The New Academic Structure for The New Academic St cture ... · 1 The New Academic Structure for Senior Secondary Education and Higher Education in Hong Kong Meeting Manpower Requirements

1

The New Academic Structure forSenior Secondary Education

and Higher Educationin Hong Kong

Meeting Manpower Requirementsin the 21st Century

and Helping Employers RecruitSuitable Talents

The New Academic Structure forSenior Secondary Education

and Higher Educationin Hong Kong

MMeeting Maneting Manpower RRequiremirementsin the 21st Century

and Helping Employers RecruitSuitable TalentTalentT s

The explosive growth of knowledge, the advent of information technology and the development of a knowledge-based economy are leading to rapid worldwide changes. The Government has been striving to raise students’ competitiveness by enhancing their adaptability, creativity and capabilities for independent thinking and lifelong learning. The New Academic Structure (NAS) for senior secondary education and higher education, implemented since September 2009, aims to provide all students with the opportunity to receive six-year secondary education. After completing Secondary 6, students have to sit for only one public examination – the Hong Kong Diploma of Secondary Education (HKDSE) Examination. Undergraduate programmes of local universities have generally been converted from 3-year programmes to 4-year programmes. The first cohort of HKDSE holders have joined the job market since 2012.

2016 • The first cohort of graduates under the NAS completed the 4-year degree programmes

2015 •completed the 3-year degree programmes

2013 • The final round of the HKALE (for private candidates only) under the OAS

2012 • The last HKALE for school candidates under the OAS / The first HKDSE Examination under the NAS

2011 The final round of the HKCEE (for private candidates only) under the OAS

2010 • The last HKCEE for school candidates under the Old Academic Structure (OAS)

2009 • Launch of the NASYear

Notes: HKALE – The Hong Kong Advanced Level Examination

HKCEE – The Hong Kong Certificate of Education ExaminationHKDSE – The Hong Kong Diploma of Secondary Education

The last cohort of graduates under the OAS

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Milestone under the NAS

3

Under the NAS, students have to sit for only one public examination, the HKDSE Examination, upon completing the curriculum at Secondary 6. It replaces the HKCEE and the HKALE under the OAS.

Secondary 7

Secondary 6

Secondary 4

Secondary 5

Secondary 3

Secondary 2

Secondary 1

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Old Academic Structure

4-yearDegree

Programme

Sub-Degree Programme

Secondary 5

Secondary 6

Secondary 4

Secondary 3

Secondary 2

Secondary 1

Further Studies

or Abroad

Yi JinDiplomaProfessional

Education

Non-local courses

in Hong KongWork

New Academic Structure

and Training

Vocational and

in the Mainland

Difference between the OAS and the NAS

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Under the Old Academic Structure Under the New Academic Structure

Core Subjects

S4-S5: Chinese Language, English Language, Mathematics

S6-S7: Chinese Language & Culture, Use of English

S4-S6: Chinese Language, English Language,

Mathematics and Liberal Studies

Number of Subjectstaken by Students

S4-S5: 7-9 subjectsS6-S7: 4-5 subjects

S4-S6: 6-7 subjects (4 Core Subjects + 2/3 Elective Subjects)

Other Learning Experiences No formal structure

Structured; 10-15% ofcurriculum time allocated for ALL students

Difference between the Two Senior Secondary Curricula

Under the NAS, senior secondary (SS) students:

• learn 4 core subjects, including Chinese Language, English Language, Mathematics and Liberal Studies;

• choose 2 or 3 subjects from 20 SS elective subjects, a range of Applied Learning (ApL) courses or 6 other language subjects according to their own interests. This breaks through the traditional

practice of streaming students into the disciplines of arts, science and commerce; and

• acquire Other Learning Experiences (OLE) for whole-person development.

2 or 3 Elective Subjects

SS Elective subjects,Applied Learning, orOther Languages

4 Core Subjects

Chinese LanguageEnglish Language

MathematicsLiberal Studies

Other Learning Experiences

Moral and Civic EducationCommunity Service

Career-related ExperiencesAesthetic DevelopmentPhysical Development

Senior Secondary Curriculum

5

Liberal StudiesChinese

Language

EnglishLanguage

OtherLearning

Experiences

Mathematics

ElectiveSubject 3

ElectiveSubject 2Issues in

LiberalStudies

ElectiveSubject 1

As a core subject, Liberal Studies aims to broaden students’ knowledge base, enhance their awareness of social, national and global developments, and develop their multiple perspectives and critical thinking skills through the enquiry of a wide range of issues and cross-disciplinary studies. These benefit students’ further studies, future employment and personal development.

