Hong Kong Kindergarten Education Curriculum Guide 2017

幼稚園教育課程指引 2017 · 童亮，從遊戲中學習

Hong Kong · Curriculum Development Council, HK Education Bureau · 2017 (revised 2017)

Hong Kong's statutory kindergarten curriculum (3-6yr) covering 7 learning areas with bilingual Chinese-English surface and play-based pedagogy. 香港幼稚園教育課程指引 — 童亮，從遊戲中學習。

21 learning objectives across 7 learning areas · 68 learning expectations · 111 teaching strategies · 49 suggested learning experiences · 125 implementation examples from 8 HK kindergartens

Open framework on edb.gov.hkBrowse KECG learning experiencesOpportunity-mode framework · 機會提供型

The shape of Hong Kong Kindergarten Education Curriculum Guide 2017

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Overview · rings = areas → sub-areas → activities · hover to trace · click any segment to open it · drag the Rotate slider or Shift-drag to spin

Physical fitness & healthdevelop gross and fine motor skills, acquire control over basic movements, and understand the concepts of space and directiondiversified physical activitiesdynamic physical activitiesnurture an interest and habit of active participation in physical activities, and develop positive values and attitudesuse senses to explore the surroundings, raise awareness of health and safety, and develop self-protection abilitiesChinese languagedevelop an interest in language learning (Chinese)To develop an interest in language learning (Chinese)Enjoy participating in language activities e.g. singing nursery songs, listening to stories and reading booksListen attentively and understand what others say, and communicate in speech or express ideas and feelings in drawing and writingActively ask questions and respond to teachers’ questionsUnderstand the timeline or causal relationship of events in daily conversations, life experiences and storieskindergartens should provide them with integrated language learning experiences with listening, speaking, reading and writing experiences incorporated naturally into the daily teaching contextsstrategies such as singing nursery rhymes, listening to stories, daily conversations, play and reading picture books should be adopted to enrich children’s language experiencestheir children can be immersed in an authentic Chinese language environmentActivities such as singing nursery rhymes and story-telling can help NCS children learn Chinese in a relaxing atmosphereTeachers may adapt the learning content and choose themes that children are more familiar with, for example, festivals, food, clothing and living habits to allow sharing of culture and customs among children of different racesdevelop a good attitude towards communicationTo develop a good attitude towards communicationHold attention and show patience when communicating with othersBe willing to communicate with others with courtesy, and wait until his/her turn to speakSpeak in a gentle tone using the right wordsEncourage children to stay focused and listen attentively to others, and instruct children to respond politely, thus developing a good attitude towards communicationteachers are advised to speak slowly and express ideas with the aid of body language, pictures or real objectsTeachers may also facilitate exchange among children by providing more opportunities for local and NCS children to play together, so that both parties benefit from the increased listening and speaking practicebuild a foundation for language use graduallyTo build a foundation for language use graduallyPay attention to the language materials in everyday life and recognise the characteristics of languageDevelop the habit of reading, take the initiative to read, and acquire the basic skills for reading such as the directionality of textImitate the intonation and pace of adult speech and start to organise ideas for own expressionTeachers are recommended to arrange diversified activities to enhance children’s fine motor skills, facilitate their eye-hand co-ordination, and help them develop the concept of orientation and the proper sitting postureteachers can create meaningful contexts to let children start learning to write basic strokes and then simple charactersEnglish (second language)build an interest in EnglishTeachers should use authentic materials to create a language-rich environment to cultivate children’s interest in English and motivate them to learn.Shared reading of English picture books and big books can help children develop an awareness of English print, the concept of books, basic reading strategies and an interest in reading.Teachers can make use of different sessions to enrich children’s English language experiences.develop the attitude and confidence in interacting with people and their environment using simple EnglishFun listening and speaking activities, such as singing nursery songs, listening to stories and engaging in daily conversations can improve children’s confidence in using English.gradually develop basic concepts of EnglishEarly mathematicsdevelop an interest in learning mathematicsTo develop an interest in learning mathematicsTeachers should make use of daily activities and play to introduce and consolidate mathematical concepts as appropriate.Teachers can create real-life learning contexts and select suitable objects and teaching aids to facilitate children’s learning.be aware of the relationship between mathematics and life, and gradually build up the ability to think and solve daily life problems by using mathematicsTo be aware of the relationship between mathematics and life, and gradually build up the ability to think and solve daily life problems by using mathematicsTeachers are recommended to use mathematical concepts more often to discuss with children about the things they encounter in their everyday life and encourage children to communicate among themselves.cultivate an attitude to actively observe and care about things around them that are related to mathematicsTo cultivate an attitude to actively observe and care about things around them that