survey on the new academic structure for -...

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Review of the New Academic Structure –

School Survey on New Senior Secondary Curriculum and Assessment

PART 2:

Initial Recommendations on Subject-level Issues

Questionnaire to be completed by the Subject Panel Head

Please make reference to the school-level recommendations in Part 1 (can be accessed from the EDB

website at http://www.edb.gov.hk/nas/review), C&A Guides and the 2012 HKDSE Examination

Report before responding to the subject-level recommendations as the issues are interrelated and should

be considered as a whole.

Purpose of questionnaire

Your views and other suggestions on the subject-level recommendations in Part 2 would help fine-tune

the recommendations further for consideration by the Joint CDC-Public Examinations Board meeting in early

2013. The relevant CDC-HKEAA Committees and the HKDSE Subject Committees would study the

feedback collected, and decide on the short-term recommendations for addressing the related issues and

concerns as well as explore suggestions to be deliberated further at a later stage. Recommendations for the

short-term stage are expected to be announced in early 2013 following the Joint CDC-Public Examinations

Board meeting.

Design of questionnaire

Considering the scale of the survey, this questionnaire is designed to encompass the major

considerations and recommendations (as deliberated at the CDC-HKEAA Committees and the HKDSE

Subject Committees on the NSS subjects and based on feedback from other stakeholders) without

overloading the respondents. The recommendations are by no means exhaustive, and those that are not

included can be discussed through other channels, e.g. written submissions, forums and interviews. Further, subject panel heads and teachers are also welcome to express their views under ‘Other comments’ in this

questionnaire.

Return of completed questionnaire

For each NSS subject questionnaire, schools are expected to return ONE reply only. While school

principals, subject panel heads and teachers should exchange views on all the key issues in the staff meeting,

the subject panel heads should also discuss subject-specific issues with the subject teachers concerned,

collate all their views on the subject-level recommendations and submit a consolidated reply to the

principal/coordinator before 19 December 2012.

APPENDIX 10

Combined Science

of 12

Schools are advised to complete this hard copy of the questionnaire and your views can be expressed in

either English or Chinese. The Chinese version of this questionnaire will also be uploaded on the EDB

website in late November 2012 for schools’ reference.

Your views, if any, are welcome even if your school does not offer this subject. For enquiries, please

contact Mr Eric Tam of CDI at 2892 5882 and Ms Maria Fung of HKEAA at 3628 8070.

Confidentiality

All information provided will be kept strictly confidential and will only be used for the purpose of the

NAS review. No information on individual schools/teachers will be revealed.

School Survey on New Senior Secondary Curriculum and Assessment (EDB & HKEAA) – Part 2

APPENDIX 10 – Combined Science of 12

School Name: _______________________________________________ HKDSE School Code:

_______________________________________________

Combined Science

BACKGROUND

The EDB, CDC and HKEAA have joined hands to review the first cycle of curriculum implementation, the HKDSE

Examination, and their impact. Based on the feedback collected, some initial recommendations on addressing the concerns and

enhancing the implementation of the curriculum and assessment at school level (Part 1) as well as subject level (this

questionnaire in Part 2) are proposed.

ISSUES AND CONSIDERATIONS

The following feedback and concerns with respect to the implementation of the Combined Science curriculum and assessment

framework are noted:

teachers’ difficulty in mastering the breadth and depth of the curriculum

insufficient lesson time for teachers to cover the curriculum

teachers’ concerns about catering for greater learner diversity

In making recommendations to address the concerns above, our major considerations are:

Introducing major changes in the short term would require further intensive preparation again when teachers have just

familiarised themselves with the subject. More data collection and deliberations are required to explore suggestions that

may have major impact on the curriculum and assessment design.

Most of the issues and concerns are related to teachers’ understanding of the breadth and depth of the curriculum.

Supplementary notes are needed to enhance teachers’ understanding of the curriculum and assessment.

It is important to maintain high regards of the subject in international benchmarking.

Based on the above considerations, please answer the following questions.

ACTION REQUESTED

Please make reference to the school-level recommendations in Part 1, and let us know your views and other suggestions on

the subject-level recommendations in Part 2, so that we can fine-tune the recommendations further for consideration by the Joint

CDC-Public Examinations Board meeting in early 2013.

(1) Please fill in the school name and school code at the top of this page.

(2) Please blacken the appropriate circle and/or state your views in the space provided.



(A) Short-term Recommendations

Teaching at S4 in the 2013/14 school year, leading to the 2016 HKDSE Examination

Curriculum

1. To address the concerns about the breadth and depth of the curriculum, changes are proposed to the following topics

(Please refer to Annex 10A for details).

