Information and Communication Technology

Information and Communication Technology

Introduction

1. The Information and Communication Technology Curriculum (Senior Secondary)

(hereafter known as ICT Curriculum) is built upon the S4-5 Computer and Information
Technology Curriculum introduced in 2003, which has already incorporated ideas about how
to prepare students for a new senior secondary education. The curriculum framework,
learning and teaching strategies, and assessment are suitably updated, however, taking into
account feedback received from the implementation of the S4-5 Computer and Information
Technology Curriculum, and the proposed revision of the existing sixth form computer
curricula.

2. The ICT Curriculum is one of the elective subjects offered under the Technology
Education Key Learning Area (TE KLA). A brief explanation of the role and position of
Technology Education at senior secondary level can be found in the Appendix for subjects
under Technology Education KLA on p.295.

Rationale

3. The use of information and communication technologies (ICT) is now an integral part
of modern society. Information is regarded as a valuable asset for all individuals. The
ability to construct knowledge from the information gathered is by and large seen as a vital
survival skill. No one can deny that the immediate future of Hong Kong is also dependent
upon its transformation into an information-based or knowledge-based society, where
information processing, knowledge management and creation are essential features.

4. The ICT Curriculum, a curriculum with a practical orientation in the new senior
secondary curriculum, is intended to develop the ICT abilities of senior secondary students
to a high enough level to meet the new socio-economic needs of Hong Kong, including the
need to keep pace with the world’s on-going rapid advancement. Our future students need
to be confident, creative, ethical and effective users of new technologies, particularly ICT.
They need to possess the knowledge, skills and attitudes necessary to apply them effectively,
to cope with change, and be aware of the impact of these technologies on society.

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Curriculum Aims

5. Like its preceding curriculum, the ICT Curriculum is framed to serve the following
two purposes.
To prepare students to become effective users of ICT so as to support their life-long
learning, as well as to provide a pathway into the workforce
To prepare students for further studies in ICT-related fields

6. The Curriculum Development Council – Hong Kong Examinations and Assessment

Authority Committee on Information and Communication Technology (Senior Secondary) is
mindful of the need to provide a curriculum which suits most students. Given the fact that
students will have three years to develop themselves in the new senior secondary education
system, the ICT Curriculum is able to address both the breadth and the depth of student
learning needed in this knowledge domain. Nevertheless, based on the fact that:
ICT has been advancing so rapidly and has developed into a diversified and vast
knowledge area; and
the education at senior secondary level is still a part of the general education for all
students;
it is felt that the curriculum should give more weighting to the learning of basic knowledge
and transferable generic skills. The orientation of the ICT Curriculum is therefore
intentionally structured for the two afore-mentioned purposes.

7. As a course designed for senior secondary students, the ICT Curriculum assumes that:
students have already developed the information technology (IT) skills at Level 3 of
the IT Learning Targets as an entry point; and
they will be working with IT or using IT skills in an integrated and holistic manner
within real-life contexts.

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8. The linkage of the curriculum with students’ various learning experiences of ICT at
school levels and beyond can be depicted in the diagram below:

Primary Level Junior Secondary Senior Secondary Post-secondary

Level Level School Level

Further studies of
Computer Literacy ICT in tertiary
Curriculum education

Proficient use of
Experiences of ICT as a tool to
using IT as a tool to ICT Curriculum support
facilitate learning disciplinary
learning

School-based Further studies of

curriculum related ICT to obtain
to information industrial
technology recognition
Effective use of
ICT in the
workforce

IT Learning Targets at Key Stage 3

The Continuum of Learning for Students in ICT

9. In order to fulfil the above purposes, the ICT Curriculum, like the S4-5 Computer and
Information Technology Curriculum, comprises a compulsory part and an elective part.
The compulsory part helps students to build a firm foundation and focuses more on the basic
knowledge and transferable skills. The elective part is comprised of modules that students
can choose in accordance with their interests, needs and abilities. It involves a more
in-depth and advanced study and students are required to study one of the given modules.
The modules in the elective part are drawn from distinctive fields of computing and
information science as well as their applications. They closely reflect global technological
trends.