are related to mathematicsNature & livingdevelop curiosity about the environment and phenomena around and to enjoy exploring the surroundings and natureTeachers can guide children to be aware of the technological products in their everyday life to gain an understanding of their use and changes over the course of time in order to make good use of technology.Schools should create a safe environment for children to express their thoughts towards nature and surroundings, and to experience the relationship among nature, technology and our everyday life, through observation, prediction and comparison.Teachers should encourage children to be aware of their surroundings and the natural environment and to deepen their understanding through observation and discussion.Exploratory activities should focus on cultivating in children an inquisitive attitude and let them derive pleasure from exploration.Nature and technology are closely related to our everyday life, so teachers are recommended to let children explore and discover for themselves the knowledge in both the natural environment and the real world.cultivate an objective and open-minded attitude; to acquire basic exploratory skills through observation, questioning and making assumptions; and to develop abilities to solve problemsExploratory activities that involve easy observation, obvious changes and simple procedures should be selected.appreciate, respect and care for nature and live an environmentally-friendly lifeSelf & societybecome optimistic and confident and to acquire a positive self-imageTo become optimistic and confident and to acquire a positive self-imageschools should offer authentic and real-life contexts in which children can learn to express their emotions and needs in an appropriate way, to get along well with others, as well as to respect and care for others.Taking into account children’s characteristics and pace of development, schools should offer various learning activities to let children realise their abilities and strengths, and develop self-confidence and a sense of accomplishment.Teachers should provide children with opportunities to make decisions on their own, and let them learn how to make judgement and be responsible for the decisions they have made.respect others and get along well with themTo respect others and get along well with themTeachers should encourage children to actively participate in various activities and give them sufficient time for interactions to experience the norms in social life.take the initiative to learn about different social groups (e.g. family, school, local community, society, nation) and to show commitment and active participationTo take the initiative to learn about different social groups (e.g. family, school, local community, society, nation) and to show commitment and active participationTeachers should make good use of the natural environment and community resources for organising suitable activities to help children understand our society through authentic and real-life experiences, as well as to learn to love the environment and care for the local community.Teachers should use everyday life events as learning materials in a flexible way, and enhance children’s understanding of and active participation in family, school, local community and country through various modes of activities.Arts & creativitydevelop sensory abilities and accumulate art experiencesTo develop sensory abilities and accumulate art experiencesDerive pleasure from creating with different senses and body movementActively participate in various art activities related to music, drama, dance and visual artsEnjoy listening to music and respond to beats and rhythms with movement and singingexpress feelings and unleash creativity through presenting and creating the artsTo express feelings and unleash creativity through presenting and creating the artsUse their facial expression, voice and movement to express their feelings and creativity, for example, expressing happiness through singing and spontaneous movement/dancingUse visual elements such as lines, colours and shapes to express their thoughts, feelings and creativitydevelop creativity through active exploration in art activitiesTo develop creativity through active exploration in art activitiesExplore timbre and sound effects through various media and waysCreate and explore visual arts through using various materials and waysEngage in rhythmic creations and creative expression activities with body movement and other art elementsPhysical fitness & healthdevelop gross andfine motor skills,acquire control overbasic movements, andunderstand theconcepts of space anddirectiondiversified physicalactivitiesdynamic physicalactivitiesnurture an interestand habit of activeparticipation inphysical activities,and develop positivevalues and attitudesuse senses to explorethe surroundings,raise awareness ofhealth and safety,and developself-protectionabilitiesChinese languagedevelop an interestin language learning(Chinese)To develop an interest in…Enjoy participating in…Listen attentively and…Actively ask questions and respond…Understand the timeline or…kindergartens should provide…strategies such as singing…their children can be immersed in…Activities such as singing…Teachers may adapt the…develop a goodattitude towardscommunicationTo develop a good attitudetowards communicationHold attention and show patiencewhen communicating with othersBe willing to communicate with otherswith courtesy, and wait until…Speak in a gentle toneusing the right wordsEncourage children to stay focusedand listen attentively to others,…teachers are advised to speak slowlyand express ideas with the aid…Teachers may also facilitate exchangeamong children by providing…build a foundationfor language usegraduallyTo build a foundation forlanguage use graduallyPay attention to the languagematerials in everyday life andrecognise the characteristics…Develop the habit of reading, takethe initiative to read, and acquirethe basic skills for reading