Hong Kong Advanced Level Examination
The Hong Kong Advanced Level Examination (HKALE; Chinese: 香港高級程度會考) was a standardized public examination system administered annually by the Hong Kong Examinations and Assessment Authority (HKEAA) from 1980 to 2013, primarily serving as the key qualification for admission to undergraduate programs at local universities.[1] Introduced as a successor to the earlier Hong Kong University Advanced Level Examination, the HKALE featured two tiers—Advanced Level (AL) subjects for in-depth study over two years and Advanced Supplementary (AS) subjects for broader coverage in one year—typically taken by students in Forms 6 and 7 following the Hong Kong Certificate of Education Examination (HKCEE).[2][3] Results were graded on a scale from A (highest) to F, with achievements below F classified as unclassified, emphasizing merit-based assessment aligned with international standards modeled on the British GCE A-level system.[4] The examination underpinned Hong Kong's pre-reform secondary education structure of 6 years primary, 5 years junior secondary leading to HKCEE, and 2 years senior secondary for HKALE, facilitating selective entry into tertiary institutions amid a competitive environment driven by limited university places.[5] As part of broader educational reforms to reduce academic pressure, extend secondary schooling, and align with global trends, the HKALE was phased out after the 2013 session (limited to private candidates), replaced by the Hong Kong Diploma of Secondary Education (HKDSE) under a restructured 3+3 senior secondary model starting in 2009.[6][7] This transition aimed to broaden curricula beyond rote memorization, though it sparked debates on comparability of qualifications and recognition by overseas institutions.[8]Origins and Historical Development
Establishment in the British Colonial Era
The Hong Kong Advanced Level Examination (HKALE) was formally established in 1980 by the British colonial administration as a standardized public assessment for upper secondary students seeking university admission. Administered by the newly created Hong Kong Examinations Authority (HKEA), which had assumed responsibility for public exams from universities in 1978, the first HKALE session was held that year, marking a shift from institution-specific entrance tests to a territory-wide system modeled on the British General Certificate of Education (GCE) Advanced Level. This localization aimed to accommodate the surge in secondary school graduates following the extension of free education to nine years in 1971, which increased the pool of candidates eligible for post-secondary places amid Hong Kong's post-war economic expansion.[1][9] Prior to 1980, university entrance primarily depended on the University of Hong Kong's Matriculation Examination, introduced in 1913 shortly after the university's founding, or equivalent assessments at the Chinese University of Hong Kong (established 1963), alongside options for students to sit overseas GCE A-Levels. The HKALE's introduction standardized subject offerings in areas such as English, mathematics, sciences, and humanities, requiring typically three to four principal subjects over two years of study in Forms 6 and 7, with results determining eligibility for the limited spots in local tertiary institutions. This structure reflected the colonial emphasis on merit-based selection through rigorous, content-heavy exams to filter talent for professional fields like medicine, engineering, and law, aligning with Britain's imperial educational framework adapted to local needs.[1] The exam's rollout coincided with broader colonial education policies promoting English-medium instruction in elite secondary schools, though parallel systems like the Hong Kong Higher Level Examination catered to Chinese-medium institutions until their convergence in the 1990s. Participation grew rapidly, with over 20,000 candidates by the mid-1980s, underscoring the system's role in channeling human capital toward Hong Kong's role as a financial and trading hub under British governance. Early criticisms noted the heavy reliance on rote memorization and high-stakes pressure, but the HKALE endured as the principal gateway to higher education until reforms in the 2000s.[10][1]Evolution Through the 1980s and 1990s
