F.4-F.

6 REPORT EXPLANATORY NOTES

1. The levels achieved in course work and examination indicate the standards reached by the student according to the level descriptors given in the following
pages. A performance below the standards of Level 1 is labeled as ‘Unclassified’ (U).
2. Aesthetic Development under Other Learning Experiences: Students take five modules in this area, namely Computer Graphics, Music, Photo-editing,
Photography and Visual Arts. Modules listed in this report were taken by the student during this term and other modules will be taken in the next term.
The overall achievement in all the five modules in this area will be shown in the Final Examination report.
3. Ethics/Religious Education, Music and Visual Arts under Other Learning Experiences are core subject and modules respectively. They are different from
the HKDSE (Hong Kong Diploma of Secondary Education) Ethics and Religious Studies, HKDSE Music and HKDSE Visual Arts which are offered as elective
subjects.
4. Range of assessment levels and grades given to:-
(a) Academic Subjects – Level 5** to Level U
(b) Physical Education – Grade A+ to Grade B-
(c) Conduct – Grade A+ to Grade B-

註釋

（一）學生在考試中所考取的等級（一至五級），乃根據後頁各科等級描述表內的標準而定，若等級為「未能評級」(U)，即表示低於一級。

（二）在「其他學習經歷」的「藝術發展」，同學須修五個單元，包括音樂、相片與影片剪輯，視覺藝術、攝影等；上學期成績表會列出學生修讀之
單元，期考成績表除列出修讀之單元外，更會列出全年成績。

（三）「其他學習經歷」的倫理∕宗教教育、音樂和視覺藝術分別為必修科目、單元。香港中學文憑試內倫理與宗教，音樂科和視覺藝術科則為選修
科目。

（四）評級範圍：—
（甲）學術科目 — 5**級 至 U 級
（乙）體育科 — A+級 至 B-級
（丙）操行 — A+級 至 B-級
 Level Descriptors
Levels
5 4 3 2 1
Subject
中國語文  思辨縝密靈活，能全面整合資料。  思辨具條理，能按主次整合資料。  思辨允當，能適當整合資料，主線清  思辨尚稱允當，能整合部分資料，提  思辨具簡單脈絡，能概述部分資料，
Chinese  理解深刻，能就內容及表達手法提出具說  準確理解內容，評論言而有據，見解合 晰。 出簡單看法。 並作簡單回應。
Language 服力評價。 理。  正確理解內容，並作簡單評論及推論。  大體理解內容，能提出簡單評論。  理解粗疏，未能作出評論。
 表達妥貼，緊扣主題，條理分明，意念明晰，  表達通順，意念清晰，前後連貫，語言  表達清楚，大致通順，意念完整，語言  表達基本清楚，能表達與問題相關  能傳遞零碎意念，用詞尚能達意。
用詞豐富，語言流暢。 適切。 恰當。 的意念，用詞符合一般要求。
English  Comprehension: The main theme and  Comprehension: The main theme  Comprehension: The main theme  Comprehension: The main theme  Comprehension: The sequence
Language: subthemes or focuses of complex texts or ideas of fairly complex texts are or ideas of a paragraph are identified of a simple paragraph is of events is identified in a text with
Reading are identified with less familiar topics. identified. Views and attitudes are if a text is straightforward. Explicitly understood when this is clearly a simple structure.
Views and attitudes expressed in complex identified and the development of an expressed views are attitudes are signaled. Fact is distinguished from
texts are evaluated and alternative views argument followed. identified. Explicitly stated opinion in simple texts when this is
are compared. information is understood in fairly clearly signaled.
complex texts or familiar themes.
English  Content: The content is relevant and  Content: The content is relevant, in  Content: Most of the content is  Content: There are some  Content: A few content points are
Language: extensive, shows an awareness of parts detailed and engages the relevant. examples of relevant content. relevant.
Writing purpose, and engages the reader’s reader’s interest.  Language: Simple sentences, and  Language: Simple sentences are  Language: There are a few simple
interest.  Language: A range of sentence some complex sentences are well well formed. Simple vocabulary is and comprehensible sentences.
