Ongoing Renewal of the School Curriculum

1.

Q:

What is “Learning to Learn 2+”?

A:

The Curriculum Development Council (CDC) updated the Basic Education Curriculum Guide (Primary 1-6) in 2014 and used the term “Learning to Learn 2.0” to denote curriculum development had advanced with times since the Learning to Learn Curriculum Reform in 2001. Upon the issuance of the updated Kindergarten Education Curriculum Guide (KGECG) and Secondary Education Curriculum Guide (SECG) in 2017, the 15-year central school curriculum framework has also been updated to reflect that “Learning to Learn 2.0” has entered an era of ongoing curriculum renewal, i.e. “Learning to Learn 2+”.

2.

Q:

Why is “ongoing renewal of the school curriculum” needed?

A:

Starting from the “Learning to Learn” curriculum reform in 2001, there are massive changes locally, regionally and globally in the aspects of economy, science, technology, social and political, etc. In order to keep local school education abreast of the latest development and to maintain our students’ global competitiveness, we need to kick-start the updating of the Hong Kong school curriculum which aims at sustaining and deepening the accomplishments achieved and focusing on the present and future development focuses so that schools can follow the central curriculum framework to develop the curriculum according to their own context.

3.

Q:

Is “ongoing renewal of the school curriculum” a completely new curriculum?

A:

“Ongoing renewal of the school curriculum” is not a completely new curriculum. Rather, it sustains and deepens the accomplishments achieved in the Learning to Learn curriculum reform. It also updates and focuses on current and future curriculum development focuses in response to the local, regional and global contextual changes so that students are well-prepared to succeed in a knowledge-based, technologically advanced, and increasingly globalised world.

4.

Q:

What are the major renewed emphases (MRE)?

A:

Major renewed emphases (MRE) are brought on board to better respond to the changing needs of society as reflected in the updated seven learning goals. With reference to their own contexts and stages of development on various curriculum areas, schools should plan the whole-school curriculum with due consideration of the SECG to strategically integrate the following MRE for coherent and systematic implementation in their school development plans alongside the school priorities for the next three to six years. To facilitate whole-school curriculum planning based on existing components, proposed allocation of time within the central school curriculum has been included where appropriate. These MRE include:

• strengthening values education (including moral and civic education, and Basic Law education)
• reinforcing the learning of Chinese history and Chinese culture
• extending “Reading to Learn” to “Language across the Curriculum”
• promoting STEM education and ITE
• fostering an entrepreneurial spirit
• diversifying life-wide learning experiences (including those for VPET)
• stepping up gifted education
• enhancing the learning and teaching of Chinese as a second language

Where necessary and appropriate, schools’ efforts in implementing the MRE should be sustained at the SS level.

5.

Q:

How can schools implement the requirements on schools days and lesson hours as stipulated in the SECG?

A:

Schools should refer to EDB Circular No. 7/2005 and other related guidelines for drawing up the school calendar to ensure that there should be no less than 190 school days for whole-day schools. In addition to examination time, some schools may devote time to out-of-classroom learning activities such as picnics, visits, student orientations, post-examination activities etc. It is also noted that the duration of lesson may vary between schools or even between weekdays within the same school. For instance, some schools may timetable an extra lesson throughout the week or on a particular day, whilst some schools may organise cross-curricular learning and teaching (e.g. STEM, Language across the Curriculum, Values Education) by closely integrating these with life-wide learning activities. Therefore, schools are given the flexibility to make judicious adjustments with reference to own contexts and needs.

6.

Q:

Will there be extra workload for schools and teachers after the implementation of the MRE in the SECG?

A:

School can, taking into consideration their own contexts and stages of development, strategically integrate the MRE alongside the school priorities in the school development plans for the next three to six years for more coherent and holistic planning. As the MRE are mostly of cross-curricular nature, teachers can collaborate and complement with each other for a better synergy and to avoid duplication of unnecessary work. We will continue to provide various kinds of support to strengthen the professional capacity of teachers on whole-school curriculum planning.

7.

Q:

Will the workload of students be increased (e.g. homework and assessment) after the implementation of the SECG?

