KSP is a developmental approach to inculcating interdisciplinary problem-based learning skills in students to develop them into critical thinkers and lifelong learners. Through a rigorous programme, KSP aims to achieve the following broad areas of objectives, such that our students would be able to

• Analyse data/situation critically while being conscious of the ideological and sociological biases in society.
• Put forth arguments that are sound, logical and fair in an appropriate manner.

There are two main distinct features of KSP, a broad-based Research Skills Programme for all students and the Talent Development Programme (TDP) for those who have the inclination towards developing deeper research skills. The theoretical framework for Research Studies Programme and Talent Development Programme, is based on Robert Sternberg’s concept of intelligence, the Triarchic Theory.

There are two features of KSP:

Programmes and activities in KSP are designed either as Structured Curriculum or Focus Learning.  In Structured Curriculum, lessons are integrated into the main academic time table where a certain number of periods is allocated within the curriculum time for students to experience a sustained learning in specially designed lessons that will meet their different needs (both cognitive and affective).

Focus learning provides authentic situations and settings for students to apply and further enhance the research skills they have acquired during the structured curriculum. The programmes and activities are purposefully planned and carried out in order to maximise or stretch students’ potential in all areas of development.

Students are encouraged and selected to participate in national and international level events and competitions as a platform for them to showcase their work, to put forth their arguments, opinions, research findings to a larger audience beyond the school community.

DESIGNS OF KSP: Structured  curriculum and Focus Curriculum

Research Studies Programme

Format of the Research Studies Programme (spans across Year 1-Year 3):

• Skills Build up sessions (lectures)
• Consultation sessions (tutorials)
• Submission of progressive research work
• Submission of written report
• Oral Presentation of Project

Assessment of Research Studies Programme

The following are some of the components in the assessment for Research Studies programme (there will be different modes of assessment and the areas of assessments for students from the different levels) :

• Short assignments on the various research skills
• Written report
• Script writing
• Storyboard production
• Process Monitoring

The marks for the assessment will be included as part of Continual Assessment 2, CA2 (Continual Assessment for Semester 2) for the core subject in which the subject-based project is carried out.

Students’ performance in the Research Studies Programme may be taken into consideration for future talent development opportunities.

通过渐进式的方式，学生能有效地提升自己对跨学科问题的解答能力，从而帮助他们成为思想敏锐的终身学习者。本课程严谨的设计，旨在让学生将能在研究活动中精准地分析数据和情况，同时也对可能存在的偏差有所认识，并提出可行的、公正且符合逻辑的论据。知识探究课程主要有两大分枝，即所有学生必修的研究学习课程和专为高能力学生所备的人才培育计划（TDP）。以上两种课程的理论框架，都是依据罗伯特斯腾伯格的“三元智力理论”所设计的。

知识研究课程的两大分枝： 

知识探究课程中的单元和活动被规划为两类：“结构式学习”和“重点学习”。在结构式学习中，学生按照时间表上固定的节数，上一些与研究有关的专门课程。这些课程将满足他们不同思维和情感上的学习需求。重点学习则以真实情境为背景，让学生把在结构式课中所学的知识技巧有意识地应用在实际生活中。以上课程都经过部门精心地设计和审核，以确保学生在各个领域中都能最好地发挥其潜能。除此之外，学生也有机会参加不少国家和国际性的活动和赛事，以展示他们的才华，并借此跟校外广大社群做进一步的交流。

知识探究课程: 结构式和重点学习 

研究学习计划

课程包涵以下形式（跨越中一至三年级）：

• 技能建设（讲座）

• 小组教学
• 研究进度报告
• 研究书面报告
• 口述报告

研究学习计划的评估与测试
以下是研究计划中的评估范围（将通过不同管道和评估级别）：
• 有关研究技能的小型作业
• 书面报告
• 剧本创作
• 故事板生产
• 过程监导

以上评估将是有关科目全年表现的其中一部分。学生在研究学习中的表现也是人才培育计划的招生的另一项准则。