 Language: A wide range of sentence structures is used accurately and formed. Common vocabulary is used appropriate.  Organization: There are a few
structures is used accurately and appropriately. Vocabulary is appropriately.  Organization: The structure of links made between sentences.
appropriately. Vocabulary is wide and moderately wide and appropriate.  Organization: Some sections of the writing can be discerned. Some Some features of familiar genres
appropriate  Organization: The structure of the writing are coherent. features of familiar genres are are used.
 Organization: The structure of the writing writing is coherent in most parts and used.
is wholly coherent and appropriate to the appropriate to the genre.
genre.
English  Comprehension: Views and attitudes  Comprehension: Views and  Comprehension: The main theme of  Comprehension: The main idea  Comprehension: Simple,
Language: expressed in complex spoken texts are attitudes expressed in fairly complex a spoken text is identified when it is of a spoken text is identified. Fact predictable factual information is
Listening evaluated. The development of a point of texts on familiar topics are evaluated. straightforward. Explicitly expressed is distinguished from opinion in understood in short simple spoken
view is followed, and the reasons are fully The development of a point of view is views are identified. simple texts when it is clearly texts.
understood. followed, and the reasons are  Awareness of sound patterns: signaled.  Awareness of sound patterns:
 Awareness of sound patterns: understood. Straightforward attitudes of speakers  Awareness of sound patterns: Simple emotions can be
Speakers’ attitudes and intentions are  Awareness of sound patterns: are identified based on stress and Very simple emotions can recognized from the speakers’
identified based on features of stress and Speakers’ attitudes and intentions intonation. sometimes be recognized from the delivery.
intonation. are identified based on obvious speakers’ delivery.
features of stress and intonation.
English  Pronunciation & Delivery:  Pronunciation & Delivery:  Pronunciation & Delivery:  Pronunciation & Delivery:  Pronunciation & Delivery: Some
Language: Pronunciation of words is clear and Pronunciation of familiar words is Pronunciation of most words can be Pronunciation of familiar words can simple familiar words are
Speaking accurate. clear and accurate. understood. usually be understood within the pronounced accurately enough to
 Communication Strategies: A wide  Communication Strategies: A  Communication Strategies: Some overall context. be understood.
range of expressions and strategies is range of expressions and strategies expressions and strategies are used  Communication Strategies:  Communication Strategies:
used to maintain interaction and to is used to maintain interaction. to respond purposefully to others. Basic expressions and strategies Some very basic comprehensible
respond purposefully to others.  Vocabulary & Language Patterns:  Vocabulary & Language Patterns: are used to respond purposefully to responses are given.
 Vocabulary & Language Patterns: Vocabulary is appropriate. Language A range of simple vocabulary is used others.  Vocabulary & Language
Vocabulary is varied and appropriate. patterns are mostly accurate and appropriately.  Vocabulary & Language Patterns: Several examples of
Language patterns are accurate and appropriate.  Ideas & Organization: Some ideas Patterns: A small range of simple simple vocabulary are used
appropriate.  Ideas & Organization: Most and information are relevant and vocabulary is used appropriately. appropriately.
 Ideas & Organization: Relevant information and ideas are relevant expressed clearly.  Ideas & Organization: Some  Ideas & Organization: Basic
information and ideas are clearly and clearly expressed and relevant simple information and relevant simple information is
expressed and developed. developed. ideas are expressed successfully. offered when the topic is very
familiar.
