print page
< Back
Menu > About EDB >
Forms & Circulars
< Back
Menu > Curriculum Development and Support >
Major Levels of Education
Kindergarten Education
Primary Education
Secondary Education
< Back
Menu > Curriculum Development and Support >
Basic Competency Assessment (BCA)
< Back
Menu > Students and Parents Related >
Life Planning Education and Career Guidance
Life Planning Education
Business-School Partnership Programme
< Back
Menu > Students and Parents Related >
Safety Matters
Safety of Students
School Bus Services
< Back
Menu > Students and Parents Related >
Non-Chinese speaking (NCS) students
Education services for non-Chinese speaking (NCS) students
What's new
< Back
Menu > Students and Parents Related >
Programs and Services
< Back
Menu > Teachers Related >
Qualifications, Training and Development
< Back
Menu > School Administration and Management >
Financial Management
About Financial Management
Information on Subsidy
Notes to School Finance
< Back
Menu > School Administration and Management >
School Premises Related Information
Allocation of a School
Furniture and Equipment List for New Schools
School Premises Maintenance
< Back
Menu > Public and Administration Related >
Public Forms and Documents
Public Forms
Efficiency Office - Guide to Corporate Governance for Subvented Organisations
< Back
Menu > Public and Administration Related >
Tender Notices
Tender Notices
Works Tender Notice
Main content start

[Archive] Example


Example (I)


Student's characteristics

  • Good at ask questions
  • Courageous in expressing opinions
  • Possesses critical thinking skills
  • Not contended in confined scope of learning and proactively explores more learning channels and approaches


Programme design exemplar


SubjectDesign conceptImplementation ModeProgramme ContentLearning Outcome
Social Studies–
Project Learning
Teacher identified students with outstanding performance in the past project learning. These gifted students should receive further training to enhance their learning ability. Then, 15 students of better performance are selected after the completion of Level I:
whole-class approach project learning (conducted in the form of questionnaire), to proceed on Level II:
pull-out approach project learning.
Pull-out approach –2 C

General Enhancements

  • Enhance Students' thinking skills

In-depth Research Methods

  • Through observations, interviews and societal experiments to further explore the problem
  • Students intensely discussed in class with critical arguments that demonstrated the students' thinking and analytical abilities

  • Students were courageous in expressing themselves and dare to challenge established arguments.

  • Students showed strong reflective skills and could clearly present their thinking process.



Example (II)


Student's characteristics

  • Active, very creative
  • Enjoy using drama etc. to present ideas
  • Good verbal communication skills
  • Due to keen competition among classmates, "small circles" are formed in class and create discord


Programme design examplar:


SubjectDesign conceptImplementation ModeProgramme ContentLearning Outcome
Chinese LanguageChinese Language Module for Form 2 emphasized on training student's verbal skills. Therefore, upon reading the article on "Stone figures of ancient heroes", students understood how written language could express the essence of spoken language vividly. In the cultural learning session, the teacher decided to let the students know Chinese dialects.

Since language will evolve in accordance with the changes of social environment, students are then required to create a new language based on the characteristics of certain dialects.

Whole-class approach
— 1 A

General Enhancements

  • Enhance students' creativity
  • Appreciate the beauty of language. Strengthen students' understanding on Chinese culture.

The Importance of Mutual Communication

  • Misunderstanding may easily arouse among communities which speak different dialects. One should show understanding and sympathy for others.

Use grouping to

  • break "small circles" and promote friendship
  • strengthen personal-social competence
  • The students' performances are beyond expectations, not only did they collect and present the most commonly spoken dialects of Hong Kong, but also "created" some unique languages.

  • During the discussions, students understood the symbolic meaning of languages and realised the continuous evolution of language under different social environments.



Example (III)


Student's characteristics

  • Some students are lack of confidence in Mathematics
  • Some students with better skills who can solve more difficult mathematical problems.
  • Students have difficulties in applying Mathematics to solve the actual problems.


Programme design examplar:


SubjectDesign conceptImplementation ModeProgramme ContentLearning Outcome

In ordinary lessons, students were guided to find out the practical significance of trigonometric ratio, aiming at arousing their interests in this topic. Worksheets of different levels were used to develop students' abilities and, at the same time to facilitate their understanding on how to apply trigonometric ratio to solve practical right triangle problems.