A:

Schools are encouraged to take into consideration their own contexts and stages of development so as to strategically integrate the MRE alongside the school priorities in the school development plans for the next three to six years for more coherent and holistic planning, as well as for providing diversified and valuable learning experiences to students. Schools should refer to Booklet 4 of the SECG and other relevant documents (e.g. EDB Circular No. 18/2015 --- No Drilling, Effective Learning) and consider their own contexts and needs of students when formulating appropriate homework and assessment policies which could raise the learning interests of students, evaluate their learning effectiveness and achieve self –directed learning.

8.

Q:

What are the support measures provided by the EDB to facilitate curriculum planning of schools?

A:

The school leaders’ workshop on strengthening curriculum leadership and whole-school curriculum planning will be organised for secondary schools from the 2018/19 school year onwards to support secondary schools to formulate their whole-school curriculum plans and to map out their future directions of curriculum development in the process of ongoing renewal of the school curriculum. Besides, we will strengthen the school-based support in whole-school curriculum planning, including featuring a distinctive focus in the new support service, i.e. the Learning Communities to promote professional exchange. (Refer to EDBCM No.33/2018 for details.)

In addition, as proposed in the 2017 Policy Address, different types of funding are to be provided for schools to support the implementation of various major renewed emphases in the SECG (e.g. promoting STEM education and reinforcing Chinese history and Chinese culture). Besides, effective learning and teaching of languages, using e-learning (IT) for effective learning, values education, etc. which are relevant to the MRE, have been selected as priority themes of the Quality Education Fund (QEF) for the 2018/19 school year.

A range of professional development programmes (PDPs) and sharing networks will be organised to further enhance the professional capacity of curriculum leaders/middle managers, teachers, teacher-librarians and other relevant school personnel in order to implement the SECG at the whole-school level as well as specifically at the KLA/subject level. In the meantime, we will provide support on different areas to schools through regular channels, for example, PDPs and school leaders’ workshops to strengthen curriculum development in schools and professional knowledge of teachers.

9.

Q:

How can schools integrate the MRE into their own curriculum?

A:

Schools can, taking into consideration their own contexts and stages of development, strategically integrate the MRE alongside the school priorities in the school development plans for the next three to six years, including KLA curriculum, cross-KLA learning and Life-wide Learning activities, etc. Schools can also use the “lesson time for flexible use” (approximately 8%) for various student activities and learning experiences.

10.

Q:

What are the aims of promoting STEM education and IT in Education (ITE) as one of the MRE under the LtL 2+?

A:

This MRE aims to fulfill the learning goals for students “to acquire and construct a broad and solid knowledge base”, “to develop and apply generic skills in an integrative manner” and “to use information and information technology ethically, flexibly and effectively”.

The promotion of STEM education is built on students’ achievements in Science, Technology and Mathematics. We expect schools to make good use of their own strengths to further cultivate students’ interest in learning relevant subjects, develop among them a solid knowledge base, and strengthen their ability to integrate and apply knowledge and skills in STEM-related areas. Through solving daily life problems, we expect schools to nurture students’ creativity, collaboration and problem solving skills as required in the 21st century, as well as to foster their innovation and entrepreneurial spirit. The promotion of STEM education can also better equip students for further studies and career planning, help nurture versatile STEM-related talents to enhance the international competitiveness of Hong Kong, and enable Hong Kong to contribute to national developments.

Information technology (IT) is a powerful tool to unleash the learning capability of students. Strategies on ITE are formulated at various stages to enable students to learn and excel through realising the potential of IT in enhancing interactive learning and teaching experiences. The Fourth Strategy on IT in Education (ITE4) was formally launched in the 2015/16 school year. For details, please refer to the EDB website on ITE4 available at: www.edb.gov.hk/ited/ite4.

11.

Q:

What is the latest development in promoting STEM education in Hong Kong?

