nss hec 2nd consultation

The New Academic Structure for Senior Secondary Education and Higher Education : 

The New Academic Structure for Senior Secondary Education and Higher Education 29 June 2005 Education and Manpower Bureau Action Plan for Investing in the Future of Hong Kong

2nd Consultation on NSS H Ec Programme: 

2nd Consultation on NSS H Ec Programme 1:45 p.m. Registration 2:00 p.m. Highlight of Proposed Action Plan for New Senior Secondary Curriculum 2: 15 p.m. Highlight of Proposed NSS Home Economics Curriculum & Assessment Frameworks and Supporting Measures 3:00 p.m. Open Forum

The Way Forward – the contexts of NSS school subjects : 

The Way Forward – the contexts of NSS school subjects Committed actions and critical milestones in response to consensus and concerns, setting further direction for curriculum and assessment Second consultation of multi-stage development of curriculum and assessment frameworks from June to September 2005 Dialogue with stakeholders on developmental issues (e.g. COS & special education) as well as communication and partnership with all stakeholders (e.g. through focus group, web bulletin)

Year of Implementation: 2009: 

Sept 2009 1st cohort of NSS students (existing P.5 students to be the first to partake in the new structure) 2012 1st HKDSE exam 1st cohort of SS3 students entering the university 2016 1st batch of university students to be graduated under the new structure Year of Implementation: 2009

Building on Strengths of Basic Education:The Whole Curriculum Framework: 

Generic Skill Value & Attitude Building on Strengths of Basic Education: The Whole Curriculum Framework 4 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%) P1- S3 NSS General Studies

Slide7: 

Learning Goals for NSS – Learning Better for All to be biliterate and trilingual with adequate proficiency; to acquire a broad knowledge base, and be able to understand contemporary issues that may impact on their daily life at personal, community, national and global levels; to be an informed and responsible citizen with a sense of global and national identity; to respect pluralism of cultures and views, and be a critical, reflective and independent thinker; to acquire IT and other skills as necessary for being a life-long learner; to understand their own career/academic aspirations and develop positive attitudes towards work and learning; to lead a healthy life style with active participation in aesthetic and physical activities.

Slide8: 

Principles of Design – Learning Better for All Prior knowledge Balance between breadth and depth Balance between theoretical and applied learning Balance between essential learning and a flexible and diversified curriculum Learning how to learn and inquiry-based learning Progression of studies Smoother articulation to multiple progression pathways Greater coherence

Lesson Time (2700 hrs for 3 years) : 

Lesson Time (2700 hrs for 3 years) Average: 158 school days per year

Slide10: 

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

Home EconomicsFeedback from 1st Consultation: 

Home Economics Feedback from 1st Consultation Curriculum Framework same percentage of teachers opted for either framework 1 or 2 more schools opted for framework 1 (48%) than framework 2 (34%) Public Assessment SBA in SS2 and SS3 - 30 % of the total weighting Key Concerns supporting measures articulation to post-secondary courses

Slide13: 

Home Economics – Design Principles (1)

Slide14: 

SS2 & 3 Home Economics each strand provides three elective modules to cater for students’ different inclination in-depth study of the subject SS1 Home Economics cater for students’ different interests and abilities with 2 strands for selection compulsory part for students’ basic understanding of the subject Elective Subject 1: Home Economics Elective Subject 2 Elective Subject 3 (Elective Subject 4) Home Economics as an Elective Subject OR A selection of Elective Subjects and / or COC courses Other Learning Experiences:HEc Learning Elements + SS1 SS2 SS3 Core Subjects Core Subjects Core Subjects COC – Career Oriented Curriculum ( ) - optional Elective Subject 2 or COC course (Elective Subject 3) or (COC course) Elective Subject 1: Home Economics Elective Subject 2 or COC course (Elective Subject 3) or (COC course) Elective Subject 1: Home Economics Home Economics – Design Principles (2) Progression of Studies for Home Economics

Slide15: 

Home Economics – Design Principles (3) Articulation to Multiple Pathways

Slide16: 

NSS Home Economics – Conceptual Framework

Slide17: 

Structure of NSS Home Economics Curriculum (1) Page 8 of Consultation Document

Structure of NSS Home Economics Curriculum (2): 

Structure of NSS Home Economics Curriculum (2) Page 32 of Consultation Document

Slide19: 

Family Dimension As an entry point Relate different learning elements Food Context Fashion Context Examine the inter-relationship and implication for the well-being of individuals, families and society as a whole Analyse and evaluate related impacts and make informed decisions Structure of NSS Home Economics Curriculum (3)

Managing the Curriculum: 

Managing the Curriculum Home Economics could be offered as one the elective subjects together with other elective subjects so as to: broaden students’ knowledge base complement related studies aspire to a career Home Economics could be offered as an non-exam subject to meet the special needs and interests of students to enrich Other Learning Experience for all-round development Page 35 of Consultation Document

Learning, Teaching and Internal Assessment: 

Learning, Teaching and Internal Assessment Learning and Teaching e.g.co-operative learning, social inquiry approach, experiential learning and discovery approach by induction or deduction Internal Assessment e.g.task based exercises, experiments, practical work, tests, examinations, etc. Page 37-40 of Consultation Document

Slide22: 