Mathematics  demonstrates comprehensive knowledge  demonstrates good knowledge and  demonstrates satisfactory knowledge  demonstrates basic knowledge  demonstrates elementary
(Core) and understanding of the Mathematics understanding of the Mathematics and understanding of the and understanding of the knowledge and understanding of
contents and concepts by applying them contents and concepts by applying Mathematics contents and concepts mathematics contents and the mathematics contents and
successfully at a sophisticated level to a them successfully to unfamiliar by applying them successfully to concepts by employing simple concepts by performing
wide range of unfamiliar situations situations familiar and some unfamiliar algorithms, formulas or procedures straightforward algebraic,
 communicates and expresses views  communicates and expresses views situations in performing routine tasks geometric and data-handling
precisely and logically using mathematical accurately using mathematical  communicates and expresses views  demonstrates the ability to procedures according to direct
language, notations, tables, diagrams and language, notations, tables, appropriately using mathematical communicate and express relevant instructions

2
 Level Descriptors
Levels
5 4 3 2 1
Subject
graphs diagrams and graphs language, notations, tables, ideas using mathematical  is able to communicate and
 recognizes patterns, make  recognizes patterns, makes diagrams and graphs language, notations, tables, express simple ideas using
generalizations with complete generalizations with partial  recognizes patterns, make diagrams and graphs mathematical language, notations,
justifications, draws full and relevant justifications, draws full and relevant generalizations with partial  recognizes patterns in simple tasks tables, diagrams and graphs
conclusions, and evaluates the conclusions, and explains the justifications, draws some relevant involving mathematical contexts or  recognizes patterns in simple
significance and reasonableness of the significance and reasonableness of conclusions, and is aware of the real-life situations tasks involving mathematical
results the results significance and reasonableness of contexts or real-life situations
 is able to integrate knowledge,  is able to integrate knowledge, the results
understanding and skills from different understanding and skills from  is able to integrate knowledge,
areas of the curriculum in handling different areas of the curriculum to understanding and skills from
complex tasks using a variety of handle a range of tasks different areas of the curriculum in
strategies handling mathematical tasks in
explicit situations
Mathematics  demonstrates comprehensive knowledge  demonstrates good knowledge and  demonstrates satisfactory knowledge  demonstrates basic knowledge  demonstrates elementary
(Ext. Module 1) and understanding of the contents and understanding of the contents and and understanding of the and understanding of the knowledge and understanding of
concepts in Calculus and Statistics by concepts in Calculus and Statistics Mathematics contents and concepts mathematics contents and the mathematics contents and
applying them successfully at a by applying them successfully to in Calculus and Statistics by applying concepts by employing simple concepts in Calculus and Statistics
sophisticated level to a wide range of unfamiliar situations them successfully to familiar and algorithms, formulas or procedures by performing straightforward
unfamiliar situations  communicates and expresses views some unfamiliar situations in performing routine tasks procedures according to direct
 communicates and expresses views accurately using mathematical  communicates and expresses views  demonstrates the ability to instructions
precisely and logically using language, notations, tables, appropriately using mathematical communicate and express relevant  is able to communicate and
mathematical language, notations, tables, diagrams and graphs language, notations, tables, ideas using mathematical express simple ideas using
diagrams and graphs  recognizes patterns, makes diagrams and graphs language, notations, tables, mathematical language, notations,
 recognizes patterns, make generalizations with partial  Is able to formulate mathematical diagrams and graphs tables, diagrams and graphs
generalizations with complete justifications, draws full and relevant models in familiar situations, employ  is able to define appropriate  is able to define some parameters
justifications, draws full and relevant conclusions, and explains the relevant mathematical techniques to parameters or variables in simple or variables that are relevant to the
conclusions, and evaluates the significance and reasonableness of arrive at some results, and is aware tasks and employ basic context
significance and reasonableness of the the results of the significance and mathematical techniques to arrive
results  is able to integrate knowledge, reasonableness of the results at some results
 is able to integrate knowledge, understanding and skills from
understanding and skills from different different areas of the curriculum to
areas of the curriculum in handling handle a range of tasks
