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Secondary Education and

Latest Development of the

New Senior Secondary Curriculum

中學教育與新高中學制的發展Dr K K Chan

Curriculum Development Institute14 August 2006

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What is the reform ?

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What is worth learning?• Why

• Learning goals• Knowledge, generic skills, values & attitudes

• What• Flexible curriculum framework

• How• Curriculum as learning experiences (more

hands-on, construction of knowledge)• Means (LWL, 4 key tasks, etc.)

The Key QuestionThe Key QuestionThe Key QuestionThe Key Question

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Seven Learning Goals of School Curriculum

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Value &Attitude

Generic Skill

New Senior Secondary & Basic Education Curriculum

Framework

New Senior Secondary & Basic Education Curriculum

Framework4 Core Subjects:

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

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

(20-30%)

Other Learning Experiences

including moral and civic education, community service, aesthetic and

physical experiences and work-related experiences

(e.g. job attachment)

(15-35%)

P.1- S.3P.1- S.3

NSSNSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

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Short-term Targets (2001-2006)

1) Four Key Tasks － Promote Learning to Learn

Information Technology for

Interactive Learning

Moral & Civic

Education

Reading to Learn

Project Learning

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3) Promote assessment for learning

Critical thinking skill

Communication skill

Creativity

2) Infuse generic skills into the learning and teaching of 8 key learning areas

Short-term Targets (2001-2006)

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4) Have a broad and balanced curriculum

5) Review schools’ current work, formulate curriculum development plan at their own pace and according to their students’ needs and abilities

Short-term Targets (2001-2006)

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A partnership, incremental and “ecological” model of change

Short-term Targets (2001-2006)

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• Medium-term Targets (2006 – 2011)

• Long-term Targets (2011 and beyond)

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Trimming and restructuring the curriculum

Re-engineering work process to reduce unnecessary administrative workload of teaching staff

Reducing excess tests and examinations

Planning the time-table flexibly

Make good use of various grants

Sharing good practices and learning and teaching materials with peers

Motivate students to learn in various environments using a range of diverse and appropriate strategies

Building on StrengthsBuilding on StrengthsBuilding on StrengthsBuilding on Strengths

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Develop in students• Generic skills• Values and attitudes

Strengthen• Cross-curricular learning• Catering for learner diversity

Implement • Assessment for learning • Life-wide learning• Four key tasks　 (“Organic” Integration)

Focus of Curriculum Focus of Curriculum ReformReform

Focus of Curriculum Focus of Curriculum ReformReform

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Where are we ?Where are we ?

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Progress in basic Progress in basic education education

- 3rd KLA Survey - 3rd KLA Survey (Oct 05)(Oct 05)

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Changes at school levelFor majority of schools

A broad and balanced curriculum + 5 essential learning experiences

Smooth transition across different Key Stages

Strategic planning

Coordinated effort

Collaborative culture

Concerted effort

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Changes in curriculum development & teachers’ practice

Most teachers Apart from 4 Key Tasks, infused generic

skills and values and attitudes Adopted different L/T strategies Used different modes of assessment

and assessment for learning Played multiple roles

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Impact on students (primary and junior secondary

levels)

Communication skills and creativity

Students’ motivation and interest in

learning, self-learning ability and habit

National identity

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Impact on school heads, teachers and schools

Schools as a learning community

Professional development

improved in varying degrees

More than half of School Heads

indicated that there was improvement in the

relationship between teachers &

students and schools & parents

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Areas of Concern

1. Perseverance

2. Impact on teachers:

Teachers’ workload + morale of teaching staff

Teachers’ competence

3. Primary schools were more positive than secondary schools

4. School heads gave a more positive response than KLA heads & KLA teachers in both primary and secondary schools

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Observations and Reflections on the Change Process

Intellectual discourse + coherence making It takes time to communicate, adapt, learn, p

ractise, buy-in … Different stages of change: shock, awarenes

s, management, collaboration, refocussing Change is complex, interactive Communication, sharing and support Students’ benefits

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The New Academic Structure for Senior Secondary Education and Higher Education and its Latest Development

3 + 3 + 4

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Sept 2009 - 1st cohort of NSS students 2012 - 1st HKDSE examination - 1st cohort of SS3 students entering

the university

2016 - 1st batch of university students to be gradua

ted under the new structure

Year of Implementation: 2009

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Benefits, learning goals, principles of design of curriculum & assessment

for new senior secondary (NSS) education

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• ALL students will have the opportunity to receive 3-year senior secondary education.

