(Secondary 1 - 3)
THE CURRICULUM DEVELOPMENT COUNCIL
RECOMMENDED FOR USE IN SCHOOLS BY
THE EDUCATION DEPARTMENT
I. INTRODUCTION 4
II. AIMS AND OBJECTIVES 5
III. SUGGESTED TIME ALLOCATION 6
IV. THE TEACHING SYLLABUS 7
V. THE TEACHING OF DESKTOP PUBLISHING 10
VI. ASSESSMENT 12
APPENDIX A: LIST OF REFERENCE BOOKS 13
APPENDIX B: LIST OF AUDIO-VISUAL MATERIALS 14
This syllabus is one of a series prepared for use in secondary schools by
the Curriculum Development Council, Hong Kong. The Curriculum
Development Council, together with its co-ordinating committees and subject
committees, is widely representative of the local educational community,
membership including heads of schools, lecturers from tertiary institutions and
the Hong Kong Institute of Education, officers of the Hong Kong Examinations
Authority and those of the Curriculum Development Institute, Advisory
Inspectorate and other divisions of the Education Department. The
membership of the council also includes parents and employers.
This syllabus is recommended for use in Secondary 1, 2 and 3 by the
Education Department. Once the syllabus has been implemented, progress will
be monitored by the Advisory Inspectorate and the Curriculum Development
Institute of the Education Department. This will enable the Curriculum
Development Council to review the syllabus from time to time in the light of
All comments and suggestions on the syllabus may be sent to :
Principal Curriculum Planning Officer
(Secondary and Prevocational),
Curriculum Development Institute,
Wu Chung House, 13/F,
213, Queen’s Road East,
Publishing and printing are part of the communication process from the
message originator to the target audience with the objective to convey what has been
intended by the author. The technology and body of knowledge and skills developed in
this field have provided a main thrust to the emergence of the modern civilisation. In
our daily livings, we deal inevitably with prints and other information medium as
writers, mere forwarders, information enhancers and final users.
This application subject is to impart to students practical skills and knowledge
of the working of an industry which are relevant to their future living.
II. AIMS AND OBJECTIVES
As an application subject, Desktop Publishing provides a particular context for students
tackle practical problems analytically with various information technology tools;
achieve a sense of beauty through their endeavour in the making of prints;
nourish creativity in design; and
appreciate the underlying scientific principles of the technology.
Upon completion of the course, students are able to:-
1. Observe safe working procedures in a workplace environment and
2. Give a brief account on the principles and development of printing technology.
3. Understand the principles underlying the appropriate selection of materials,
equipment and facilities in a range of desktop publishing operations.
4. Describe various prints and their functions.
5. Demonstrate the basic manipulative skills of using typeset, graphic, image
process and layout software in the production of a finished art work in
accordance with specifications.
6. Design and specify the prints to be produced after considering the nature of and
budget for the prints.
7. Demonstrate the basic manipulative skills of using relevant equipment in the
production of prints such as printing machine, binding machine, and etc.
8. Appreciate the importance of co-operative effort and effective communication
in a printing operation.
9. Understand relevant articles on press or magazines and develop an awareness of
the technological development in printing industry.
10. Adopt a positive attitude towards the development of new products and ideas in
the printing industry.
11. Acquire the knowledge and develop the skills required for organization and
management of resources in the printing operation.
12. Understand the basic codes or convention of practices and appreciate the ethical
issues in the industries.
III. SUGGESTED TIME ALLOCATION
Topic no. of periods
Workshop safety 9-12
Principles and development of printing 24-30
Theory and fundamentals of desktop publishing 24-30
IT knowledge and operations of a prepress computer system 24-30
Image Processing 24-30
Finished art work 24-30
Other related processes 24-30
* This course is planned for 3 lessons per week and 22 teaching weeks in a school
year. As a total, there are 198 lessons. The teachers should implement the
suggested curriculum in accordance with the needs of their students.
