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    XXX Secondary School

Curriculum changes since 1998

    1 The impact of implementation of NTC (New Technological Curriculum) after the Review of

    Prevocational and Secondary Technical Education published in March 1997 and the changes

    in Junior Secondary curriculum after the publication of Basic Education Curriculum Guide:

    Building on Strengths (Primary 1 Secondary 3) in 2002.

    1.1 Subjects like metalwork, woodwork, typing, printing etc. were replaced by subjects like

    Technology Fundamental, Business Fundamental, Design Fundamental, Desktop Publishing,

    etc. in the Junior Secondary Curriculum, and Technological Studies, Graphical

    Communication etc. in the Senior Secondary Curriculum.

    1.2 Subjects like Catering Services, Accommodation and Catering Services, E & E (Electronics

    and Electricity) were kept

    1.3 During the conversion of workshops from traditional technical subjects to NTC subjects,

    additional computers, new software, and modern machines like computer aided lathe were


    1.4 Following the addition of computer rooms like ITLC and Computer Laboratory, both teaching

    and learning of NTC was shifted from the former craftsman practical method to IT assisted

    design approach

    1.5 Teachers teaching NTC had to undergo training provided by VTC and ED. Since the new

    subjects require higher IT skills, some teachers especially those workshop teachers

    encountered extreme difficulty in the whole process of re-learning and adaptation. 1.6 The teaching of NTC and other technical subjects impose a high demand on lesson time

    (about 31% of Technology Education KLA in the junior secondary curriculum in 1999/2000).

    In the Basic Education Curriculum Guide: Building on Strengths (Primary 1 Secondary 3)

    published by CDC in 2002, the % of lesson time of the Technology Education KLA is only


    1.7 Problem: In Forms/Secondary 1-3 of this school, there is a big gap between the suggested

    8-15% and the 31% in practice.

    Strategies to solve the problems:

    1.7.1 The school had decided to group all the technical subjects into different modules (each

    of half-year term instead of one year). Subjects with similar or overlapping

    syllabuses/curricula were grouped together to share the teaching load and teachers

    practiced shared and team teaching. All the subjects were clustered and renamed as

    Living Technology. The % of lesson time of the Technology Education KLA of

    Forms/Secondary 1 to 3 is finally reduced to 13.6-14.3 % in 2005-06. The lesson time

    taken from Technology KLA is used to raise the % of Science KLA from 6.3% to 8.2

    8.6% and the % of Personal, Social & Humanities KLA from 4.2% to 11.4 14.3%.

    The % of Science KLA suggested by CDC is 10 -15% and that of Personal, Social &

    Humanities KLA is 15 20%.

    1.7.2 The introduction of modules implies a corresponding change in the time-table

    (Appendix 1)

    1.8 Problem: The great reduction in the lesson time of Technology Education KLA reduces the

    teaching load of Technology teachers, but some of them are not qualified to teach other

    non-technology subjects.

    Strategies to solve the problems: Life-long learning of teachers

    1.8.1 Quite a number of teachers are studying/have studied part-time and obtained/will

    obtain a first or second/higher degree in the same or other discipline including IT,

    Technology and Liberal Studies. Some of them are/will be qualified to teach both

    technical and non-technical subjects.

    1.8.2 Starting from September, 2004, several teachers are undergoing train-the-trainer

    programmes by VTC and Caritas to become qualified in teaching COC

    (career-oriented curriculum) subjects in Mode 2.

    1.9 Fate due to reduction in the number of classes and redundancy of teachers:

    1.9.1 The school had undergone a crisis when EMB decided to cut a total of four classes in

    Forms/Secondary 2 and 3 in September, 2003 and resulted in a surplus of 8 teachers. 2

    teachers retired (one of them retired early) and the other 6 teachers (most of them are

    CM teachers) either resigned to teach in other schools or were transferred to other

    schools of the same sponsoring body.