The Hong Kong Advanced Level Examination (HKALE) was first administered in 1980 by the Hong Kong Examinations Authority, establishing a localized advanced secondary assessment system that supplanted reliance on overseas British GCE A-Level examinations for university admissions.[1] This introduction coincided with the expansion of post-secondary opportunities, as participation reached 21,407 candidates in its inaugural year, reflecting broader access to Form 6 and 7 education amid Hong Kong's economic growth. Throughout the 1980s, the examination's structure emphasized core subjects like English, Chinese, and mathematics, alongside electives in sciences and humanities, with grading based on annual control-group standards to maintain consistency in pass rates for grades A, C, and E.[4] In the late 1980s, curriculum adjustments responded to local needs, including the addition of Government and Public Affairs as a new subject in 1989, aimed at fostering civic awareness amid the Sino-British negotiations on Hong Kong's future.[11] Participation continued to rise, with candidate numbers exceeding 30,000 by the decade's end, underscoring the HKALE's role as the primary gateway to tertiary institutions outside the parallel Hong Kong Higher Level Examination (HKHLE) used by the Chinese University of Hong Kong.[12] The 1990s saw administrative consolidation with the 1992 launch of the Joint University Programmes Admissions System (JUPAS), which standardized admissions across institutions and prioritized HKALE results, effectively phasing out the HKHLE by 1993 and reducing dual-track competition.[10] This reform enhanced efficiency in allocating limited university places, as HKALE entries stabilized around 40,000 annually by mid-decade, while syllabus updates maintained equivalence to UK GCE A-Levels for international mobility.[13] Amid preparations for the 1997 handover, the examination preserved its norm-referenced assessment model, with minimal structural overhauls until broader reforms in the 2000s, prioritizing continuity in standards despite shifting political contexts.[4]Reforms in the Early 2000s
In September 2000, the Education Commission of Hong Kong submitted its "Reform Proposals for the Education System in Hong Kong," which initiated a comprehensive overhaul of secondary education, including targeted adjustments to the Hong Kong Advanced Level Examination (HKALE) to alleviate examination pressure and align with a proposed shift from the existing 3+2+2+4 academic structure to a 3+3+4 model.[14] The proposals recommended replacing the dual public examinations—HKCEE at Secondary 5 and HKALE at Secondary 7—with a single exit examination at the end of a unified three-year senior secondary phase, while preserving international recognition of qualifications during the transition.[14] Key immediate measures for HKALE included extending the Teacher Assessment Scheme to cover non-examination components in subjects, with provisions for moderation and teacher training to ensure reliability, and permitting Secondary 6 students to sit certain HKALE papers with school approval to provide flexibility for high performers.[14] A significant grading reform took effect in 2002, abolishing the fine banding system (e.g., A(01) to F(12)) in both HKCEE and HKALE results, reverting to broader letter grades from A to F to reduce over-differentiation and emphasize criterion-referenced standards over norm-referencing.[14] This change aimed to better reflect student attainment levels and mitigate the intense competition inherent in the previous system, where fine distinctions often determined university access for the top 30% of the cohort eligible for HKALE. Concurrently, university admission criteria began evolving to prioritize Advanced Supplementary (AS) level equivalents over full A-level subjects where possible, minimizing rigid subject requirements and incorporating holistic evaluations such as portfolios and interviews alongside exam scores.[14] Administratively, the Hong Kong Examinations Authority (HKEA) was restructured in July 2002 into the Hong Kong Examinations and Assessment Authority (HKEAA), expanding its mandate beyond examination conduction to include broader assessment development, such as standards-referenced reporting and curriculum-aligned evaluations, in support of the reform agenda.[15] These early 2000s adjustments laid preparatory groundwork for later implementations, including enhanced focus on generic skills in HKALE syllabuses (e.g., through project learning in Liberal Studies) and feasibility studies for proficiency-based exams in Chinese and English, though full structural replacement of HKALE with the Hong Kong Diploma of Secondary Education occurred only in 2012.[14][16]Examination Format and Administration
Core Structure and Duration
The Hong Kong Advanced Level Examination (HKALE) formed the capstone assessment for a standardized two-year sixth-form curriculum, encompassing Secondary 6 and Secondary 7, undertaken after Secondary 5 and the Hong Kong Certificate of Education Examination.[1] This two-year programme duration was established in 1980 and persisted until the examination's phase-out in 2013, accommodating full-time study in selected subjects to prepare for university admission.[17] The core structure distinguished between A-level subjects, which demanded the entirety of the two-year instructional allocation for in-depth coverage, and Advanced Subsidiary (AS)-level subjects, allocated half the teaching time yet calibrated to equivalent intellectual rigor.[17] Students ordinarily pursued three to four subjects total, with university eligibility hinging on attaining at least grade E in the two compulsory AS-level language papers—Use of English and Chinese Language and Culture—plus two A-level subjects.[17] By 2013, offerings included 17 A-level and 16 AS-level subjects across disciplines such as sciences, humanities, and languages.[17] Examinations were predominantly written formats, with subject-specific papers typically structured as two components each lasting three hours, administered sequentially in morning and afternoon sessions on the same day; additional elements like listening tests or practical assessments supplemented certain subjects as needed.[18][19] This modular yet integrated approach aligned with the programme's two-year progression, culminating in a single annual examination cycle primarily in March to May.[1]Subject Categories and Offerings