complex tasks using a variety of
strategies
Mathematics  demonstrates comprehensive knowledge  demonstrates good knowledge and  demonstrates satisfactory knowledge  demonstrates basic knowledge  demonstrates elementary
(Ext. Module2) and understanding of the contents and understanding of the contents and and understanding of the Algebra and understanding of the knowledge and understanding of
concepts in Algebra and Calculus by concepts in Algebra and Calculus by and Calculus contents and concepts mathematics contents and the mathematics contents and
applying them successfully at a applying them successfully to in Algebra and Calculus by applying concepts in Algebra and Calculus concepts in Algebra and Calculus
sophisticated level to a wide range of unfamiliar situations them successfully to familiar and by employing simple algorithms, by performing straightforward
unfamiliar situations  communicates and expresses views some unfamiliar situations formulas or procedures in procedures according to direct
 communicates and expresses views accurately using mathematical  communicates and expresses views performing routine tasks instructions
precisely and logically using mathematical language, notations, tables, appropriately using mathematical  demonstrates the ability to  is able to communicate and
language, notations, tables, diagrams and diagrams and graphs language, notations, tables, communicate and express relevant express simple ideas using
graphs  recognizes patterns, makes diagrams and graphs ideas using mathematical mathematical language, notations,
 recognizes patterns, make generalizations with partial  Is able to employ appropriate language, notations, tables, tables, diagrams and graphs
generalizations with complete justifications, draws full and relevant strategies to provide mathematical diagrams and graphs
justifications, draws full and relevant conclusions, and explains the proofs  is able to employ routine
conclusions, and evaluates the significance and reasonableness of  is able to integrate knowledge, techniques to arrive at some
significance and reasonableness of the the results understanding and skills from preliminary results in providing
results  is able to integrate knowledge, different areas of the curriculum in mathematical proofs
 is able to integrate knowledge, understanding and skills from handling mathematical tasks in
understanding and skills from different different areas of the curriculum to explicit situations
areas of the curriculum in handling handle a range of tasks
complex tasks using a variety of
strategies

3

Levels
5 4
Subject
Liberal Studies  show comprehensive knowledge and
understanding of relevant key ideas,
concepts and values by applying them to
issues in particular contexts
 gather, organize, interpret relevant
information, analyse thoroughly from
different perspectives and give sound
conceptual explanation
 evaluate various viewpoints and
synthesize own opinions and suggestions
supported by logical arguments and
sufficient examples
 communicate ideas in a clear, logical and
systematic way
 show initiative throughout the enquiry
learning process and able to develop
excellent learning habits
Business,  demonstrate comprehensive knowledge
Accounting & and understanding
Financial Studies accounting/management functions and
(BAFS) processes.
 apply accounting knowledge to unfamiliar
situations to tackle business problems
and identify business opportunities.
 communicate factual information,
opinions and suggestions in a logical and
coherent manner using appropriate
business terminology and presentation
skills.
中國歷史  對歷史有廣泛認識，能透徹理解重要史事，
Chinese History 掌握歷史之變革及文化承傳的變化
 歷史概念清晰，善於運用史料，能建構個人
獨到的歷史觀點
 純熟地運用整理、綜合、分析、歸納、比較
等方法探究歷史，具批判、辨偽、論證、評
鑑、反思等思維能力
 語句暢達，具真知灼見
Economics  provide precise definitions
explanations of economic terms and apply
economic concept accurately and
comprehensively
 integrate economic terms, concepts,
relationships and theory comprehensively
and coherently
 provide a logically consistent and
comprehensive analysis of a wide range
of economic issues, government policies
and their impacts
 Apply mathematical and graphical tools
accurately and comprehensively in
economic analysis
 use precise economic vocabulary and
illustrative examples extensively in a well-
structure manner in the exposition of
economic issues and government policies
Level Descriptors
 show broad knowledge and
understanding of relevant key ideas,
concepts and values by applying
them to issues in particular contexts
 gather, organize, interpret relevant
information , analyse proficiently
from different perspectives and give
satisfactory conceptual explanation
 evaluate various viewpoints and
synthesize own opinions and
suggestions supported by logical
arguments and some examples
 communicate ideas in a fairly clear
and logical way
 show some initiative throughout the
enquiry learning process and able to
develop good learning habits
 demonstrate sound knowledge and
of understanding of accounting/
management functions and
processes.
 apply accounting knowledge to
simple unfamiliar situations to tackle
business problems.
 communicate factual information,
opinions and suggestions in a
structured manner using appropriate
business terminology and
presentation skills.
