Update of HKDSEDear Principal,
Updates on Hong Kong Diploma of Secondary Education Examination (HKDSE)
I am writing to provide you with the following updates for information and circulation to your
teachers and students concerned:
1. Changes to Examination Requirements of the 2015 HKDSE
Subsequent to the review of the New Senior Secondary (NSS) curriculum and assessment
conducted in 2012-13 and in 2014, changes have been made to the public examination of
a number of subjects for implementation in the 2015 HKDSE. Annex 1 shows a
summary of those changes. For details, you may refer to the circulars entitled ‘Hong
Kong Diploma of Secondary Education Examination - 2014-2016 Assessment Frameworks’
issued on 30 April 2013, and ‘First Batch of Recommendations for the New Academic
Structure Medium-term Review’ issued on 15 April 2014, which are available in the
“Circular” section of the HKDSE webpage (http://www.hkeaa.edu.hk/en/hkdse/).
2. Revised level descriptors
Before the launch of the HKDSE, level descriptors depicting the typical performance
standard of candidates at levels 1 to 5 have been developed for the grading of the 24
Category A subjects. With the changes in the assessment of a number of subjects as a
result of the review of NSS curriculum and assessment, and in light of feedback from the
live examinations, an overall review of the level descriptors of all 24 subjects have been
conducted. The level descriptors of the following subjects have been updated and
enclosed as Annexes 2 – 5. They are also available on our website
HKEAA website by
descriptors developed for Paper
3 (Listening and Integrated
2 16 May 2014
from live examination
Physical
Education
implementing SBA.
5 5 November 2014
School principals are requested to bring the attention of relevant staff members and students
to the above updates regarding the HKDSE. In case of enquiries, please contact Ms Maria
Fung at 3628 8070.
Changes for the 2015 HKDSE
The table below summarises the changes made to the public examination of a number of subjects
in the 2015 HKDSE. Principals and subject teachers may also refer to the circulars entitled ‘Hong
Kong Diploma of Secondary Education Examination - 2014-2016 Assessment Frameworks’ issued on
30 April 2013, and ‘First Batch of Recommendations for the New Academic Structure Medium-term
Review’ issued on 15 April 2014, which are available in the “Circular” section of the HKDSE
webpage (http://www.hkeaa.edu.hk/en/hkdse/).
Music Papers 2 – 4 Paper 2 (Performing I)
Candidates are required to perform two or more ensemble pieces
in contrasting styles, which range from 10 to 15 minutes (15%)
with a viva voce of 3 to 5 minutes (3%), and sight-singing (2%).
Paper 3 (Creating I)
Candidates are required to submit a portfolio of two or more
compositions (16%) of 6 to 15 minutes with at least one
ensemble piece and submit a reflective report of about 500
words (4%).
Paper 4A (Special Project) (formerly named as Paper 4)
Candidates are required to submit a written report of 3,000 to
5,000 words to discuss the musical and cultural context of a
particular topic.
Paper 4B (Performing II) (formerly named as Paper 5)
Candidates are required to perform three or more pieces of solo
performance in contrasting styles in a recital of 10 – 20 minutes
(18%) and take part in a viva voce of 3 – 5 minutes (2%) in an
external assessment, or submit a recognized qualification for
exemption.
Candidates are required to submit a portfolio of two music
arrangements of specific tasks (16%) of 8 to 18 minutes and
submit a reflective report of about 600 words (4%), or submit a
recognized qualification for exemption.
candidates taking different elective modules – Accounting and
Business Management – with no change in the curriculum
coverage, mode of assessment or question-setting of the papers.
Information and
Communication Technology
starting from S5 in the 2013-2014 school year:
1. The number of assessment areas of the project is reduced
from 7 to 4.
2. The project work can be recorded in written documents
such as project reports and presentation documents, or in
other formats as appropriate.