Topics in Physics Part Agree Disagree No

opinion

Other comments:

(A) Force and Motion ○ ○ ○

(B) Electricity and Magnetism ○ ○ ○

Topics in Chemistry Part Agree Disagree No

opinion

Other comments:

(C) Acids and Bases ○ ○ ○

(D) Redox Reactions, Chemical

Cells and Electrolysis ○ ○ ○

(E) Chemical Reactions and

Energy ○ ○ ○

Topics in Biology Part Agree Disagree No

opinion

Other comments:

(F) Genetics and Evolution ○ ○ ○

(G) Organisms and Environment ○ ○ ○

(H) Health and Diseases ○ ○ ○

.

2. Supplementary notes for the C&A Guides will be provided to articulate more clearly the breadth and depth of the

curriculum.

○ Agree

○ Disagree

○ No opinion

Other comments: _____________________________________________________________________________

____________________________________________________________________________________________



3. Do you agree that the following support measures should be provided to help your planning and implementation of the

senior secondary Combined Science curriculum and assessment?

(A) Providing professional development programmes on interpreting the curriculum

○ Agree

○ Disagree

○ No opinion

Other comments: ________________________________________________________________________

_______________________________________________________________________________________

(B) Providing experience sharing on good practices in curriculum implementation in schools

○ Agree

○ Disagree

○ No opinion

Other comments: ________________________________________________________________________

_______________________________________________________________________________________

4. Other comments on the curriculum of this subject:

Public Examination

With the completion of the first HKDSE Combined Science Examination, feedback on the Assessment Framework and

Examination Papers of the 2012 HKDSE Examination is gathered from various channels. Teachers’ views on the Assessment

Framework for Combined Science, including examination paper structure, weighting, examination duration and SBA, are all

positive.

Please refer to Annex 10B for the proposed assessment framework for the 2016 HKDSE Examination.

5. In view of the positive feedback from schools, no changes to the design of the 2016 HKDSE Public Examination are

proposed, subject to regular review and continuous improvement in light of feedback from live examinations.

○ Agree

○ Disagree

○ No opinion

Other comments: _____________________________________________________________________________

____________________________________________________________________________________________

6. Other comments on the public examination of this subject:



School-based Assessment (SBA)

7. In view of the positive feedback from schools and the SBA requirements has been streamlined starting from the 2014

Examination, no further changes to the design of the 2016 HKDSE SBA are proposed subject to regular review and

continuous improvement in light of feedback from schools.

○ Agree

○ Disagree

○ No opinion

Other comments: _____________________________________________________________________________

____________________________________________________________________________________________

8. Other comments on the SBA of this subject:

(B) Medium- or Long-term Recommendations

Teaching at S4 beyond the 2013/14 school year, leading to sittings beyond the 2016 HKDSE Examination

9. Medium- or long-term recommendations on this subject:

10. Background Information: Please indicate the provision of this subject in your school:

○ This subject has been offered in the 2012/13 school year and/or in previous school year(s)

○ This subject has not been offered



The breadth and depth of the following sub-topics of the Combined Science (S4-6)

curriculum are proposed to be reviewed for the 2016 DSE examination.

Physics part:

Topics Sub-topics Preliminary suggestions

I. Heat (a) Temperature, heat and internal

energy No change

(b) Transfer processes No change

(c) Change of state No change

II. Force and

Motion

(a) Position and movement No change

(b) Force and motion “Moment of force” to be deleted

(c) Projectile motion No change

(d) Work, energy and power No change

(e) Momentum “Law of conservation of momentum in two

dimensions” to be deleted

III. Wave Motion (a) Nature and properties of waves No change

(b) Light No change

(c) Sound No change

IV. Electricity and

Magnetism

(a) Electrostatics “Electric charges” and “Electric field” to be

trimmed

(b) Circuits and domestic electricity No change

(c) Electromagnetism No change

Annex 10A



Chemistry part:


I. Planet Earth - No change

II. Microscopic

World

- No change

III. Metals - No change

IV. Acids and

Bases

g. Rate of chemical reaction The technique of “Following colour intensity

of a mixture” to be deleted

V. Fossil Fuels

and Carbon

Compounds

- No change

VI. Redox

Reactions,

Chemical Cells

and

Electrolysis

d. Redox reactions in chemical cells Examples of “Fuel cells” to be confined to

“Hydrogen-oxygen fuel cell” only

VII. Chemical

Reactions and

Energy

b. Standard enthalpy change of

neutralization, solution, formation

and combustion

“Standard enthalpy change of solution” to be

deleted

c. Hess’s law “Enthalpy level diagrams” to be deleted

Biology part:


I. Cells and

Molecules of

Life

- No change

II. Genetics and

Evolution

Basic genetics “Apply Mendel’s laws of inheritance to solve

genetic problems involving monohybrid and

dihybrid crosses.” to be changed to “Apply

Mendel’s laws of inheritance to solve genetic

problems involving monohybrid cross.”