10. In short, the aims of the curriculum are to enable students to:

Develop an understanding of ICT and apply their knowledge and skills to solve
real-life problems.

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Nurture their problem-solving, critical thinking and communication skills, as well as

their learning to learn abilities and their creativity.
Appraise and appreciate the impact of ICT.
Develop positive values and attitudes regarding the appropriate use of ICT in everyday
life.
Stretch their full potential in the learning and use of ICT.

Curriculum Framework

(This part should be read in conjunction with the section “Curriculum Framework” of the
Main Document. It should be noted that the curriculum framework suggested below is for
initial consultation only. Feedback from the public will be taken into account and further
details will be provided in the next stage of consultation.)

11. The curriculum framework of the ICT Curriculum is illustrated in the diagram shown
on p.286. A summary of the time allocation and the requirements of the compulsory and
elective parts are set out in the table below.

Number of
Hours Allocated
Compulsory Part
135
comprises a number of topics for students to build up a firm foundation
Elective Part
comprises a number of modules in which students will have an
90
in-depth study
students will be required to study one of the modules

12. Students will have another 30 hours for independent study / coursework or other
activities contributing to the School-based Assessment component of the public examination,
making a total of 255 hours for the whole course.

Compulsory Part

13. The compulsory part of the curriculum will occupy 135 hours and span approximately
one and a half years. It will be composed of a number of topics chosen from the core
module and essential elements of the elective modules set out in the S4-5 Computer and
Information Technology Curriculum, and a new topic. The new topic is Databases and
Database Management Systems. This topic is already an essential part of the current
sixth-form course and has numerous applications in everyday life.

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14. The variety of topics in the compulsory part will provide both a foundation as well as a
broad area of study in ICT. The learning targets in the compulsory part and how they
compare with those of the current S4-5 Computer and Information Technology Curriculum
are shown in the table on pp.287-289.

Elective Part

15. The modules in the elective part can broadly be categorized as those illustrating
applications of computers in specific areas, and those intended for students who will pursue
further studies in ICT as a discipline in tertiary education, but the two are not mutually
exclusive. The elective part will provide an opportunity for students to do an in-depth
study in a specialized area of ICT. The modules in the elective part are tentatively
proposed as follows:
Software Development
Data Communications and Networking
Multimedia Production and Web Development
e-Commerce

16. The elective part will take up about 90 hours of curriculum time and span about one
year. Students will have to attend one module in studying the ICT curriculum.

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Conceptual Framework for Information and Communication Technology Curriculum (Senior Secondary)

Compulsory part:
The Elective Part
IPP Information Processing and Presentation (90 hours)
CS&N Computer Systems and Networking
I&A Internet and its Applications
BPC Basic Programming Concepts
DB Databases and Database Management Systems
SI Social Implications
The Compulsory
Multimedia
Part Production and
e-Commerce (135 hours) Web
BPC Programming
I&A
DB

IPP SI

CS&N

Software Data
Development Communications
and Networking

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Learning Targets of the Compulsory Part

Compulsory S4-5 Computer and Information and

part Information Technology Communication
Learning Targets
Curriculum Technology Curriculum
(Students are expected to:)
Curriculum
~ 80 hours ~ 135 hours
Time
Understand and apply concepts related to information processing and
information systems in our everyday life, including how information can be
generated from raw data
Information Processing Information Processing Appraise the impact and applications of ICT
and Presentation and Presentation Have a basic understanding of how data are represented inside a computer
Develop skills in using office applications and other ICT tools effectively
Understand and apply concepts related to multimedia, including their use in
presentation and the use of web authoring tools to construct web pages1
Understand the basic components of a computer and how they work together
Topics to perform computational tasks
Understand concepts related to an operating system
Understand why and how computers are connected to form networks
Computer Systems and Computer Systems and Develop skills in operating a computer, including using the services
Networking Networking commonly available in a networked environment, performing simple
trouble-shooting and routine maintenance
Develop skills in selecting the appropriate hardware and software to perform
computational tasks
Develop an awareness of the major trends in hardware and software
development

1
Strengthened area in the ICT Curriculum
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 Information and Communication Technology

