This document discusses student voice in Hong Kong's curriculum. It defines student voice as the perspectives and actions of young people that allow them to influence their own learning. It aims to give students the ability to provide input on their education through individual and collective feedback. The document also outlines the goals of Hong Kong's Liberal Studies curriculum, which include developing critical thinking, research skills, and preparing students for lifelong learning. It notes that student voice can be gathered through surveys, student associations, and other avenues, but that incorporating student feedback into the curriculum faces challenges around integrated subjects, unclear guidelines, and classroom practices.

1. Hong Kong Students’ voice in
HK’s curriculum
Cheung Hong Pok
Chung Man Hoi
Lui Po Yi
Ng Tsz Lok 11061889
Yu Ching Wan

2. What is Student Voice?
• distinct perspectives and actions of young people
• giving students the ability influence learning
• individual and collective perspective and actions
of students
• schools : acting as a metaphorical practice and
as a pragmatic concern
Fletcher, A. (n.d.) "Broadening the bounds of involvement: Transforming schools with student voice." New Horizons for Learning.
Harper, D. (2000). Students as Change Agents: The Generation Y Model. Olympia, WA: Generation Y.
SoundOut. Student Voice Tip Sheet. Accessed 12/18/06.
Britzman, D. (1989). "Who has the floor? Curriculum teaching and the English student teacher's struggle for voice", Curriculum
Inquiry. 19(2), 143-162.
Rogers, A. (2005). "Student voice: Bridges to learning." Seattle: University of Washington.

3. Aims of Liberal Studies
• raise student's awareness  world issues and
political matters
• develop critical, logical reasoning
• experience research processes of data gathering,
sifting and analyzing to make knowledge
IES (Independent Enquiry Studies).
Wikipedia. (n.d.) 334 Scheme. Retrieved from http://en.wikipedia.org/wiki/334_Scheme.

4. Aims of Liberal Studies
• links up experiences of learning
develop student’s higher-order thinking and
communication skills
• broaden their horizons
• cater for their interests and inclinations
• prepare them for lifelong learning and challenges
Hong Kong Examinations and Assessment Authority. (2013) Hong Kong Diploma of Secondary Education
Examination 2014 Liberal Studies School-based Assessment Teachers’ Handbook. Hong Kong:
HKEAA. Chapter : Introduction (p.2-4). Retrieved 5-11-2013
fromhttp://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/SBAhandbook-2014-LS-E-0413.pdf

5. Curriculum Development Council
(2009b)
• Communicating with students through assemblies, seminars, talks,
pamphlets, newsletters, websites and surveys
• Sharing information with students in areas such as the Senior
Secondary curriculum, pedagogy, assessment and career guidance
• Forming a student association to allow students to express their
views.
Curriculum Development Council. (2009b). Senior secondary curriculum guide. The future is now — From vision to
realisation (Secondary 4–6). Booklet 11: Managing change — A concerted effort. Hong Kong: Education
Bureau.
FokP. K. & Ip, W. H. (2010). Challenges of Involving Student Voice in Curriculum Implementation: The Case of Hong
Kong. Education Policy Studies Series. Hong Kong Institute of Educational Research & The Chinese
University of Hong Kong, Hong Kong.

6. Negative voice..
 Curriculum framework
 too integrated by many subjects
 Unclear guidelines
the standard of “ independent thinkers” / the
acceptable
 Classroom practice
low-ability students? Shortage of trained
teachers?