A:

With reference to the strategies set out in the Report on STEM Education – Unleashing Potential in Innovation (released in December 2016), we are now progressively implementing the recommended measures. Key support measures are as below:

We have been organsing symposiums and PDPs for teachers to enhance the capacity of schools for implementing STEM Education. Starting from the 2017/18 school year, Intensive Training Programme on STEM Education are organised in batches for curriculum leaders and middle managers of all primary and secondary schools to further enhance their capacity in holistic planning and cross-disciplinary collaboration.

The Curriculum Guides of Science, Technology and Mathematics Education KLAs and primary General Studies curriculum were updated to foster a paradigm shift in learning and teaching with emphases on inquiry-based learning, integration and application of knowledge and skills to solve authentic problems, and hands-on and minds-on activities. Besides, the “Computational Thinking – Coding Education: Supplement to Primary Curriculum” was released to strengthen the computational thinking skills of students.

The STEM Education Centre in the Arts and Technology Education Centre at Lok Fu was newly operated in October 2017. The Centre provides advanced equipment for teachers to arrange STEM lessons and STEM-related activities for students. The Centre also organises workshops, briefing sessions and PDPs, and provides support to regional school networks.

With the support of professional bodies and community partners, large scale student learning activities are organised to enhance the learning motivation and interest of the students in STEM related disciplines. So far, the responses from schools and students have been very positive. We will continue to collaborate with various professional bodies/community partners in organising STEM learning activities of different natures for enriching students’ learning experiences.

12.

Q:

The status of STEM education becomes more important in this ongoing renewal of the school curriculum. Will the EDB provide more resources and support for schools?

A:

The Government always attaches great importance to the development of STEM education. The EDB released a one-off grant to all public sector primary and secondary schools in the 2015/16 school year and 2016/17 school year respectively for procurement of relevant equipment and resources, as well as for organising school-based STEM learning activities. We have been providing schools and teachers with the learning and teaching resources, so that teachers can better master the teaching of the updated curricula. In cross-curricular/cross-KLA aspects, we launched a STEM website (http://stem.edb.hkedcity.net/en/home/) to disseminate relevant information for schools' reference. We will also continue to develop learning and teaching resources on STEM education and organise cross-KLA and KLA-based professional development programmes to promote STEM-related learning and teaching.

In order to support the promotion of STEM Education, the QEF has incorporated “STEM Education” as one of its “Priority Themes”. Schools can apply to the QEF to obtain additional resources for the development of their school-based STEM education projects. Besides, we will continually provide support to schools through related teacher networks.

13.

Q:

Why does the EDB strengthen Basic Law education?

A:

Since the implementation of the curriculum reform in 2001, "moral and civic education" has been one of the Four Key Tasks which includes the cultivation of national identity and Basic Law education. Basic Law-related learning content has always been included in the primary and secondary curricula (including General Studies in primary schools, Life and Society, Chinese History, History and Liberal Studies in secondary schools), the learning experiences and activities for life-wide learning (such as visits to museums, Mainland exchanges, quiz competitions and project learning), as well as the moral and civic education curriculum framework. More specifically, the background of the principle of “one country, two systems”, as well as the importance, ideas and concepts of the Basic Law are part of the core elements/essential content for learning in the PSHE KLA curriculum and a learning element integral to other KLAs and the moral and civic education curriculum framework. In gist, the promotion of BLE is a regular task of the EDB. The implementation of Basic Law education in schools should be kept up-to-date in terms of content and mode of implementation so that teachers and students can pay more attention to and understand the origin and importance of the Basic Law as the constitutional document for the Hong Kong Special Administrative Region in learning and teaching.

14.

Q:

According to the SECG, schools are required to implement Basic Law education in Chinese History, History, Life and Society and Geography at the junior secondary (JS) level. Is this a new curriculum?

A:

Promotion of Basic Law is a regular task of the EDB and schools. The related learning elements of the Basic Law are inherent in the curricula of relevant subjects in schools, such as Chinese History, History, Life and Society and Geography at the JS level, and are not new items or a separate subject/curriculum.