Liberal Studies
Candidates at this level typically:
Level 5 show comprehensive knowledge and understanding of the key ideas and concepts of the subject by
applying relevant knowledge and concepts to a diverse range of complex issues in particular contexts
identify relevant information, organise and analyse information from a diverse range of sources
interpret and analyse coherently the interdependence among personal, local, national and global
issues from different perspectives
evaluate various viewpoints and synthesise their own opinions and suggestions on the basis of logical
arguments and sufficient examples
solicit and conceptualise evidence and show respect for evidence, demonstrating open-mindedness
and tolerance towards a wide range of views and values
show initiative and self-management skills and reflect comprehensively and systematically
throughout the enquiry learning process
Level 4 show broad knowledge and understanding of the key ideas and concepts of the subject by applying
relevant knowledge and concepts to a range of complex issues in particular contexts
identify relevant information, organise and analyse information from a range of sources
interpret and analyse the interdependence among personal, local, national and global issues from
different perspectives
elaborate on various viewpoints and synthesise their own opinions and suggestions on the basis of
logical arguments and some examples
communicate ideas in a logical and systematic way
solicit evidence and show respect for evidence, demonstrating open-mindedness and tolerance
towards different views and values
show self-management skills and reflect comprehensively throughout the enquiry learning process
Level 3 show general knowledge and understanding of the key ideas and concepts of the subject by applying
relevant knowledge and concepts to some complex issues in particular contexts
identify relevant information, organise and interpret information from some given sources
consider and interpret appropriately the interdependence among personal, local, national and global
issues from different perspectives
elaborate on viewpoints and give their own opinions and suggestions supported by arguments and
some examples
identify and show respect for evidence, demonstrating open-mindedness and tolerance towards
different views
work with minimal reliance on teachers’ instructions and reflect extensively on the implementation
of the enquiry learning process
Level 2 show basic knowledge and understanding of the key ideas and concepts of the subject by applying
relevant knowledge and concepts to simple issues in particular contexts
identify relevant information
from some perspectives
describe viewpoints and give their own opinions and suggestions supported by a few examples
communicate simple ideas
identify evidence, demonstrate tolerance towards particular views
work with some reliance on teachers’ instructions and reflect broadly on the implementation of the
enquiry learning process
Level 1 show elementary knowledge and understanding of the key ideas and concepts of the subject by
applying relevant knowledge and concepts to some simple issues in particular contexts
identify and gather some basic and simple information
identify simple relationships among personal, local, national and global issues from a few
perspectives
express simple ideas briefly
identify and describe related information from their own viewpoints
work with detailed instructions from teachers and reflect briefly on the implementation of the
enquiry learning process










1
Physical Education
LEVEL DESCRIPTORS
Level 5
demonstrate comprehensive knowledge and understanding of the concepts in the Physical Education
curriculum
the community from a variety of aspects
effectively communicate ideas in a logical and coherent manner with accurate use of PE terminology
demonstrate excellent attainment in physical fitness
demonstrate highly-developed movement skills with a high level of automation in a variety of situations
evaluate individual/team tactics applied in a variety of game/competition situations
Level 4 demonstrate sound knowledge and understanding of the concepts in the Physical Education curriculum
apply and analyse theories and principles regarding self enhancement, body maintenance, and caring for
the community to a variety of contexts
communicate ideas in a logical and coherent manner using appropriate PE terminology
demonstrate good attainment in physical fitness
demonstrate well-developed movement skills with a good degree of automation in a variety of situations
analyse individual/team tactics applied in a variety of game/competition situations
Level 3 demonstrate adequate knowledge and understanding of the concepts in the Physical Education
curriculum
community
communicate ideas in a clearly and structured manner using appropriate PE terminology
demonstrate moderate attainment in physical fitness
demonstrate satisfactory movement skills with a fair degree of automation
explain individual/team tactics applied in some game/competition situations
Level 2 demonstrate basic knowledge and understanding of the concepts in the Physical Education curriculum
describe theories and principles regarding self enhancement, body maintenance, and caring for the
community
demonstrate some basic movement skills
describe individual/team tactics applied in some game/competition situations
Level 1 demonstrate elementary knowledge and understanding of the concepts in the Physical Education
curriculum
the community
demonstrate movement skills at the beginners’ level
identify simple individual/team tactics applied in some game/competition situations
(2014 11 )