Compulsory S4-5 Computer and Information and

part Information Technology Communication
Learning Targets
Curriculum Technology Curriculum
(Students are expected to:)
Curriculum
~ 80 hours ~ 135 hours
Time
Understand concepts underlying the development of the Internet and World
Wide Web
Develop skills in using the services commonly available on the Internet
effectively
Internet and its Internet and its Have a basic understanding of the impact of Internet technology on our way
Applications Applications of living
Have a basic understanding of the risks and measures to safeguard ourselves
in using the Internet, and develop skills to protect ourselves
Topics
Understand concepts related to e-Commerce, including the importance of
new emerging technologies to do business in a safe and reliable way2
Understand and apply concepts related to databases
Develop skills in managing data using an appropriate database management
Databases and tool
- Database Management
Systems3 Have a basic understanding of the applications of database management
systems in our everyday life
Understand concepts related to data integrity and security

2
Strengthened area in the ICT Curriculum
3
New topic in the ICT Curriculum
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 Information and Communication Technology

Compulsory S4-5 Computer and Information and

part Information Technology Communication
Learning Targets
Curriculum Technology Curriculum
(Students are expected to:)
Curriculum
~ 80 hours ~ 135 hours
Time
Understand and apply concepts underlying problem solving in a systematic
way
Have a basic understanding of algorithm and its importance in computer
Basic Programming Basic Programming programming
Concepts Concepts
Develop concepts related to structured programming and be able to create or
interpret simple constructs of a programme4
Topics
Appreciate the importance of good programming skills
Have a basic understanding of issues brought forth by the advancement in
ICT
Social Implications of Social Implications of
Develop a care, concern and ethical attitudes towards using ICT
ICT ICT
Have a basic understanding of some ergonomics issues associated with the
use of ICT

4
Strengthened area in the ICT Curriculum

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Learning and Teaching

17. As expounded in previous sections, since the curriculum is intended for nurturing in
students the knowledge, skills and attitudes necessary to use ICT effectively, creatively and
confidently, no matter whether it is for further study or migration into the workforce, it is of
utmost importance that the learning and teaching strategies adopted inside classrooms can
help to bring these into realization. In this connection, as stipulated in its curriculum and
assessment guide, the learning and teaching of the existing S4-5 Computer and Information
Technology Curriculum was designed to focus on:
Preparing students to cope with rapid technological changes
Learning according to students’ interest, aptitude and ability so that student learning is
sustainable
Learning through authentic situations
Learning and making progress through appropriate feedback and assessment

18. The learning and teaching of the ICT Curriculum will follow the same way of thinking.
Students will be encouraged to own and manage their own learning through structured tasks,
projects, coursework, etc. where they can gain confidence and knowledge through their own
efforts, and where teacher feedback is given on a regular basis. Students will be
encouraged to learn through regular reading, in particular up-to-date information about
technological changes and trends, in journals, magazines and on the Web. Teachers should
focus on introducing basic concepts and leave ample space for students to develop
themselves according to their own interests.

Assessment

(This part should be read in conjunction with the section “Assessment” of the Main
Document.)

19. Assessment is the practice of collecting evidence of student learning. The aims are to
improve learning and teaching as well as to recognize the achievement of students. The
assessment design will align with curriculum aims, design and learning processes of the
subject. The design of assessment practices in the ICT Curriculum will make full use of the
assessment occasions available during the three years of study, to provide continuous
support and feedback to students. There will be a formative component unveiling needs
and attainments during and throughout the process of learning, as well as a summative
component marking the achievements of a student at the end of the course. Surely, the
assessment practices will be aligned with the curriculum aims, the learning targets of the
individual parts and the learning and teaching strategies advocated.