such…Imitate the intonation and paceof adult speech and start toorganise ideas for own expressionTeachers are recommended to arrangediversified activities to enhancechildren’s fine motor…teachers can create meaningfulcontexts to let children startlearning to write basic strokes…English (second language)build an interest inEnglishTeachers should use authenticmaterials to create alanguage-rich environment tocultivate children’s interestin English and motivate themto learn.Shared reading of English picturebooks and big books can helpchildren develop an awareness ofEnglish print, the concept ofbooks, basic reading strategiesand an interest in reading.Teachers can make use ofdifferent sessions toenrich children’s Englishlanguage experiences.develop the attitudeand confidence ininteracting withpeople and theirenvironment usingsimple EnglishFun listening and speakingactivities, such assinging nursery songs,listening to stories andengaging in dailyconversations can improvechildren’s confidence inusing English.gradually developbasic concepts ofEnglishEarly mathematicsdevelop an interestin learningmathematicsTo develop an interest inlearning mathematicsTeachers should make useof daily activities andplay to introduce andconsolidate mathematicalconcepts as appropriate.Teachers can createreal-life learning contextsand select suitable objectsand teaching aids tofacilitate children’slearning.be aware of therelationship betweenmathematics and life,and gradually buildup the ability tothink and solve dailylife problems byusing mathematicsTo be aware of therelationship betweenmathematics and life, andgradually build up theability to think and solvedaily life problems byusing mathematicsTeachers are recommended touse mathematical conceptsmore often to discuss withchildren about the thingsthey encounter in theireveryday life and encouragechildren to communicateamong themselves.cultivate an attitudeto actively observeand care about thingsaround them that arerelated tomathematicsTo cultivate an attitudeto actively observe andcare about things aroundthem that are related tomathematicsNature & livingdevelop curiosityabout the environmentand phenomena aroundand to enjoyexploring thesurroundings andnatureTeachers can guide children to beaware of the technological productsin their everyday life to gain anunderstanding of their use…Schools should create a safeenvironment for children to expresstheir thoughts towards nature andsurroundings, and to experience…Teachers should encourage children tobe aware of their surroundings andthe natural environment and to deepentheir understanding…Exploratory activities should focuson cultivating in children aninquisitive attitude and let themderive pleasure from exploration.Nature and technology are closelyrelated to our everyday life, soteachers are recommended to letchildren explore and discover…cultivate anobjective andopen-minded attitude;to acquire basicexploratory skillsthrough observation,questioning andmaking assumptions;and to developabilities to solveproblemsExploratory activitiesthat involve easyobservation, obviouschanges and simpleprocedures should beselected.appreciate, respect andcare for nature and liveanenvironmentally-friendlylifeSelf & societybecome optimistic andconfident and toacquire a positiveself-imageTo become optimistic andconfident and to acquire apositive self-imageschools should offer authentic andreal-life contexts in which childrencan learn to express their emotionsand needs in an appropriate way, toget along well with others, as…Taking into account children’scharacteristics and pace ofdevelopment, schools should offervarious learning activities to letchildren realise their abilities…Teachers should provide children withopportunities to make decisions ontheir own, and let them learn how tomake judgement and be responsible forthe decisions they have made.respect others andget along well withthemTo respect others and getalong well with themTeachers should encouragechildren to activelyparticipate in variousactivities and give themsufficient time forinteractions to experiencethe norms in social life.take the initiativeto learn aboutdifferent socialgroups (e.g. family,school, localcommunity, society,nation) and to showcommitment and activeparticipationTo take the initiative tolearn about different socialgroups (e.g. family, school,local community, society,nation) and to show commitmentand active participationTeachers should make good use of thenatural environment and communityresources for organising suitableactivities to help childrenunderstand our society throughauthentic and real-life experiences,as well as to learn to love theenvironment and care for the…Teachers should use everyday lifeevents as learning materials in aflexible way, and enhance children’sunderstanding of and activeparticipation in family, school,local community and country throughvarious modes of activities.Arts & creativitydevelop sensoryabilities andaccumulate artexperiencesTo develop sensoryabilities and accumulateart experiencesDerive pleasure fromcreating with differentsenses and body movementActively participate invarious art activitiesrelated to music, drama,dance and visual artsEnjoy listening to musicand respond to beats andrhythms with movement andsingingexpress feelings andunleash creativitythrough presentingand creating the artsTo express feelings andunleash creativity throughpresenting and creatingthe artsUse their facial expression,voice and movement to expresstheir feelings and creativity,for example, expressinghappiness through singing andspontaneous movement/dancingUse visual elements suchas lines, colours andshapes to express theirthoughts, feelings andcreativitydevelop creativitythrough activeexploration in artactivitiesTo develop creativitythrough active explorationin art activitiesExplore timbre and soundeffects through variousmedia and waysCreate and explore visualarts through using variousmaterials and waysEngage in rhythmic creationsand creative expressionactivities with body movementand other art elementsKECG

