Hong Kong Senior Secondary Education and Higher Education
Education BureauCurriculum Development Institute
October 2010
Cover design: “The New Senior Secondary Academic Structure” Wallpaper Design Competition First Runner-up of Open Section: Mr Liu Chun Yu
A Learning Journey for All Students to Succeed in the Globalised World
New Academic Structure Handbook
1. Introduction 2
2. New Senior Secondary Curriculum 3
3. Hong Kong Diploma of Secondary Education Examination 10
4. Multiple Pathways for Students 15
5. Communication between Government and Different Stakeholders as well as Support Provided 20
Appendices
Appendix 1 : Introduction to the New Senior Secondary Subjects 28Appendix 2 : Applied Learning Courses 41Appendix 3 : Weighting of School-based Assessment in Various Subjects and Implementation Timetable 43
Appendix 4 : UCAS Tariff for Hong Kong Diploma of Secondary Education 44
Appendix 5 : Multiple Pathways for Students under the New Academic Structure 46Appendix 6 : University General Entrance Requirements under the New Academic Structure 48
List of Abbreviations 49
Contents
1
2. New Senior Secondary Curriculum
Under the NAS, senior secondary students are required to take 4 core subjects, i.e. Chinese Language, English Language, Mathematics and LS. In addition, students can choose 2 or 3 subjects from 20 NSS elective subjects, a range of Applied Learning (ApL) subjects or 6 other language subjects according to their interests. Apart from the core and the elective subjects, students are also required to acquire Other Learning Experiences (OLE) for whole-person development.
Students with special educational needs (SEN) who study in mainstream secondary schools will follow the ordinary NSS curriculum. Students with intellectual disabilities can pursue the adapted NSS curriculum in special schools. For details, please refer to the New Academic Structure Web Bulletin (http://www.edb.gov.hk/nas/en➜Curriculum➜New Senior Secondary Curriculum (Special Educational Needs)).
2.1 Curriculum Content4 Core Subjects
Chinese LanguageEnglish Language
MathematicsLiberal Studies
2 or 3 Elective Subjects2 or 3 subjects chosen from
NSS elective subjects,
Applied Learning courses or
other language courses
+ +
Globalisation, the advancement of information technology and the development of knowledge-based economies in a climate of global economic restructuring have brought about unprecedented worldwide changes. To maintain Hong Kong’s status as an international city, Hong Kong citizens need to enhance their adaptability, creativity, independent thinking and life-long learning capabilities. The New Academic Structure (NAS), implemented since September 2009, principally aims to prepare students for such future challenges.
Under the NAS, all students have the opportunity to study up to Secondary 6. Students with different abilities, interests and aptitudes can give full play to their talents through the broad and balanced senior secondary curriculum. The introduction of Liberal Studies (LS) as a core subject in the New Senior Secondary (NSS) curriculum enables students to broaden their knowledge base and enhance their social, national and global awareness. It also enables them to think critically and from multiple perspectives. As NSS students will only have to sit for one public examination, they can have more room and time for learning. Apart from subject knowledge, assessment under the NSS curriculum also places emphasis on thinking skills and knowledge application, which is conducive to effective learning. Further, the four-year university programmes would provide students with a more balanced, all-round education for whole-person development and help facilitate articulation with other mainstream international academic systems (including those in Mainland China and the United States (US)).
The “New Academic Structure Handbook” serves as a handy reference for the public. It gives information on various aspects of the NAS, including the curriculum, subjects and assessment. Each section contains answers to a number of frequently-asked questions to clear the doubts that may arise.
It is envisaged that the NAS will enable all students to stretch their full potential, develop life-long learning capabilities and contribute to our society in the future.
1. Introduction
Other Learning ExperiencesMoral and Civic Education
Community Service Career-related Experiences
Aesthetic Development Physical Development
2 3
French German Hindi Japanese Spanish Urdu
Key Learning Area NSS Subject (Core and Elective)
Chinese Language Education • Chinese Language (core subject)
• Chinese Literature
English Language Education • English Language (core subject)
• Literature in English
Mathematics Education • Mathematics (core subject)— including the Compulsory Part and two elective Extended
Modules : Calculus and Statistics, Algebra and Calculus
• Liberal Studies (core subject)
Personal, Social andHumanities Education
• Chinese History
• Economics
• Ethics and Religious Studies
• Geography
• History
• Tourism and Hospitality Studies
Science Education • Biology
• Chemistry
• Physics
• Science (Integrated, Combined)
Technology Education • Business, Accounting and Financial Studies
• Design and Applied Technology
• Health Management and Social Care
• Information and Communication Technology
• Technology and Living
Arts Education • Music
• Visual Arts
Physical Education • Physical Education
Applied Learning+
Other Languages
+ An overview of ApL courses is given in Appendix 2.
Areas of Studies
• Creative Studies • Services
• Media and Communication • Applied Science
• Business, Management and Law • Engineering and Production
2.2 New Senior Secondary Subjects
List of New Senior Secondary Subjects*
* An introduction to contents of the NSS subjects is given in Appendix 1.
Question: Students under the NAS take only 6 or 7 subjects. Do they learn less than students studying for the Hong Kong Certificate of Education Examination (HKCEE) under the old academic structure?
Answer: The NSS curriculum consists of three components, i.e. core subjects, elective subjects and OLE. It is a balanced curriculum in terms of both depth and breadth. Apart from taking Chinese Language and English Language as core subjects, all students have the opportunity to take Mathematics and LS up to Secondary 6. The curriculum of LS, which covers knowledge across different Key Learning Areas (KLAs), would enable students to develop a broad knowledge base and broaden their horizons. In addition, students can choose 2 or 3 subjects, across different KLAs, from 20 NSS elective subjects, a range of ApL subjects and 6 other language subjects according to their interests, abilities and needs. More importantly, the standard of the Hong Kong Diploma of Secondary Education (HKDSE) Examination for each NSS subject is recognised by the Universities and Colleges Admissions Service (UCAS) as comparable to that of the General Certificate of Education Advanced Level (GCE AL) Examination.* This indicates that the standard of the HKDSE Examination is higher than that of the HKCEE under the old academic structure.
Besides, through OLE, which covers the domains of Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development, students can have diversified learning opportunities and widened exposure for whole-person development. In conclusion, students under the NAS are certainly not learning less than those under the old academic structure.
(* For details, please refer to paragraph 3.4 in chapter 3.)
4 5
Question: Will all schools offer 20 NSS elective subjects to their students?
Question: What will students learn in LS?
Answer: Basically, no one single school can offer all of the 20 NSS elective subjects. Schools will do their best to offer appropriate elective subjects to students, taking into account their interests and needs as well as teacher qualifications and school facilities. According to the survey results of the Education Bureau (EDB), each school will offer on average about 11 to 12 NSS elective subjects.
Answer: NSS LS is a cross-KLA compulsory subject. It is designed to provide students with a “broad and holistic” education. Through the 3 areas of study (6 modules) and the Independent Enquiry Study, students will broaden their knowledge base, enhance their social awareness as well as develop a deeper and multi-faceted understanding of self, society, the nation, the nature and the human world. Further, students will develop their “learning-to-learn” capabilities and mature into independent thinkers through connecting and applying knowledge from different disciplines and exploring issues from multiple perspectives.
Question: Are the “extended modules” of NSS Mathematics compulsory or equivalent to an elective subject?
Question: What can be done if students have taken a certain elective subject at Secondary 4 and found it not suitable later?