For detailed subject information, please refer to the website of Education Bureau (EDB) at: http://www.edb.gov.hk/en/curriculum-development/cross-kla-studies/applied-learning/course-information/index.html

Key LearningAreas

SS Subjects

Chinese LanguageEducation

Chinese Language (core subject)•

Chinese Literature•

English LanguageEducation

English Language (core subject)•

Literature in English•

Liberal Studies (core subject)•

Personal, Socialand Humanities

Education

Chinese History•

Economics•

Ethics and Religious Studies•

Geography•

History•

Tourism and Hospitality Studies•

ScienceEducation

Biology•

Chemistry•

Physics•

Science (Integrated Science, Combined Science)•

TechnologyEducation

Business, Accounting and Financial Studies•

Design and Applied Technology•

Health Management and Social Care•

Information and Communication Technology•

Technology and Living•

Arts EducationMusic•

Visual Arts•

Education

Key LearningAreas

SS Subjects

Physical Education•Physical

MathematicsEducation

• Mathematics – Compulsory Part (core subject) and Extended Part (elective modules):Module 1: Calculus and Statistics or Module 2: Algebra and Calculus

SS Subjects (HKDSE Subjects: Category A)

Applied Learning (ApL)(HKDSE Subjects: Category B)

6 Areas of Studies

Creative StudiesMedia and

CommunicationBusiness,

Management and Law

Services Applied ScienceEngineering and

Production

•

•

Students at all ability levels could take ApL courses as elective subjects. The design principles of ApL courses are the same as those of other school subjects focusing on the development of knowledge, skills and attitudes. ApL offers studies with equal emphasis on practice and theory linked to broad professional and vocational field. For holistic learning, a flexible combination of ApL with core subjects, elective subjects and OLE helps to provide theoretical and applied learning opportunities to cater for students' diverse learning needs.

ApL aims to enable students to understand fundamental theories and concepts and to develop beginners' skill set and generic skills through application and practice. ApL helps students explore their career aspirations and orientation for lifelong learning.

Other Languages(HKDSE Subjects: Category C)

French German Hindi

Japanese Spanish Urdu

Other Learning Experiences (OLE)

• It comprises 10 to 15% of the total curriculum time in school.

• It helps cultivate students’ positive values and attitudes so that they will become lifelong learners equipped with capacities for sustainable development.

• OLE includes Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development.

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Expected Learning Outcomes under Senior Secondary Curriculum

Through a balanced and broad-based curriculum, students are enabled to:

• become an informed and responsible citizen with a sense of national and global identity,

• acquire and construct a broad and solid knowledge base, and to understand contemporary

• become proficient in biliterate and trilingual communication for better study and life

• develop and apply generic skills in an integrative manner, and to become an independent and

• use information and information technology ethically, flexibly and effectively

• understand one’s own interests, aptitudes and abilities, and to develop and reflect upon

• lead a healthy lifestyle with active participation in physical and aesthetic activities,

appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralismin society

issues that may impact on students’ daily lives at personal, community, national and global levels

self-directed learner for future study and work

personal goals with aspirations for further studies and future career

and to appreciate sports and the arts

NAS Review

For more details, please visit the website on NAS review: http://www.edb.gov.hk/nas/review

4/2013Progress Report on

NAS Review (short-term

recommendations)

4/2014

1st batch of Medium-term Review

recommendations

6/2015

Last batch of Medium-term Review

recommendations

11/2015

Medium-term Review Report

6/2012 - Review of the NAS by Stages

9/2009S.4 starts

20121st HKDSE Examination

2016Ongoing renewal

of curriculum

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How to interpret: (i) The mode of reporting for the 24 SS subjects?

1

2

3

4

55*5**

(iii) Students' performance in Other Languages?a

b

c

d

ee

d

c

b

a

(ii) Students' performance in ApL?