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Internal Assessment

20. Internal assessment refers to the assessment practices that schools employ as part of
the learning and teaching strategies during the three-year study in ICT. During the three
years of study, schools should be assessing the performance of students regularly, or helping
students assess what they have attained themselves on a regular basis. Both approaches are
considered essential as the former provides more objective information, while the latter
strengthens students’ ownership of the learning process. A variety of assessment modes
including oral quizzes, practical or skill tests, written examinations, progress reports required
of project-like work, etc. can be employed. As certain skills in ICT (e.g. the use of word
processing software to create and edit documents, the use of email to send mails as well as
attachments, etc.) have now become everyday life-skills, schools can also consider adopting
assessment practices that aim only at evaluating whether students can or cannot perform
required tasks, sometimes irrespective of how long it might take them or how they achieve
them, for certain areas of the ICT Curriculum. In these cases, students are only required to
demonstrate their competence. The performance of each student is compared against one
or more defined standards instead of against other individuals.

Public Assessment

21. Public assessment of ICT leads to a qualification in the subject to be offered by the
Hong Kong Examinations and Assessment Authority. In the public assessment of the ICT
Curriculum, a standards-referenced approach will be adopted for grading and reporting
student performance. The purpose of this approach is to recognize what each student can
do in the subject at the end of three-year senior secondary education. Each student’s
performance will be matched against a set of performance standards, rather than compared to
the performance of other students. It makes the implicit standards explicit by providing
specific indication of student performance. Descriptors will be provided for the set of
standards at a later stage.

22. Though a standards-referenced approach is adopted, the public assessment of the ICT
Curriculum is not meant to include a summative component only. There will be a written
examination conducted at the end of the third year and a School-based Assessment (SBA)
component conducted predominantly and preferably during the second and third years of
study.

23. The written examination will consist of two papers, one on the compulsory part and
the other on the elective part chosen by the student. The duration, weighting, kinds and
number of assessment items in each paper will be provided at a later stage.

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24. In line with the change in the concepts of assessment advocated in the S4-5 Computer
and Information Technology Curriculum and to facilitate better assessment for learning,
School-based Assessment (SBA) is considered an essential component in the ICT
Curriculum. At present, 20% of the total mark in the public assessment is given to
School-based Assessment in the S4-5 Computer and Information Technology Curriculum.
Given that teachers are now gaining more experience in managing assessment tasks, it is
therefore proposed that the percentage of SBA in ICT should be increased to 25% of the total
weighting of public assessment. The SBA in ICT will provide a more valid assessment of
the performance of a student than an external written examination alone, since it will cover a
more extensive range of learning outcomes through employing a wider range of assessment
practices that are not necessarily possible in written examinations. It also enables the
sustained work of students to be assessed. It provides a more comprehensive picture of
student performance throughout the period of study rather than their performance in a
one-off examination alone.

25. A variety of assessment modes can be used to evaluate the different aspects of student
performance, such as their ability to apply knowledge and ICT skills, the generic skills that
they master, the values and attitudes they develop throughout the course, etc. Teachers’
workload and the prevailing culture regarding SBA will be considered when the details of
the public assessment are worked out. It should be noted that SBA is not an add-on
element in the curriculum. The assessment of student’s performance during normal
classroom activities such as class discussion and class observation can be part of SBA. The
assessment modes selected for SBA of ICT will be appropriate to the learning targets and
processes that are to be assessed. The design and implementation of SBA should avoid
unduly increasing the workload of both teachers and students.

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Supporting Measures

26. To support schools to implement the curriculum, a Curriculum and Assessment Guide
will be published. This will provide information on the curriculum aims, learning targets,
course requirements and examination. The Guide will also serve as a framework to guide
teachers on the suggested pedagogies, learning strategies and School-based Assessment.
Other support materials may include sample examination questions and guidelines on the
implementation of School-based Assessment.

27. To equip teachers with the necessary skills and knowledge to teach the curriculum, a
series of professional development programmes for teachers will be developed. Tertiary
institutions and professional bodies will be invited to contribute their expertise to developing
teachers’ professionalism. The professional development programmes, in the form of
workshops, seminars and various sharing sessions, will be launched to:
update teachers’ technological skills;
familiarise teachers with the latest concepts of pedagogy and assessment;
inspire teachers on good implementation strategies and practices; and
widen teachers’ technological horizons.
Teachers’ networks will also be developed for teachers to continue sharing their experiences
and concerns. These act as a means to sustain professional dialogue and promote
continuous professional development.