    1.9.2 In September, 2005, a further reduction of 2 classes of Forms/Secondary 1 meant a

    surplus of 4 teachers. Since the criteria for the selection of surplus teachers set by the

    sponsoring body took effect in September 2004, 1 teacher chose to retire early (for one

    year) and three teachers (at the end there were four) resigned to teach in other schools.

    The two crises alert the school to find out immediately ways to improve in order to

    attract and keep students in the coming years when the secondary student population

    plunges further.

    2. Introduction of the pilot school-based Project: Yi-Jin/Secondary Schools Collaboration Project

    in 2004/05

    2.1 The project provides an additional progression pathway for students promoting to Secondary 5

    on top of the traditional Secondary 5 curriculum in order to cater for different aptitudes and

    learning needs of students.

    2.2 XXX School is the one of the 10 schools joining the Pilot project. All the schools have some

    previous experience of offering non-traditional secondary 4/5 curriculum.

    2.3 The pilot scheme is run in partnership with 5 institutions from the Federation for Continuing

    Education in Tertiary Institutions (FCE).

    2.4 Only those students who have completed Secondary Four (or those aged below 21) and have

    never sat for the HKCEE could apply for this one whole year Secondary Five course. 2.5 The programme consists of basically ten modules including a total of 600 contact hours, 420

    contact hours for 7 core modules and 180 contact hours for 3 electives.

    2.6 The core modules comprise subjects such as English I, English II, Chinese, Mathematics in

    Practice, Putonghua, Communication Skills, and IT Application and were taught by senior

    teachers of this school. The other three elective subjects (e.g. Certificate in Hospitality Service)

    were taught by teachers of the partner FCE institution in its own campus.

    2.7 Since the funding mode opted by this schools is cash grant, the class must take in at least 25

    students from outside schools with only 10 students of our own.

    2.8 Students who have successfully completed the full programme of the Yi-Jin/SSCP and passed

    in all 10 subjects will be awarded a full certificate whose standard is comparable to 5 passes in

    the HKCEE.

    2.9 The assessment of the project (2004-05) was commissioned by EMB to the Hong Kong

    Council for Academic Accreditation (HKCAA). A report prepared by HKCAA cited: Overall,

    the programme is able to boost students self-esteem, motivation and self-confidence in

    studying. It also instills in students a more positive orientation to learning.

    2.10 Starting from September, 2005, the collaboration scheme has extended its scope substantially

    with the participation of 6 FCE member institutions and 18 secondary schools (including this


    3. Introduction of Career Oriented Curriculum (COC) for Secondary 4 & 5 in 2003 3.1 COC is designed to develop the potential and interests of students who learn better through

    experience, applying or doing, by placing a greater emphasis on applied learning. It also aims

    at providing students with the opportunities to explore their orientation for life-long learning

    and career aspirations.

    3.2 COC was first piloted in September 2003 and the experience of the COC piloting will be

    useful for planning and implementing the Career Oriented Studies (COS) in the New Senior

    Secondary Curriculum

    3.3 After two years of COC implementation, EMB has decided to provide financial assistance to

    the listed courses in 2005/06. EMB will pay for 82% of the listed course fees, out of which

    41% of the listed course fees will be contributed by schools deployment of existing resources.

    The remaining 41% of the listed course fees will be covered by the subsidies of course fees

    coming from the injection of additional funding from EMB

    3.4 The lowest listed course fee per student of the 40 courses is $5,000 and the courses are

    Fundamental Health Care Practice and Fundamental Social Service Support. The highest

    listed course fee per student is $8,000 and the course is Modeling and Personal Image.

    3.5 About 35 Secondary Four students of this school take two COC courses (Mode 2). They are

    Fundamental Movie Production (course fee is $7,650 per student) run by Caritas and

    Creative Multimedia Studies (course fee is $5,300 per student) run by IVE.

    Mode 1: Courses take place at the venue of course provider and are taught by the staff of

    course providers.