Answer: There is only one core NSS Mathematics subject in the Mathematics Education KLA. However, the subject comprises a compulsory part and two extended modules (Calculus and Statistics, Algebra and Calculus). All students are required to take the compulsory part. Students may take one of the two extended modules if they intend to learn Mathematics in greater depth or study in programmes that require a more solid foundation of mathematical knowledge at university.
2.4 Student Learning ProfileSchools will encourage every student to develop a Student Learning
Profile (SLP) as evidence of their whole-person development as well as a tool for setting their own goals and reflecting on their learning experiences.
An SLP may include brief information on the following:
• Other Learning Experiences;
• performance / awards gained outside school;
• academic performance in school (other than results of the HKDSE); and
• student’s ‘self-account’ (e.g. highlight any impressive learning experiences or career goal setting)
2.3 Other Learning ExperiencesAs a component of the NSS curriculum, OLE accounts for 15% or
above of the overall learning time. It complements the core and elective subjects (including ApL subjects and other language subjects) in cultivating students’ positive values and attitudes for their whole-person development. Schools will provide students with a range of OLE opportunities and encourage them to engage in activities in the five areas of OLE, which include Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development.
Answer: Students may consult their schools for advice. Taking into account the circumstances, schools may consider allowing students to change to another elective subject, including ApL subject. The students should also consider if they have sufficient time and ability to cope with the study of another subject. If students intend to take only one elective subject, schools have the responsibility to discuss thoroughly with them that the new senior secondary curriculum requires students to study 2 to 3 elective subjects. If students study only one, they will suffer, including fewer choices for their diversified development in future and their application for admission to universities. In the interests of students, schools should not encourage them to take only one elective subject. If students and their parents insist, schools should keep records of the discussion and final decision. One viable practice is to confirm with the parents on their decision in writing, and keep the record.
6 7
2.5 Applied Learning CoursesStudents may take ApL courses as elective subjects at Secondary
5 and Secondary 6. The ApL courses cater for different learning needs, aptitudes and interests of students. Through application and practice, students develop their foundation skills, thinking skills, interpersonal skills, values, attitudes and career-related competencies to prepare for further studies, work and life-long learning.
Question: How can students enrol in ApL courses?
Question: What qualifications will students taking ApL courses attain?
Answer: Every year EDB will invite schools to nominate students for ApL courses through a circular memorandum. Students may apply for the courses offered by course providers through their schools.
Answer: There is no public examination for ApL courses. Assessment of students’ performance will be conducted by the course providers and students’ level of performance in ApL courses will be moderated by the Hong Kong Examinations and Assessment Authority (HKEAA). The results of students who have successfully completed the courses will be reported at two levels, i.e. “Attained” and “Attained with Distinction”*, and recorded on the HKDSE. Besides, students who have completed the courses will be awarded relevant certificates by the course providers.* “Attained with Distinction” is deemed comparable to Level 3 or above in the HKDSE Examination.
Question: Are ApL courses equivalent to prevocational courses?
Answer: ApL courses are offered at Secondary 5 and Secondary 6 to cater for diverse learning needs of students. ApL complements NSS subjects by offering studies with stronger elements of practical learning linked to broad professional and vocational fields. Unlike the prevocational courses in the past, ApL courses emphasise the development of students’ knowledge, skills and attitudes, in addition to career-related competencies. ApL courses also enable students to understand fundamental theories and concepts through application and practice, to develop generic skills in authentic contexts, and to understand their aspirations so as to prepare them for work and life-long learning.
2.6 Other Language CoursesSome secondary schools will offer other language courses (including
French, German, Hindi, Japanese, Spanish and Urdu) using the Diversity Learning Grant provided by EDB. These courses follow the curriculum at the Advanced Supplementary Level offered by the Cambridge International Examinations (CIE). Students may enrol in them through the subject selection mechanism of their own school and sit for the relevant examinations which are offered by CIE and administered by the HKEAA.
2.7 Initial Stage of Implementation of the New Academic StructureAfter the implementation of the NSS curriculum at Secondary 4 in
September 2009, EDB has conducted the “Survey on New Senior Secondary Subject Information” to learn about the NSS subjects offered in all secondary schools and the number of students choosing respective subjects. Results of the survey show that each secondary school on average offers 11 to 12 elective subjects and there are more than 1,000 subject combinations for students to choose. Majority of the students (around 96%) take 2 or 3 subjects and about 70% of the students take elective subjects covering 2 or 3 KLAs. This indicates the traditional streaming of students into the “arts, science and commercial classes” has been blurred. Through flexible grouping and time-tabling, schools can cater for students’ different aptitudes, interests and abilities, providing students with diversified choices of elective subjects. This helps students develop the full play of talents, broaden their learning experiences and lay a solid foundation for life-long learning.
8 9
5
4
3
2
1
5**5*
3.1 New Mode of Reporting Candidates’ ResultsDifferent from the norm-referenced mode of reporting
(commonly known as “grading on the curve”) adopted in the HKCEE, the standards-referenced reporting is adopted in the HKDSE Examination. Candidates’ assessment results will be reported in five levels (1-5) with Level 5 being the highest. Among the candidates who have attained Level 5, those with the best performance will be annotated by “**” and those with the next best performance by “*” for the reference of tertiary institutions and employers. Each level of attainment is accompanied by a set of descriptors describing what a typical candidate performing at that level is able to do. Candidates’ results reflect the standards achieved in terms of knowledge and skills, regardless of the performance of the other candidates taking the same examination.
3. Hong Kong Diploma of Secondary Education ExaminationUnder the NAS, students only have to sit for one public examination, the
HKDSE Examination, at Secondary 6. It will replace the HKCEE and the Hong Kong Advanced Level Examination (HKALE), thereby reducing the pressure exerted by the two public examinations.
Question: Are the 5 levels of performance (5, 4, 3, 2 and 1) under the NAS equivalent to Grades A, B, C, D and E in the HKCEE in the past?
Answer: Candidates’ results in the new HKDSE Examination are reported in the standards-referenced mode. Each level of performance is accompanied by a set of level descriptors. For example, the Level 5 descriptors for the subject Chinese Language are: “demonstrates mature language skills; reasons astutely and critically; able to organise diverse information in order of importance; and develops ideas in a comprehensive manner …” Candidates who have reached such a level will be awarded a Level 5, regardless of the performance of the other candidates. This mode of reporting is different from the norm-referenced mode previously adopted. For example, the candidates who were awarded Grade A only represented a certain percentage of the best performance in that particular year. The two modes of reporting results are different and cannot be compared directly.
3.2 School-based AssessmentSchool-based Assessment (SBA) will be introduced progressively
in the HKDSE Examination. SBA is administered in schools with students assessed by their subject teachers. The marks awarded will count towards students’ public assessment results. SBA can:
• extend the scope of assessment to cover key learning objectives not effectively assessed by one-off paper-and-pencil examinations;
• reduce dependence on the results of public examinations (as the results of public examinations are likely to be affected by different objective conditions, assessments based on students’ performance over an extended period of time and administered by subject teachers who know them best can provide a more comprehensive assessment of students’ abilities) ; and
• bring a positive backwash effect on students (SBA can motivate students by engaging them in relevant tasks / activities).
The weighting of SBA normally does not exceed 30%. Please refer to Appendix 3 for the weighting of SBA in various subjects.
Question: Will there be any “unfair” situations, as the marks in SBA are awarded by teachers in the schools?