Attained with Distinction (I)Attained with Distinction (I)

AttainedAttained

Attained with Distinction (II)Attained with Distinction (II) There are no public examinations for SS ApL subjects. Assessment of students’ performance will be conducted by the course providers and the assessment results will be moderated by the HKEAA. For the 2012-2017 HKDSE, assessment results are reported in two levels, i.e. “Attained” and “Attained with Distinction”, and recorded on the HKDSE certificate.

Starting from the 2018 HKDSE, the reporting of students' performance in ApL subjects would be further refined from the existing two levels of “Attained” and “Attained with Distinction” to “Attained”, “Attained with Distinction (I)” and “Attained with Distinction (II)”. Performance of “Attained with Distinction (I)” is comparable to Level 3 while “Attained with Distinction (II)” is comparable to Level 4 or above of the Category A subjects of the HKDSE.

The Standards-referenced reporting system aims to recognise the abilities and achievements of each student. In the HKDSE, the Hong Kong Examinations and Assessment Authority (HKEAA) reports candidates’ assessment results with reference to a set of defined standards that are transparent and ensured consistency between years. Candidates’performance will be reported in five levels (1-5), with Level 5 being the highest. Among the candidates who have attained Level 5, the top Level 5 students will be awarded Level 5** and the next top Level 5 candidates will be awarded Level 5*. Performance below the Level 1 standard will be designated as “Unclassified”. For each of the levels, there is a set of descriptors to describe what a student is typically able to do. In this new reporting mode, there is no “pass” or “fail”. By referring to the level descriptors of the HKDSE reporting system, em-ployers can set their recruitment criteria in accordance with their actual requirements for different posts, and recruit employees that best suit the positions offered.

Question papers of the Advanced Subsidiary Level from Cambridge Assessment International Examinations (CAIE) are used for the examinations of six other language subjects, i.e. French, German, Japanese, Spanish, Urdu and Hindi. Marking and grading are conducted by CAIE. Results are reported in five grades (a-e) on the HKDSE certificate, with grade “e” being the lowest and grade “a” being the highest. Achievement below grade “e” is designated as “Ungraded” and is not reported on the certificate.

The Reporting System

Entry requirements for civil service appointments under the NAS

More Information for Recruitment

Use of Student Learning Pro�le (SLP) to facilitate the recruitment of employees for di�erent posts

• OLE;• performance/awards gained outside school;• academic performance in school (other than examination results of the HKDSE); and• student’s ‘self-account’ (e.g. highlight any impressive learning experiences or career goal setting).

The SLP is a summary presentation of the activities a student has participated in for whole-person development and the achievements gained during the senior secondary years. It enables students to tell their own “stories of learning”. From the SLP, employers may gain a whole picture of the applicants’ abilities, performance, attitude and aspirations. This will facilitate employers’ selection of suitable applicants who can then stretch their potential in the work place.

Schools will encourage each student to build an SLP, through which a student can reflect upon and record his/her learning experiences (including Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development), and display his/her performance for whole-person development. It may include brief information on the following:

The Government is the biggest employer in Hong Kong. On 28 June 2011, the Civil Service Bureau (CSB) announced that results in the HKDSE would be accepted for the purpose of civil service appointments as follows:

HKCEE/HKALE(I) General Entry Requirements

Five passes in HKCEE

Results in f ive subjects in any combination of the following: Level 2 in SS subjects “At ta ined” in ApL sub jects (subject to a maximum of two

Grade e in Other Language subjects

••

•

Two passes in HKALE plus three credits in HKCEE (2A3O)

Results in f ive subjects in any combination of the following:Level 3 in SS subjects“Attained with Distinction” in ApL subjects (subject to a maximum of two ApL subjects) Grade c in Other Language subjects

••

•

(II) Language Proficiency RequirementsChinese Language/English Language

Level 3 in HKCEE

Level 2 in HKCEE

HKDSE

ApL subjects)

Level 3

Level 2

In addition, to meet the entry requirements of civil service posts set at secondary education, a candidate who has completed respective levels from Secondary 1 to Secondary 5 under the NAS will be accepted as comparable to completion of Form 1 to Form 5 correspondingly under the OAS.

Details are available at the CSB web page (http://www.csb.gov.hk/english/info/2170.html).

