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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.)

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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.

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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.

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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.

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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


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


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.


Mathematics EducationThe Mathematics Curriculum Framework


Liberal StudiesThe Liberal Studies Curriculum Framework


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


Personal, Social and Humanities Education1. The Chinese History Curriculum Framework

2. The Economics Curriculum Framework

30 31


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


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


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.


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


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


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


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


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


4 80Comparable to grades C in the 2010


3 40Comparable to grades E in the 2010


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

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