The Hong Kong Advanced Level Examination (HKALE) encompassed subjects at two primary levels: Advanced Level (AL), which involved comprehensive two-year syllabuses, and Advanced Supplementary Level (AS), which featured condensed one-year programs typically supplementing AL studies.[3] Students commonly selected a combination of four to six subjects, including compulsory AS-level language papers, to meet university admission criteria, with offerings evolving modestly over the examination's tenure from 1980 to 2013.[3] Subjects were distributed across disciplinary categories, reflecting a balance between foundational academic fields and applied areas, without rigid core-elective distinctions akin to successor systems.[3] In total, approximately 24 distinct subjects were available in later iterations (e.g., 2007–2012), comprising 14 AL and 15 AS options, some offered at both levels, though certain subjects like Computer Studies were phased out by 2013.[3] Key categories and representative offerings included:- Sciences (6 subjects): Focused on empirical and experimental disciplines, with Biology (AL), Chemistry (AL/AS), Physics (AL/AS), Applied Mathematics (AL/AS), and Pure Mathematics (AL).[3]
- Humanities (6 subjects): Emphasized historical, social, and economic analysis, including Chinese History (AL/AS), Economics (AL), Geography (AL/AS), Government and Public Affairs (AS), History (AL/AS), and Psychology (AS).[3]
- Languages (4 subjects): Centered on linguistic proficiency and literary analysis, such as Chinese Language and Culture (AS), Chinese Literature (AL), Use of English (AS), and Literature in English (AS).[3]
- Business and Technology (5 subjects): Covered commercial principles and computational skills, with Business Studies (AL), Principles of Accounts (AL), Computer Studies (AL), Computer Applications (AS), Electronics (AS), and Mathematics and Statistics (AS).[3]
- Arts and Other (3 subjects): Included creative and interdisciplinary pursuits like Visual Arts (AL/AS), Ethics and Religious Studies (AS), and Liberal Studies (AS).[3]
Assessment and Grading Mechanisms
The Hong Kong Advanced Level Examination (HKALE) assessed candidates primarily through summative public examinations, consisting of written papers that varied in number and duration by subject, typically ranging from one to three papers per subject at the Advanced Level (AL) or Advanced Supplementary (AS) level.[20] Scientific subjects incorporated practical assessments, such as laboratory experiments, to evaluate experimental skills, while language subjects included oral components to test spoken proficiency, though these were subject-specific and not universal across all offerings.[4] Unlike its successor, the HKALE did not include school-based assessment (SBA) or continuous evaluation, relying exclusively on end-of-form performance in these external examinations administered by the Hong Kong Examinations Authority (later the HKEAA).[4] Grading operated on a norm-referenced basis, producing six letter grades from A (highest) to F, with achievements below F designated as unclassified and omitted from reported results.[4] For subjects with large candidate entries, annual grading policies fixed control-group percentages for boundary grades A, C, and E, drawn from a representative sample of approximately one-third of participating schools to establish cut-off marks reflective of cohort performance.[4] Intermediate grades B, D, and F were then allocated via a statistical algorithm applied uniformly to all candidates, ensuring equivalence between English and Chinese medium versions of the examination.[4] Smaller-entry subjects deviated from this model, with chief examiners recommending grade distributions based on overall performance statistics and qualitative judgment rather than fixed percentiles.[4] Language subjects followed a similar chief examiner-led approach, integrating raw marks with statistical moderation. Grade E represented the minimum pass threshold for university admissions and further study equivalence, though specific pass rates fluctuated annually by subject due to the norm-referenced design.[4] External vetting by Cambridge Assessment occurred yearly to calibrate standards against international benchmarks, mitigating drift over time.[4] This system prioritized relative ranking over absolute criteria, reflecting the examination's roots in British GCE traditions adapted for local administration from 1980 to 2013.[4]Specific Language Examinations