Old Academic Structure(OAS) New Academic Structure(NAS)

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StepOne Think about...

How do employers prepare for recruitment of Secondary 6 graduates under the NAS?The following example may serve as reference.

Post

Duties

The knowledge,abilities, skills andqualities required

Languageproficiency

Example

A sales personworking in a tourist district

To sell and promote products

Secondary education level,enthusiastic, self-motivated,

good manner,sound communication skills

and customer-oriented

Good command of spokenEnglish, Cantonese and Putonghua

Standard of the HKDSE in the Benchmarking Studies on International Examinations

In collaboration with the Universities and Colleges Admissions Service (UCAS) in the UK, the HKEAA conducted studies in 2009 and 2012 to benchmark the standard of HKDSE Category A subjects with the GCE A Level. With the completion of the study, Level 3 to Level 5** of the HKDSE have been included in the UCAS Tariff.

The new UCAS Tariff was introduced in September 2017 to support higher education institutions in the UK for admission purpose. Level 3 to Level 5** in the HKDSE are deemed comparable to grades E to A* in GCE A Level Examination. Level 5** in Category A SS subjects is awarded the highest pos-sible 56 points. Level 5** in the Compulsory Part and the Extended Part of Mathematics are awarded 28 points each, so candidates taking both parts of Mathematics can achieve tariff points that are on par with other HKDSE Category A subjects. For details, please visit the website of HKEAA at http://www.hkeaa.edu.hk/en/recognition/benchmarking/hkdse/ucas/

The HKEAA has also conducted a benchmarking study in 2012 to compare the standard between the International English Language Testing System (IELTS) and the HKDSE English Language Examination. Based on the study, candidates attaining Level 5** in the HKDSE English Language Examination achieved a mean IELTS band score of 7.64. For details, please visit the website of HKEAA at http://www.hkeaa.edu.hk/en/recognition/benchmarking/hkdse/ielts/

Example for Reference

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The traditional notion of Pass (Grade E) no longer applies!









Level 5

•

• •

Level 4

•

• • ability to communicate ideas and express views logically

Level 3

•

• ability to analyse and interpret information from a variety of sources • ability to communicate ideas and express views appropriately

Level 2

•

• ability to identify and interpret information from straightforward sources • ability to communicate simple ideas in a balanced way

Level 1

•

• ability to identify and interpret information from simple sources with guidance • ability to communicate simple ideas briefly

For details, please visit the website of HKEAA athttp://www.hkeaa.edu.hk/en/HKDSE/assessment/the_reporting_system/SRR/#generic

StepTwo

StepThree

comprehensive knowledge and understanding of the curriculum and the ability to apply the concepts and skills effectively in diverse and complex unfamiliar situations with insight

ability to analyse, synthesise and evaluate information from a wide variety of sources ability to communicate ideas and express views concisely and logicallygood knowledge and understanding of the curriculum and the ability to apply the concepts and skills effectively in unfamiliar situations with insight

ability to analyse, synthesise and interpret information from a variety of sources

adequate knowledge and understanding of the curriculum and the ability to apply the concepts and skills appropriately in different familiar situations

basic knowledge and understanding of the curriculum and the ability to apply the concepts and skills in familiar situations

elementary knowledge and understanding of the curriculum and the ability to apply the concepts and skills in simple familiar situations with support

Refer to the Generic Level Descriptors and a sample of student’s performance to understand the overall performance standards of candidates at different levels across subjects.

Based on the nature of duties of the post, the employers can set the corresponding performance levels required for relevant subjects by referring to the Level Descriptors of individual subjects. Taking this post as an example, with reference to the Level Descriptors of Chinese Language and English Language (Speaking), the basic entry requirement for Paper 4: Speaking in these two subjects is set at Level 2.