Whole-class approach – 1 B

Started by problem investigation

  • Arouse students' interests by applying trigonometric ratio to solve mathematical problems
  • Group leaders may assist fellow students to complete the tasks
  • Care for the learning needs of higher-ability students
  • Develop students' leadership
  • Since students of different abilities are able to complete mathematical assignments at different levels, their sense of satisfaction in learning was enhanced. Higher-ability students are given the chances to play a more active role in class.



Example (IV)


Student's characteristics

  • Demonstrate excellent performance in regular classes and show strong interest in mathematics.
  • Show higher mathematical abilities as compared to their classmates and are worth receiving special training.
  • Need to overcome the feelings of "boredom" and "frustration' in the learning process.


Programme design examplar:


SubjectDesign conceptImplementation ModeProgramme ContentLearning Outcome

Catering for the students’ characteristics, the curriculum design should focus on using examples to help students understand the topic and to collect a large amount of mathematical problems which can be solved by basic mathematical theories. The curriculum was focused on helping Form 1 and 2 students to apply basic mathematical theories for solving the problems in HKCEE mathematics papers.

The curriculum emphasized arousing students' enthusiasm for mathematics and enhancing their confidence in learning.

Pull-out approach special
training on mathematics –
2 D

Introduction of progressive assessment

  • The curriculum was divided into 4 stages. Each stage composed of 6 teaching sessions. Students were assessed in each stage. Only those who reached the required standard were allowed to proceed to the next learning stage.

Various approaches for solving mathematical problems

  • Teachers focused on adopting various problem solving approaches and also on students' application of mathematical theories.

Emphasis on affective education

  • Teachers strongly emphasized the affective education for students. They often encourage students to face challenges.
  • Students' interests and confidence in learning mathematics have been enhanced significantly.
  • Students have grasped the basic quintessence of mathematics, principles of solving problems and the basic skills for the entire problem-solving process.
  • Students' determination and willingness to overcome difficulties have been strengthened.




Example (V)


Student's characteristics

  • Have a solid foundation and strong interest in Chinese language.
  • Strong sense of responsibility and willing to spend extra time for learning.
  • Students in the group differ in abilities and interests. A general curriculum would be difficult to satisfy their needs. 
  • Students in the class are active members of the school who frequently participate in extra-curricular activities.


Programme design examplar:


SubjectDesign conceptImplementation ModeProgramme ContentLearning Outcome
Chinese Language

Students in Form 1 to 3 classes who achieved good results in Chinese language were selected by their teachers to form a Chinese gifted group. Reading materials are distributed to these students so that they could discuss with their teachers after reading them. Students should set up their individual study plan, e.g. to write a novel, to study the development of Chinese characters. In addition, they also formed a school team representing the school to participate in various Chinese competitions.

Pull-out approach special training in Chinese Language - 2 D

Introduction of individualized elements

  • Students set their own study goal based on their interests. This goal must be clear and can be achieved within a period of time.
  • Students were allowed to develop their own interests and talents.

The teacher as a mentor

  • The teacher gave advice to students on their study plans. Moreover, the teacher also played the role of a mentor to provide proper guidance to the students.  Students achieved outstanding results in many open competitions.
  • Students focused on their own expertise and strength and have more room for development.
  • The Mentor System facilitated more intensive guidance to students and strengthened their abilities.




Whole-class programme exemplar

To facilitate the implementation of "Outdoor Learning Day" tailor-made for the discipline on General Studies for primary school, Primary School A has designed a range of worksheets for different levels. The programme strengthened students' knowledge in General Studies and cultivated their creativity and higher-order thinking skills.

Programme Content

( Level 1 A )


LevelVenue of VisitWorksheet
Primary 1Yuen Long ParkExplore Yuen Long Park
Primary 2Lions Nature Education CentreInnovative Logo Design
Primary 3Kadoorie Farm and Botantic GardenKadoorie Restaurant
Primary 4Ping Shan Heritage TrailA Day of a Scholar
Primary 5Hong Kong Heritage MuseumCulture Ambassador - Snoopy
Primary 6Hong Kong ParkTreasure Hunt in Flagstaff House Museum of Tea Ware


(Level 1 B)

The teacher selected the students with higher ability to play the role of "junior tour guide". The arrangement provided students chances to demonstrate their creativity and develop their communication skills and leadership.