Answer: SBA is designed in such a way that students are required to complete most of the tasks / activities under their teachers’ direct supervision, and to submit their finished work to them for authentication. The HKEAA will provide teachers with marking criteria, exemplars and detailed guidelines to ensure consistency in marking. The HKEAA will also continue to organise SBA training courses to enhance teachers’ understanding of SBA.
For subjects with a comparatively large candidature, the HKEAA adopts a statistical method to moderate the SBA marks submitted by schools, with an aim to ensuring the comparability of SBA scores across schools. As for subjects with a smaller candidature or that involve outcomes which are very different from those assessed through the public examination, moderation by means of expert judgement will be adopted, i.e. the personnel appointed by the HKEAA will review samples of students’ work and then recommend the extent of adjustment.
10 11
Under the principle of “one curriculum framework for all”, students
pursuing the ordinary curriculum but with SEN should, like other students,
work towards the same learning objectives of the NSS curriculum, take
part in internal assessments and sit for the same public examination (i.e.
the HKDSE Examination) with the same assessment criteria. EDB and
the HKEAA will provide appropriate assessment facilities, such as seating
arrangements, examination time allowance, aids, format and design of
examination papers, exemption, etc., so that students with special needs will
have suitable support during the course of assessment. For details, please
visit the HKEAA website (http://www.hkeaa.edu.hk/en➜HKCEE➜Services
to Special Needs Candidates).
As for SBA, the HKEAA has drawn
up relevant guidelines taking into account
the concerns of students with SEN to
enable schools to have a good grasp
of how to administer SBA for these
students. The HKEAA has also
advised schools to keep parents
informed of the assessment
criteria and the way in
which assessment is
conducted.
3.3 Assessment for Students with Special Educational Needs
3.4 International Recognition of the Hong Kong Diploma of Secondary EducationThe HKDSE has already secured recognition from overseas academic
agencies, universities and governments.
The HKEAA has commissioned the UCAS to conduct benchmarking studies on the HKDSE, aiming to include the HKDSE qualification in the UCAS Tariff, a points-based system developed on the basis of qualifications awarded in the United Kingdom (UK). It serves as a useful reference for universities in the UK and other regions for considering admission of students. (Please refer to Appendix 4 for details on the Tariff Points.) The results of the study reveal that the standard of the HKDSE is comparable to other international examinations or qualifications, including the GCE AL Examination and the International Baccalaureate. The Australian Government has also recognised the HKDSE as equivalent to the Australian Senior Secondary Certificate of Education.
Besides, from the first quarter of 2010, EDB and the HKEAA have already commenced a series of overseas visits to further promote the NAS. From March to July 2010, Canada, the UK, the US, Australia and some Asian countries (including Malaysia, Indonesia, Japan and Korea) were visited. By the end of the first quarter of 2011, visits will also be paid to European countries, New Zealand and other Asian countries, and Canada will be re-visited.
For latest information about the international recognition of the HKDSE, please visit the HKEAA website (http://www.hkeaa.edu.hk/en/ir).
12 13
Question: Under the NAS, students only have to sit for one public examination. Does this suggest that “students’ fate will be determined by one single examination”?
Question: As there are no model answers to the examination questions in LS, how will students’ performance be assessed? If students’ view on a particular issue is different from the subjective viewpoints of the markers, will their results be affected?
Answer: Under the NAS, students only have to sit for the HKDSE Examination after completing Secondary 6. As SBA will be progressively introduced to all subjects, students’ daily performance will also be reflected in the HKDSE to ensure that their abilities are comprehensively assessed. At the same time, schools are required to help students create an SLP. Under the NAS, the learning outcomes of students are no longer confined to the results of public examinations. The learning activities they take part in both inside and outside school, together with their performance in other types of events or contexts, are also recognised.
The NAS will also provide students with multiple pathways to further studies or employment. It is thus not true to say that “students’ fate will be determined by one single examination” as the HKDSE Examination just helps students decide on their pathways.
Answer: The examination questions for LS are designed in such a way that they are closely related to social issues. In order to accurately understand the examination questions, thereby developing an insightful and balanced argument, candidates should have the fundamental subject knowledge, have a good grasp of the related concepts and be able to apply them. The “marking scheme” provided by the HKEAA to markers will set out the basic requirements, suggested approaches and sample answers in respect of the examination questions, but they are not to be taken as the prescribed or model answers.
With regard to the concern that markers’ subjective viewpoints will become the marking criteria, there is actually misunderstanding. In answering a question, candidates may comment on the issue from different perspectives (e.g. from the humanity or the science perspective), provide supporting evidence and make value judgements. Even if the markers hold a different view towards that particular issue, they cannot mark the scripts from their personal and subjective viewpoints. Rather, marking must be based on the “marking scheme”, taking into account the perspective adopted and the points and argument put forth by the candidates. Besides, the answer scripts for each question in LS will be marked by two markers. If there are significant discrepancies in the marks awarded by the two markers, the scripts will be marked by a third marker or the chief examiner.
4. Multiple Pathways for Students
In principle, all Secondary 3 students will directly progress to Secondary
4 in the same school under the NAS. Only a minimal number of students
need to change schools because of the limited number of senior secondary
classes offered in their own schools. Upon completion of the three-year
senior secondary programme, students will sit for the HKDSE Examination
and choose different pathways in the light of their examination results.
14 15
4.1 Pathways for Students under the New Academic Structure On the whole, the five pathways below are available for students upon
completion of Secondary 6:
Students may apply for the 4-year undergraduate degree programmes at universities. For the university entrance requirements, please visit the New Academic Structure Web Bulletin (http://www.edb.gov.hk/nas/en ➜ Multiple Pathways for Students).
Students may apply for post-secondary courses, such as programmes leading to associate degree, higher diploma and diploma, according to their interests and abilities. For the programmes offered by various post-secondary institutions, please visit the New Academic Structure Web Bulletin (http://www.edb.gov.hk/nas/en ➜ Multiple Pathways for Students).
According to their own interests and capabilities, students may consider other pathways of further studies, e.g. Project Yi Jin*, or take the courses offered by the Vocational Training Council. For details, please visit the websites of “Project Yi Jin” (http://www.edb.org.hk/yijin/eng) and the Vocational Training Council (http://www.vtc.edu.hk).
* The existing Project Yi Jin will be extended until the end of the 2011/12 school year. EDB is reviewing the long-term development and positioning of Project Yi Jin under the NAS with related organisations.
Students may apply for admission to overseas universities or post-secondary institutions with their HKDSE Examination results. For information on international recognition for the HKDSE qualification, please visit the HKEAA website (http://www.hkeaa.edu.hk/en ➜ International Recognition).
Apart from further studies, students may choose to take employment. The Civil Service Bureau is reviewing and revising various civil service entry requirements in the light of the HKDSE qualification. Details will be announced by the end of 2010.
Universityprogrammes
Otherprogrammes
Employment
Overseasstudies
Upon completion of Secondary 6
For the illustration of multiple pathways available to students under the NAS, please refer to Appendix 5.
4.2 University AdmissionUnder the NAS, for the core subjects, students attaining Level 3 for
Chinese Language and English Language and Level 2 for Mathematics and Liberal Studies (i.e. “3322”) in the HKDSE will be eligible to apply for the 4-year undergraduate degree programmes offered by the 8 University Grants Committee (UGC)-funded institutions*. Apart from requirement on the four core subjects, following the prevailing practice, individual faculties or departments of the institutions will determine the attainment level required for one or two elective subjects (please refer to Appendix 6), and other admission requirements. These entrance requirements allow for flexible subject combinations and encourage schools to offer a broad and diversified curriculum to students. Relevant details are available in the New Academic Structure Web Bulletin (http://www.edb.gov.hk/nas/en ➜ Multiple Pathways for Students).