English Language Level Descriptors – Speaking Descriptors

Level 2

Pronunciation and Delivery Pronunciation of familiar words can usually be understood

within the overall context. •

Stress and intonation are used appropriately with simple utterances. •Fluency is evident in response to very simple prompts on familiar topics. •

Communication strategies Basic expressions and strategies are used to respond purposefully to others. •

Vocabulary and language patterns A small range of simple vocabulary is used appropriately. •Some basic language patterns are used accurately in brief exchanges. •

Ideas and organization Some relevant simple information and ideas are expressed successfully. •Some ideas and information are expanded on briefly. •There is brief participation in conversation when prompted. •

http://www.hkeaa.edu.hk/en/hkdse/assessment/subject_information/category_a_subjects/hkdse_subj.html?A1&1&2_4For details, please visit the website of HKEAA at

For details, please visit the website of HKEAA athttp://www.hkeaa.edu.hk/en/hkdse/assessment/subject_information/category_a_subjects/hkdse_subj.html?A1&1&1_4

Chinese Language Level Descriptors – Speaking Descriptors (Chinese Version only)

第二級能就題目提出見解或質疑，尚能整理、澄清或補充說話內容，回應別人發言；說話達意，能參與討論，保持禮貌。

‧

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香港考試及評核局 HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY

香港中學文憑考試 HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

茲證明

This is to certify that

參加 20XX 年香港中學文憑考試，成績如下：

sat the 20XX Hong Kong Diploma of Secondary Education Examination and achieved the following results: 科目

Subject 科目等級

Subject Level / Grade 分部等級

Component Level

香港身分證號碼/旅遊證件號碼 Hong Kong Identity Card No./ : Travel Document No.

考生編號 Candidate No. :

註釋見背頁 Explanatory Notes are printed overleaf

秘書長 Secretary General

高小美 KO SIU MEI, SAMMI

Z123456(7)

121234568

數學必修部分

中國語文 . 閱讀 . 寫作 . 聆聽

. 說話

. 綜合能力

CHINESE LANGUAGE . Reading . Writing . Listening . Speaking . Integrated Skills

2(Two) 2(Two) 2(Two) 2(Two) 3(Three) 2(Two)

2(Two) 2(Two) 2(Two) 3(Three)

英國語文 . 閱讀 . 寫作

. 聆聽與綜合能力

. 說話

MATHEMATICS Compulsory Part

2(Two)

ENGLISH LANGUAGE . Reading . Writing . Listening and Integrated Skills . Speaking

COMBINED SCIENCE . Biology . Chemistry

通識教育 LIBERAL STUDIES 2(Two)

2(Two)

市場營銷及網上推廣 MARKETING AND ONLINE PROMOTION

達標並表現優異 Attained with Distinction

丙類學科 Category C Subjects

法語

FRENCH

c(c)

******************************************************************************************************************************************************

證書編號 Certificate No. : 0123456

乙類學科 Category B Subjects

組合科學 . 生物 . 化學

2(Two) 2(Two)

2(Two)

甲類學科 Category A Subjects

科目總數 Total Number of Subjects

柒 SEVEN :

A Sample of the HKDSE certificate

Having attained Level 3 in Chinese

Language (Speaking) and English Language (Speaking), Sammi’s

speaking ability exceeds the basic entry requirement for

AUTHORITYHONGKONGEXAMINATIONANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONS

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ATIONSANDASSESSMENTAU)ATIONSANDASSESSMENTAU

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the post.

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Knowledge in Other Language is a definite advantage for a sales person

working in a tourist district.

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ategory C SubjectsKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONategory C SubjectsKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKON

MENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAU

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AUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSA

ategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKON HORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDAAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMEN

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AUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSA

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ategory C SubjectsKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONategory C SubjectsKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSAN

ategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKON

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XAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHO


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KONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDA

AUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONategory C SubjectsEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKON HORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDA

ANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAM


StepFour

Refer to the candidate’s (i.e. Sammi’s) HKDSE certificate for understanding of her knowledge, abilities and performance in subjects that are relevant to the post.

Outstanding performance is attained

in a subject that is relevant to the post.