Pull-out approach curriculum exemplars (level two) Example (1)

Secondary School B has designed a 19-session programme for the development of Form 1 students' creativity in fine art. Each session lasts for around 2 hours and is to be held after school.

Programme objectives:

  1. to apply sculpture skills acquired in class
  2. to achieve students' potential in art
  3. to develop students' creativity
  4. to develop the abilities in collaboration and peer learning
Teaching SessionProgramme Contents
1 - 2Briefing on the nature, objective and content of the programme
Students are guided to introduce themselves, to know each other and to express their expectations on the programme with the aid of crafts, games and worksheets
PowerPoint presentation--- revisions on sculptures and forms, the principle of light and dark contrast, transparency and relief sculpture skills
3 - 4

Students are required to paired up, to complete information collection and presentation focusing on the following 3 areas: -
(Internet / Commercial products / Books / Magazines / Newspapers)

  • Different types/models of sculptures and the application of material
  • Models of candlestick and the application of material
  • Students' self-evaluation and peer assessment
  • PowerPoint presentation by teacher on the models of candlesticks and design exemplars
5 - 6Students collect materials for trial
Teaching on modeling techniques and application of material: metals, wood and plants, glass decoration and paper pulp
7 - 8PowerPoint presentation by teacher: explanation on thinking techniques (Scamper approach) (whole-class approach)
Students design various 2-dimensional models based on the instructions given in the Scamper worksheets
9 - 10Students are guided to use the 'Mind Map' to classify various concepts
Students design the sketch of the candlestick and complete their design proposals (pull-out approach)
11 - 18Students create their works sketch
Teachers, with digital cameras, record students' creation process and the variations of light and dark contrast of their creations under different angles
19Assessments and reviews


Pull-out approach curriculum exemplars (level two) Example (2)

Primary School C has designed a Chinese language pull-out programme, namely, "Creative writing by portraying people", for Primary 4 students with excellent academic achievement in Chinese Language and relatively high writing competence in Chinese composition.  The objective of this programme is to arouse student's interests in Chinese writing and focus on training students' ability in portraying people.  Various teaching strategies have been applied in this programme (e.g. creating riddles, portraying people, listening exercises, role-play activities, writing stories on pictures etc). Through such activities, students' presentation and writing, creative, problem-solving and collaboration skills can be developed accordingly. In the final stage of the programme, teachers select masterpieces from students' works for printing a booklet to display the students' learning outcome.

Programme Content


Teaching SessionAreas for WritingKey areas of learning
1Portray of
Able to describe the characteristics of a person's appearance
2Able to use suitable words to describe characteristics of a person's appearance
3Comprehend the characteristics of a person's appearance and behaviour
4Description of movementsAble to observe the movements of a person and describe them in a systematic way
5Able to use suitable words to describe the movement variations of a person
6Able to concretely narrate the process of an action and the related movements
Able to use appropriate wordings based on the scenarios and emotions of the roles in stories
8To write dialogues which perfectly match with a character's identity and characteristics
9To create dialogues for different roles based on the contexts of poems
To write about the psychological status and feelings of a character with reference to his / her photograph
11To trace the psychological development of a person using a concept map
12To collect and organize information for writing an autobiography for a specific character
To observe the facial features and exaggerated gestures of a cartoon character and describe them in short sentences
14To observe the exaggerated movements and attire of a cartoon character. Students are asked to draw pictures of the character's dress and movements, and describe them in short sentences
15To describe the characteristics and movements of a character with an exaggerated approach for a story
16Masterpiece appreciationStudents exchange their works with fellow classmates to facilitate mutual appreciations
17InterviewTo learn interviewing techniques and etiquette by making appointments with specified interviewees and preparing script for the interview
18To conduct interviews
19To collect and organise interview scripts
20Masterpiece appreciationStudents exchange their works with fellow classmates to facilitate mutual appreciations
21Graduation and exhibitionAn informal graduation ceremony is held. VIPs and parents are invited to appreciate the students' masterpieces at the exhibition.