print page
< Back
Menu > About EDB >
Forms & Circulars
-
Forms
-
Circulars
< Back
Menu > Curriculum Development and Support >
Major Levels of Education
-
Kindergarten Education
-
Primary Education
-
Secondary Education
< Back
Menu > Curriculum Development and Support >
Assessment
-
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
-
Overview
< Back
Menu > Students and Parents Related >
Programs and Services
-
Programs
-
Services
< Back
Menu > Teachers Related >
Qualifications, Training and Development
-
Qualification
-
Training
-
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] Introduction

 

All schools should understand the three-tiered implementation mode of gifted education in Hong Kong to design their own curriculum for gifted students.  For details, please refer to Section 4.5 - Gifted Education of the Basic Education Curriculum Guide - Sustain, Deepen and Focus on Learning to Learn (Primary 1 - 6) (2014) and Section 5.5 - Gifted Students  of the Secondary Education Curriculum Guide (2017).

 

  • As the whole-class and pullout specialised programmes recommended in the three-tiered implementation mode are discipline-oriented, schools should first understand the framework, rationale and guiding principles of the curriculum of the respective Key Learning Areas when designing the curriculum for their gifted students accordingly. 
  • In the school-based approach, the development of gifted programmes in a school should be based on the characteristics and learning needs of students, the capacity and expertise of teachers, the education goals and resource of the school.

 

Curriculum Resources

The Gifted Education Section of Education Bureau offers a range of resource to schools including the curriculum design principles and exemplars for reference to further assist principals and teachers in the development of school-based gifted development programmes.