 對歷史有充份認識，能理解重要史事，
明白歷史之變革及文化承傳的變化
 歷史概念清晰，能運用史料，能建構個
人歷史觀點
 有效運用整理、綜合、分析、歸納、比
較等方法探究歷史，能運用批判、辨
偽、論證、評鑑、反思等思維能力
 語句暢達，偶有獨到見解
and  provide correct definitions and
explanations of economic terms and
apply economic concepts in a variety
of cases
 integrate economic terms, concepts,
relationships and theory in a variety
of cases
 display a logically consistent analysis
of economic issues, government
policies and their impacts in a variety
of cases
 apply mathematical and graphical
tools correctly in economic analysis
 use correct economic vocabulary and
illustrative examples in a structured
manner in the exposition of economic
issues and government policies
3 2 1
 show general knowledge and  show basic knowledge and  have yet to apply relevant
understanding of the key ideas, understanding of the key ideas, knowledge and concepts to
concepts and values of the subject concepts and/or values of the simple issues
by applying them to some issues in subject by applying them to simple  gather some basic and simple
particular contexts issues in particular contexts information
 gather, select relevant information,  gather relevant information and  list viewpoints and give some
analyse briefly from different make explanation of factors opinions and suggestions
perspectives and give simple without much application of  express simple ideas briefly
conceptual explanation concepts
 discuss viewpoints and give own  discuss viewpoints and give own
opinions and suggestions supported opinions and suggestions
by arguments and some examples supported by a few examples
 communicate ideas in a moderately  communicate simple ideas in a
clear and logical way moderately clear way
 work with some reliance on teachers’  work with considerable reliance on
instruction and reflect broadly on the teachers’ instruction and reflect
implementation of the enquiry briefly on the implementation of
learning process the enquiry learning process
 demonstrate adequate knowledge  demonstrate basic knowledge and  demonstrate elementary
and understanding of accounting/ understanding of accounting/ knowledge and understanding of
management functions and management functions and accounting/ management
processes. processes. functions and processes.
 apply accounting knowledge to  apply accounting knowledge to  apply accounting knowledge to
familiar situations to tackle business familiar situations to identify and routine situations to identify
problems. describe business problems. business problems.
 communicate factual information,  communicate factual information  communicate simple factual
opinions and suggestions using and opinions using business information using common
appropriate business terminology terminology and presentation business terminology.
and presentation skills. skills.
 對歷史有相當認識，基本掌握重要史  對歷史有基本認識，粗略理解重要  對歷史略有認識
事，略知歷史之變革及文化承傳的變 史事  稍具歷史概念，尚能覆述史事及他
化  具基本歷史概念，能鋪陳史實及轉 人論點
 具歷史概念，尚能適當剪裁史料，嘗試 述他人論點，偶有個人見解  懂得運用整理、綜合等方法探究歷
建構個人歷史觀點‧能運用整理、綜  尚能運用整理、綜合、分析、歸納、 史
合、分析、歸納、比較等方法探究歷史 比較等方法探究歷史  能以簡單文字表述，尚能運用史料
 能以恰當語句，表達自己的觀點  語句尚能達意，尚能恰當運用史料
 provide clear definitions of relevant  provide basic definitions of  show simple knowledge of
economic terms and relevant economic terms and basic economic concepts
discussion using economic concepts descriptions of economic concepts  demonstrate a simple
 integrate partially economic terms,  demonstrate a basic interpretation of economic data in
concepts, relationships and theory understanding of the links between simple contexts
 with guidance display an analysis of economic data, concepts,  relate issues and government
economic issues, government relationships and theory policies to economic contexts
policies and their impacts  demonstrate some explanation of  demonstrate simple computational
 use appropriate mathematical and economic issues, government and graphical techniques in the
graphical tools to analyze familiar policies and their impacts in the context of economics
cases in the context of economics context of economics  use some terminology to
 use appropriate economic  demonstrate basic computational communicate basic economic
vocabulary and examples in the and graphical skills in description ideas in simple contexts
exposition of economic issues and or discussion involving economic
government policies contexts
 provide basic descriptions of
economic issues and government
policies
4
 Level Descriptors
Levels
5 4 3 2 1
Subject