III. Organisms

and

Environment

Materials cycling “Nitrogen cycle” to be deleted

IV. Health and

Diseases

Personal health “Effects of lifestyles” to be deleted



PROPOSED 2016 HKDSE COMBINED SCIENCE ASSESSMENT FRAMEWORK

INTRODUCTION The public assessment of this subject is based on the Curriculum and Assessment Guide (Secondary 4-6) Combined Science jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. Candidates should refer to the section on ‘Curriculum Framework’ in this Guide for the knowledge, understanding, skills and attitudes they are required to demonstrate in the assessment. Candidates are expected to have a general knowledge of the materials contained in the Science Curriculum (Secondary 1-3). The mathematical skills required in the assessment are mainly based on those covered in the Compulsory Part of the Hong Kong Diploma of Secondary Education Mathematics Curriculum. The public assessment of Combined Science consists of three parts: Physics, Chemistry and Biology. Candidates should choose any two parts to form the basis of their assessment according to the curriculum they follow. As a result, there are three options: Combined Science (Physics, Chemistry), Combined Science (Biology, Physics), and Combined Science (Chemistry, Biology). PART 1: PHYSICS

ASSESSMENT OBJECTIVES The objectives of the public assessment of this part are to evaluate candidates’ ability to: 1. recall and show understanding of the facts, concepts, models and principles of physics, and the relationships

between different topic areas in the curriculum framework; 2. apply knowledge, concepts and principles of physics to explain phenomena and observations, and to solve

problems; 3. show an understanding of the use of apparatus in performing experiments; 4. demonstrate an understanding of the method used in the study of physics; 5. present data in various forms, such as tables, graphs, charts, diagrams, and transpose them from one form into

another; 6. analyse and interpret data, and draw appropriate conclusions; 7. show an understanding of the treatment of errors; 8. select, organise, and communicate information clearly, precisely and logically; 9. demonstrate understanding of the applications of physics to daily life and its contributions to the modern world; 10. show awareness of the ethical, moral, social, economic and technological implications of physics, and critically

evaluate physics-related issues; and 11. make suggestions, choices and judgments based on the examination of evidence using knowledge and principles

of physics. Mode of assessment The public assessment of Combined Science (Physics part) consists of a public examination component and a school-based assessment component as outlined in the following table:

Component Weighting Duration

Public Examination Questions set on the physics part of the curriculum 40% 1 hour

40 minutes

School-based Assessment (SBA) 10%

Annex 10B



PUBLIC EXAMINATION The examination paper comprises two sections: A and B. Section A consists of multiple-choice questions and carries 14% of the subject mark. Section B includes short questions, structured questions and an essay question, and it carries 26% of the subject mark. Candidates have to attempt all questions in this paper. SCHOOL-BASED ASSESSMENT (SBA) School-based assessment (SBA) is compulsory for all school candidates. Candidates will be assessed by their teachers on their performance of a wide range of skills involved in practical work throughout S5 and S6. Candidates are required to perform a stipulated amount of practical work. The work should be integrated closely with the curriculum and form a part of the normal learning and teaching process. The table below summarises the minimum number of assessments and the percentage weighting in subject required in S5 and S6 for the SBA:

Minimum number of assessments

S5 1 (5%)

S6 1 (5%)

For monitoring and authentication purposes, candidates are required to keep good custody of all their work in SBA until the publication of the HKDSE examination results. Private candidates need not complete the SBA component. Their subject result will be based entirely on the public examination result. The detailed requirements, regulations, assessment criteria, guidelines and methods of assessment are provided in the SBA Handbook for HKDSE Physics and Combined Science (Physics part) published by the Hong Kong Examinations and Assessment Authority.

PART 2: CHEMISTRY ASSESSMENT OBJECTIVES The assessment objectives of this part are to evaluate the abilities of candidates to: 1. recall and show understanding of chemical facts, patterns, principles, terminology and conventions; 2. show an understanding of the use of apparatus and materials in performing experiments; 3. handle materials, manipulate apparatus, carry out experiments safely and make accurate observations; 4. demonstrate an understanding of the method used in chemical investigation; 5. analyse and interpret data from various sources, and draw relevant conclusions; 6. manipulate and translate chemical data and to perform calculations; 7. apply chemical knowledge to explain observations and to solve problems which may involve unfamiliar

situations; 8. select and organise scientific information from appropriate sources and to communicate this information in an

appropriate and logical manner; 9. understand and evaluate the social, economic, environmental and technological implications of the applications

of chemistry; and 10. make decisions based on the examination of evidence and arguments.