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THRITNGIOANSSSSSS

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THTH

NGIO

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THTH

UTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHO

NSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKO

NDASSESSMENTAUTHORITYHONGKOONSANDASSESSMENTAUTHORITYHONGKONGEXAMINAT

NGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDA

UTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAUTHORITYHONGKONGEXAMINATIONSANDASSESSMENTAU




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Student Learning ProfileDate of Issue: 28-02-20XX

Student Particulars

Student Name: KO Siu-mei, Sammi ID No. : Z123

Date of Birth: 01-10-XXXX Sex: Female

School Name: Hong Kong School School Code: 543210

Date of Admission: 1-9-XXXX School Address: Hong Kong Education Road

School Phone: (852) 21234567

Academic Performance in School

20XX-20XXS6

20XX-20XXS5

20XX-20XXS4

Subject Full Mark

Mark/Performance in

School

Full Mark

Mark/Performance in

School

Full Mark

Mark/Performance in

SchoolName of Key Project

Chinese Language 300 161 300 162 300 165

English Language 300 171 300 162 300 155

Mathematics 200 120 200 115 200 111

Liberal Studies 100 64 100 67 100 74Independent Enquiry Study: Environmental Technology in Developing Countries

Combined Science 100 60 100 55 100 (45)

- Biology 50 35 50 26 50 25

- Chemistry 50 25 50 29 50 (20)

Marketing and Online Promotion(Applied Learning)

A A A B – –

French 200 150 200 145 200 148

( ) : fail

****

StepFive

Apart from the HKDSE certificate, employers can also learn about Sammi’s achievements, personal qualities and abilities from her Student Learning Profile(SLP). During the inter-view, employers may get to know her career aspirations and job-related learning experiences through Other Learning Experiences and Student’s Self-Account.

Page 1 of 3

Other Learning Experiences

Information about Other Learning Experiences must be validated by the school. Other Learning Experiences can be achieved through programmes organised by the school or co-organised by the school with outside organisations. They may include learning experiences implemented during time-tabled and/or non-time-tabled learning time. Apart from core and elective subjects, Other Learning Experiences that the student participates in during his/her senior secondary education include Moral and Civic Education, Aesthetic Development, Physical Development, Community Service and Career-related Experiences.

Programmes (with description)* School Year

Role of Participation

Partner Organisations

(if any)

Major Components of Other Learning

Experiences

Awards / Certificates /

Achievements** (if any)

JA Financial Management

20XX - 20XX Participant

Career Guidance

Team

Career-related Experiences CertificateImprove students’ personal skills, such as understanding

the needs of others, making decision, financial planning, analysing information, and teamwork.

Lunar New Year Fair Charity Competition

20XX - 20XX Participant –

Moral and Civic Education

Career-related Experiences

Community Service

Aesthetic Development

Certificate of Appreciation

By selling self-designed products, students can gain knowledge in product production and customer service. Through cooperating with team members and the process of selling products to customers, students can improve their communication skills and competence in bilingual presentation, and grasp the importance of being honest, polite and customer service-oriented.

World of Work Programme – WOW! I’M READY

20XX - 20XX Participant Education

BureauCareer-related Experiences Certificate

This programme is designed and delivered by a group of well-experienced business people from established local and multi-national organisations. Through rich content and effective learning strategies, the programme aims to provide quality learning experiences to the students. Students can learn about themselves and the real world of work from different perspectives, nurturing their self-initiative and communication skills.

communication skills.

The experience gained from this activity is related to the job duties of a sales person. From the provided information, we learn that Sammi has some practical experience in the retail sector.

During the interview, employers may ask Sammi to share her selling experience, the difficulties she encountered during the process, how she tackled the problem and how she handled customers’ requests and enquiries. and enquiries.

Enthusiasm, high motivation and effective communication are the essential personal qualities of a sales person.

Through different modes of interview (e.g. group discussions, games, etc.), employers may find out whether Sammi has the personal qualities of a sales person. p

* Apart from introducing what the programme is about, the description may also explain briefly the knowledge, generic skills, values and attitudes that the

** Evidence of awards/ certificates/ achievements listed is available for submission when required.Remarks: The above list is not meant to be exhaustive. It merely illustrates the ‘key’ learning experiences acquired by the student throughout the senior secondary years.

student has developed through the experience.

Performance / Awards Gained Outside School

Programmes (with description) School YearRole of

ParticipationOrganisation

Awards / Certificates /Achievements**

(including grades/marks,if any)

Associated Board of the Royal Schools of Music (ABRSM), Piano Examination (The ABRSM examinations are the most popular music examinations in Hong Kong.)