More specifically, relevant modules of Life and Society at JS level have covered major topics/themes in the Basic Law, such as General Principles, Relationship between the Central Authorities and the Hong Kong Special Administrative Region, and Rights and Duties, Political Structure, etc. These topics/themes are essential for Basic Law education and provide a more structured and basic learning opportunity for students. In addition, in the existing and revised Chinese History and History curricula at JS level, different topics, such as the development of Hong Kong, the Opium War, the stage of the Pacific War in the War of Resistance against Japanese Aggression (the Fall of Hong Kong), etc., are related to the contents of the Basic Law, such as Preamble, General Principles, External Affairs, etc. These contents enable JS students to understand the origin of the Basic Law and the part and parcel relationship between Hong Kong’s developmental process and our country’s development. Due attention should be given to ensuring sufficient time be dedicated to Basic Law education in whole-school curriculum planning, and where appropriate, incorporated to strengthen values education in the school development plan to facilitate coherent and strategic planning, implementation and self-evaluation of its progress and effectiveness.

In view of the above, the SECG is not asking relevant subjects to provide additional lesson hours for Basic Law education. Instead, teachers may naturally connect the subject contents and the Basic Law at appropriate junctures when teaching relevant topics/themes. Nevertheless, teachers do not need to repeat the learning points or teach them separately. Neither do they need to teach the Articles of the Basic Law. All schools in Hong Kong should implement Basic Law education with reference to their school contexts and curriculum development needs.

15.

Q:

How can Basic Law education be strengthened in schools that do not offer relevant modules of Life and Society at the junior secondary level?

A:

For schools that do not offer relevant modules of Life and Society at the junior secondary level, they are required to offer the 15-hour independent “Constitution and the Basic Law” module which has been made available on the EDB website for schools’ adoption since June 2017. These schools can teach the independent “Constitution and the Basic Law” module: (a) as part of moral and civic education; or (b) as a standalone course of study in the timetable; and/or (c) the Personal, Social and Humanities Education Key Learning Area (e.g. Integrated Humanities), according to their school contexts.

16.

Q:

How does the EDB support schools in effective planning of Basic Law education?

A:

In order to facilitate schools in better planning of Basic Law education, the EDB will adopt multifarious strategies which include the continuous provision of professional development programmes to enhance the learning and teaching effectiveness in schools. Schools could also make reference to the “Planning and Self-evaluation Tool for Basic Law Education” in Appendix 5 of Booklet 2 of the Secondary Education Curriculum Guide (SECG) (2017) in planning, implementing and evaluating the implementation of Basic Law education. There are different ways to promote Basic Law education in schools. The tool is only an example.

A systematic and strategic plan for implementing Basic Law education involves:

1. implementing the most recent curriculum guides prepared by the CDC with regard to the contents and time allocated to the KLAs/subjects/topics related to Basic Law education;
2. promoting Basic Law education-related learning in cross-curricular studies/activities, theme-based forums, exhibitions, competitions, summer camps and visits/exchange programmes conducted on the Mainland with articulation to the whole-school curriculum, to complement classroom learning and teaching;
3. making use of up-to-date and appropriate learning and teaching resources prepared for Basic Law education suited to the curricula;
4. participating in professional development programmes related to core contents, knowledge updating and enrichment, pedagogies and assessment that are dedicated respectively for school heads, middle managers and teachers to keep abreast of the development of society and the needs of students; and
5. self-evaluating the implementation of Basic Law education in schools with a view to making sustainable improvements.

17.

Q:

If a school does not offer History and Geography at the junior secondary level, can the school be exempted to provide learning elements on the Basic Law which takes up 10 hours and 2 hours in these two subjects respectively?

A:

The junior secondary PSHE KLA curriculum adopts an open framework. Even a school does not offer junior secondary History and Geography subjects, the school will still cover the core elements/essential content of Strand 2 “Time, Continuity and Change”, Strand 3 “Culture and Heritage” and Strand 4 “Place and Environment” under alternative modes of curriculum organisation. Therefore, relevant content of the Basic Law will still be connected naturally through the teaching of the related content of the above-mentioned strands.

18.

Q:

How can the EDB reinforce the learning of Chinese history and Chinese culture at the junior secondary level?

