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 Economics Feedback 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!