28. Beside the quality textbooks that will be available in the market, lists of references on
books, journals, magazines and websites will be compiled to acquaint teachers with ways to
access useful resources for the curriculum. These references can act as guides for both the
teachers and the students to enrich themselves in learning and understanding the concepts
covered.

29. An e-Learning platform for the curriculum will also be developed as far as possible, in
partnership with tertiary institutions or relevant service providers, to provide teachers with
up-to-date information for student learning. This kind of support is considered particularly
important, in view of the fact the learning elements in areas like ICT are always rapidly
changing. It is also undeniable that the learning of ICT is better realized and substantiated
through a platform developed and supported by ICT.

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 Appendix for subjects under Technology Education KLA

New Senior Secondary Curriculum

Elective Subjects under the Technology Education Key Learning Area

Position of Technology and Technology Education

1. Technology is ever-changing and ever-improving in nature. In the context of school

education in Hong Kong, technology is defined as the purposeful application of knowledge,
skills and experiences in using resources to create products or systems to meet human needs.

2. The curriculum of Technology Education (TE) focuses on how human beings solve
their daily problems and how the processes involved can be replicated and transferred to
solve new problems. In the current Hong Kong context, the following six knowledge
contexts are considered essential in TE: Information and Communication Technology,
Materials and Structures, Operations and Manufacturing, Strategies and Management,
Systems and Control, and Technology and Living [see Technology Education Key Learning
Area Curriculum Guide (Primary 1 – Secondary 3) published in 2002].

Present Situation in the Technology Education Key Learning Area at S4-7

3. The existing subjects at S4-7 under the Technology Education Key Learning Area (TE
KLA) are introduced at different points of time with varying emphases to meet the learning
needs of students. They are constantly reviewed and revised to reflect contemporary social,
economic and technological changes and developments in both the local and global contexts.

4. These subjects can be broadly categorised into the following four areas of study:
Subjects related to: Existing subjects at S4-7
Business Commerce
Principles of Accounts
Word Processing and Business Communication (English)
AL Business Studies
AL Principles of Accounts
Information and Computer and Information Technology
computing ASL Computer Applications
technology AL Computer Studies
Design and Design and Technology / Design and Technology
technology (Alternative Syllabus)
Electronics and Electricity
Graphical Communication / Technical Drawing
Technological Studies
ASL Design and Technology
ASL Electronics

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 Appendix for subjects under Technology Education KLA

Subjects related to: Existing subjects at S4-7

Well being of the Accommodation and Catering Services
individual, family Fashion and Clothing
and society Home Economics (Food, Home and Family)
Home Economics (Dress and Design)
Textiles

Role of Technology Education in Senior Secondary Education

5. At the level of Basic Education (P1–S3), as suggested in the TE KLA Curriculum

Guide (P1–S3), the focus of Technology Education is on “Exploration, Experiencing and
Familiarisation”, in which students are given opportunities to experience technology
education. After completing Basic Education, students are expected to have a basic
understanding of technology, its development and its impact on the individual, family and
society. They are also expected to have gained a broad and balanced knowledge of various
technologies, to have discovered where their interests lie, and to have acquired a basis for
making informed decisions on their choice of subjects in their senior secondary studies.

6. The emphasis of TE at senior secondary level is on “Exploring Orientations for

Life-long Learning and Specialisation”. To this end, the senior secondary TE curriculum
provides a variety of subjects to cater for the different learning needs and interests of
students.

Direction for the Development of Technology Education in Senior Secondary Education

7. Throughout schooling, the Technology Education Curriculum is designed to match

students’ learning needs at different key stages. Students at the senior secondary level are
progressing from teenagers to adulthood. They are developing their value system,
acquiring and enhancing their generic skills, exploring their orientation for life-long learning,
and accumulating knowledge and skills to prepare for their adult life.

8. To cater for the learning needs of such students, the emphasis of TE at this level needs
to shift:
From acquisition of easily outdated discipline-based knowledge and skills to the
understanding of broader technological contexts to keep abreast of changes in the
world
From a choice between academic or vocational studies to a judicious balance of
academic and practical studies for solving daily problems, for life-long learning and
for work
From acquisition of trade-specific skills to the application of generic skills in new
situations to develop creativity, critical thinking and problem-solving skills.