Use of English Paper Details and Evolution
The Use of English (UE) paper in the Hong Kong Advanced Level Examination (HKALE) served as a compulsory AS-level assessment primarily for evaluating candidates' proficiency in English for tertiary education and employment purposes.[21] It emphasized practical language skills over formal grammatical knowledge, testing abilities in comprehension, production, and application across academic and vocational contexts.[21] The paper was administered annually to approximately 20,000 Form 7 students until the HKALE's discontinuation in 2013.[22] The UE paper comprised five sections (A–E), with a total duration of about 5 hours 45 minutes and weightings summing to 100%. Section A (Listening, 1 hour, 18%) assessed comprehension and interpretation of spoken English through tasks involving educated native speakers.[21] Section B (Writing, 1¼ hours, 18%) required extended discourse, such as essays of around 500 words, evaluating clarity, coherence, and grammatical accuracy.[21] Section C divided into Reading (C1, 20 minutes, 6%) for in-depth text analysis and Language Systems (C2, 70 minutes, 12%) for lexicon, syntax, and discourse via objective formats like summary cloze procedures.[21][22] Section D (Oral English, 20 minutes, 18%) involved presentation and discussion to gauge interaction, pronunciation, and fluency.[21] Section E (Practical Skills, 1¾ hours, 28%) focused on information processing and problem-solving in work or study scenarios.[21]| Section | Duration | Weighting (%) | Primary Skills Tested |
|---|---|---|---|
| A: Listening | 1 hour | 18 | Comprehension and interpretation of speech |
| B: Writing | 1¼ hours | 18 | Extended writing coherence and accuracy |
| C1: Reading | 20 minutes | 6 | Text analysis and inference |
| C2: Language Systems | 70 minutes | 12 | Vocabulary, grammar, and discourse |
| D: Oral | 20 minutes | 18 | Speaking and interaction |
| E: Practical | 1¾ hours | 28 | Applied communication and tasks |
Chinese Language and Culture Paper Components
The AS-level Chinese Language and Culture examination in the Hong Kong Advanced Level Examination (HKALE) consisted of five compulsory components designed to evaluate candidates' proficiency in modern Chinese language skills alongside understanding of Chinese cultural heritage and contemporary issues.[24] Introduced as a core subject for Form 6 and 7 students, it emphasized practical application over rote memorization, integrating language use with cultural analysis to prepare students for higher education and societal roles in a bilingual context.[24] The structure, as outlined in the 2013 syllabus—the final iteration before the HKALE's phase-out—allocated weightings across written, listening, oral, and reading tasks, with a total examination time excluding preparation periods approximating 4.5 hours for timed papers.[24] Paper 1A assessed practical writing abilities through tasks requiring candidates to produce extended compositions, such as reports, speeches, or letters totaling at least 600 characters, or alternatively two shorter pieces on real-world applications like commentaries or news articles.[24] Lasting 1 hour and 30 minutes and weighted at 15%, this component tested clarity, logical structure, and appropriateness of language register in functional contexts, drawing from everyday scenarios rather than purely literary forms.[24] Paper 1B focused on reading comprehension, with a 1-hour duration and 15% weighting, presenting candidates with selected modern articles—occasionally including simplified classical Chinese passages—and requiring responses to multiple short questions on vocabulary, inference, and summarization.[24] This paper aimed to gauge speed and depth of understanding in processing informational texts, emphasizing analytical skills over translation.[24] Paper 2 examined knowledge of cultural issues via essay-style questions, allocated 1 hour and 30 minutes and 15% of the total mark, where candidates selected from 2-3 prompts to write a long essay of at least 700 characters or address specified topics linked to designated cultural texts and broader themes like tradition versus modernity.[24] It prioritized critical argumentation and integration of cultural insights, reflecting the subject's dual focus on language and heritage.[24] The listening comprehension in Paper 3, approximately 45 minutes long and worth 15%, involved audio segments such as speeches, interviews, or debates, followed by multiple-choice, fill-in-the-blank, or short-answer items to assess auditory processing, detail retention, and contextual inference.[24] Materials were drawn from authentic sources to simulate real-life comprehension challenges.[24] Paper 4 evaluated oral proficiency through a 15-minute group test weighted at 7.5%, comprising an individual short speech and subsequent discussion on socio-cultural topics, fostering interactive communication and viewpoint articulation.[24] Finally, Paper 5, the extracurricular reading assessment carrying 17.5%, required submission of two reading reports (1,500–5,000 characters each) on prescribed books, assessing independent critical analysis and synthesis of cultural narratives without a timed exam format.[24] These components collectively ensured a balanced appraisal of linguistic competence and cultural literacy, with grading on a scale from A to E based on performance benchmarks set by the Hong Kong Examinations and Assessment Authority.[24]Comparative Analysis