A:

The study of Chinese history and Chinese culture provides the foundation knowledge and root values, based on which students understand our country and progress towards developing a sense of national identity. The Chief Executive’s 2017 Policy Address announced that schools are required to offer Chinese History as an independent compulsory subject for the junior secondary level in the 2018/19 school year, so as to enable students to gain an all-round understanding of the historical development of our country and to appreciate and inherit the spirit of excellence and the civilisation of the Chinese people. As recommended by the CDC, all secondary schools should allocate 5% of the total lesson time for the junior secondary level, or about two lessons per week to the study of Chinese History at the junior secondary level. In parallel, the understanding of Chinese history and Chinese culture can be promoted among different key learning areas (e.g. learning elements in Chinese Language).

In addition, in response to the world’s new educational development trend and to update the junior secondary Chinese History curriculum which has been implemented for over twenty years, the “Ad Hoc Committee for Revising Junior Secondary Chinese History and History Curricula (Secondary 1-3)” under the CDC has used more than four years’ time to revise the curriculum. The revised curriculum framework was promulgated in May this year. To ensure the revised curriculum framework could be implemented progressively starting from Secondary 1 in September 2020 the earliest, the EDB will work with experts and academics from tertiary institutions and experienced frontline teachers to provide various kinds of teaching materials, such as e-learning resources and visual resources; different seminars and workshops; teachers’ learning communities; school-based support services; and Mainland study tours for teachers so as to enrich teachers’ subject knowledge and enhance their pedagogical skills of using newly designed teaching materials.

19.

Q:

The SECG recommends that schools continue to promote reading and implement “Reading across the Curriculum”. In view of this, will the EDB provide any subsidy to schools? (New)

A:

Starting from the 2018/19 school year, the EDB will disburse a new Promotion of Reading Grant to all public sector schools. Depending on the number of classes, each primary school will be allocated an amount from $20,000 - $40,000 annually, and each secondary school from $50,000 - $70,000. Each special school will receive $30,000.

Schools can use the new grant to purchase different kinds of books (including e-books) to promote “Reading across the Curriculum”. To promote reading, schools can also organise different types of reading activities, including subscriptions to web-based reading schemes, hire of service providers such as writers, professional storytellers as well as organisation of seminars, storytelling and parent-child reading sessions with a view to nurturing a good reading culture in schools.

20.

Q:

What are the support measures provided by the EDB to sustain the promotion of reading in schools?

A:

All along, the EDB has adopted a multi-pronged approach to promote and support reading in schools. Such measures include offering reading-related professional development programmes (PDPs) for school leaders, teachers and teacher-librarians, including those on developing and sustaining the reading culture, reading across the curriculum and information literacy; providing school-based support; organising reading-related activities in enriching the reading atmosphere; and providing resources to facilitate the effective implementation of reading in schools. The EDB also provides the following enhanced measures to support reading:

1. enhancing the existing reading information website for disseminating related information
2. providing recommended booklists to facilitate the implementation of theme-based reading in schools
3. launching the “e-Read Pass” Scheme in the 2018/19 school year
4. producing a promotional series of ETV programmes to feature good practices of schools in the promotion of reading
5. strengthening collaboration with the Leisure and Cultural Services Department
6. inviting celebrities to share their reading experience and recommend good books to students

(For details of the enhanced measures to support reading, please refer to EDB Circular 10/2018: Promotion of Reading in Schools.)

Schools are also encouraged to fully capitalise on the support measures for reading provided by public libraries, Hong Kong Education City, and the Standing Committee on Language Education and Research (SCOLAR).

21.

Q:

Why should “Language across the Curriculum” be promoted? How can schools promote “Language across the Curriculum”?

A:

“Language across the Curriculum” (LaC) can provide students with a richer and more rewarding learning experience, enabling them to integrate knowledge from different disciplines and to construct knowledge. LaC also broadens their horizons, and helps develop a broad spectrum of interests and abilities, and enhances their language abilities and humanistic qualities.

In planning for LaC, schools can examine the connection among the learning objectives of different subjects and encourage closer communication among teachers of different Key Learning Areas while taking students’ learning needs into consideration. With holistic planning, schools can use the lesson time more effectively and enrich students’ learning experience.