* The 8 UGC-funded institutions are City University of Hong Kong, Hong Kong Baptist University, Lingnan University, The Chinese University of Hong Kong, The Hong Kong Institute of Education, The Hong Kong Polytechnic University, The Hong Kong University of Science and Technology and The University of Hong Kong.
Question: Will the implementation of the NAS affect students under the old academic structure in terms of further studies and employment?
Question: Will students under the NAS and those under the old academic structure compete for university places at the same time?
Answer: The implementation of the NAS will not affect students under the old academic structure in terms of further studies or career prospects. The qualifications of students under the old academic structure (i.e. the HKCEE and the HKALE) are still recognised locally and overseas. Students may continue to pursue further studies or choose employment with such qualifications.
Answer: In 2012, there will be two cohorts of students under the old and the new academic structures progressing to 3-year and 4-year university programmes respectively, and around 14,620 university places will be available to EACH cohort. Therefore, there will be NO competition for university places between the two cohorts.
Programmesoffered by
post-secondaryinstitutions
16 17
Question: Will SLP be referred to by the local universities during the admission process?
Question: When considering applications for admission, will the universities recognise qualifications obtained from other language courses?
Question: Will studying more subjects be advantageous if students apply for university admission on the strength of the HKDSE qualification?
Question: Do students with SEN have equal opportunities to receive higher education?
Answer: During the selection process, universities will consider information on students’ achievements and engagement in different areas, enabling students to demonstrate the required abilities they have and their unique personality. As such, the SLP will have good reference value to universities. The Heads of Universities Committee announced in October 2008 that during the admission process under the NAS, universities will accept SLP as a reference document that provides records of students’ whole-person development. In October 2009, the Board of Management of the Joint University Programmes Admissions System also pointed out that the template particularly designed could be completed by students with reference to their individual SLPs and then be submitted via schools. Students will also be given the flexibility to choose to submit their profiles as additional documents or hand them to individual institutions concerned on the days for interviews.
Answer: All the 8 UGC-funded institutions will recognise other language subjects as unspecified or extra elective subjects.
Answer: Various institutions have announced their respective minimum entrance requirements under the NAS, which are basically 4 core subjects plus 1 or 2 elective subjects. No institution has specified that students are required to take 3 elective subjects to fulfil the minimum entrance requirements. The number of elective subjects taken will not be the sole consideration for admission. As such, students should not indiscriminatingly pursue to take more subjects.
Answer: Students who have the ability to pursue higher education in post-secondary institutions will not be denied their education opportunities because of their disabilities or SEN. If necessary, appropriate arrangements in terms of learning facilities and assessment will be made for them to ensure that they enjoy equal opportunities in education.
4.3 Articulation with Post-secondary EducationThe Federation for Continuing Education in Tertiary Institutions has
already recommended that, under the NAS, the general minimum entrance requirement, as set under the updated Common Descriptors for sub-degree programmes (including associate degree programmes and higher diploma programmes), would be Level 2 obtained in five subjects (including Chinese Language and English Language) in the HKDSE Examination or equivalent. From 2012 onwards, the Vocational Training Council (VTC) will also adopt the same minimum entrance requirement for considering admission of students applying for higher diploma programmes.
EDB will continue to liaise and discuss with organisations which offer sub-degree programmes or vocational education and training programmes to provide adequate places to meet the future demand.
4.4 Careers and GuidanceEDB and the Hong Kong Association of Careers Masters and
Guidance Masters have jointly published references, such as Career Mapping: Career Development Tool for Senior Secondary Students and Teachers’ Handbook on Finding Your Colours of Life for S.1 – S.3 Students: NSS Subject Choices and the Development of Career Aspirations, to assist students in planning for further studies and career paths. Students may discuss with their parents and teachers in choosing suitable pathways in the light of their own interests and abilities. If necessary, they may also consult the careers teachers of the school.
For students with SEN, parents should discuss with the teaching staff of the schools concerning post-school arrangements on education, vocational training, employment, accommodation / nursing or other services. Parents may visit the EDB website (http://www.edb.gov.hk ➜ Our Services to Students and Parents ➜ Services ➜ Special Education Services) for relevant information.
18 19
SchoolYear
Activity ModeTarget
ParticipantsAim
Numberof
events
Count of
heads
2005/06School LeadersWorkshop for Planning “334”
Workshop School leaders
Enhance school leaders’understanding of the curriculum reform, resource management and management of change
38around 2,300
2006/07 —
2007/08
Middle ManagersWorkshops for
Migration to “334”Workshop
Middle managers of
schools
Enhance school middle managers’ understanding of the curriculum reform, resource management and management of change
122around10,000
2008/09
Meeting on Preparation
for “334” with School Leaders
Seminar /Meeting
School leaders
Introduce latest information about the NAS and providestrategies of planning curriculum and organisingOLE and school reforms, etc.
29around1,600
2007/08—
2009/10
Seminar Series forSchool Leaders
on NASSeminar School leaders
Provide latest informationabout the NAS and a platform for school leaders to exchange ideas
17around4,500
5. Communication between Government and Different Stakeholders as well as Support Provided
EDB has been in close communication and co-operation with different stakeholders, aiming to foster their understanding of the NAS as well as resolve issues involving the implementation of the NAS and address public concern.
5.1 SchoolsEDB has been providing relevant professional development activities
for school leaders and their middle managers since the 2005/06 school year, in view of the preparation needed and the progress made in implementing the NAS. These aim to enhance their understanding of the NAS and the NSS curriculum for its smooth implementation. Activities conducted mainly include the following.
Besides, EDB has established “the NSS School Leaders Network” since July 2009 to support school leaders on implementing the NSS curriculum. A series of joint school professional development days were held for the teachers of the network schools, with more than 50 schools being benefitted by June 2010.
Apart from conducting professional development programmes, EDB provides schools with subsidies, assisting them to implement the NSS curriculum. These include the following.
• Teacher Professional Preparation Grant: creating space for serving teachers to participate in professional development activities so as to prepare them for the implementation of the NAS
• New Senior Secondary Curriculum Migration Grant: subsidising schools for the procurement of necessary learning and teaching materials, furniture and equipment, as well as for the start-up expenses on minor conversion work and improvement of facilities for implementing the NSS curriculum
• Enhanced Senior Secondary Curriculum Support Grant: subsidising schools for the recruitment of teachers or teaching assistants and the purchase of learning and teaching resources to facilitate the implementation of the NSS curriculum and cope with the work more effectively during the years when the old and the new academic structures operate concurrently
• Diversity Learning Grant: supporting schools for the provision of a diversified curriculum, including ApL courses, other language courses and other programmes which include network programmes of NSS subjects and programmes for gifted students
Question: Has EDB provided training for frontline teachers so that they can master the teaching of the new curriculum?
Answer: EDB has been providing training courses continually for frontline teachers of different KLAs or subjects since the 2005/06 school year. The topics include the interpretation of curriculum, effective learning and teaching strategies, assessment, etc. More than 1,200 NSS-related training programmes have been conducted as at 30 June 2010 by EDB, providing around 286,000 training places.