An age-bracket-free curriculum: explore by learning area, objective, and experience. Click any segment to drill in; drag the Rotate slider to spin the overview.

學習範疇詳情 · Areas in detail

體能與健康

Physical Fitness and Health

How grown-ups help it along, across Physical Fitness and Health (5)
  • Teachers are encouraged to pay attention to children’s health conditions at all times during physical activities to ensure they are healthy and fit enough to do exercise, have no symptoms of infectious diseases and are suitable for participating in group activities.
  • Prolonged and intense exercise should be avoided to prevent health risks due to physical exhaustion.
  • Flexibility should be applied when designing the content and scope of activities, and factors such as time, season and venue (indoor or outdoor) should be duly considered. Space should be fully utilised to allow children to engage in physical activities with sufficient safety precautions.
  • Learning content should be organised according to the principle of progressing with an increasing degree of difficulty and complexity. Children should be given sufficient practice time and encouragement to enable them to enhance their abilities step by step.
  • More appreciation and recognition of children’s performance should be given to encourage new attempts and enhance their self-confidence. Comparison of children’s abilities should be avoided, and recognition should be given to the efforts and progress they have made during the process.
語文 (中文)

Language (Chinese)

How grown-ups help it along, across Language (Chinese) (9)
  • Taking into account the characteristics and pace of language development among children, kindergartens should provide them with integrated language learning experiences with listening, speaking, reading and writing experiences incorporated naturally into the daily teaching contexts.
  • Catering for children’s interests, life experiences and prior knowledge, strategies such as singing nursery rhymes, listening to stories, daily conversations, play and reading picture books should be adopted to enrich children’s language experiences. (For the characteristics of children learning language (Chinese), please refer to Appendix 3 of this Guide.)
  • Encourage children to stay focused and listen attentively to others, and instruct children to respond politely, thus developing a good attitude towards communication.
  • Learning to write should align with children’s physical development. Schools should not ask K1 children to hold a pencil and write. Teachers are recommended to arrange diversified activities to enhance children’s fine motor skills, facilitate their eye-hand co-ordination, and help them develop the concept of orientation and the proper sitting posture.
  • After children possess the aforementioned pre-writing related skills, teachers can create meaningful contexts to let children start learning to write basic strokes and then simple characters.
  • The earlier non-Chinese speaking (NCS) children are exposed to Chinese, the quicker they can develop an interest and confidence in learning and integrate into the local community. We encourage parents of NCS children to arrange for their children to study in kindergartens as early as possible, so their children can be immersed in an authentic Chinese language environment.
  • The opportunity for NCS children to be exposed to the Chinese Language before admission to school or outside the classroom is relatively limited. As models demonstrating language use for children, teachers are advised to speak slowly and express ideas with the aid of body language, pictures or real objects.
  • Activities such as singing nursery rhymes and story-telling can help NCS children learn Chinese in a relaxing atmosphere. Teachers may also facilitate exchange among children by providing more opportunities for local and NCS children to play together, so that both parties benefit from the increased listening and speaking practice.
  • Teachers may adapt the learning content and choose themes that children are more familiar with, for example, festivals, food, clothing and living habits to allow sharing of culture and customs among children of different races. This not only increases the resonance and interest in the learning content in NCS children, but also encourages their language communication.
第二語言 (英語)

Second Language (English)