Ethics & Religious  充分明白基督宗教信仰中的舊約概念，並  明白基督宗教信仰中的舊約概念，並  明白基督宗教信仰中的舊約概念  基本明白基督宗教信仰中的舊約概  基本明白基督宗教信仰中的舊約概
Studies (HKDSE) 認識天主所立的應許怎樣在基督身上得到 認識天主所立的應許怎樣在基督身上  認識認識耶穌基督的生平和教訓 念，並認識天主所立的應許怎樣在 念
實現 得到實現  基本認識初期教會的發展及其對現今 基督身上得到實現  基本認識耶穌基督的生平和教訓
 充分認識耶穌基督的生平和教訓及基督信  認識耶穌基督的生平和教訓及基督信 教會之含義和宗徒的教誨對基督宗教  基本認識耶穌基督的生平和教訓及  基本認識初期教會的發展和宗徒的
仰的主要元素 仰的主要元素 發展的影響 基督信仰的主要元素 教誨
 充分認識初期教會的發展及其對現今教會  認識初期教會的發展及其對現今教會  能以普羅大眾的倫理教訓及價值回應  基本認識初期教會的發展及其對現  能以個人價值回應今天的社會問題
之含義和宗徒的教誨對基督宗教發展的影 之含義和宗徒的教誨對基督宗教發展 今天的社會問題 今教會之含義和宗徒的教誨對基督  能透過所經歷的宗教禮儀，對基督
響 的影響  能透過所經歷的宗教禮儀，對基督宗 宗教發展的影響 宗教有基本的認識
 能以基督宗教的倫理教訓及價值回應今天  能以基督宗教的倫理教訓回應今天的 教有一般的認識  能以普羅大眾的倫理教訓回應今天  基本認識不同宗教的差異
的社會問題 社會問題  認識不同宗教或文化的差異 的社會問題
 能透過所經歷的宗教禮儀，對基督宗教有  能透過所經歷的宗教禮儀，對基督宗  能透過所經歷的宗教禮儀，對基督
充分的認識 教有充分的認識 宗教有一般的認識
 充分認識不同宗教及文化的差異  認識不同宗教及文化的差異  基本認識不同宗教及文化的差異
Geography  demonstrate comprehensive knowledge  demonstrate sound knowledge of the  demonstrate adequate knowledge of  demonstrate basic knowledge of  demonstrate elementary
of the curriculum content by applying their curriculum content by applying their the curriculum content by describing the curriculum content by knowledge of the curriculum
knowledge in a logical manner to knowledge to different geographical major spatial and ecological identifying familiar places and content by identifying familiar
unfamiliar geographical contexts at a contexts at a range of scales, and processes in different geographical environments, describing major places, environments and simple
range of spatial and temporal scales, and recognizing the limitations of contexts processes in familiar contexts processes, and describing simple
evaluating the applicability and limitations geographical concepts and principles  analyze and interpret geographical using basic geographical ideas and geographical ideas and concepts
of geographical concepts and principles  explain spatial and ecological information from a variety of sources concepts  express simple ideas and
 explain complex spatial and ecological relationships and processes  demonstrate evaluative and problem-  interpret briefly given sources of arguments in relation to
relationships and processes  analyze, synthesize and interpret a solving skills geographical information geographical data
 analyze, synthesize and interpret logically range of geographical information  design and conduct geographical  formulate brief arguments and  conduct simple enquiry studies
a range of geographical information  demonstrate evaluative, inferential enquiry studies by acquiring solve simple geographical and answer simple geographical
including spatial and temporal data at and problem-solving skills in geographical data with relevant problems questions by observing and
different scales examining a range of geographical techniques and drawing valid  conduct enquiry studies with collecting geographical data with
 demonstrate evaluative, inferential and sources and evidence in a structured conclusions guidance by acquiring instructions
problem-solving skills in examining a wide format  communicate their knowledge and geographical data using a limited  describe what they know and
range of geographical sources and  design and conduct geographical understanding appropriately making range of methods and drawing brief understand in a simple and
evidence with imagination and by thinking enquiry studies by acquiring accurate use of geographical conclusions straightforward manner
creatively geographical data using a range of terminology  communicate their knowledge and
 design and conduct geographical enquiry skills, suitable techniques and understanding using everyday
studies independently by acquiring sources and drawing well-reasoned language
geographical data using a wide range of conclusions from the data
skills and techniques, from both primary  communicate their knowledge and
and secondary sources; and drawing understanding with competent and
logical conclusions from the data and accurate use of a range of
discussing limitations geographical terminology
 communicate their knowledge and
understanding consistently in a coherent,
creative, logical manner making extensive
use of geographical terminology
History  demonstrate sound knowledge of the  demonstrate adequate knowledge of  demonstrate basic knowledge of the  demonstrate elementary  demonstrate elementary
curriculum content by differentiating facts the curriculum content by showing curriculum content by showing some knowledge of the curriculum knowledge of the curriculum