IV. THE TEACHING SYLLABUS
P = Practical Activity D = Demonstration Pj = Project
Topics Detailed Content Suggested Practical Work / Activities Suggested
Workshop safety and Precautionary measures for the avoidance of P Questions and answers for students on proper 9-12
environmental awareness accidents and importance of adhering to the manners, regulations and safety rules in a
correct working procedures workplace
Rules on safety while working with D Correct handling of machinery and tools
machinery and plant
Points of danger on machines P Students are asked to identify the points of
potential danger pertinent with various part
of a machine
Actions to be taken in case of accident P Case study of accident: role play for students
Pj Collect and analyze news of industrial
Ergonomic rules in using computers D Explain the importance of proper sitting
posture in using desktop computers
Handling chemical waste D Correct approach to handling material
Handling of re-cycleable materials P Visit a re-cycle paper plant
Principles and The craft and its principles since Gutenberg D Demonstration on wood cutting printing 24-30
development of in the fifteenth century Europe and Bu Sing, P Identify various kinds of prints as products of
publishing and printing in Sung Dynasty, China specific technologies such as wood-cutting,
silk screen, and letterpress
The overview of printing and publishing D Process of various kinds of printing (offset,
cycle with emphasis on appreciation of basic silk screen, letterpress)
principles such as various effects with the A simple printing exercise
choice of a particular paper medium and ink Pj Prepare a wall-chart on printing or publishing
The prevailing technologies and organization Pj Report on visit of a newspaper/magazine
in the industry publishing house
The modern trends in the industry
Desktop publishing The emergence of the technology in mid 80’s D Demonstrate and discuss on how the 24-30
Its characteristics and advantages computer technology affect the printing
Its applications in publishing on paper and P Visit to a production house that adopts 24-30
other media desktop-publishing firm
Knowledge and Different parts of a prepress system and their 24-30
operations of a prepress functions: scanner, handwriting recognition
computer system tablet, high-resolution output devices, etc.
Concepts of page description languages,
coding systems and file formats
Basic operations on graphical, design and Pj Design a namecard or poster
Typography Charateristics of types D Compare and contrasting the use of different 24-30
types in different kinds of documents
Special effects on texts in design tasks P Experiment on various effects on headline in
Typesetting texts in specified format with P Experiment on various effects of the
software formatted texts with different specifications
of hyphenation, justification, and kerking
(Optional: Multi-lingual typesetting) P Typesetting exercise with texts mixed with
traditional Chinese and Japanese or another
language other than English
Image processing Create graphical elements in conventional P Drawing dingbats by hand 24-30
Basic skills in creating graphical elements P Design a line-art logo with special effects
with a computer
Skills in the touch up of digitized images P Remove hairline defects on an old
Carry out a colour correction tasks on a
Finished art work Basic principles of layout design P Discuss on samples of various forms of page 24-30
P Design a template
Skills in using layout design software P Design a set of personalized stationery
Technical workflow and specifications of the Pj Design a booklet
best mix of technologies leading to the
production of finished art work
Communication with clients and/or P Role play: Communicate on a layout design
Other related processes Basic knowledge in graphic reproduction, D Explain and evaluate the principles of colour 24-30
colour separation and imposition printing with colour proofs
D Explain the principle and demonstrate the
process of imposition
Basic knowledge and skills in plate-making, Pj Production of a booklet and evaluation of the
printing and other post-printing processes. product
V. THE TEACHING OF DESKTOP PUBLISHING
Teachers are encouraged to devise their own teaching approaches appropriate to the
abilities of their students to make learning challenging and interesting. The following
are some suggested guidelines suitable for the teaching of Desktop Publishing.
1. The role of a Desktop Publishing teacher
At least four roles of a Desktop Publishing teacher can be identified:
Activity initiator : The teacher should devise activities pertaining to the
objectives of lessons with appropriate stimulus for
students to participate.
Facilitator : The teacher should provide more opportunities for
students to learn by themselves and offer guidance to
them during their learning process.
Technical : The teacher should help students to analyze and solve
adviser practical catering services problems.
Evaluator : Besides examinations, the teacher should evaluate
students in accordance with their performance in the
2. Emphasizing workshop safety
A safe working environment is essential for pleasant and effective learning. To
reinforce workshop safety, teachers are advised to follow closely the booklet
Safety in School Workshops published by the Education Department.
