Chapter 5　Curriculums and teaching

Article 22　Curriculum Organisation

1. Curriculum organisation should abide by the basic principles and general objectives of the education system, and the objectives of the various types and levels of education.

2. The government should draft the curriculum frameworks for the various education levels, setup the requirements of basic academic attainments that students should achieve, the specific content is governed by specific statutes.

3. In the prerequisite of abiding by the curriculum framework of the Macao Special Administrative Region and the requirements of basic academic attainments, public schools and the private schools referred in Clause No. 3 (1) of Article 36 can autonomously develop their school-based curriculums.

Article 23　Contents and implementation of curriculums

1. The implementation of curriculums focuses on enhancing students’ learning initiative and efficiency, and to promote life-long learning.

2. Schools should strive to improve the pedagogic culture, to stimulate students’ learning and growth.

3. The education authority assists and promotes the development of school curriculums and teaching, including encouraging and supporting schools to carry out small class teaching.

4. The contents of curriculums of infant education should be integrated, the curriculums should be carried out by flexible and diverse pedagogic strategies and learning activities.

5. The curriculums of primary and secondary education should value the integration of the contents of curriculums and the mutual interpenetration among the subjects, especially moral education and art accomplishments should be fused in the curriculums through various teaching means.

6. The content and implementation of the curriculums of senior secondary education should consider study and vocational guidance, as well as to provide students with possibility of choices.

7. The curriculum content of vocational and technical education should include practice activities and professional practical training to meet the competence requirements of the job market. Meanwhile students’ need of advancing in higher education should be concerned, and students’ overall accomplishments should be valued.

8. The curriculums of special education should be implemented through individual education plan.

Article 24　Leisure activities

1. Leisure activities aim to complement and develop teaching plans; the activities focus on students’ integral development and self-actualisation, and enabling them to make good use of their leisure time.

2. Physical education and sports are not only for enhancing the physical strength, but also a form of character education. It nurtures students’ spirit of persistence, cooperation, and fair competition.

3. The teaching and activities of art and culture should focus on the development of students’ cultural accomplishment, personality and creativity etc.

4. The education institutions should encourage and provide opportunities, to enable students to participate enthusiastically in social service and community activities.

Article 25　Evaluation of student performance

1. Student evaluation should be carried out in accordance with the objectives of the related education levels and types of educations, as well as the related requirements of basic academic attainments.

2. The main purpose of the evaluation of student performance is to promote successful learning, it is realised through pluralistic evaluation.

3. The types of evaluation include:
1) Formative evaluation;
2) Summarised evaluation;
3) Special evaluation;
4) Surveyed evaluation.

4. The evaluation of student is governed by specific statutes.