• Higher education institutions will be better placed to provide balanced, all round development to students.

• Greater diversity and choice suits the different needs, interests (e.g. with career aspirations) and abilities of students.

Benefits of NSS Curriculum

and Assessment

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• Replacing the HKCEE and HKALE with one public examination leading to HKDSE reduces the current over-emphasis on examining and gives more time to productive learning, and remedial or enhancement programmes.

• Continuous school-based assessment will complement the public examination and provide a more comprehensive assessment of students’ abilities.

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• Standards-referenced reporting will be adopted in the new pubic examination.

• Recognition and encouragement to courses that provide alternative pathways.

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Curriculum

• Chinese Language 12.5 - 15%• English Language 12.5 - 15%• Mathematics 10 - 15%• Liberal Studies min. 10%

Core subjects: 45 - 55%

Core subjectsCore subjects Time allocationTime allocation

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Elective subjects:

Students can choose 2/3Xs including Career-oriented Studies (will be renamed as Applied Learning)

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Table of Elective Subjects

1 Chinese Literature

2 Literature in English

3 Chinese History

4 Economics

5 Ethics and Religious Studies

6 Geography

7 History

8 Tourism and Hospitality Studies

9 Biology

10 Chemistry

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Physics

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Science

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Business, Accounting and Financial Studies

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Design and Applied Technology

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Health Management and Social Care

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Technology and Living (formerly named as Home Economics)

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Information and Communication Technology

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Music

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Visual Arts

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Physical Education

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Progression of Studies• Through sequencing of themes, induction of

students to the subject & flexible time-tabling• SBA to start in SS2 and exams at the end of SS3

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Fundamental influences of curriculum design (1) •Views of knowledge

disciplinary

interdisciplinary dynamic personal construction

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Fundamental influences of curriculum design (2)

•Views of learning by acquisition contextualised & personal construction collaborative construction rich experiences enhance capacity to adapt to change

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Fundamental influences of curriculum design (3)

•Needs of post-secondary education & work world

Broad based & specialized knowledge

Learning to learn capability Interpersonal skills

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Main Changes from HKCEE/AL to NSS Subjects

HKCEE/ALNSS

LS electivesadditional core subject on top of C,E,M

No. of subjects

HKCEE: 7-9AL: 4-5

6-7/8 (SS1) subjects for most students

Streaming No clear streaming. 2-3 electives from different KLAs/COS

Subject level

HKCEE/ALMost NSS subjects are HKCEE curricula + 1 year with AL standard

Contents 20% change in new contents on average (* LS)

OLESome students

All students having OLE

University Admission

Criteria

2 langs+1-2 specified subjects

Most university programmes require 4+1 (specified/unspecified), some 4+2 and student learning profile

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University Admission Requirement

Faculty/department details have already been announced in July 2006 Most programmes 4 Core subjects + 1 X (specified/unspecified), some 2/with Student Learning Profile Students taking 2 science electives would have room to take 3rd elective from other KLAs

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Other Time-Line

Dec 2006

Senior Secondary Curriculum Guide – Other Learning Experiences

24 Curriculum and Assessment Guides for core & elective subjects

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Other Learning Experiences

(OLE)

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Whole-person Development: A balanced development Chinese virtues (Ethics, Intellect, Physical development, Social skills and Aesthetics)

Complement the examination subjects/career-oriented studies

Build up life-long capacities To nurture informed & responsible

citizenship To respect for plural values To adopt a healthy living style To develop career aspirations and

positive work

Aims & Expected Outcomes of OLE

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Responses of schools to OLE in school leaders workshops (n=208)– Physical development - over 90% schools h

ave 5% lesson time – Aesthetic development - 51% of schools ha

ve 5% lesson time– Vice-principals, ECA Masters, and MCE Mast

ers likely to be the main coordinator of OLE in school, also SLP

– All 208 schools have recording system of st

udents’ 'non-academic' participation and achievement (via hard copy, WebSAMS …)

