%; teachers:85.2% / effective & very effective – heads:81.5%; teachers:71.8%)

Personal, Social and Personal, Social and Humanities EducationHumanities Education

Areas that need strengthening:About half of the schools still have

not set up a mechanism to coordinate the PSHE KLA (No – 48.4%; Yes – 51.6%)

Personal, Social and Personal, Social and Humanities EducationHumanities Education

Areas that need strengthening:About 40% of the teacher respondents are gr

een in teaching in the KLA – initiation to the subtleties can further tap novice contribution or their experiences in teaching other KLAs (0-5 years teaching PSHE KLA – 39.1%; teaching 16 years of above – 36.9%)

Weakest link in the coverage of core elements – global understanding [least reported in nearly all channels]

Science EducationScience EducationAreas of strength: Student achievement (4th in

TIMSS and 2nd in PISA) Open-ended investigations

(scientific thinking, problem solving, project work)

Teacher professionalism (core & extension SBCD, lesson study, teacher networking & sharing)

Science EducationScience Education

Areas that need strengthening:Interface between JS and SS

(continuity & coherence)Science-Technology-Society

issues and evidence-based decisions paving way for LS

Flexible use of textbook learning to learn

Assessment for Learning

Technology EducationTechnology EducationAreas of strength: Increase in 14.7% of TEKLA teachers who

showed agreement with the reform Over 77% are quite confident in promoting

interactive learninga variety of assessment modes had been

adopted by 90% of teachers in assessing student learning

Technology EducationTechnology EducationAreas that need strengthening: Low awareness level of key features, rationale,

curriculum aims of TEKLA and the like Comparatively high percentage of schools with

overall TE curriculum time less than the recommended percentage at S1-3

less than 40% of TEKLA heads provide reflection opportunity to facilitate student learning

Technology EducationTechnology EducationAreas that need strengthening:Support to be solicited from school heads thorough understanding and review of

whole school curriculum planning in relation to individual KLA curriculum planning

encourage more and closer collaboration among TE teachers and with other teachers through various means

Technology EducationTechnology EducationAreas that need strengthening:Enhance in-depth understanding of TE and

modes of SBCD for TE curriculum planningReview if sufficient curriculum time has been

allocated to TE as recommended Incorporate project learning, reading to

learn in TE curriculum design to improve quality of student learning

Arts EducationArts EducationAreas of strengths: Compared with the other KLAs, a high percentage of seco

ndary school arts teachers have planned or already begun to develop cross-curricular planning.

Arts teachers of secondary schools have positive perception about arts education in improving students’ creativity, and enhancing their motivation and interest in learning.

A high percentage of secondary school arts teachers perceive that arts education is effective in developing students’ generic skills, positive values and attitudes.

Arts EducationArts EducationAreas that need strengthening:Formal learning time of arts education in primary and se

condary schools is less than the suggested time allocation.

Compared with the other KLAs, a relatively low percentage of arts teachers in primary and secondary schools have received professional subject training, i.e. 18.5% and 52.3%.

Compared with the other KLAs, arts teachers of secondary schools have relatively low competence in encouraging reading.

Physical EducationPhysical EducationAreas of Strengths:Teachers participate actively in professional devel

opment programmes to update their knowledge.The activities in the school-based PE curriculu

m are more diversified to meet the needs and interest of students.

More new approaches in teaching and assessment are used to motivate students and to enhance students' learning.

Physical EducationPhysical EducationAreas of Strengths:More and more students participate actively

in physical activities outside school hours.More schools are using resources outside the

school to strengthen/complement their PE programmes

Physical EducationPhysical EducationAreas that need strengthening:

To further strengthen the concept of PE and the differences among PE, sports and recreation.

To share their experience/good practices with other schools.

How to prepare for NSS?

Preparation for NSSPreparation for NSS

Findings from 467 questionnaires returned from secondary school principals and vice-principals:

83.5% of schools started planning/preparing New Senior Secondary Curriculum, 13.9% have not started.

Preparation for NSSPreparation for NSS % of schools that have attempted to adopt

the following measures in preparing for NSS:• Carry out curriculum and assessment reform

at junior secondary level (79.4%)• Started offering AS-level Liberal Studies

(21%)• Started offering S4 & S5 integrated

Humanities (11.1%)• Started offering S4&5 Science and

Technology (6.9%)

Preparation for NSSPreparation for NSS

• Identifying curriculum leaders (75.8%) • Help panels and teachers develop their own

professional plans (71.1%)• Plan ahead the subjects to be offered (71.7%)• Communicate with parents, students and teachers

regularly on the change (61%)• Join the networks of principals/vice principals

(40.5%)

Supportive factors for

effective learning

School Development

Plan

Parents support

Learning culture: self-learning,

training

BECGOrganizational & cultural setting-

Leadership & collaboration

tensions

worries

dilemmas

“When I see we are ready is when I see there is a need for our students.”

(Quote from a principal)

EMB http://www.emb.gov.hkCDI http://cd.emb.gov.hk

Let’s work together for the benefits of students

and Hong Kong