School-based Support Services

The core of the education reform is to develop competence in learning to learn and an open-minded attitude in students. When equipped with these attributes, students will be more able to face the challenges of an ever-changing society and build a bright future. Schools should be places where teachers and students are eager to construct knowledge. To achieve this aim, it is essential that principals and teachers act as role models for students. In order to motivate students to pursue knowledge and strive for excellence, teachers should have an open-minded attitude in exploring knowledge; focusing on the curriculum goals with reference to content, pedagogy and assessment; reflecting on and improving their own practices both inside and outside the classroom; and catering for the diverse needs of students.

The school-based support services (SBSS) are designed to align with the latest development in education and address the needs of schools in order to promote the development of quality education.  Their prime aim is to enhance student learning by interweaving continuous teacher professional development, school-based curriculum development and school development. Schools can apply for individual support services according to their developmental needs. With reference to educational trends and school context, school support agents collaborate closely with teachers and principals to develop school-based curricula with a view to catering for student learning needs and enhancing the professional knowledge and capabilities of participating teachers and principals.

Every year between March and April, EDB issues circular memorandums to give a brief introduction of the SBSS that will be provided in the following school year.   Schools are encouraged to apply.  The duration of SBSS normally lasts for one year.

• Announcement of allocation results of school-based support services (8-7-2022)
  The allocation results of 2022/23 school-based support services have been released on the Online Application System for School-based Support Services (OAS).  Schools may log in to the OAS through the Common Log-on System (https://clo.edb.gov.hk) to check the results.

• Quality Education Fund Thematic Networks – Tertiary Institutes (QTN–T): Mindshift Educational Networking Programme (Phase IV) Online Mental Health Workshop - "The Challenges of Youth Mental Health and Frontier Initiatives" （17-1-2023）
• Sharing Sessions on School-based Professional Support Services for Facilitating Learning and Teaching of Non-Chinese Speaking (NCS) Students (3-7-2021)

• promoting the latest curriculum initiatives, e.g. national education, national security education, media and information literacy, appreciation and enlightenment of Chinese culture through learning of Chinese history and classics, and strengthening students’ knowledge base in Science and Mathematics alongside the promotion of Science, Technology, Engineering and Mathematics (STEM) education;
• enhancing values education in the planning and implementation of school-based curriculum to foster positive values among students as well as to nurture in them a sense of identity, belonging and responsibility towards the nation, the Chinese race and our society;
• enhancing values education in the planning and implementation of school-based curriculum to foster positive values among students as well as to nurture in them a sense of identity, belonging and responsibility towards the nation, the Chinese race and our society;
• addressing learner diversity (e.g. non-Chinese speaking (NCS) students and students with special educational needs (SEN)) in secondary and primary schools;
• enhancing assessment literacy, e.g. Assessment of Learning (including homework design), Assessment for Learning, Assessment as Learning and use of assessment data to facilitate learning and teaching;
• enhancing the interface between different stages of learning;
• developing curriculum leadership and effective pedagogical strategies under the new normal amid the pandemic; and
• cultivating a positive, supportive and caring school culture conducive to students’ whole-person development.

Kindergarten Education

• To develop curriculum leadership and effective pedagogical strategies
• To nurture positive values and attitudes in children
• To promote reading and foster whole-person development of children
• To develop children’s understanding of the country and Chinese culture
• To promote learning through play
• To cultivate a caring and supportive learning environment
• To address learner diversity (including non-Chinese speaking (NCS) children)
• To enhance the interface between kindergarten and primary education

• Language Learning Support Section
• School-based Support(Kindergarten)Section
• School-based Curriculum Development(Primary)Section
• School-based Curriculum Development(Secondary)Section

School-based Support Services

Enquiries