    Mode 2: Courses take place mainly in schools and are mainly taught by staff of course


4. The Career Oriented Studies (COS) for Senior Secondary Students in 2005

    4.1 COS is introduced in response to the fact that many students feel constrained by the existing

    subjects at the senior secondary level as their individual learning, personal development and

    needs cannot be fully met by the current learning approaches and their achievements outside

    these subjects are under recognized

    4.2 COS aims at offering choices and diversities in the curriculum by providing options at the

    senior secondary level to cope with the particular needs, aptitudes and interests of students 4.3 Two variations of COS are piloted in the 2005/06 school year, namely,

    4.3.1 Yi-Jin/Secondary Schools Collaboration Project (Yi-Jin/SSCP)

    4.3.2 Career Oriented Curriculum (COC)

    5. Paving the Way for the COS Regional Centre

    5.1 Justification for the establishment of a COS Regional Centre: Based on this schools previous

    experiences in running different COS courses (partnership with IVE and Caritas) and a

    potential pool of professionally trained teachers with relevant knowledge. 5.2 There is also close collaboration with the business and industrial enterprises to ensure that

    students are provided with attachment programmes and summer internship to extend the

    on-the-job component and to strike the balance of practical and theoretical knowledge. 5.3 Due consideration is given to the recognition and articulation of these courses. This school

    will provide opportunities and assistance for those students if they wish to further their studies.

    Plans are underway to forge partnership with tertiary institutions in Hong Kong and overseas

    (e.g. TAFE in Australia) or Mainland China (e.g. Shenzhen Polytechnic) to provide

    opportunities for further studies.

    5.4 With the sponsorship and assistance of the Town Gas Company Ltd., our Accommodation and

    Catering (A & C) Workshop is well designed and well equipped with necessary provisions.

    Apart from preparing our students for the HKCEE, this school will apply to be the registration

    and examination centre of the London City & Guilds certificate and diploma courses in Food

    Preparation & Culinary Arts” and “Accommodation Operations and Services”. Our students

    and those from other schools, who are interested in the A & C industry can enroll for these

    programmes. After completing the course, students can apply for the Fundamental Western

    Food Preparation course offered by the Hong Kong Institute of Vocational Education. 5.5 Given that tourism is one of the major industries of Hong Kong, this school will run

    foundation courses related to travel and tourism. Plans are in place to offer Fundamental

    Travel and Tourism Services in collaboration with Caritas Adult & Higher Education Service.

    As Caritas Chan Chun Ha Field Studies Centre in Cheung Chau can provide the related

    facilities and environment to facilitate ecotourism, we can collaborate to organize

    “Ecotourism Tourist Guide Training Course”. On finishing the course, students can enroll in

    the “Pre-service Tourist Guide Training” course. After that, students can sit for the Tour Escort

    Examination conducted by the Travel Industry Council and obtain the Tourist Guide

    Certificate. If students want to further their study, they can enroll in the “Certificate in

    Ecotourism in Hong Kong” course offered by the City University of Hong Kong.

    5.6 To meet the need for more estate agents following the boom in properties development, we

    will offer to organize Salespersons License Courses for Estate Agents in collaboration with

    Midland Realty Ltd..

    5.7 The COS courses offered include:

    5.7.1 Creative Multimedia Studies: Starting from 2004;

    5.7.2 Fundamental Movie Production: Starting from 2005;

    5.7.3 Fundamental Western Bakery and Pastry: Starting from 2006 (English & Chinese


    5.7.4 Computer Networking: Starting from 2007 (English & Chinese Streams);

    5.7.5 Practical and Computerized Accounting for Small and Medium Enterprises: Starting

    from 2007.(English & Chinese Streams)

    5.7.6 Fundamental Travel and Tourism Services from 2007 (English & Chinese Streams) 5.8. Suitable workshops, laboratories and special rooms are available in the new school building

    that is purpose-built to suit the needs of the school. Special furniture and equipment will be

    procured to facilitate smooth implementation of the planned COS courses. Proposed Class Organization and Staff Establishment from 2005 - 2015 (Appendix 2)

    Planning for the New Academic Structure for Senior Secondary Education in 2009 1. A suggested plan of the New Senior Secondary Curriculum (Appendix 3)

