ENG-2005 — Page 204

166 Education

heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields or related bodies, representatives from the HKEAA and the VTC, as well as officers from the EMB.

Curriculum Reform

Curriculum reform is the core component of education reform. It aims to motivate students to learn, to enhance their knowledge and abilities, and develop positive values and attitudes to establish a solid foundation for lifelong learning and whole-person development. Building on the strengths and achievements attained, senior secondary education has been improved to prepare students to meet the challenges of the future.

In 2002, in response to the need for curriculum development in schools, the CDC developed the Basic Education Curriculum Guide setting out the themes essential for curriculum development throughout schools. At the primary education level, school curriculum leaders have been appointed to support primary school heads to lead curriculum development.

At the secondary school level, new Curriculum and Assessment Guides for the senior secondary subjects will be developed to help change ideals into practice. Professional development programmes have been organised to help schools prepare for the switch to the NSS academic structure. In addition, secondary and primary schools, university academics and curriculum development experts have worked together on research and development projects to produce useful reference material for schools.

Through various advisory services, collaborative lesson preparation and action. research, schools were able to build up their curriculum reform capacity and adopt more effective practices to enhance school-based curriculum development, including more flexible time-tabling and curriculum continuity and assessment.

The Curriculum

The school curriculum in Hong Kong is defined in terms of the five essential learning experiences: moral and civic education, intellectual development, community service, physical and aesthetic development and career-related experiences for lifelong learning and the whole-person development of students.

In 2001, the CDC developed an open, coherent and flexible curriculum framework that enables students to meet the challenges of a knowledge-based society. The framework is composed of three interconnected components: key learning areas', generic skills and values and attitudes3. The key learning areas serve

1 Existing subjects are grouped into eight key learning areas: Chinese language; English language; mathematics; science; technology; personal, social and humanities; the arts; and physical education.

2

3

Nine generic skills helping students to learn collaboration, communication, critical thinking, creativity, information technology, numeracy, problem-solving, self-management and how to study. For example: national identity, responsibility, perseverance, respect for others, commitment, trust and modesty.