20 21
5.2 Parents and StudentsSeminars have been conducted in various districts by EDB for parents
and students since 2006 to inform them of the latest development of the implementation of the NAS and collect opinions. Around 60 seminars have been held as at 30 June 2010 for more than 40,000 headcounts. Besides that, pamphlets of various kinds, including the series of “NAS Useful Tips for Parents” and the “NAS Parents’ Handbook” published in September 2009, have been particularly made for parents about the latest information on the NAS.
5.3 Universities and Post-secondary InstitutionsEDB has already set up the Liaison Group on 334 Interface Issues, with
its members comprising representatives from the UGC-funded institutions. Meetings are held regularly for discussing issues around the implementation of the NAS, including the entrance requirements for admissions to UGC-funded institutions, the use of SLP and the recognition of ApL courses, etc. EDB has also been in close communication with non-UGC-funded institutions, discussing articulation arrangements and entrance requirements for admissions, etc, under the NAS.
From the 2012/13 school year onwards, the 4-year undergraduate degree programmes will be implemented in local universities. Apart from discussing the new entrance requirements, all institutions are now proactively handling issues concerning arrangement for the concurrent operation of the old and the new academic structures, the basic capital works and the enhancement of curriculum, etc. The UGC has already set up a dedicated “3+3+4 Group” for supporting and coordinating the afore-mentioned preparation work of various institutions for the NAS. The UGC has been sponsoring a series of idea-sharing symposia since December 2008 to bring together relevant stakeholders and representatives of different sectors to discuss various issues concerning the NAS.
Question: What subsidies can parents and students be granted under the NAS?
Question: Will the Government provide students with financial assistance for their participation in OLE activities?
Question: Under the NAS, parents have to afford one more year’s tuition fees, as undergraduate degree programmes offered by local universities will become 4-year-long, other than 3-year-long, from the 2012/13 school year onwards. Will the Government provide them with any financial assistance?
Answer: Starting from the 2008/09 school year, all students at the appropriate age for schooling are provided with 12-year free education. Except for those studying in schools under the Direct Subsidy Scheme (DSS) and private schools, all students at Secondary 4 and above are entitled to free senior secondary education. In addition, the Government has put in place financial assistance schemes, including the “School Textbook Assistance Scheme” and the “Student Travel Subsidy Scheme”, to provide subsidies for students who have financial needs and are studying in government, aided, caput schools, or schools under the DSS. Details are available on the Student Financial Assistance Agency website (http://www.sfaa.gov.hk).
Answer: OLE is not a new arrangement. Building on their existing strengths and drawing on past experiences, schools will utilise existing resources flexibly for the development of OLE and provide students with various OLE opportunities within and beyond lesson time. Most of the OLE activities (such as Moral and Civic Education, Physical Education, Music and Visual Arts) do not require additional resources. Schools will also cater for the needs of different students and use different community resources (e.g. the Hong Kong Jockey Club Life-wide Learning Fund) effectively to ensure that no students are deprived of OLE opportunities due to financial difficulties.
Answer: The Government will ensure that students will not be deprived of the opportunities to receive education because of financial difficulties. Currently, the Government provides financial assistance for needy students studying in post-secondary programmes or undergraduate degree programmes through a number of financial assistance schemes for students. Under the NAS, students receiving 4-year undergraduate degree programmes can be given relevant financial assistance, provided that they are eligible.
22 23
5.4 Employers’ GroupsEDB has enhanced communication with employers since 2009. A
number of meetings and briefing sessions have been conducted to meet the employers’ groups, introducing to them the NAS. These employers’ groups include chambers of commerce, professional bodies, human resource associations and organisations of trades with a relatively large number of employers. We have leveraged on the platform of the Labour Department’s Human Resources Managers’ Clubs and conducted briefings on the NAS for 15 industry sectors (i.e. retailing, catering, hotels and tourism, banking, trading, logistics, information technology, electronics, garments and clothing, manufacturing, construction, building services, community services, education and services) and the small and medium enterprises in different districts in Hong Kong. These briefings also enhance employers’ understanding of the HKDSE qualification, especially making clear that employers can refer to the level descriptors of the HKDSE and the requirements of different job positions to set corresponding recruitment requirements. Reference can also be made to a student’s SLP to understand his/her participation in activities and achievements for whole-person development, aiming to employ the candidate that best suits a position. Focused group meetings are also held continually with employers to collect opinions from different trades and industries.
Besides, EDB and Radio Television Hong Kong (RTHK) have jointly produced 5 Announcements for Public Interest explaining how employers can make use of the level descriptors under the standards-referenced system in the HKDSE for staff recruitment. The programmes were broadcast between June and August 2010 and have been linked to the programme archive of the RTHK web page via the New Academic Structure Web Bulletin (http://www.edb.gov.hk/nas/en).
Question: Has EDB communicated with the Civil Service Bureau (CSB) about Secondary 6 graduates under the NAS applying for civil service vacancies with the HKDSE qualifications? Under the old academic structure, the minimum entrance requirements for quite a number of civil service positions are passes in 5 subjects in the HKCEE. What basic qualifications will be required under the NAS?
Answer: As the biggest employer in Hong Kong, the government will take the lead to recognise the HKDSE qualifications. EDB has been working in close collaboration with the CSB. The CSB will accordingly review and revise the requirements for appointments to different civil service positions. Details will be announced by the end of 2010.
5.5 Overseas Bodies Jointly with the HKEAA, EDB has paid visits to overseas governments,
universities, and relevant organisations and bodies for the introduction of the NAS and the HKDSE qualifications since the beginning of 2010. The delegates have visited Canada, the US, the UK, Australia and other Asian countries (including Malaysia, Indonesia, Japan and Korea). Besides, a briefing was conducted for all Consuls-General in Hong Kong in mid April 2010. They are supportive for the NAS, generally agreeing that the NAS places emphasis on providing a broad curriculum, nurturing students’ life-long learning abilities and developing their world-wide perspectives. Overseas education ministries also appreciate that the NAS facilitates smoother articulation with world-wide education systems. The tertiary education institutions that EDB has contacted all indicate that the HKDSE qualification will be recognised for admissions to their institutions. It is planned that delegations will be continually formed for a series of visits to further promote the NAS and the HKDSE qualification by the end of the first quarter of 2011. Visits will be paid to European countries, New Zealand and other Asian countries, and Canada will be re-visited. In addition, EDB has already written to all Consuls-General in Hong Kong for the promotion of the NAS. They are also invited to help disseminate relevant information to institutions in their countries and invite them to indicate their admission requirements for holders of the HKDSE qualification.
Parents: Under the NAS, more students will be enrolled in the universities. Does the Government provide any support to ensure that the universities will be adequately equipped with facilities to accommodate the increase in the number of students?
Answer: The Government has already earmarked funds to support the UGC-funded institutions for the construction of more academic buildings, dormitories, libraries, canteens and other facilities. A number of construction projects have begun, which are expected to be completed by September 2012.
24 25
5.6 The General PublicEDB has continually disseminated the latest information about the
NAS to different stakeholders through various channels, including television, radio, RoadShow, bus advertisement, roving exhibitions and news articles. EDB will also update the New Academic Structure Web Bulletin (http://www.edb.gov.hk/nas/en) continually for the public to learn about the latest information about the NAS, including the NSS subjects offered in different secondary schools, the NSS curriculum and assessment guides, university entrance requirements and other important information.