22.

Q:

What is “entrepreneurial spirit”?

A:

“Entrepreneurial spirit” includes the qualities of possessing creativity and innovativeness, taking initiatives and responsibilities, taking calculated risks, upholding perseverance in times of uncertainty and seizing the best of the opportunities ahead. Schools should provide learning opportunities for developing critical thinking skills and creativity which enables students to conceive new ideas in solving problems and apply what they have learnt in simulated and/or authentic business contexts with a view to adding value to society.

Development of an entrepreneurial spirit is not teaching students to start or run new businesses. It focuses on developing positive values and attitudes, generic skills and knowledge which enable students to stay positive in uncertainties and grasp the best of the opportunities ahead.

23.

Q:

Would the EDB review the senior secondary Chinese Language curriculum again to alleviate the pressure of students?

A:

Students possess good language foundation is beneficial to their studies, career and lifelong learning. Reading, writing, listening and speaking are the different components of a language. During the learning process, these four components are complementary and synergistic with each other and are of equal importance.

In response to the requests of the education sector, since the implementation of the senior secondary Chinese Language Curriculum and Assessment Guide, the EDB and the HKEAA have reviewed many times and implemented various short and medium-term fine-tuning measures which includes streamlining of the School-based Assessment, integrating the Listening and Integrated Skills paper, introducing classical set texts, etc, so as to reduce the burden of teachers and students. The EDB and the HKEAA will continue to review the effectiveness of the curriculum and assessment as well as to follow up when needed.

24.

Q:

How can schools cultivate students’ “21st century skills”?

A:

There are more than one definition for 21st century skills. In general, the term may comprise critical thinking skills, problem solving skills, creativity, collaboration skills, IT skills, as well as basic skills such as reading, arithmetic and communication skills. Some countries or regions have enriched the term by including descriptions about personal qualities, such as leadership qualities. The promotion of these skills or attributes has all along been emphasised in the school curriculum, and schools have endeavoured to foster these skills either through the Four Key Tasks or other curriculum initiatives.

Capitalising on the progress, the EDB has retained and renewed in the SECG the nine generic skills that have been well received by local teachers. The content of these nine generic skills is similar to the 21st Century Skills advocated by other countries, although there are variations in terms of how they are called and classified. For example, in the context of the ongoing renewal of the school curriculum, life skills are categorised under self-management skills.

With respect to the 21st Century Skills for the future generations, although there is not yet a set of consensual or recognised views on what constitutes the skills, the continued development of students’ capabilities of learning to learn, and flexible and integrative application of generic skills remains crucial.

To strengthen their capabilities of using generic skills integratively, the EDB will continue to provide learning opportunities via different subjects, including developing a set of resource package to demonstrate the development of students’ collaborative problem solving skills and holistic thinking skills through the existing curriculum.

25.

Q:

Under the ongoing renewal of the school curriculum, how can students with different abilities are catered for?

A:

Under the ongoing renewal of the school curriculum and the New Academic Structure, much effort has been put to cater for the needs of students with different abilities so that they can smoothly articulate to diversified and multiple pathways for further studies and future careers. Students who have completed their senior secondary education and HKDSE Examination could choose to further their studies in degree or sub-degree programmes in local tertiary and post-secondary institutions, other diploma programmes including Diploma Yi Jin or other education programmes according to their aspirations and abilities, or continue their studies in the Mainland or overseas. Students could also consider taking courses related to vocational and professional education and training (VPET).

Applied Learning (ApL) is an integral part of the senior secondary curriculum. It enriches the learning experiences of students of varying learning needs, particularly those who will benefit from a strong practical orientation in their learning. Students at all ability levels could take ApL as elective subjects. ApL helps students explore their career aspirations and orientation for lifelong learning in specific areas. It enables students to understand fundamental theories and concepts through application and practice and to develop beginners’ skill set, career-related competencies and generic skills for further studies and work.

Schools can also proactively promote VPET courses and provide different Life-wide Learning and Other Learning Experiences to students, together with the use of the Student Learning Profile as a reflective tool for students to make appropriate choices based on their own interests and abilities to achieve their personal goals through different pathways.