    1.1 Curriculum Structure: The school is prepared to offer a diversified curriculum which provides

    wider choices and diversity to students than the mainstream secondary school. To allow for

    flexibility, students can transfer from one programme to another when supported with valid

    reasons. It is anticipated that a considerable number of students are transfers from other EMI

    schools, so some of the courses will have an additional stream which adopts English as the

    teaching medium. To align with the New Senior Secondary Curriculum and to meet the

    mandatory university entrance requirements, we offer the following choice of subjects:

    Core Subjects (Compulsory)

    Chinese Language, English Language, Mathematics, Liberal Studies

    Elective - Academic Subjects

    Physics, Chemistry, Biology, Science, Chinese History, Economics, Business, Accounting

    and Financial Studies (BASF), Visual Arts, Tourism and Hospitality Studies (THS),

    Information and Communication Technology (ICT)

    Elective - Curriculum Oriented Studies

    Choice of COS subjects, Project Yi-Jin/ Secondary Schools Collaboration Project

    (Certificate Courses in Travel and Tourism, Business Administration, Book-keeping,

    Secretarial Studies, and Executive Secretarial Studies etc.)

    1.2 Apart from the core subjects, students can opt for two or three subjects from any of the

    elective groups to meet their interests and potential. With great flexibility in free choice of

    subjects and timetabling arrangements, the school aims to develop tailored programmes to

    respond to the needs of students of varied abilities.

    2. Alternative Public Examinations

    To ensure recognition and articulation of our programmes, there will be strong networking and

    collaboration with universities, post-secondary institutions and community colleges in Hong

    Kong and other countries. Students are encouraged to participate in local public examinations

    as well as alternative international examinations e.g. International General Certificate

    Examinations (GCSE), International English Language Testing System (IELTS)) in addition to

    professional examinations e.g. London City and Guilds, Pitman, London Chamber of

    Commerce and Industry International Qualifications (LCC & I), etc. The qualifications that

    they gain from COS and certificate courses will be given due recognition and placed onto

    appropriate levels of the future Qualifications Framework

    3. Progress towards Liberal Studies in the New Senior Secondary Curriculum (Appendix 4) 4. Proposed Commercial Subjects in the New Senior Secondary Curriculum (Appendix 5)

Multiple Study Pathways (Appendix 6)

    Appendix 1

    XXX Secondary School

    2005-06 Scholastic Year Timetable

    Period Monday Tuesday Wednesday Thursday Friday Morning Assembly 8:15-8:30 Reading Period 8:30-8:50 (1) 8:50-9:35 (2) 9:35-10:20 Recess Time 10:20-10:40 (3) 10:40-11:25 (4) 11:25-12:10 (5) 12:10-12:55 Lunch 12:55-1:55 (6) 1:55-2:40 (7) 2:40-3:25 Class Teacher Period 3:25-3:40 (8) 3:40-4:25

    Appendix 2

    XXX Secondary School

    Proposed Class Organization and Staff Establishment from 2005-2015

    (Principal and Workshop Teachers not included)

    *Provision 1 *Provision 2 Years No. Of Classes No. Of Teachers Teachers Retirement Age Total

    (Whole No.) Teachers (Total) Teachers S.1 S.2 S.3 S.4 S.5 S.6 S.7 GM CM GM CM

    Teachers (Total) = Sum(S1S5) x 1.3 + Sum(S6S7) x 2 + Provision 1 + Provision 2

    2005-06 3 3 3 4 4 1 1 19 26.1 5 4.1 3 0 38.2 39

    2006-07 3 3 3 4 4 1 1 19 26.1 5 4.1 3 0 38.2 39 1(AM)

    2007-08 3 3 3 4 4 1 1 19 26.1 5 4.1 3 0 38.2 39

    2008-09 3 3 3 4 4 1 1 19 26.1 5 4.1 3 0 38.2 39

    Teachers (Total) = Sum(S1S3) x 1.7 + Sum(S4S5) x 1.9 + Sum(S6S7) x 2.3 + Provision 2

