1. Building on Strengths: Change and Challenge in Curriculum Development in Hong Kong Curriculum Development Institute Education and Manpower Bureau 25 February 2005

2. Where are we? What have we achieved? What are the connections between Basic Education and New Senior Secondary Education? How to prepare for NSS?

3. Where are we?

4. Seven Learning Goals

7. Curriculum in Basic Education : Foundation for Senior Secondary Education Foundation for Senior Secondary Education

8. 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 reform

9. IT for Interactive Learning Moral & Civic Education Project Learning Reading to Learn Promote Learning to Learn through 4 Key Tasks

10.  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 Strengths

11. What have we achieved?

12. Attitudes towards Curriculum Reform Attitudes 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)

13. Items in Curriculum Reform beneficial 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)

14. Perceived Impacts on Students As from Primary School Heads: 1. Communication skills 2. Learning Interest 3. Learning Performance 4. Respecting Others 5. Creativity 6. Learning Motivation 7. Critical thinking skills 8. Responsibility 9. Commitment 10. National Identity 11. Perseverance As from Secondary School Heads: 1. Communication skills 2. Learning Performance 3. Learning Interest 4. Creativity 5. Respecting Others 6. Responsibility 7. Learning Motivation 8. Critical thinking skills Some Survey Results (2001-04) (3)

15. Perceived 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)

16. Perceived Impacts on School Heads Perceived Impacts on School Heads school heads The majority of school 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)

17. Some Survey Results (2001-04) (6) % Implemented Primary Secondary 2003/2004 Formulate five-year short term strategies for whole-school curriculum development 75.8 / 8759.3 / 62 Draw up a school-based curriculum to cater for the needs of students 95.3 / 9693.0 / 90

18. Four Key Learning Tasks % Implemented Primary Secondary 2003/2004 Moral and civic education98.4 / 9897.7 / 87 Reading to learn99.2 / 9993.0 / 100 Project learning98.4 / 9996.5 / 99 The use of IT for interactive learning 99.2 / 9798.8 / 96 Some Survey Results (2001-04) (7)

19. Assessment % Implemented PrimarySecondary 2003/2004 Formulate a whole- school assessment policy 71.9 / 9269.8 / 83 Reduce the time spent on tests & examinations, so as to allow students to have adequate learning time 99.2 / 10090.7 / 98 Some Survey Results (2001-04) (8)

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

21. Value & Attitude Generic Skill New Senior Secondary & Basic Education Curriculum 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- S3 NSS General Studies

22. Whole-person development with diversification Learning to learn & Life-long learning

23. Brief Introduction to New Senior Secondary (NSS) Education

24. A Comparison of the Current and the New Academic 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 HKCEE Secondary 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

25. Benefits 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+3+4 “ 3+2+2+3 ”  “ 3+3+4 ” because:

26. Multiple Pathways

27. CURRICULUM

28. EM PRESENT Arts C S4-5 S6-7 CE Basic Education (8 KLAs) ScienceCommercialTechnical Reform in Basic Education: Learning to Learn Since 2001 CEMPEArtsTechSciPSHE ArtsScience

29. 1.To be biliterate and trilingual 2.To acquire a broad knowledge base, and be able to understand contemporary issues that may impact on their daily life at personal, community, national and global levels 3.To be an informed and responsible citizen 4.To be a critical, reflective and independent thinker 5.To acquire IT & other skills for being a lifelong learner 6.To understand one’s career/academic aspirations and develop positive attitudes towards work and learning 7.To lead a healthy life style with active participation in aesthetic and physical activities Seven learning goals for NSS Curriculum

30. Guiding Principles for curriculum design  Balance between breadth (overall design & LS) & depth (Xs)  Balance between theoretical & applied learning (Xs & COC, Core & elective parts in each subjects)  Flexible & diversified – time allocation, timetabling  Learning how to learn & enquiry-based learning  Smoother articulation to multiple pathways(varied combinations of elective subjects & COC)  Greater coherence (LS to complement Xs subjects, KLAs in basic education)

31. PETechArts Other Learning Experiences Curriculum for 3+3 CEMPSHESci NSS Junior Secondary Other Learning Experiences CEM LS 2-3Xs

32. New 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%

33. KLASubjects 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

34. X1 English Language X2 Other Learning Experiences 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?

35. Career-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

36. BUSINESS Business Enterprise Taking Off in the Retail World Basic Event Operations Event and Project Management Logistics Fundamentals ARTS & MEDIA 3D Computer Animation Cartoon Character Design Multimedia Game Design MIDI Computer Music Basic Training in Digital Music Production Video Production DESIGN Fundamental Jewellery Fundamental Fashion and Image Design Fashion Design Hair Design PERFORMING ARTS Make-up and Body Painting Carnival Entertainer Training ENGINEERING Fundamental Building Services Fundamental Vehicle Servicing Creative Technology Industrial Control Technology Architectural Design and Model Making INFORMATION TECHNOLOGY Computer Networking Creative Multimedia Studies FOOD PRODUCTION AND MANAGEMENT Fundamental Food and Beverage Service Food & Beverage Service Management Fundamental Western Food Preparation Foundation Hotel Chinese Catering Operation SERVICES Beauty Therapy Social Service Support LEISURE AND TOURISM Introduction to Leisure and Tourism Studies Fundamental Travel and Tourism Services Career-oriented studies: current COC courses

