UK GCE General Studies vs HK Liberal Studies II

As the sequel of the previous post, in addition to six key skills (communication; application of number; information technology; working with others; improving own learning and performance; problem solving), thinking and analytical skills, I add the assessment objectives in which candidates should be able to:

1) demonstrate relevant knowledge and understanding applied to a range of issues, using skills from different disciplines;

2) communicate clearly and accurately in a concise, logical and relevant way;

3) marshal evidence and draw conclusions; select, interpret, evaluate and integrate information, data, concepts and opinions;

4) demonstrate understanding of different types of knowledge and of the relationship between them, appreciating their limitations

In fact, these objectives are not unfamiliar to teachers of Liberal Studies. More details about the content of each domain (i.e. areas and possible discussion topics) could refer to the OCR. For example, the cultural domain includes 6 areas: a) beliefs, values and moral reasoning; b) aspects of culture; c) media and communicatio; d) religious experience and its alternatives; e) creativity and innovation; f) aesthetic evaluation.

The reports on General Studies for June 2008 (15,003 candidates took AL, 25,224 for AS, and 40,227 in total) is telling because, I think, it reveals what would probably happen in our Liberal Studies. Let's have our subject report forecast.

In the chief examiner's report, it states that "too many" students dealt with a range of diverse opinions using "rather simplistic 'tabloid' thinking" and they seem to act like copycats for they copied "the language of the headline and opening paragraphs of some tabloid newspapers". What are the key resources suggested? Newspapers and journals, e.g. The Guardian, The Independent, The Daily Telegraph, The Times, The Financial Times, The Economist. However, the chief examiner threw up his hands in despair. HK EDB also suggests and encourages newspapers as a key resource but HK newspapers are no less tabloid than British ones. What's more ironic is that tabloid newspapers issue so to speak "liberal studies pages" to attract schools, students and parents to subscribe!

The chief examiner explicitly explains his strong disaggreement with the frequent use of media evidence to support arguments because it "often reveal[s] a rather naive view of the power of the media and the way it works". He warns that careful use of the media for evidence in the context of the wider aspects of the industry is needed.

Mark schemes coming next.