Technology Education

Preamble

The development of the Hong Kong school curriculum has advanced into a new phase of ongoing renewal and updating. It ushers in a new era for curriculum development to keep abreast of the macro and dynamic changes in various aspects in the local, regional and global landscapes in maintaining the competitiveness of Hong Kong. For the ultimate benefits of our students, schools are encouraged to sustain and deepen the accomplishments achieved since the Learning to Learn curriculum reform started in 2001, and to place new emphases on future needs in curriculum development for achieving the overall aims and learning goals of the school curriculum.

The eight Key Learning Area (KLA) Curriculum Guides (Primary 1 - Secondary 6) have been updated and recommended by the Curriculum Development Council (CDC) 1 to support the ongoing renewal of the school curriculum at the primary and secondary levels.

In updating the KLA Curriculum Guides, the respective KLA committees under the CDC have taken into consideration the concerns, needs and suggestions of various key stakeholders including schools, principals, teachers, students and the public at large. A series of school briefing cum feedback collection sessions coupled with a territory-wide school survey were conducted in 2015 to gauge schools' views on the major updates of the respective Curriculum Guides.

The eight KLA Curriculum Guides (2017) supersede the 2002 versions. Each KLA Curriculum Guide presents the updated curriculum framework which specifies the KLA's curriculum aims, learning targets and objectives, delineates the direction of ongoing curriculum development at the KLA level, and provides suggestions on curriculum planning, learning and teaching strategies, assessment, as well as useful learning and teaching resources. In addition, updated examples of effective learning, teaching and assessment practices are provided for schools' reference. Supplements to some KLA Curriculum Guides and subject curriculum guides are also available to provide further suggestions on their implementation at specific key stages. Schools are encouraged to adopt the recommendations in the KLA Curriculum Guides, taking into account the school contexts, teachers' readiness and learning needs of their students.

For a better understanding of the interface between various key stages and connections of different learning areas, and how effective learning, teaching and assessment can be achieved, schools should make reference to all related curriculum documents recommended by the CDC and the latest versions of the Curriculum and Assessment Guides jointly prepared by the CDC and the HKEAA for the senior secondary curriculum to ensure coherence in curriculum planning at the school, KLA and subject levels.

As curriculum development is a collaborative and ongoing process, the KLA Curriculum Guides will be under regular review and updating in light of schools' implementation experiences as well as the changing needs of students and society.

1 The CDC is an advisory body offering recommendations to the Government on all matters relating to school curriculum development from kindergarten to secondary levels. Its membership includes heads of schools, teachers, parents, employers, academics from tertiary institutions, professionals from related fields or related bodies, representatives from the Hong Kong Examinations and Assessment Authority (HKEAA), and officers from the Education Bureau.

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Views and suggestions on the development of the Technology Education KLA Curriculum are always welcome. These may be sent to:

Chief Curriculum Development Officer (Technology Education) Curriculum Development Institute Education Bureau Room W101, 1/F, West Block Kowloon Tong Education Services Centre 19 Suffolk Road, Kowloon Tong Kowloon, Hong Kong Fax: 2768 8664 E-mail: teched@.hk

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Key Messages

Technology Education Key Learning Area (TE KLA)

Technology

Technology is the purposeful application of knowledge, skills and values and attitudes in using resources to create products or systems to meet human needs and wants. (Section 1.2.1)

Technology influences and is influenced by the cultures of people, and is part of our daily life. (Section 1.2.2)

Technology Education

Technology Education (TE) is the entitlement of each student. It is the learning of how human beings solve their daily problems and how the process could be replicated and transferred to solve new problems that arise from time to time. (Sections 1.3.1 ? 1.3.2)

Subjects under TE KLA

At the primary level, the content of TE is subsumed in the General Studies curriculum.

At the junior secondary level, many schools are adopting subject-based learning approach through subjects such as Computer Literacy, Design and Technology, and Home Economics/Technology and Living to implement the learning element modules of the TE curriculum.

At the senior secondary level, five elective subjects are offered to facilitate students in pursuit of a wide range of future studies or career pathways. (Sections 1.3.4 ? 1.3.6)

Direction for the Development of the TE KLA

The development of the TE KLA will be moving from acquisition of confined discipline-based knowledge and skills to understanding of broader technological contexts so as to keep abreast of changes in the world. (Section 1.4.2)

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Major Emphases in the Implementation of TE KLA in Schools

At the primary level, schools are expected to strengthen learning activities for students to explore technology concepts and be aware of technological development and its impacts on the society.

At the junior secondary level, schools are expected to offer a broad and balanced TE curriculum that could prepare students to continue their studies in TE or other aspects at higher level.

At the senior secondary level, schools are expected to provide TE subjects as elective subjects so that students could specialise for lifelong learning or preparation for work. Schools should offer a diversified choice of elective subjects to cater for students' interests, abilities and needs. (Section 1.5.2)

Aims of TE

The TE KLA curriculum aims to develop technological literacy in students through the cultivation of technological capability, technological understanding and technological awareness. - Technological Capability to identify needs, problems and opportunities; communicate and evaluate solutions; and make informed decisions; - Technological Understanding to understand the interdisciplinary nature of technological activities; the concepts, knowledge and processes of different technologies; - Technological Awareness to be aware of the cultural and contextual dependence of developing technologies, and their impact on the society and the environment. (Section 2.1.1)

Principles in Implementation

- Schools could build on their strengths and use different modes of curriculum implementation to provide a more balanced and enriched TE KLA curriculum, shifting the emphasis from rigid subject-based contents towards a more open, flexible and updateable curriculum.

Schools should choose the contexts, contents, learning and teaching strategies, and activities most suited to the needs and interests of their students.

Life-wide learning opportunities are provided to bring about exposure to a wide variety of technologies and to ensure that the learning is up to date. (Sections 1.5.1 & 3.2.4)

The Central Curriculum of TE

The central curriculum helps students develop their knowledge, generic skills, and values and attitudes through the study of the following three strands: - Knowledge Contexts in Technology: - Process in Technology - Impact of Technology (Section 2.2.1)

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