How grown-ups help it along, across Second Language (English) (5)
  • As models of language learning for children, teachers should possess good proficiency in spoken English, speak with accurate pronunciation and use language correctly.
  • Teachers should use authentic materials to create a language-rich environment to cultivate children’s interest in English and motivate them to learn. Fun listening and speaking activities, such as singing nursery songs, listening to stories and engaging in daily conversations can improve children’s confidence in using English.
  • Shared reading of English picture books and big books can help children develop an awareness of English print, the concept of books, basic reading strategies and an interest in reading.
  • Teachers can make use of different sessions to enrich children’s English language experiences. For example, engaging children in simple English conversations during snack time or morning assembly, singing familiar English nursery songs with children when they wait for the start of the next activity, or displaying English materials in the classroom may enhance children’s English learning experience.
  • Mechanical copying, recitation or memorisation of learning content does not benefit children’s English language development, but imposes stress on children’s learning and undermines their interest in the language.
幼兒數學

Early Childhood Mathematics

How grown-ups help it along, across Early Childhood Mathematics (4)
  • To cater to children’s development and thinking ability, teachers should assist children to understand basic mathematical language step by step and foster their sensitivity to numbers and space.配合幼兒的發展和思維能力，以實物幫助幼兒逐步認識基礎的數學用語，培養幼兒的數感和空間感。
  • Teachers should make use of daily activities and play to introduce and consolidate mathematical concepts as appropriate. The introduction of mathematical concepts should follow the principle of simplicity and concreteness concentrating on one attribute at a time and progressing gradually.透過日常活動和遊戲，適時引入數學概念。當介紹數學概念時，應以簡單和具體為原則，每次宜集中介紹一個要點，循序漸進。
  • One-way teaching and repetitive drilling on operations of mathematics can cause resentment. The activities should match children’s interests. Teachers can create real-life learning contexts and select suitable objects and teaching aids to facilitate children’s learning.單向式的講述和機械化的數學運算操練，令幼兒對數學產生厭惡。活動需配合幼兒的興趣，教師可營造生活化的學習情境，選取適當的實物和教具促進幼兒學習。
  • Children’s language development and their formation of mathematical concepts are complementary to each other. Teachers are recommended to use mathematical concepts more often to discuss with children about the things they encounter in their everyday life and encourage children to communicate among themselves.幼兒的語言及數學概念的發展相輔相承。教師可多運用數學概念與幼兒談論日常所見的事物，並鼓勵幼兒互相交流。
大自然與生活

Nature and Living

How grown-ups help it along, across Nature and Living (5)
  • Teachers should encourage children to be aware of their surroundings and the natural environment and to deepen their understanding through observation and discussion.鼓勵幼兒多留意身邊生活和大自然環境，通過觀察和討論，加深認識。
  • Exploratory activities that involve easy observation, obvious changes and simple procedures should be selected. A trial run should be conducted to ensure the activities are feasible, safe and appropriate for meeting the developmental needs of children.安排探究活動，宜選擇容易觀察、變化明顯和步驟簡單的活動，並應預先測試以確保活動可行、安全及符合幼兒發展需要。
  • Exploratory activities should focus on cultivating in children an inquisitive attitude and let them derive pleasure from exploration. Teachers can encourage children to take risks without placing emphasis on arriving at a “standard answer” or rushing to disclose the results.探究活動的重點在於培養幼兒的探究精神，讓幼兒享受探索的樂趣。教師可鼓勵幼兒勇於嘗試，而無需強調「標準答案」，亦不必急於說出結果。
  • Nature and technology are closely related to our everyday life, so teachers are recommended to let children explore and discover for themselves the knowledge in both the natural environment and the real world.自然與科技與我們的生活息息相關，教師宜盡量讓幼兒在自然環境和真實世界中親身進行探索和發現知識。
  • The amount of time spent on using technology as teaching aids should not affect the overall teaching arrangements. Children’s health should always be the top priority and indiscriminate use of technology should be discouraged.應用科技輔助教學時，所佔用的時間以不影響整體教學安排為原則，也須以幼兒的健康為重，不宜濫用。
個人與群體

Self and Society

How grown-ups help it along, across Self and Society (5)
  • Taking into account children’s characteristics and pace of development, schools should offer various learning activities to let children realise their abilities and strengths, and develop self-confidence and a sense of accomplishment.配合幼兒的發展特性和步伐，提供各種學習活動，使幼兒認識自己的能力和長處，建立自信心和成就感。
  • Teachers should provide children with opportunities to make decisions on their own, and let them learn how to make judgement and be responsible for the decisions they have made.多讓幼兒有參與決策的機會，學習如何作判斷，並為自己的決定承擔責任。
  • Teachers should encourage children to actively participate in various activities and give them sufficient time for interactions to experience the norms in social life.鼓勵幼兒積極參與各類活動，給予充分的時間進行互動，體驗群體生活的規範。
  • Teachers should make good use of the natural environment and community resources for organising suitable activities to help children understand our society through authentic and real-life experiences, as well as to learn to love the environment and care for the local community.善用自然環境及社區資源，安排適當活動，讓幼兒從真實和生活體驗中認識社會，並懂得愛護環境和關懷社群。
  • Teachers should use everyday life events as learning materials in a flexible way, and enhance children’s understanding of and active participation in family, school, local community and country through various modes of activities.靈活運用生活事件作為學習材料，透過不同形式的活動，讓幼兒加深對家庭、學校、社區、社會和國家的認識，並積極參與。
藝術與創意