Mode of assessment The public assessment of Combined Science (Chemistry part) consists of a public examination component and a school-based assessment component as outlined in the following table:


Public Examination Questions set on the chemistry part of the curriculum 40% 1 hour

40 minutes


PUBLIC EXAMINATION The examination paper comprises two sections: A and B. Section A consists of multiple-choice questions and carries 12% of the subject mark. Section B includes short questions, structured questions and an essay question, and it carries 28% of the subject mark. Candidates have to attempt all questions in this paper. SCHOOL-BASED ASSESSMENT (SBA) School-based assessment (SBA) is compulsory for all school candidates. Candidates will be assessed by their teachers on their performance of a wide range of skills involved in practical work throughout S5 and S6. Candidates are required to perform a stipulated amount of practical work, which may include designing experiments, reporting and interpreting experimental results, etc. The work should be integrated closely with the curriculum and form a part of the normal learning and teaching process. The table below summarises the minimum number of assessments and the percentage weighting in subject required in S5 and S6 for the SBA:

Minimum number of assessments* Weighting in subject

S5 1 5%

S6 1 5%

* Over the two years of S5 and S6, there should be at least one assessment for Volumetric Analysis (VA) and one assessment for Other Experiments (EXPT).

For monitoring and authentication purposes, candidates are required to keep good custody of all their work in SBA until the publication of the HKDSE examination results. Private candidates need not complete the SBA component. Their subject result will be based entirely on their public examination results. The detailed requirements, regulations, assessment criteria, guidelines and methods of assessment are provided in the SBA Handbook for HKDSE Chemistry and Combined Science (Chemistry part) published by the Hong Kong Examinations and Assessment Authority. PART 3: BIOLOGY ASSESSMENT OBJECTIVES The assessment objectives of this part are to evaluate candidates’ abilities to: 1. recall and show understanding of facts, concepts and principles of biology, and the relationships between different

topic areas in the curriculum framework; 2. apply biological knowledge, concepts and principles to explain phenomena and observations, and to solve

problems;



3. formulate working hypotheses, and plan and perform tests for them; 4. demonstrate practical skills related to the study of biology; 5. present data in various forms, such as tables, graphs, charts, drawings, diagrams, and transpose them from one

form into another; 6. analyse and interpret both numerical and non-numerical data in forms such as continuous prose, diagrams,

photographs, charts and graphs – and make logical deductions and inferences and draw appropriate conclusions; 7. evaluate evidence and detect errors; 8. generate ideas; select, synthesise and communicate ideas and information clearly, precisely and logically; 9. demonstrate understanding of the applications of biology to daily life and its contributions to the modern world; 10. show awareness of the ethical, moral, social, economic and technological implications of biology, and critically

evaluate biology-related issues; and 11. make suggestions, choices and judgments about issues affecting the individual, society and the environment. Mode of assessment The public assessment of Combined Science (Biology part) consists of a public examination component and a school-based assessment component as outlined in the following table:


Public Examination Questions set on the biology part of the curriculum 40% 1 hour

40 minutes


PUBLIC EXAMINATION

The examination paper comprises two sections: A and B. Section A consists of multiple-choice questions and carries 12% of the subject mark. Section B includes short questions, structured questions and an essay question, and it carries 28% of the subject mark. Candidates have to attempt all questions in this paper.

SCHOOL-BASED ASSESSMENT (SBA)

School-based assessment (SBA) is compulsory for all school candidates. In the SBA of Combined Science (Biology part), candidates are required to perform a stipulated amount of practical work, which may include scientific investigations, laboratory work, and fieldwork, etc. In S5 and S6, they will be assessed in two ability areas: A and B. Ability area A carries 4% of the subject mark, while ability area B carries 6% of the mark. The table below summarises the percentage weighting and the minimum number of assessments required in S5 and S6 for the different areas of the SBA:

Practical related task

Ability area A Ability area B

Weighting in subject 4% 6%

Minimum number of assessments

S5 1 1

S6

For monitoring and authentication purposes, candidates are required to keep good custody of all their work in SBA until the publication of the HKDSE examination results.

Private candidates need not complete the SBA component. Their subject result will be based entirely on their public examination results. The detailed requirements, regulations, assessment criteria, guidelines and methods of assessment are provided in the SBA Handbook for HKDSE Biology and Combined Science (Biology part) published by the Hong Kong Examinations and Assessment Authority.

- End of Appendix 10. Thank you very much! -

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