20XX-20XX CandidateHong Kong Examinations

and Assessment Authority

Associated Board of the Royal Schools of Music,

Piano Examination, Grade 8

Students may provide the school with information about their participation in the learning activities that are not organised by their schools during their senior secondary school years. There is no need for the school to validate the information provided. Students will be responsible for providing evidence for the relevant stakeholders where necessary.

List of Awards and Major Achievements Issued by the School

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14

Page 2 of 3

Employers may ask Sammi to share the experience, knowledge and skills gained from the learning experiences mentioned, such as how one can work well with others and handle different ideas in a team. In addition, employers may ask questions for an in-depth understanding of Sammi’s serving attitude.

Student’s ‘Self-Account’ (Optional)

For example, the student may briefly highlight an impressive learning experience that has an impact on his/her personal growth and goal setting. The student may also give an account of how he/she works towards his/her personal goal to meet his/her career

aspirations or foster whole-person development in this column.

Encouraged by the subject teacher of Marketing and Online Promotion, my classmates and I formed a team

participating in the yearly charity competition. Some of us suggested having chopsticks as our major

commodities for sale. Yet I was strongly against this suggestion as the market potential of chopsticks seemed

small. Eventually, through voting, we decided to sell self-designed chopsticks with free provision of carving

services. Customers could have their words or names engraved on the chopsticks for free. At first, I did not

have much hope on selling these commodities, and was worried the demand would be small, which would in turn

lead to great loss. My classmates understood my worries. So after a serious discussion, we developed a strategy

for contingency. If the sales volume fell far behind our expectation, we would reduce the amount of goods to be

ordered. Unexpectedly, it turned out that the chopsticks were sold extremely well. Some schoolmates even placed

orders for pairs of chopsticks for their family members and friends. All chopsticks were out of stock on the

very next day. We took immediate action to refill the stock instantly.

I also learned a good lesson from the stall next to us on the second day of the fair. The stall mainly sold low-

priced snacks. In general, this type of commodities should usually be very popular among youngsters. However,

the students in charge always gave customers the cold shoulder and became impatient when customers asked

about prices. Worse still, those considered as window-shoppers by them were even told not to come. As a result,

no one ever stepped into that stall again the following days. From this incident, I clearly realise that, apart from

external factors, a polite and courteous serving attitude towards customers is the key to success in retail. With-

out good customer service, no matter how attractive or cheap the products are, customers are unlikely to buy them

at all.

When the fair came to an end, we bought some winter clothing for an elderly home with the fund raised. The

clothing we gave the elderly brought them warmth and joy, despite their poverty. At the same time, we could apply

what we learnt. We think our hard work is worthwhile.

Which learning experience is the most unforgettable to me? With no doubt, my participation in the school's “Lunar

New Year Fair Charity Competition” with classmates in S5 lives most vividly in my memory. What we learnt

during the competition has enormously enhanced my practical knowledge in marketing and communication

skills.

The above example illustrates how the HKDSE certificate and the SLP help employers understand comprehensively the multi-faceted abilities of a student under the NAS. This facilitates employers’ recruitment of the right person for the right post.

In this column, students may provide additional information to highlight any aspects of his/her learning life and personal development during or before the senior secondary education for the reference of readers (e.g. tertiary education institutions, future employers).

Conclusion

15

Page 3 of 3

Education Bureauhttp://www.edb.gov.hk

Applied Learninghttp://www.edb.gov.hk/apl/en

New Academic Structure Web Bulletinhttp://www.edb.gov.hk/nas/en

Hong Kong Examinations and Assessment Authorityhttp://www.hkeaa.edu.hk/en/

Civil Service Bureauhttp://www.csb.gov.hk

Hong Kong Council for Accreditation of Academic and Vocational Qualificationshttp://www.hkcaavq.edu.hk

Other Learning Experienceshttp://www.edb.gov.hk/cd/ole

http://www.edb.gov.hk/cd/slp

Education BureauCurriculum Development Institute

2018

Useful Websites for Reference

Review of the New Academic Structurehttp://334.edb.hkedcity.net/EN/334_review.php

Student Learning Profile

Contact UsEmail: [email protected]: 2892 6460

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Documents

The New Academic Structure for The New Academic St cture ... · 1 The New Academic Structure for Senior Secondary Education and Higher Education in Hong Kong Meeting Manpower Requirements