37. Narrowing or diversifying choices?  Streaming into arts, sciences, technical and commercial abolished  Choices from a wider range of KLAs & COC  Choices catering for interest and aptitude in each subject  Broadening in LS complementing depth in elective subjects  Other learning experiences-moral and civic education, 5% aesthetic experience, 5% physical activities, enhancement, other languages

38. From 43 to 24 subjects? Broadening the professional expertise a) Migration to new subjects, re- organization for cohesive design and learning b) Extended part of Maths as Core subject – Additional Maths, Maths & Statistics c) Better served in Career-oriented studies (e.g. Accommodation and catering services, textiles, Fashion and clothing) d) To be phased out before 2008 due to small candidature & out-dated contents (e.g. human biology, engineering science, technical drawing, textiles)

39. Migration to new subjects Economic and Public Affairs Government and Public Affairs Social Studies Integrated Humanities Science & Technology Design & Technology Electronics and Electricity Graphical Communication Technological Studies Commerce Principles of Accounts Putonghua Liberal Studies Design and Applied Technology Business, Accounting And Financial Studies Chinese Language

40. Other achievements & awards Internal Results Record of other learning experiencesHKCEEHKALE HKDSE HKDSE

41. Interface & 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

42. Interface & Insights Arts & science complementing each other & broad and balanced curriculum Critical, independent thinking & generic skills School-based assessment & diversified assessment Space for teachers & team work Liberal Studies, Cross-curricular learning in KLAs, project learning & General Studies

43. From Basic Education to Senior Secondary – 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

44. From Basic Education to Senior Secondary – 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.

45. What could schools/principals/ teachers do? What have schools done?

46. Findings from KLA Survey: Areas of Strengths & Areas that need strengthening

47.  School-based Curriculum Development 51% - started implementation  Texts: from Prescribed to Flexible 99% - using diversified learning materials 97% - design according to learning objectives  Assessment for Learning 94% - using diversified assessment modes  Literature Learning Strengthened 中文中文

48.  Professional Development Opportunities 82% - on curriculum organization 80% - on assessment for learning  Public Exam Reform 2007 – Standard-referenced Assessment & School-based Assessment & School-based Assessment

49. English Language Education Areas 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.

50. English Language Education Areas that need strengthening :  Organising the school-based curriculum following 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

51. Mathematics Education Areas 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. .

52. Mathematics Education Areas of Strengths:  The general teaching skills of most Mathematics teachers are good.

53. Mathematics 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.

54. Mathematics 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

55. Personal, Social and Humanities 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%)

56. Personal, Social and Humanities Education Areas of strength:  The development of cross- curricular planning is the highest amongst the KLAs (Already begun to develop – 56.8%; Planned, but not yet developed – 20.5%; Not yet planned – 22.7%)

57. Personal, Social and Humanities Education Areas of strength:  High percentage in both actual implementation 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%)

58. Personal, Social and Humanities 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%)

59. Personal, Social and Humanities Education Areas that need strengthening:  About 40% of the teacher respondents are green 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]

60. Science Education Areas of strength:   Student achievement (4 th in TIMSS and 2 nd in PISA)   Open-ended investigations (scientific thinking, problem solving, project work)   Teacher professionalism (core & extension  SBCD, lesson study, teacher networking & sharing)

61. Science 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

62. Technology Education Areas of strength:  Increase in 14.7% of TEKLA teachers who showed agreement with the reform  Over 77% are quite confident in promoting interactive learning  a variety of assessment modes had been adopted by 90% of teachers in assessing student learning

63. Technology Education Areas 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

64. Technology Education Areas 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

65. Technology Education Areas that need strengthening:  Enhance in-depth understanding of TE and modes of SBCD for TE curriculum planning  Review 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

66. Arts Education Areas of strengths:  Compared with the other KLAs, a high percentage of secondary 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.

67. Arts Education Areas that need strengthening:  Formal learning time of arts education in primary and secondary 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.

68. Physical Education Areas of Strengths:  Teachers participate actively in professional development programmes to update their knowledge.  The activities in the school-based PE curriculum 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.

69. Physical Education Areas 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

70. Physical Education Areas 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.

71. How to prepare for NSS?

72. Preparation 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.

73. Preparation 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%)

74. Preparation 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%)

75. Supportive factors for effective learning School Development Plan Parents support Learning culture: self-learning, training BECG Organizational & cultural setting- Leadership & collaboration tensions worries dilemmas

76. “When I see we are ready is when I see there is a need for our students.” (Quote from a principal)

77. EMB http://www.emb.gov.hk CDI http://cd.emb.gov.hk Let ’ s work together for the benefits of students and Hong Kong