Curriculum continuity in Hong Kong secondary school economics : perception of teachers and students

2004 ◽  
Author(s):  
Wai-yu, Ada Chan
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teachers And Students

The Curriculum Development and Project-Based Assessment of Design Education in Singapore and Hong Kong Secondary Schools

2018 ◽  
pp. 220-243 ◽  
Author(s):  
Yi Lin Wong ◽  
Kin Wai Michael Siu
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Curriculum Development ◽  
Design Education ◽  
Essential Feature ◽  
Project Work ◽  
School Design ◽  
Teachers And Students ◽  
History Of

Project work is an essential feature in design education and curriculum and the major assessment that students need to work on. Project-based assessment is one of the promising approaches for assessing students' performance in design education. It is also the appropriate pedagogical approach for teaching design. In project-based assessment, students need to finish several tasks, such as identify a problem, research on relevant materials, suggest possible solutions to the problems, realize the chosen solution, make the artifacts and evaluate it in a project. It is natural and indubitable in the design classes – teachers and students would probably accept it without any questions. However, in the recent years, project work in design education at secondary school levels has been developed in some new directions that it is significantly differentiated from the traditional project work in the past. It is then interesting to review the historical development of secondary school design education and understand the practice of project-based assessment. The design curricula of Singapore and Hong Kong are chosen for case study and comparison in this chapter. Through examining the similar background of curriculum development of Singapore and Hong Kong, the comparison and the discussions of the chapter also highlight some issues and the future development of curriculum and assessment in K-20 education of both places. The aims of the chapter are to (1) review the history of curriculum development in Singapore and Hong Kong secondary school design education; (2) review the project-based assessment in the design curricular in both places; and (3) discuss the general and specific issues of curriculum development and project-based assessment based on the reviews.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

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