    2009-10 3 3 3 3 4 1 1 18 33.2 0 0 3 0 36.2 36

    2010-11 3 3 3 3 3 1 1 17 31.3 0 0 3 0 34.3 34 1(SAM)

    2011-12 3 3 3 3 3 3 1 19 35.9 0 0 3 0 38.9 39 1(GM)

    Teachers (Total) = Sum(S1S3) x 1.7 + Sum(S4S6) x 1.9 + Provision 2

    2012-13 3 3 3 3 3 3 0 18 32.4 0 0 3 0 35.4 35 1(SAM)

    2013-14 3 3 3 3 3 3 0 18 32.4 0 0 3 0 35.4 35 1(AM), 1(PGM) 2014-15 3 3 3 3 3 3 0 18 32.4 0 0 3 0 35.4 35 1(GM)

*Note 1: Provision 1 = School Librarian / Additional Chinese Teachers / (Remedial/Counseling/ECA) / Non-Grad ECR5 /

    (Split Class Teacher)

    *Note 2: Provision 2 = Additional English Teachers (CMI) / (NET Teacher) *Note 3: One extra Class (2005-06) on Yi-Jin / Secondary School Collaboration Project (Yi-Jin / SSCP)

    Appendix 3


    A. 科目

(1) 必修科


(2) 選修科

    學習範疇 科目

    科學 (1)物理 (2)生物 (3)化學 (4)科學

    科技 (1)企業、會計與財務概論(會計) (2)企業、會計與財務概論(商業管理)


    藝術 (1)視覺藝術

    個人、社會及(1)中國歷史 (2)經濟 (3)旅遊與款待


    職業導向課(1)創意多媒體 (2)基礎電影製作 (3)基礎西餐食品制作(中文、英) (4)中小 企會計課程及電腦應用(中文、英文) (5)電腦網絡

    補充學習 修讀此課程之學生可選修中英、數其中兩科;每科每星期兩堂。 (SS) 英、數各科分為23個程度;並安排合適的程度給學生修讀。


(3) 其他學習經歷

    ; 倫理及宗教或生活教育

    ; 體育

    ; 專題研習或社會服務或聯課活動

B. 班別及選修科組

     4A/5A/6A 4B/5B/6B 4C/5C/6C



    LS LS LS 選修科A PHY / BAF(A) / BAF(B) / SS

    選修科B CHEM / ECO / SCI / CH / SS

    選修科C BIO / ICT / VA / THS / SS

    選修科D CM / FMP / FWF(CE) / PCA(CE) / CN 建議學生修讀的科目組合?中++(必修部份+單元1/必修部份+單元2/必修部份)+通識教育+兩科選

    修科+其他學習經歷;個別能力較高的學生在諮詢教師的意見後可修讀多一科選修科。 C. 學習時間分配比例

    科目/學習活動 比例 課節數目 中文 15% 6 英文 15% 6 數學 (必修部份+單元1/必修部份+單元2/必修部份) 15% 6 通識 10% 4 選修科A 10% 4 選修科B 10% 4 選修科C 10% 4 倫理及宗教或生活教育 5% 2 體育 5% 2 專題研習或社會服務或聯課活動 5% 2 總數 100% 40

D. 建議上課時間表及上課模式


    課節 星期一 星期二 星期三 星期四 星期五

    * * * * * 1

    * * * * * 2

    * * * * * 3

    * * * * * 4

    選修A * 選修A * 5 *

    * 選修A * 選修A 6 *

    專題研習或 選修C 選修B 選修C 選修B 7 社會服務或 選修C 選修B 選修C 選修B 8 聯課活動 : (i) 高中一時間表

     (ii) * 代表必修科

     (iii) 上課時間將安排於放學後或周六上午進行選修科D(職業導向課程)

(2) 高中一至三選修科上課模式

    課節 星期一 星期二 星期三 星期四 星期五

    * * 5 A1/B2/C3 * A1/B2/C3

    * * 6 A1/B2/C3 * A1/B2/C3

    專題研習或 7 C1/A2/B3 B1/C2/A3 C1/A2/B3 B1/C2/A3

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