Alignment and Equivalence with UK GCE A-Levels
The Hong Kong Advanced Level Examination (HKALE) was explicitly modeled on the UK General Certificate of Education (GCE) Advanced Level system, with examination standards benchmarked against comparable British GCE subjects to ensure alignment in academic rigor and content coverage.[25] This design reflected Hong Kong's status as a British colony until 1997, where the HKALE served as the primary qualification for local university admission while maintaining compatibility with UK higher education entry requirements. Syllabuses for core subjects such as mathematics, physics, and economics closely paralleled GCE A-level specifications, emphasizing in-depth theoretical knowledge and problem-solving assessed primarily through terminal written examinations.[26] In terms of grading equivalence, a HKALE grade of E or above in A-level subjects is recognized as equivalent to a pass (grade E or above) in GCE A-level examinations conducted by British awarding bodies such as Cambridge International or Edexcel.[27] This pass threshold facilitated direct comparability, with HKALE results accepted by UK universities for undergraduate admissions, often requiring three or more subjects at grade E or better, mirroring standard GCE A-level entry conditions.[25] Advanced Supplementary (AS) level components, introduced in HKALE from 1995, aligned with UK AS qualifications, allowing modular credit accumulation in line with evolving British reforms.[25] Grade calibrations from independent benchmarking, such as a 2008 UK National Academic Recognition Information Centre (NARIC) study, revealed nuanced differences: HKALE grades B and C were deemed equivalent to a UK A grade, a D to a UK B, indicating that comparable student performance in Hong Kong yielded higher letter grades due to localized standard-setting.[28] Despite this, major UK institutions, including Imperial College London, treated HKALE as fully comparable to GCE A-levels, with entry offers specifying equivalent grade profiles (e.g., three A-levels at grades AAB).[29] Such recognition extended internationally, with Commonwealth universities similarly equating HKALE to GCE standards for credit transfer and matriculation.[25] Structural parallels included a two-year upper secondary curriculum leading to high-stakes summative assessments, though HKALE mandated compulsory papers in Use of English and Chinese Language and Culture, absent from standard UK A-levels, to address bilingual contexts.[25] Overall, this alignment ensured HKALE holders faced no systemic disadvantage in pursuing UK degrees, with historical data showing thousands of annual applicants leveraging the qualification for overseas study prior to the system's phase-out in 2012.[25]Contrasts with the Succeeding HKDSE System
The Hong Kong Diploma of Secondary Education (HKDSE), implemented from 2012 onward as part of the 3+3+4 New Senior Secondary curriculum reform initiated by the Education Bureau in 2004, marked a departure from the HKALE's two-year post-secondary structure in Forms 6 and 7, which followed five years of junior and senior secondary education and emphasized advanced specialization in typically three to four elective subjects plus AS-level cores like Use of English and Chinese Language and Culture.[5] In contrast, the HKDSE integrates senior secondary into three years (Secondary 4–6), mandating four core subjects—Chinese Language, English Language, Mathematics, and Citizenship and Social Development (replacing Liberal Studies from 2021)—alongside two to three electives from 20 Category A offerings, promoting a broader foundation for whole-person development over the HKALE's narrower, depth-oriented focus akin to UK GCE A-Levels.[30][5] This reform extended compulsory education to nine years (six primary plus three junior secondary) and aimed to reduce examination pressure by consolidating assessments into a single exit exam at Secondary 6, unlike the HKALE's sequential AS- and A-level components spread across two years.[5] Assessment mechanisms diverged significantly, with the HKDSE incorporating school-based assessment (SBA) in 12 Category A subjects—contributing 15–40% to final results through moderated teacher evaluations of coursework, portfolios, and projects—to foster ongoing learning and reduce reliance on high-stakes finals, whereas the HKALE depended almost entirely on public examinations without formal SBA integration. The HKDSE's inclusion of applied learning courses (Category B) and other language subjects (Category C) further broadens evaluation options, contrasting the HKALE's predominant focus on academic, exam-centric testing in traditional disciplines.