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Issues of NSS for Special Educational Needs (SEN)

• Funding

• Post-secondary pathways

(vocational education & training)

• Strategic implementation of NSS

curriculum and assessment

frameworks

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Managing & Leading Change Critical milestones – certainties & uncertainties

Communication means- Web bulletin- District focus groups- E-mail- Advisory bodies

Coherence-making: JSEA, Education regulations/ordinance, MOI

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How are schools supported ?

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• Basic Education Curriculum Guide• KLA Curriculum Guides• Curriculum & Assessment Guides• Senior Secondary Curriculum Guide

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Current Support Services offered by Current Support Services offered by EMBEMB

QAD / REO / USP

PDT

USP

CDI / USP

School Development:School Development PlanWorkload re-engineeringSSE, ESR & post-ESR

Principal Development:Principal professional development activities

Teachers’ Reflective Practice:MentoringLesson studyAction researchCollaborative lesson preparation

CDI

USP

REO

Curriculum Development: School-based curriculum development (Primary & Secondary)Language learningNon-language KLAs & Primary GSLiberal StudiesSEN (LA & GE)Reading, project learning, MCEATT of NET

School Development Capacity Building

USP:

University-school Partnership Prgrammes

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Other Support Measures

• Professional development (in-service) programmes (annual calendar)

• Learning and teaching resources (packages, internet)

• Research and Development (Seed ) Projects

• Seconded Teachers• Quality Education Fund• Primary School Curriculum Leader Initia

tive

Professional Development Programmes

for Secondary School Principals and Teachers

(2006/07)

Curriculum Development Institute

Education and Manpower Bureau

July 2006http://www.emb.gov.hk/FileManager/EN/Content_5160/ss%20pdp%20print%20e%20060711.doc

48• http://www.emb.gov.hk/index.aspx?nodeid=4702

&langno=1

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Challenges for

schools

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Balanced

Consideration

T E N S I O N SShort term and

Long termLocalization Vs

GlobalizationDesirability and

Feasibility

Tensions among Academic, Personal, Social and Economic Goals of

the Curriculum

Central Curriculum Vs School-based

Curriculum

Knowledge Transmission Vs

Knowledge Creation

Competition VsCo-operation

Uniformity Vs Diversity and Flexibility

Specialist Development Vs

Whole-person Development

Assessment for Selection VsAssessment for Enhancing the

Effectiveness of Student Learning and Quality of Teaching

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Teachers are acquiring: * knowledge for practice

* knowledge in practice * knowledge of practice

Linking the individual learning to organizational learning

Pressure & workload

Image of profession

Challenges for teachersChallenges for teachers

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Education System •School Place Allocation Systems•Policy on Medium of Instruction

Education System •School Place Allocation Systems•Policy on Medium of Instruction

Impetus for Schools•Capacity Enhancement Grant•Teachers’ Professional Development•Research and Development Projects / Seed Projects•On-site Support Services•Learning and Teaching Resources and Exemplars

Impetus for Schools•Capacity Enhancement Grant•Teachers’ Professional Development•Research and Development Projects / Seed Projects•On-site Support Services•Learning and Teaching Resources and Exemplars

Curriculum Development and Student

Learning

Other Facilitating Factors •Reform of Assessment, Public Exams•University Admission System•Resource Provision•Employers’ Recognition

Other Facilitating Factors •Reform of Assessment, Public Exams•University Admission System•Resource Provision•Employers’ Recognition

The Core of Hong Kong Education The Core of Hong Kong Education ReformReform

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

CDI http://cd.emb.gov.hk

Visit our

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Enquiries

Email: 334@emb.gov.hk

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千淘萬漉雖辛苦，吹盡狂沙始到金。

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Your concerted efforts are to be anticipated

and appreciated!Thank you !

We work We work together together

alwaysalways