26.

Q:

How does the EDB promote Vocational and Professional Education and Training (VPET) to secondary school students?

A:

The EDB will continue to promote VPET extensively to various stakeholders. The Government has accepted all the recommendations from the Task Force on Promotion of Vocational Education. Starting from the 2016/17 school year, the Government fully subsidises students to take Applied Learning (ApL) courses, supports competitions organised by major VPET providers as well as nominates representatives to participate in the WorldSkills competition.

From the junior secondary to the senior secondary levels, students’ ‘Career-related Experiences are introduced and gradually extended as they progress through secondary education. At the junior secondary level, students could be progressively provided with career-related experiences and relevant exposure through Life-wide Learning activities such as talks, workshops, camps and workplace visits to help them understand the workplace and explore their career interests and aspirations.

At the senior secondary level, students’ understanding of VPET is further enhanced through a variety of learning opportunities, including ApL courses, the Career-related Experiences embedded in Other Learning Experiences (OLE) activities, and other subjects.

ApL offers learning contexts linked to broad professional and vocational fields, including (1) Creative Studies; (2) Media and Communication; (3) Business, Management and Law; (4) Services; (5) Applied Science; and (6) Engineering and Production. ApL complements core and elective subjects and broadens students’ learning experiences for holistic learning.

ApL places equal emphasis on practice and theory. It enables students to develop beginners’ skill set, career-related competencies and generic skills for preparation of further studies and work. ApL helps students explore their career aspirations and orientation for lifelong learning.

27.

Q:

Would the EDB deploy additional human resources to schools to complement the implementation of the SECG?

A:

Schools can use different resources flexibly to support school-based measures and implement the related strategies according to their own circumstances, development focuses and their unique school context. It is necessary for schools to develop an effective plan on the use of human resources, in the areas of curriculum co-ordination and planning, student support inside and outside the classroom, parent education, etc. Schools can apply for different grants/funding, including the Capacity Enhancement Grant, Learning Support Grant, extra funding for non-Chinese speaking (NCS) students and QEF, to implement school-based development projects.

Schools can also make the best use of external resources and offer other courses such as Applied Learning and Other Language courses for senior secondary students to cater for their interests. Besides, schools can co-organise a variety of talks and workshops on different topics with Parent-Teacher Associations (PTAs) and external institutions to support students’ needs and address parents’ requests.

28.

Q:

Is it necessary for ALL schools to implement gifted education? (New)

A:

With reference to the theory of multiple intelligences, gifted education in Hong Kong is in practice based on the Three-tier Implementation Model, emphasising students’ multiple intelligences. The mission of gifted education is to identify and nurture gifted/more able students in different areas and provide them with appropriate learning opportunities systematically with directions to enable them to fully stretch their potential. Hence, it is the mission of all schools to implement gifted education.

29.

Q:

Why is it the responsibility of ALL teachers to put school-based gifted education into practice? (New)

A:

Gifted education is a strategy to cater for learner diversity. It is also an integral part of quality education with the focus on catering for the more able students in different learning areas and domains. The mission of school education is to provide every student with a desirable learning environment where appropriate support is rendered to them according to their preferred learning styles, interests, abilities and so on to facilitate the development of their potential. In this connection, ALL teachers should be involved in school-based gifted education to contribute to identifying and developing students’ multiple intelligences.

30.

Q:

How should schools plan and implement school-based gifted education? (New)

A:

The mission of education is to ensure that the learning needs of all students are met so that students with different abilities and learning styles can fully develop their potential. Implementing school-based gifted education is a strategy to cater for learner diversity. Therefore, while schools address the needs of different ability students, they should holistically plan for gifted education in school based on the Three-tier Implementation Model to cater for the learning needs of gifted/more able ones. A broad definition of giftedness using multiple intelligences should be adopted to facilitate the development of students’ potential instead of a restrictive one, confining only to the academically gifted. To cater for the individual learning needs of gifted/more able students, schools should provide related enrichment and extension learning opportunities both within and outside school to fully stretch the potential of their students.