NAS
NAS
The “Overseas Visitors’ Corner” has been set up in the New Academic Structure Web Bulletin of EDB, providing in particular the latest information about the NAS for governments of overseas countries, education institutions and students abroad. The HKEAA has been collecting information on the entrance requirements of overseas universities and will upload it on the HKEAA web page. Besides, EDB has already disseminated different publications, such as a booklet “The New Academic Structure (Overseas Edition)”, a pamphlet on the HKDSE Examination and an information factsheet on the UCAS studies, to relevant bodies abroad. More information factsheets will be produced, taking into account the need and concern of overseas organisations and bodies, to provide them with the latest information about the NAS. Appendices
26 27
Compulsory Part Elective Part
Nine Strands:• Reading• Writing• Listening• Speaking• Literature• Chinese Culture• Moral and Affective
Development• Thinking• Independent Language
Learning
Students are recommended to choose three or four of the following modules:• Master Works and Audio-visual
Adaptation• Drama Workshop• Fiction and Culture• Cultural Issues• News and Reporting• Multimedia and Practical Writing• Selected Readings of Translated Works• Selected Readings of Popular Science
Works• Putonghua Communication and
Application• Putonghua and Performing Arts• School-designed Module
Compulsory Part Elective Part• Literary Appreciation and
Criticism• Creative Writing• Foundation Knowledge of
Literature Learning
Students are recommended to choose three or four of the following modules:• Tracking an Author• Appreciation of a Masterpiece• Selected Topic on Literature• Selected Readings of Modern Chinese
Literature• Hong Kong Literature• Appreciation of Drama• Figures in Literature• Literature Writing: Creation or Adaptation• School-designed Module
Introduction to the New Senior Secondary Subjects
Chinese Language Education1. The Chinese Language Curriculum Framework
2. The Chinese Literature Curriculum Framework
Compulsory Part Elective Part
Three Strands:• Interpersonal• Knowledge• Experience
Through a wide range of activities, students should be able to master• Listening, Speaking, Reading
and Writing Skills• Language Items and
Communicative Functions• Vocabulary• Text-types
Students are required to take three of the following modules, with at least one from each group:
Language Arts• Learning English through Drama• Learning English through Short Stories• Learning English through Poems and
Songs• Learning English through Popular Culture
Non-Language Arts• Learning English through Debating• Learning English through Social Issues• Learning English through Sports
Communication• Learning English through Workplace
Communication
Study of Set Texts To develop the skills of critical understanding andappreciation of literary texts of the following genres:• Prose Fiction • Poetry • Drama • Film
Literary Appreciation
To develop the ability to use different approaches and strategies to understand, analyse and respond to critical analyses of literary texts
Portfolio of Research and Creative Work
To develop creativity, powers of self-expression and critical thinking skills through producing the following works:• an extended essay on a theme / work / writer• a review of a film / play / performance OR a piece
of creative work
Introduction to the New Senior Secondary Subjects
English Language Education1. The English Language Curriculum Framework
2. The Literature in English Curriculum Framework
Appendix 1
28 29
Compulsory Part Extended Part
Three Strands:• Number and Algebra• Measures, Shape and Space• Data Handling
Students may take one of the following modules:• (Module 1) Calculus and Statistics• (Module 2) Algebra and Calculus
Areas of Study Independent Enquiry Study (IES)
Three Areas of Study:
Self & Personal Development• Personal Development &
Interpersonal Relationships
Society & Culture• Hong Kong Today• Modern China• Globalization
Science, Technology & the Environment• Public Health• Energy Technology & the
Environment
Students are required to conduct an IESmaking use of the knowledge and perspectives gained from the three Areas of Study and extending them to new issues or contexts.
Introduction to the New Senior Secondary Subjects
Mathematics EducationThe Mathematics Curriculum Framework
Introduction to the New Senior Secondary Subjects
Liberal StudiesThe Liberal Studies Curriculum Framework
Compulsory Part Elective Part
Historical Development of China:Part 1:Ancient Times to Mid 19th Century
Part 2:Mid 19th Century to Late 20th Century
Topical Studies of Chinese History (Choose two of the following modules):• The Development of Traditional Chinese
Culture in 20th Century: Continuity and Change
• Regions and Use of Resources• Times and Intellectuals• Institutions and Political Development• The Spread of Religions and Cultural
Interflow• Social Status of Women: Tradition and
Transformation
Compulsory Part Elective Part• Basic Economic Concepts• Firms and Production• Market and Price• Competition and Market
Structure• Efficiency, Equity and the Role
of Government• Measurement of Economic
Performance• National Income Determination
and Price Level• Money and Banking• Macroeconomic Problems and
Policies• International Trade and
Finance
Choose one of the following modules:• Monopoly Pricing, Anti-competitive
Behaviours and Competition Policy• Extension of Trade Theory, Economic
Growth and Development
Introduction to the New Senior Secondary Subjects
Personal, Social and Humanities Education1. The Chinese History Curriculum Framework
2. The Economics Curriculum Framework
30 31
Compulsory Part Elective Part
Ethics:• Normative Ethics• Personal and Social Issues
Religious Traditions (Choose one of the following modules):• Buddhism• Christianity
Faiths in Action (Choose one of the following modules):• Learning to serve and serving to learn• Learning from religious practices
Compulsory Part Elective Part
Seven geographical issues and problems:• Opportunities and Risks – Is it rational to
live in hazard-prone areas?• Managing Rivers and Coastal
Environments: A continuing challenge• Changing Industrial Location – How and
why does it change over space and time?• Building a Sustainable City – Are
environmental conservation and urban development mutually exclusive?
• Combating Famine – Is technology a panacea for food shortage?
• Disappearing Green Canopy – Who should pay for the massive deforestation in rainforest regions?
• Global Warming – Is it fact or fiction?
Choose two of the following modules:• Dynamic Earth: the building
of Hong Kong• Weather and Climate• Transport Development,
Planning and Management• Regional Study of Zhujiang
(Pearl River) Delta
3. The Ethics and Religious Studies Curriculum Framework
4. The Geography Curriculum Framework
Compulsory Part Elective Part
Introduction: The Making of the Modern World
Theme A: Modernisation and Transformation in 20th Century Asia• Modernisation and Transformation of
Hong Kong• Modernisation and Transformation of
China• Modernisation and Transformation of
Japan and Southeast Asia
Theme B: Conflicts and Cooperation in the 20th Century World• Major Conflicts and the Quest for Peace• The Quest for Cooperation and
Prosperity
Choose one of the following :• Comparative Studies• Issue-based Studies• Local Heritage Studies
Compulsory Part Elective Part• Introduction to Tourism• Introduction to Hospitality• Destination Geography• Customer Relations and Services• Trends and Issues in the Tourism
and Hospitality Industry
Choose one of the following topics:• Meetings, Incentives, Conventions
and Exhibitions• Theme Parks and Attractions• Hospitality Marketing
5. The History Curriculum Framework
6. The Tourism and Hospitality Studies Curriculum Framework
32 33
Compulsory Part Elective Part ScientificInvestigation
• Cells and Molecules of Life• Genetics and Evolution• Organisms and Environment• Health and Diseases
Choose to study two of the following topics:• Human Physiology: Regulation and Control• Applied Ecology• Microorganisms and
Humans• Biotechnology
Students are required to design and conduct scientific investigations.
Compulsory Part Elective Part Investigative Study
• Planet Earth• Microscopic World I• Metals• Acids and Bases• Fossil Fuels and Carbon
Compounds• Microscopic World II• Redox Reactions, Chemical
Cells and Electrolysis• Chemical Reactions and
Energy• Rate of Reaction• Chemical Equilibrium• Chemistry of Carbon
Compounds• Patterns in the Chemical
World
Choose to study two of the following topics:• Industrial Chemistry• Materials Chemistry• Analytical Chemistry
Students are required to design and conduct an investigation with a view to solvingproblems in chemistry-relatedcontexts.
