Curriculum Development

A. Junior Secondary School curriculum




Chinese, English, Mathematics, Liberal Studies, Environmental Studies, Integrated Science, Information Technology, Chinese History, Putonghua, Music, Home Economics, Design and Technology, Visual Arts, Physical Education, Life Art.


Curriculum Concepts


  • Focus on language training: to build a robust foundation in both Chinese and English. English-taught subjects include Integrated Science, Information Technology and Environmental Studies, which can strengthen students’ basic language skills
  • Focus on operational capabilities and logical thinking: Mathematics
  • Focus on thinking skills and critical thinking: Liberal Studies
  • Focus on academic and knowledge enhancement: Chinese History, Arts of Living
  • Other subjects: knowledge enhancement, skills coaching, physical training and arts appreciation, etc.


Junior Liberal Studies (School-based Curriculum)


Five key directions in development:

  1. Diverse knowledge: Economics, Politics & Society; Hong Kong & World Cities, etc;
  2. Thinking skills (using textbooks and school-based teaching materials developed by the school): Memory Enhancement Methods, Six Thinking Hats, Critical Thinking, Creativity, Problem-solving Ability, etc;
  3. Project learning skills: Group project;
  4. Issue-based courses (using current affairs as topics to train students’ reading and analytical skills);
  5. Establish correct values.


Arts of Living for Form 1 Students (School-based Curriculum)


Aims / objectives:

  1. Enhance student’s awareness and promote learning about various domains of arts in their personal lives;
  2. From the learning in the artistic and creative units, cultivate proper and healthy living habits, concepts and attitude to life.


Course contents:

  • Outline:
  1. To learn different themes through the modular format;
  2. To study art-based topics through photographic observation, image design, hair design, fashion etiquette, table manners, collective creation and other activities, a combination of knowledge in different fields. Through acquiring everyday knowledge, students can be stimulated in terms of their interests and initiatives in learning, spirit of inquiry and, ultimately, to develop a positive attitude towards life.


  • Contents:
  1. "Team Spirit", campus album entitled “Basic Skills in Photography” and "Flowers of Love", hairstyle and personal image management named “Thousands of Changing Images”, "Cultural Arts Corridor”, “Daily Etiquettes" and "Table Manners", “TV Advertising Techniques" and "Tea Culture", etc.


  • Extra-curricular Co-organizers - Modular Learning Activities:
  1. For example: visits to museums/art galleries, community cultural visits and integrated performing arts / exhibitions.


B. Senior Secondary School Curriculum

  • Compulsory Subjects: Chinese, English, Mathematics, Liberal Studies
  • Elective Subjects: Chinese History, History, Geography, Economics, Business, Accounting and Financial Studies, Information and Communications Technology (ICT), Physics, Chemistry, Biology, Combined Science

[Choose two to three subjects]

Form 5 and 6 students can withdraw to two elective subjects. Students who have withdrawn will be arranged to attend particular strengthening classes in Chinese Language, English Language and Mathematics to consolidate their foundation knowledge and examination techniques.

  • Music Appreciation, Arts Appreciation, Sports, Moral and Civic Education



C. Learning

  • Emphasize training on students’ biliterate and trilingual proficiency;
  • Adopt diversified teaching models, with more interactions to stimulate students’ learning interests and to encourage their self-learning, active learning and independent study;
  • Encourage students to take the initiative to ask questions, take notes and classroom reporting / interpretation;
  • Focus on a balanced and comprehensive learning that places equal emphases on arts, science, technology subjects. Proactively develops school-based for junior forms, such as Liberal Studies, Environmental Studies and Arts of Living, etc.



D. Teaching

  • The responsible teachers work closely together and frequently exchange professional viewpoints to adjust the curriculum, teaching schedules and formulate examination papers;
  • Apart from the subjects of Chinese Language, English Language, Mathematics and Liberal Studies that divide students of different forms into groups, all other subjects have taken into account the differences of students’ learning ability during curricula designing and in classroom situations. For the subjects of Chinese Language, English Language, Mathematics and Liberal Studies, a session in every cycle is arranged for teachers who teach the same subject in the same grades to plan the lessons together while exchanging ideas. Meanwhile, teachers in other grades and subjects are also encouraged to have more opportunities for collaborative lesson planning and idea exchange.
  • Subject to the students’ progress and community needs, annual revision will be done on the teaching focus, strategies, and design supports, such as handouts, worksheets, online self-study and discussion materials;
  • By placing emphasis on the teachers’ professional development, we are dedicated to implement individual professional development programs for teachers, classroom research, collaborative lesson planning, peer lesson observations, cross-disciplinary collaboration and inter-school (local and overseas) teaching sharing.



E. Pedagogy / Teaching Strategies

  • Adopt teaching methods such as interaction, student-led questioning, inquiry learning and issue-oriented approach;
  • Guide students to actively participate in classroom and all learning activities;
  • Use critical thinking and multi-angle reflection built on solid foundation of knowledge. While analyzing and criticizing views, accommodate different opinions and values. Based on reasons and rationales, discussions are made in a logical manner;
  • The assessment criteria for data-response questions and extended-response questions must be fully understood to guide students in mastering the answering techniques and tips for gaining points;
  • Optimize teaching routines by implementing the "Four-Step Classroom Strategy": teachers clearly show teaching objectives, preview, multiple teaching, and classroom summary in each subject / class.



F. Assessment

  • Format: Evaluation questions should fulfill the public examination requirements and should be based on knowledge assessment, understanding, analysis, response to information and extended-response questions.
  • Types: continuous assessment focuses, including worksheets, exercises, tests, learning logs and examinations.



G. Assessment for Learning

Assessment for Learning

  • Continuous assessment: Learning routines (in-class and after-class summary: ask questions, feedback, and reflection)
  • Summative assessment: post-examination evaluation table, review and follow-up after each assessment

Assessment and Development

Followed up by Learning Development Team:

  1. Plans to promote learning for each subject (P)
  2. Implementation status of each subject (I)
  3. Evaluation of each subject (E)


Assessment for Strengthening the Promotion of Learning (CDC, 2002, Basic Education Curriculum Guide, P.1)

"Teachers should provide real-time feedback through assessment in daily classroom teaching to help students grasp key points of the teaching materials. Rather than assessing and identifying contents that students have learnt, teachers should focus on assessing the factors that have led to poor learning outcomes and means to help students attain improvements."

"In the learning and teaching process, teachers should identify and diagnose difficulties encountered by students in learning, thereby providing effective feedback.”



Connect with us

©  Ning Po No.2 College.  All right reserved.