from opinions, identifying different some attempts to differentiate facts attempts to differentiate facts from content in relation by identifying content in relation by identifying
viewpoints and perspectives, and making from opinions and identifying different opinions and identify familiar familiar and simple viewpoints and familiar viewpoints and
some personal judgments viewpoints and perspectives viewpoints and perspectives perspectives perspectives
 explain the relative significance of factors  describe the significance of factors  demonstrate a basic understanding  demonstrate, through sequencing  demonstrate, through sequencing
that have shaped the development in Asia that have shaped the development in of facts about Asia of historical events, some of historical events, little
 demonstrate an adequate understanding Asia  understand basic historical terms and understanding of facts about Asia understanding of facts about Asia
of historical terms and concepts  demonstrate an adequate concepts  demonstrate comprehension of  demonstrate some
 utilize a wide range of historical sources understanding of basic historical  identify and draw basic conclusions simple historical terms and comprehension of simple historical
and evaluate their reliability terms and concepts from relevant historical sources concepts terms and concepts
 explain different historical interpretations  utilize a variety of historical sources  describe different historical  recognize and process relevant  recognize simple relevant
and perspectives and draw conclusions interpretations and perspectives historical sources historical sources
 make conscious efforts to communicate a  communicate historical facts with
5

Levels
5 4
Subject
sustained argument in a logical and
systematic manner
Information &  demonstrate comprehensive knowledge
Communicative and understanding of the range and
Technology (ICT) organisation of computer systems, and
the interrelationships between hardware,
software and data
 apply thorough analytical and interpretive
skills to construct and improve on their
own practices in using ICT
 demonstrate advanced skills and
excellent use of a range of application
software to support information
processing and problem-solving
 analyse problems from a wide range of
perspectives, and design and implement
solutions incorporating a variety of
methods
 formulate innovative ideas in analysing
and evaluating unfamiliar, complex issues
 communicate complicated ideas and
solutions with coherent use of terminology
Music (HKDSE) Paper 1
 demonstrates outstanding knowledge of the
corresponding musical genres and is able to
distinguish and compare different periodic
styles. The candidate fluently expresses his
ideas in writing.
Paper 2
 gives practical music performance with high
aesthetic values and absolute accuracy in
intonation, rhythm, execution and
interpretation.
Paper 3
 shows outstanding originality and creativity in
the composition. Extremely well idiomatic
writing and notation are achieved.
Science:  demonstrate comprehensive knowledge
Biology, and understanding of facts, concepts and
Chemistry and principles in the relevant parts of science
Physics curriculum.
 effectively communicate ideas in a
succinct, logical and coherent manner
with accurate use of scientific terminology
and in appropriate formats.
Level Descriptors
 show attempts to explain different
historical interpretations and
perspectives
 communicate a general argument in
a clear manner
 demonstrate sound knowledge and
understanding of the range and
organisation of computer systems,
and the interrelationships between
hardware, software and data
 apply broad analytical and
interpretive skills to construct and
reflect on their own practices in using
ICT
 demonstrate proficient skills and
good use of a range of application
software to support information
processing and problem-solving
 analyse problems from a broad
perspective, and design and
implement solutions incorporating
diverse methods
 formulate well-developed ideas in
analysing unfamiliar issues
 communicate complicated ideas and
solutions with proficient use of
terminology
Paper 1
 demonstrates good knowledge of the
corresponding musical genres and is
able to distinguish and compare
different periodic styles. The candidate
can express his ideas in writing.