[31] Grading systems reflect philosophical shifts: the HKALE employed letter grades A–E for passes (F for fail), derived from performance benchmarks aligned with international standards like GCE A-Levels, while the HKDSE adopts standards-referenced reporting (SRR) with levels 1–5 (unclassified below 1), subdivided into 5**, 5*, and 5 at the top, emphasizing absolute mastery over relative ranking to mitigate cut-throat competition.[8] Although HKDSE levels 4 and 5 were initially benchmarked against HKALE grades A–D via expert panels, statistical analysis, and historical performance data for continuity in university admissions, no direct equivalence exists due to curricular and structural variances, with HKDSE standards maintained through annual monitoring rather than norm-referencing.[8] This SRR approach, applied uniformly to Category A subjects, prioritizes transparency in descriptors of expected competencies, differing from the HKALE's grade boundaries set partly by cohort performance.[32]| Aspect | HKALE (pre-2012) | HKDSE (2012 onward) |
|---|---|---|
| Core Subjects | AS-level in Use of English, Chinese Language & Culture (near-universal) | 4 mandatory: Chinese, English, Math, Citizenship/Social Development |
| Electives | 3–4 advanced subjects, specialized depth | 2–3 from broader pool, including applied options |
| Assessment Weight | Primarily public exams (near 100%) | Public exams + SBA (15–40% in select subjects) |
| Grading Scale | A–E (pass), F (fail); benchmarked to GCE | Levels 1–5**; SRR with absolute standards |
| Duration/Context | 2 years post-Form 5 | 3 years within Secondary 4–6 |
Performance Metrics and Outcomes
Historical Pass Rates and Top Achiever Statistics
Pass rates in the Hong Kong Advanced Level Examination (HKALE), defined as achieving grade E or above in individual subjects, typically ranged from 70% to 90% across most offerings from the early 2000s to its final administration in 2012, with variations by subject difficulty and cohort size. For core compulsory papers, such as Use of English (AS-level), pass rates fluctuated between 69.1% in 2012 and 75.1% in 2002, reflecting consistent challenges in language proficiency assessment. Chinese Language and Culture (AS-level) exhibited higher stability, with rates climbing from 88.5% in 2002 to 94.4% in 2012 before a sharp drop to 76.7% in the transitional 2013 cohort amid the shift to HKDSE. Mathematics modules, including Pure Mathematics (A-level), maintained rates around 78-80% through 2012. These figures, derived from all candidates including repeaters and private entrants, underscore a system where subject-specific rigor influenced outcomes, with sciences and languages often lower than humanities or applied subjects.[34] Broader historical trends from 1980 onward showed pass rates generally in the 70-80% band for many electives, though data granularity increases post-2000 due to enhanced reporting. Day school first-time attempters, comprising the majority of candidates, achieved slightly higher averages, around 75.8% success in qualifying combinations for university admission by the late 2000s. Declines in certain years, such as English language papers post-1995 mother-tongue reforms, were attributed to curriculum shifts rather than systemic failure, with recovery noted by 2008. Overall candidate volumes peaked near 50,000 in the 2000s, with 41,572 entries in 2012, and pass thresholds calibrated annually via control-group percentiles to maintain standards benchmarked against UK GCE A-levels.[34][35][36] Top achiever metrics focused on grade A awards, typically allocated to the uppermost 1-5% of performers per subject based on annual percentile controls, ensuring rarity amid grade inflation concerns. In Pure Mathematics (A-level), A-grade attainment held at 4.2-4.6% from 2002-2012, while Use of English saw under 1% consistently, highlighting linguistic barriers even for elites. Chinese Language and Culture yielded 1.7-2.3% A's in the same period. Aggregate top performers—those securing multiple A's across three A-level and two AS-level subjects—were minimal, often numbering in the low hundreds annually, as university entry demanded at least two C's and passes in languages for the JUPAS system. Approximately 25% of candidates reached C or above overall, a benchmark used for international equivalence where HKALE C aligned with UK A-level A, though this reflected calibrated standards rather than raw scores. No public tallies of "perfect" multi-subject A's exist, but elite band schools reported 20-25% credit rates (B or above) in samples like 2011 cohorts.[34][37]| Subject (Level) | Example Pass Rate (E+, 2002-2012 Avg.) | A-Grade % (2002-2012 Avg.) |
|---|---|---|
| Use of English (AS) | ~72% | ~0.8% |
| Chinese Lang. & Culture (AS) | ~92% | ~2% |
| Pure Mathematics (A) | ~79% | ~4.4% |