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 Appendix for subjects under Technology Education KLA

Learning and Teaching in Technology Education

9. Technology influences and is influenced by culture and is part of our daily life. To
motivate effective student learning, learning and teaching should be closely related to the
everyday social, economic and technological contexts.

10. In the Hong Kong context, the main pillars of our economy are financial services,
producer services, logistics and tourism. Creative industries and health care industries have
also been identified by the Government as growing and likely to grow further.

11. Building on the strengths of the existing subjects at S4-7 and catering for social,
economic and technological development, we propose five elective subjects for the New
Senior Secondary Curriculum:
Business, Accounting and Financial Studies (BAFS) [formerly known as Business and
Financial Studies in the report Review of the Academic Structure of Senior Secondary
Education (Education Commission, 2003)]. - The importance of business and financial
services in Hong Kong makes the study of business, accounting and finance important in the
development of students to become valuable human resources with an entrepreneurial spirit
in the future. This elective subject will enable students to acquire business knowledge,
skills, values and attitudes and nurture them to become responsible and effective citizens in
the business world and in society at large.

Information and Communication Technology (ICT) - Information and communication

technologies are essential to all industries, and in particular to those concerned with logistics.
This elective subject will prepare students for technological challenges both at work and in
their future studies.

Design and Applied Technology (DAT) - Design is the soul of the production,
manufacturing and creative industries. This elective subject will equip students with
appropriate design skills and will nurture their creativity.

Home Economics (HEc) - Food and clothing are basic human necessities. Advances in the
technology used for producing food, clothing and textiles will continue to bring new
challenges. Through the study of contemporary technologies used for food and clothing,
students will learn how to critically assess these and their impact on the well-being of
individuals, families and society.

Health Management and Social Care (HMSC) - Hong Kong’s most valuable asset has
always been its human capital. For this to thrive, the health of the community and its
capacity to develop a caring society will be of utmost importance. This elective will enable
students to study health and social care issues, and to know how to live a healthy life and
contribute to a caring society.

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 Appendix for subjects under Technology Education KLA

12. An overview of the five elective subjects under the TE KLA is given in Figure 1.
The relationship between the proposed elective subjects in the New Senior Secondary
Curriculum and the existing TE subjects at S4-7 is depicted in Figure 2.

13. In proposing elective subjects, it is of utmost importance to have an effective number

of elective subjects to meet the learning needs of students. Other than the elective subjects
proposed, there are other channels to provide diversified learning opportunities in the senior
secondary curriculum framework for students.

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 Appendix for subjects under Technology Education KLA

Figure 1 An overview of the five elective subjects under the TE KLA

Business, Accounting
and Financial Studies

Create value through

commerce and production

Acquire the
Design and knowledge and Information and
Applied Create change in skills to meet Communication
the man-made
Technology
world AIMS the challenges
in an
Technology

information -
based society

Enhance the well being of

individuals and society

Home Health
Economics Management and
Social Care

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 Appendix for subjects under Technology Education KLA

Figure 2 Relationship between Proposed Elective Subjects in the New Senior Secondary
Curriculum and Existing Subjects at S4-7 under TE KLA

Existing Subjects New Senior

Secondary Education
S4-5 Commerce
Principles of Accounts
Word Processing & Business
Communication (English)
Business, Accounting and
AL Business Studies Financial Studies
Principles of Accounts

S4-5 Computer and Information

Technology

ASL Computer Applications Information and

Communication Technology
AL Computer Studies

S4-5 Home Economics

(Food, Home and Family)
Home Economics
S4-5 Home Economics
(Dress and Design)

S4-5 Accommodation & Catering

Services
Health Management
S4-5 Fashion & Clothing & Social Care

S4-5 Textiles

S4-5 Design & Technology /

Design & Technology (Alt. Syll.)
Electronics & Electricity
Graphical Communication /
Technical Drawing
Technological Studies
Design & Applied Technology
ASL Design & Technology
Electronics

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