Introduction to the New Senior Secondary Subjects
Science Education1. The Biology Curriculum Framework
2. The Chemistry Curriculum Framework
Compulsory Part Elective Part Investigative Study
• Heat and Gases• Force and Motion• Wave Motion• Electricity and Magnetism• Radioactivity and
Nuclear Energy
Choose to study two of the following topics:• Astronomy and Space
Science• Atomic World• Energy and Use of Energy• Medical Physics
Students are required to design and conduct an investigation with a view to solving problems in physics-related contexts.
Compulsory Part Elective Part ScientificInvestigation
• Water for Living• Balance within Our Body• Science in a Sprint• Chemical Patterns• Electrical Enlightenment• Balance in Nature• Radiation and Us• From Genes to Life
Choose to study two of the following topics:• Energy, Weather and Air
Quality• Keeping Ourselves
Healthy• Chemistry for World
Needs
Students arerequired to designand conduct scientificinvestigations.
Area of Studies (Choose any two of the following parts)*
Part 1: Physics• Heat• Force and Motion• Wave Motion• Electricity and
Magnetism
Part 2: Chemistry• Planet Earth• Microscopic World• Metals• Acids and Bases• Fossil Fuels and Carbon
Compounds• Redox Reactions, Chemical
Cells and Electrolysis• Chemical Reactions and Energy
Part 3: Biology• Cells and
Molecules of Life• Genetics and
Evolution• Organisms and
Environment• Health and
Diseases
3. The Physics Curriculum Framework
4. The Integrated Science Curriculum Framework
5. The Combined Science Curriculum Framework
* Scientific Investigations – Simple investigations are subsumed in the lesson time suggested for each topic.
34 35
Compulsory Part Elective Part• Business Environment• Introduction to Management• Introduction to Accounting• Basics of Personal Financial
Management
Choose one of the following modules:
Accounting Module:• Financial Accounting• Cost Accounting
Business Management Module:• Financial Management• Human Resources Management• Marketing Management
Compulsory Part Elective Part
Technology, Design and Society• Design and Innovation• Technological Principles• Value and Impact
Technological Studies (Choose two of the following modules):• Automation• Creative Digital Media• Design Implementation and Material
Processing• Electronics• Visualisation and CAD Modelling
Compulsory Part Elective Part• Personal Development, Social Care and
Health Across the Lifespan• Health and Social Care in the Local and the
Global Contexts• Responding to Needs in the Areas of
Health (Care, Promotion and Maintenance) and Social Care
• Promotion and Maintenance of Health and Social Care in the Community
• Health Promotion and Maintenance and Social Care in Action
Choose two of the following modules:• Extended Study on Health
Promotion and Health Maintenance Services
• Extended Study on Community and Social Care Services
• Current Issues of Health and Social Care
Introduction to the New Senior Secondary Subjects
Technology Education1. The Business, Accounting and Financial
Studies Curriculum Framework
2. The Design and Applied Technology Curriculum Framework
3. The Health Management and Social Care Curriculum Framework
36 37
Strand
Compulsory Part Elective Part• Listening• Performing I• Creating I
Choose one of the following options:• Special Project• Performing II• Creating II
Strand
Visual Arts Appreciation and Criticism in Context:Students critically appraise artwork and respond to art phenomena, and they are expected to• construct art knowledge• develop skills of art appreciation
and criticism• enrich their aesthetic and artistic
experience• cultivate positive values and
attitudes• apply knowledge and skills of art
appreciation and criticism to art making
Visual Arts Making:Students create a variety of artwork, and they are expected to• construct art knowledge• express ideas, feelings and solve
problems• develop the skills of handling media,
materials and art language• enrich their artistic and aesthetic
experience• cultivate positive values and attitudes
Introduction to the New Senior Secondary Subjects
Arts Education1. The Music Curriculum Framework
2. The Visual Arts Curriculum Framework
Strand (Choose either of the two strands below.)
Strand A:Food Science and Technology
Strand B:Fashion, Clothing and Textiles
Compulsory Part
Elective Part
Compulsory Part
Elective Part
• Family Dimension• Nutrition, Diet
and Health Concerns
• Food Preparation Technology
• Consumer Behaviour in Food Choices and Implications
Choose two of the following modules:• Food Culture• Food Science
and Technology Extended Study
• Food Product Development
• Family Dimension• Fashion Design
Basics• Textiles and
Clothing Technology
• Consumer Behaviour in Clothing Choices and Implications
Choose two of the following modules:• Culture and
Fashion Design• Textiles
and Textile Technology
• Apparel Industry
4. The Technology and Living Curriculum Framework
Compulsory Part Elective Part• Information Processing• Computer System Fundamentals• Internet and Its Applications• Basic Programming Concepts• Social Implications
Choose one of the following modules:• Databases• Data Communications and
Networking• Multimedia Production and Web Site
Development• Software Development
5. The Information and Communication Technology Curriculum Framework
38 39
Applied Learning Courses (2010/11 – 2011/12 Cohort) Note 1
Strand
Theoretical Learning Parts Practicum
Body Maintenance• Human Body• Fitness and Nutrition• Sport Injuries
Self Enhancement• Movement Analysis• Training Methods• Psychological Skills
Care for the Community• History and Development• Social Aspects• Sport and Recreation Management
Students practise active and healthy living by planning, implementing, evaluating and adapting plans pertaining to body maintenance, self enhancement and caring for the community in real-life situations. Students are required to• engage in physical fitness training,
apply theories in at least two physical activities
• organise school or community recreation or sport programmes
• address current issues in PE, sport and recreation
Introduction to the New Senior Secondary Subjects
Physical EducationThe Physical Education (PE) Curriculum Framework Area of Studies Course Course Provider Note 2
Creative Studies
Course Cluster : Design StudiesImage Design VTC
Innovative Product Design VTC
Jewellery Arts and Design HKBU(SCE)
Course Cluster : Media ArtsCommercial Comic Art OUHK(LiPACE)
Multimedia Entertainment Studies VTC
Course Cluster : Performing ArtsIntroduction to Theatre Arts HKAPA
Taking a Chance on Dance HKAPA
Media and
Communication
Course Cluster : Films, TV and Broadcasting StudiesFilm and Video Studies VTC
Infotainment Production HKCT
Course Cluster : Media Writing and Production
Radio Host and Programme Production OUHK(LiPACE)
Business,
Management
and Law
Course Cluster : Business StudiesMarketing in Global Trade CityU(SCOPE)
Practical Accounting for SMEs
HKIAAT – CCHESHKIAAT – CUTWHKIAAT – HKCTHKIAAT – VTC
Understanding Financial Services OUHK(LiPACE)
Course Cluster : Clientele ManagementPurchasing and Merchandising VTC
Retail Management HKBU(SCE)
Course Cluster : Legal StudiesUnderstanding Hong Kong Law HKCT
Appendix 2
40 41
Weighting of School-based Assessment in Various Subjects and Implementation Timetable
* For the science subjects in the 2012 HKDSE examination, schools are required to submit SBA marks for the practical related component only. For details, please visit the HKEAA website (http://www.hkeaa.edu.hk/en/sba/sba_hkdse).