Technical Learning Outcomes Societal Learning Outcomes Conceptual Learning Outcomes Integration of All four Dimensions Procedural Learning Outcomes Proposed Dimensions of Home Economics Assessment: Alister Jones, Assessment in Technology Education: The New Zealand Experience Page 40 of Consultation Document

Slide23: 

Technical Learning Outcomes Societal Learning Outcomes Conceptual Learning Outcomes Integration of All four Dimensions Procedural Learning Outcomes Proposed Dimensions of Home Economics Assessment: Conceptual – knowledge and understanding of relevant technological concepts and procedures Alister Jones, Assessment in Technology Education: The New Zealand Experience Page 40 of Consultation Document

Slide24: 

Technical Learning Outcomes Societal Learning Outcomes Conceptual Learning Outcomes Integration of All four Dimensions Procedural Learning Outcomes Proposed Dimensions of Home Economics Assessment: Alister Jones, Assessment in Technology Education: The New Zealand Experience Procedural – knowing how to do something, what to do and when to do it Page 40 of Consultation Document

Slide25: 

Technical Learning Outcomes Societal Learning Outcomes Conceptual Learning Outcomes Integration of All four Dimensions Procedural Learning Outcomes Proposed Dimensions of Home Economics Assessment: Alister Jones, Assessment in Technology Education: The New Zealand Experience Technical – skills related to manual / practical techniques Page 40 of Consultation Document

Slide26: 

Technical Learning Outcomes Societal Learning Outcomes Conceptual Learning Outcomes Integration of All four Dimensions Procedural Learning Outcomes Proposed Dimensions of Home Economics Assessment: Alister Jones, Assessment in Technology Education: The New Zealand Experience Societal – aspects related to the interrelationship between technology and groups of people Page 40 of Consultation Document

Slide27: 

Technical Learning Outcomes Societal Learning Outcomes Conceptual Learning Outcomes Integration of All four Dimensions Procedural Learning Outcomes Proposed Dimensions of Home Economics Assessment: Alister Jones, Assessment in Technology Education: The New Zealand Experience Integration of All Four Dimensions - the operationalisation of the conceptual, procedural, societal and technical aspects in student technological practice – integrating all four dimensions in undertaking and completing the technology task Page 40 of Consultation Document

Assessment: 

Assessment Public Assessment Written Examination (70%) At the end of SS3 School-based Assessment (SBA) (30%) In SS2 and SS3 Page 40-41 of Consultation Document

Slide29: 

Food / Fashion Strand Experiments / practical work report Oral presentation Individual project / design folio Suggested Modes of School-based Assessment (SBA)

Structure of Examination Paper: 

Structure of Examination Paper Paper I and II Short questions focus on assessing students’ understanding of basic knowledge in NSS H Ec May refer to questions of HKCEE Home Economics Paper I for reference Essay questions assessing students’ abilities in understanding, analysing, the application of knowledge and communication skill May refer to questions of Section A of HKCEE Home Economics Paper I for reference

School-based Assessment: 

School-based Assessment Experiments / practical activities and related reports Individual project Oral presentation

Experiments / Practical Activities and Related Reports: 

Experiments / Practical Activities and Related Reports Title of the experiment, purposes and procedure (in the form of worksheet) Observation, explanation and discussion Extended investigation (HKEAA may provide a list of experiments / practical activities, marking criteria as references)

Individual Project: 

Individual Project Each student selects a certain theme / topic, conducts the study and prepares the related report, details could include: Why the topic is selected Related theories and concepts Purposes of the study Methods and procedure of data collection Data analyses and discussion

Oral Presentation: 

Oral Presentation Students present their work verbally, for example: Theme of the project Methods of data collection and analysis Discussion of finding, product / result of the study Responding to feedback given by teachers and classmates

Supporting Measures: 

Supporting Measures Funding - Teacher Professional Preparation Grant - One-off Grant - Senior Secondary Curriculum Support Grant - Diversity Learning Grant Teacher-to-class Ratio Learning and Teaching Materials Professional Development Programmes Chapter 9 to 12

Supporting Measures – Learning and Teaching Materials: 

The New Academic Structure for Senior Secondary Education and Higher Education (available in 2006) Provisional Home Economics Curriculum and Assessment Framework (available in 2006) Learning and Teaching Packages Reference Materials Supporting Measures – Learning and Teaching Materials

Supporting Measures - Professional Development Programmes: 

Supporting Measures - Professional Development Programmes Modes of Professional Development Programmes e.g. - web-based programmes, seminars, workshops, etc.

Upcoming Professional Development Programmes: 

Upcoming Professional Development Programmes Workshop on Nutrition Labelling for Secondary Technology Education Teachers (CDI020050550) Date: 16 July 2005 Time: 9:00 a.m. – 12:00 noon Venue: G08, 24, Tin Kwong Road, Tokwawan, Kowloon, Hong Kong

Your views are welcome: 

Your views are welcome Please send your views or suggestions by Email, Fax or Post on or before September 30, 2005 E-mail: teched@emb.gov.hk Fax: 27688664 / 21940670 Mail: Chief Curriculum Development Officer (Technology Education) 3-5/F., 24 Tin Kwong Road, Kowloon, Hong Kong

Thank You!: 

Thank You!