The integration of popular culture into English language learning has recently been formalised in the Hong Kong New Senior Secondary curriculum, with the development of critical reading indicated as one of the key objectives. Whether and how students respond to popular culture texts is, however, under-researched. The present paper reports findings from a study that investigated how a group of 33 senior secondary (Grade 11) students from three schools representing different levels of academic performance in Hong Kong conducted reading of an authentic print English advertisement. In small groups, the students articulated in Cantonese, their first language, an analysis of the text including its purpose, target audience, and intended impacts. Insights from Stuart Hall's three major decoder positions (dominant reading, oppositional reading, and negotiated reading) were drawn on to conduct a qualitative content analysis of the students' reading. The findings showed that three-quarters of the students irrespective of their English proficiency levels displayed evidence of critical consumption of the text, but many seemed to have constructed oppositional or negotiated reading positions due to their failure to appreciate linguistic creativity, and spontaneous evaluation of the visual images. The authors argue that language curricula in schools should strengthen students' critical multimodal literacies.
[© 2016 Informa UK Limited, trading as Taylor & Francis Group]

Under the new education reform in Hong Kong, The Hong Kong Polytechnic University (PolyU) has expanded its undergraduate education from 3 to 4 years since the 2012-2013 academic year. Along with the transition, the General University Requirements (GUR) has been developed as an integral part on general education of the new 4-year undergraduate curriculum of PolyU. The present study examined the implementation quality and effectiveness of the GUR in the 2012-2013 academic year based on focus group interviews with teachers. Twenty teachers who taught GUR subjects were interviewed for their perceptions and experiences about the GUR. Results revealed that the teachers generally had positive perceptions of the GUR in terms of its rationales, teaching and learning modes, and implementation quality. GUR subjects were also considered effective in helping students to develop in a holistic manner. The findings suggest that the first-year implementation of the GUR at PolyU was basically successful.

Using teachers' focus group interviews (n = 40), this study examined the impact of the General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU). Results showed that teachers were generally satisfied with the GUR subjects and its implementation in its second year. Teachers regarded the design of GUR subjects was good and the students generally welcomed the subjects. Interactive teaching and learning methods adopted in GUR subjects such as fieldwork, hands-on projects, and team debates were highly appreciated by the respondents. Teachers also reflected that the GUR had promoted the intrapersonal and interpersonal development of the students. However, several challenges were also reported by teachers, including the difficulty level of Freshman Seminar subjects and lack of interaction in some GUR subjects, which suggested directions for further improvements.

14 students of the Bachelor of Education (Early Childhood Education) Programme joined a study tour to Brisbane , Australia in June 2016. One major objective of the tour was to participate as volunteers in a biennial festival, namely “Out of the Box (OOTB)” organized by Queensland Performing Arts Centre. Since 1992, OOTB festival has been “a national leader in programming for young children’s creativity and imagination” in Australia, providing a variety of free events, performances and workshops for young children under eight years old. As volunteers, students assisted the set-up and implementation of workshops, navigated school groups and teachers during their visits, and provided general administrative assistance. The practical work allowed students to reflect on their own value of arts and experienced different ways to enhance and nurture children's creativity and imagination. Besides, it was also a wonderful and valuable opportunity for the students to experience the cultural difference through working with the organizer, artists and volunteers from different countries. In addition to volunteer in OOTB festival, the students also visited numerous kindergartens and cultural institutions including museums and art gallery. These visits provided the students with a better understanding of early childhood arts education in Brisbane, Australia.

香港實行的中學新學制及西九文化區的建設為高等教育的課程重組、師資培訓、與社區接軌等方面帶來了契機，香港教育學院文化與創意藝術學系的課程設置也做了相應的調整。本文指出連貫的課程設置與培養有創意及有想象力的下一代是教改的關鍵，並從四個方面論述了課程重組與實施的策略：本科知識與教學法緊扣；正規課程與聯課活動(co-curricular activities) 聯系；開辦相關的音樂教育與文化藝術課程；課程善用社區資源。

Developing generic skills is a core component of the current educational reforms in Asia in response to global demands to shift towards a knowledge-based economy in the last two decades. The study adopted a mixed approach by using a survey and interviews to find out the views of a group of students and teachers about the effects of the school curriculum on developing students' self-management and leadership skills. The findings show that learning self-management and leadership skills has been infused in the school curriculum, and is not exclusive to a particular curriculum area in Hong Kong schools.
[Copyright © 2017 James Nicholas Publishers.]