Subject Weighting given to SBA Year ofFull Implementation*
Chinese Language 20% 2012
Chinese Literature 35% 2014
English Language 15% 2012
Literature in English 20% 2014
Mathematics Not applicable No timeline yet
Liberal Studies 20% 2012
Chinese History 20% 2012
Economics 15% 2014
Ethics and Religious Studies 20% 2014
Geography 15% 2014
History 20% 2012
Tourism and Hospitality 30% 2014
Biology* 20% 2014
Chemistry* 20% 2014
Physics* 20% 2014
Integrated Science* 20% 2014
Combined Science* 20% 2014
Business, Accounting and Financial Studies
15% 2016
Design and Applied Technolog 40% 2012
Health Management and Social Care 30% 2014
Information and Communication Technology
20% 2012
Technology and Living 30% 2014
Music 20% 2015
Visual Arts 50% 2012
Physical Education 30% 2014
Note 1The Applied Learning courses offered will be renewed on a yearly basis. The list of courses provided in the 2011/12 and 2012/13 school years will be released later. For details, please visit the EDB web page (http://www.edb.gov.hk/apl).
Area of Studies Course Course Provider Note 2
Services
Course Cluster : Hospitality ServicesHospitality Services in Practice # Note 3 CityU(SCOPE)
Hotel Operations # Note 3 VTC
Western Cuisine VTC
Course Cluster : Event ManagementEvents Planning and Operation HKCT
Course Cluster : Personal and Community ServicesChild Development and Care HKIEd(SCPE)
Fundamental Cosmetology CCHES
Applied Science
Course Cluster : Medical Science and Health CareFundamental Health Care # Note 3 OUHK(LiPACE)
Health and Beauty Keeping in TCM CUTW
Health Care Practice # Note 3 CCHES
Course Cluster : SportsExercise Science and Health Fitness # Note 3 HKBU(SCE)
Sports Coaching and Management # Note 3 HKIEd(SCPE)
Engineering and
Production
Course Cluster: Civil and Mechanical EngineeringAutomotive Technology CCHES
Course Cluster: Services EngineeringAviation Studies HKU(SPACE)
Building Facilities Engineering VTC
Course ProviderCCHES Caritas Community & Higher Education Service
CityU(SCOPE) School of Continuing and Professional Education, City University of Hong Kong
CUTW The Chinese University of Hong Kong – Tung Wah Group of Hospitals Community College
HKAPA The Hong Kong Academy for Performing Arts
HKBU(SCE) School of Continuing Education, Hong Kong Baptist University
HKCT Hong Kong College of Technology
HKIAAT Hong Kong Institute of Accredited Accounting Technicians Limited
HKIEd(SCPE) School of Continuing and Professional Education, The Hong Kong Institute of Education
HKU(SPACE) HKU School of Professional and Continuing Education, The University of Hong Kong
OUHK(LiPACE) Li Ka Shing Institute of Professional and Continuing Education, The Open University of Hong Kong
VTC Vocational Training Council
Note 2
Note 3Only ONE subject in each of the groups marked with # under the same course cluster could be taken by students.
Appendix 3
42 43
AL Grade UCAS Tariff Points AS Grade UCAS Tariff
Points
A* 140 Not applicable Not applicable
A 120 A 60
B 100 B 50
C 80 C 40
D 60 D 30
E 40 E 20
Grade UCAS Tariff Points
5 120
4 90
3 60
Grade UCAS Tariff Points
7 130
6 110
5 80
4 50
3 20
UCAS Tariff for The Hong Kong Diploma of Secondary EducationThe UCAS tariff value for the Hong Kong Diploma of Secondary Education (HKDSE):UCAS Tariff points allocated to 23 HKDSE subjects, except Mathematics:
Level Tariff Remark
5** N/ATo be allocated with further evidence after
the first administration of the HKDSE examination in 2012.
5* 130Between grades A and A* in the 2010
GCE A Level examination
5 120Comparable to grades A in the 2010
GCE A Level examination
4 80Comparable to grades C in the 2010
GCE A Level examination
3 40Comparable to grades E in the 2010
GCE A Level examination
Level Compulsory Part
Extended Part
Remark
5** N/A N/ATo be allocated with further evidence after
the first administration of the HKDSE examination in 2012
5* 60 70 • 130 points (60+70) for 5* in both compulsory and extended parts - between grades A and A* in the 2010 GCE A Level examination
• 120 points (60+60) for 5 * in the compulsory part and 5 in the extened part - comparable to grade A in the 2010 GCE A Level examination
5 45 60
4 35 50
3 25 40
UCAS Tariff points allocated to Mathematics:(The overall performance is indicated by the combined tariff points to both compulsory and extended parts.)
UCAS Tariff points for other international qualifications:The General Certificate of Education Advanced (AL) and Advanced Supplementary (AS) Levels (from 2010)
Advanced Placement Programme - The United States and Canada
International Baccalaureate Certificate (Higher Level)
Appendix 4
44 45
NSSS4
HKDSE Examination
(Starting from 2009/10 school year)
Degree programmesTop-up degree programmesPost-secondary courses
Normative 4-year degree programmes for students under the new academic structure for admission from 2012/13 school yearProgrammes that enable sub-degree graduates to “top-up” their qualifications to a bachelor degreeCourses taken by students after secondary education, including programmes of Associate Degree, Higher Diploma, Diploma, etc.Alternative pathways before completing senior secondary education
Vocational educationand training, e.g. VTC courses
Replacement of Project Yi Jin(Subject to review)
Post-secondary courses
Degree / Top-up degree programmes
Employment / Further studies
NSSS6
NSSS5
(Starting from 2012 school year)
Multiple Pathways for Students under the New Academic Structure
Appendix 5
46 47
University General Entrance Requirements under the New Academic Structure
Institution General Entrance Requirements*• The Hong Kong Institute of
Education• The University of Hong Kong
4 core subjects (Chinese Language, English Language, Mathematics & Liberal Studies) and 2 elective subjects
• City University of Hong Kong• Hong Kong Baptist University• The Chinese University of
Hong Kong• The Hong Kong Polytechnic
University• Lingnan University
4 core subjects (Chinese Language, English Language, Mathematics & Liberal Studies) and 1 elective subject
• Hong Kong University of Science and Technology
4 core subjects (Chinese Language, English Language, Mathematics & Liberal Studies) and 2 elective subjectsor4 core subjects (Chinese Language, English Language, Mathematics (including Extended Module 1 or Module 2) & Liberal Studies) and1 elective subject
* Individual programmes may have additional requirements. For details, please visit the New Academic Structure Web Bulletin (http://www.edb.gov.hk/nas/en ➜ Multiple Pathways for Students ➜ Articulation to University Grants Committee-funded Institutions).
APL Applied Learning
CIE Cambridge International Examinations
CSB Civil Service Bureau
DSS Direct Subsidy Scheme
EDB Education Bureau
GCE AL General Certificate of Education Advanced Level
HKALE Hong Kong Advanced Level Examination
HKCEE Hong Kong Certificate of Education Examination
HKDSE Hong Kong Diploma of Secondary Education
HKEAA Hong Kong Examinations and Assessment Authority
KLA Key Learning Area
LS Liberal Studies
NAS New Academic Structure
NSS New Senior Secondary
OLE Other Learning Experiences
RTHK Radio Television Hong Kong
SBA School-based Assessment
SEN Special Educational Needs
SLP Student Learning Profile
UCAS Universities and Colleges Admissions Service
UGC University Grants Committee
VTC Vocational Training Council
List of Abbreviations
Appendix 6
48 49