In essence, the following contribute to workshop safety:
proper arrangement of furniture and equipment
proper management and use of workshop equipment and safety devices
good workshop discipline
correct techniques and processes
contingency plan in case of emergency
Teachers should reserve a lesson at the beginning of each school year to remind
students the importance of workshop safety and the contingency plan in case of
emergency. Activities such as video shows and workshop safety poster design
competition may be organized to draw students’ attention to the importance of
workshop safety. Furthermore, students should be reminded of the specific
precautionary measures related to each workshop session.
3. Promoting student-centred activities
Even in the earliest stages of the course, the students should be encouraged to
become the developer and presenter of ideas. This involves attitudes and
practices of some teachers to go beyond simply presenting and delivering
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information to students. Discussions, brainstorming sessions, project
evaluations and case studies are some of the good means of promoting
student-centred learning. The experience of tackling an open-ended problem to
which there are many solutions can be stimulating for students. As students gain
more experience of desktop publishing, the emphasis of learning should
gradually change and become increasingly student-centred. Students should
then come to identify the desktop publishing problems, define them, analyze
them, resolve them and evaluate the results.
4. Making good use of extra-curricular activities
As desktop publishing deals with daily practical problems, students could be
invited to provide general desktop publishing support for school events such as
school open day. In order to promote the subject and to demonstrate that the
learning of desktop publishing is creative, intellectually challenging, interesting
and stimulating, relevant extra-curricular activities should be organized
throughout the school year. Examples of such kind of activities include
inter-house desktop publishing competition and Desktop Publishing Club.
5. Making good use of teaching aids
The use of teaching aids such as chalk and board, illustrative charts, overhead
transparencies, video-tapes and information technology are beneficial to
teaching. With proper use of teaching aids, concepts and techniques are more
easily explained by teachers and mastered by students.
The Visual Education Section of the Advisory Inspectorate Division has a
collection of video-tapes and teaching resources available for teachers of
Desktop Publishing to borrow. Teachers are encouraged to make use of these
teaching resources to enrich their teaching and to stimulate students’ interest.
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Assessment of students’ performance is indispensable; it is an integral part in
the teaching and learning process. Teachers have to measure the progress of their
students towards the course aims, both individually and collectively, and to adjust the
resources, approaches and strategies adopted in the teaching of Desktop Publishing to
accomplish the goals effectively.
Assessment activities which can represent students’ learning in Desktop
Publishing may be categorized as follows:
1. Written tests/examinations
When setting written tests/examinations, teachers should focus on thinking
rather than possession of information., e.g. justifying a choice of font or paper,
writing up a specification for output of film etc. Furthermore, the assessment
criteria of tests/examinations should be clearly defined to the students.
2. Performance tasks
This is an assessment in which students are presented with a problem, either in
form of verbal or written instruction, to which pupils respond to it by doing
something. The performance tasks can include, e.g. creation of products,
experimental work, oral presentation, etc.
This is a portfolio which represents students’ continuous learning and their
progress over a period of time. Students’ initiative in working the project is very
important and therefore the subject area selected must be of some interest to
students and relevant to students’ daily life. The assessment criteria and
specifications of the project should be made clear to students in advance. The
focus of assessment should be on student’s ability to communicate the project
effectively with others.
4. Observation and conversation
Observation and verbal exchanges help teachers to understand what students
have learned and these become an informal way of continuous assessment of
Assessments play an important role in students’ learning because assessment results
provide valuable feedback to students and teachers for improvement. Awareness should
be given to the design of appropriate assessment instruments for different assessment
objectives. Records of students’ assessment should be kept and analyzed to see the
learning profile of individual students such as the progress of various skills of
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Appendix A: List of Reference Books
Title of Books Author Publisher
(to be parepared)
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Appendix B : List of Audio-Visual Materials and CAL
Code No. Title Duration
* F=Film (16mm)
(to be prepared)
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Teaching and Learning Strategies
Apart from the more conventional teacher talk and teaching, it is recommended that
classroom activities should be organized in the form conducive to the development of
the students’ generic skills such as organizational skill.
It is recommended that continuous assessment is to be performed with more
sophisticated evaluation instruments such as systematic observations on the
development of generic skills like interpersonal skills via project work on group basis
on top of the achievement of curriculum contents by more conventional assessment
• Syllabus of Printing (S1-3)
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