Arts and Creativity

How grown-ups help it along, across Arts and Creativity (4)
  • Create an innovative and artistic learning environment. Make use of the classroom layout to display children’s learning outcomes in the arts so as to enhance their learning motivation and self-confidence, and foster their skills and sense of satisfaction in artistic expression.營造具創意和藝術氣氛的學習環境，運用環境布置，展示幼兒的藝術學習成果，提升學習動機及自信心，促進幼兒運用藝術表達的技巧和滿足感。
  • Design interesting activities focusing on children’s participatory process and experiences to encourage expression of creativity. Avoid drilling of skills and rote learning, and allow children to enjoy the pleasure of participating in the activities.設計富趣味的活動，著重幼兒的參與過程和經歷，鼓勵創意表達；避免要求幼兒操練技能和背誦資料，讓幼兒享受活動的樂趣。
  • Give children sufficient time and freedom, and organise different art activities to encourage creative expressions and sharing of experiences, thoughts and feelings.給予幼兒充足的時間和自由，組織不同的藝術活動，鼓勵幼兒有創意地表達和分享自己的體驗、思想和感受。
  • Allow children to participate in diversified art activities and widen their exposure to different works of arts in order to broaden their understanding about arts, and nurture their aesthetic sense and appreciative capabilities.讓幼兒參與多元化的藝術活動和接觸不同的藝術品，擴闊他們對藝術的認識，培養美感及欣賞能力。

About Hong Kong Kindergarten Education Curriculum Guide 2017

What is KECG 2017?

The Kindergarten Education Curriculum Guide 2017 — KECG for short — is Hong Kong's statutory curriculum for children aged three to six. It was published by the Curriculum Development Council of the Hong Kong Education Bureau (EDB) and applies to every kindergarten, kindergarten-cum-child-care centre, and school operating a kindergarten class in the territory. Its subtitle, Joyful Learning Through Play, Balanced Development All the Way (童亮，從遊戲中學習), is the framework's most quoted line, and it isn't decorative — it frames the entire document.

KECG describes a curriculum a school sets up around the child, not a checklist the child has to clear. The age-band descriptors are experiences kindergartens arrange so that children can encounter them; they are not benchmarks individual children are graded against.

How KECG structures development

KECG organises kindergarten learning into seven learning areas: Physical Fitness and Health (體能與健康), Language (Chinese) (語文 中文), Second Language (English) (第二語言 英語), Early Childhood Mathematics (幼兒數學), Nature and Living (大自然與生活), Self and Society (個人與群體), and Arts and Creativity (藝術與創意). The Chinese and English language tracks are kept structurally separate to honour HK's bilingual context.

The framework also organises development around 五育(the five educational principles): 德 ethics, 智 intellect, 體 physique, 群 social, 美 aesthetics — and around five real-life themes (family, festivals, community, nature, self) that integrate across the seven areas.

How Learning Curve uses KECG

KECG is one of the play-centered Asian curriculum frameworks in Learning Curve's comparative map. The framework's 21 learning objectives + 49 suggested learning experiences are extracted verbatim from the official 2017 publication (English + Traditional Chinese editions) and surfaced bilingually on this page. The page here is for kindergarten teachers, school leaders, and parents in Hong Kong who want a single curated entry point into the framework and how it sits alongside the other frameworks we map.

KECG is classified as an opportunity-provisionframework — meaning success here is the experience being offered, not a tier-graded mastery score on the child. This matches the framework's own pedagogical voice and aligns with the same assessment paradigm used in Korean Nuri, Finnish VASU, Te Whāriki, and Chinese MOE 3-6.

Methodology & sources

Citation

Curriculum Development Council. (2017). Kindergarten Education Curriculum Guide: Joyful Learning Through Play, Balanced Development All the Way. Hong Kong: HK Education Bureau.