Paper 2
 gives practical music performance with
good aesthetic values and good accuracy
in intonation, rhythm, execution and
interpretation.
Paper 3
 shows good originality and creativity in
the composition. Very well idiomatic
writing and notation are achieved.
 demonstrate sound knowledge and
understanding of facts, concepts and
principles in the relevant parts of the
science curriculum.
 communicate ideas in a logical and
coherent manner using scientific
terminology and in appropriate
formats
3 2
some evidence of simple arguments
 demonstrate adequate knowledge
and understanding of the range and
organisation of computer systems,
and the interrelationships between
hardware, software and data
 apply relevant analytical and
interpretive skills to construct their
own practices in using ICT
 demonstrate relevant skills and
appropriate use of common
application software to support
information processing and problem-
solving
 analyse problems from a general
perspective, and plan and implement
solutions incorporating relevant
methods
 formulate satisfactory ideas in
analysing a range of familiar issues
 communicate ideas and solutions
with appropriate use of terminology
Paper 1
 demonstrates satisfactory knowledge of
the corresponding musical genres and
can distinguish and compare some
different periodic styles. The candidate
can express his ideas in writing.
Paper 2
 gives practical music performance with
some aesthetic values and some
accuracy in intonation, rhythm,
execution and interpretation.
Paper 3
 shows originality and creativity in the
composition. Some idiomatic writing
and notation are achieved.
 demonstrate adequate knowledge
and understanding of facts, concepts
and principles in the relevant parts of
the science curriculum.
 communicate idea in a clear,
structured manner using scientific
terminology and in appropriate
formats.
 recognize different historical
interpretations and perspectives
 make efforts to communicate
historical facts in a clear narrative
style with some evidence of simple
arguments
 demonstrate basic knowledge and
understanding of the range and
organisation of computer systems,
and the interrelationships between
hardware, software and data
 apply basic analytical and
interpretive skills to explain
practices in using ICT
 demonstrate basic skills in the use
of common application software to
support information processing
and problem-solving
 analyse problems from a limited
perspective, and plan and
implement straightforward
solutions incorporating routine
methods
 formulate basic ideas in explaining
some familiar issues
 communicate ideas and solutions
using some terminology
Paper 1
 demonstrates weak knowledge of the
corresponding musical genres and
cannot distinguish and compare
different periodic styles. The
candidate merely expresses his ideas
in writing.
Paper 2
 gives practical music performance
with small aesthetic values and weak
accuracy in intonation, rhythm,
execution and interpretation.
Paper 3
 shows weak originality and creativity
in the composition. Idiomatic writing
and notation are observed.
 demonstrate basic knowledge and
understanding of facts, concepts
and principles in the relevant parts
of the science curriculum.
 communicate ideas using
appropriate scientific terms.
1
 recognize simple historical
interpretations and perspectives
 communicate historical facts in
simple narrative style
 demonstrate elementary
knowledge and understanding of
the range and organization of
computer systems, and the
interrelationships between
hardware, software and data
 apply simple analytical and
interpretive skills to describe
practices in using ICT
 demonstrate simple skills in the
use of particular application
software to support information
processing and problem-solving
 analyse problems with guidance,
and implement solutions
incorporating simple methods
 communicate simple ideas and
solutions using some terminology
 communicate simple ideas and
solutions using some terminology
Paper 1
 does not demonstrate knowledge of
the corresponding musical genres
and cannot distinguish and compare
any different periodic styles. The
candidate fails to express his ideas in
writing.
Paper 2
 gives practical music performance
with low aesthetic values and many
inaccuracies in intonation, rhythm,
execution and interpretation.
Paper 3
 shows no originality and creativity in
the composition. No idiomatic writing
and notation are achieved.
 recall elementary facts and
principles in the relevant parts of
science curriculum.
 communicate simple ideas using
scientific terms.