Civic Education and Liberal Studies
Objectives
Civic Education
• To recognise and discuss social issues in Hong Kong and China
• To enhance students' understanding of themselves, their school, their community and their society
• To actively involve in campus life and establish a good peer relationship
• To develop independent thinking capabilities and a self-reflection attitude.
Liberal Studies
• To broaden students' knowledge base through exploring different topics
• To enable students to make connections across different fields of knowledge and to broaden their horizons
• To develop students’ independent thinking capabilities, positive values and attitudes through liberal studies
• To foster students’ capacity for life-long learning and help them become a knowledgeable and responsible citizen
The Curriculum
Civic Education
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Form |
Themes |
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Form 1 |
Important social issues |
Reviews of events |
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Value conflicts among stakeholders |
Cartoon analysis |
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Inductive reasoning |
Policy Address |
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Information search and presentation |
The Basic Laws and daily life |
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Data analysis |
National identity |
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Form 2 |
Issue Enquiry |
The Basic Law and daily life |
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Public Health |
Reviews of events |
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Roles and expectations |
Policy Address |
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Information search |
Economic globalization |
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Rule of law |
Cultural heritage |
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Form 3
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Important social issues |
Reviews of events |
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Use of energy |
Policy Address |
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Social media |
Constitutional reform |
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Information search and presentation |
Cultural globalization |
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Public Health |
Understanding the function of family |
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The Basic Law and daily life |
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Liberal Studies
Curriculum Framework
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Areas of Study |
Independent Enquiry Study (IES) |
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Self & Personal Development Module 1: Personal Development & Interpersonal Relationships |
Students are required to conduct an IES making use of the knowledge and perspectives gained from the three Areas of Study and extending them to new issues or contexts. To help students develop their IES titles, the following themes are suggested:
*Students mainly conduct their IES during Form 4 and 5. |
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Society & Culture Module 2: Hong Kong Today Module 3: Modern China Module 4: Globalization |
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Science, Technology & the Environment Module 5: Public Health Module 6: Energy Technology & the Environment |
For details, please refer to the document jointly prepared by the Curriculum Development Council and The Hong Kong Examinations and Assessment Authority (Secondary 4-6) http://ls.edb.hkedcity.net/LSCms/file/web_v2/C_and_A_guide/201401/LS%20C&A%20Guide_updated_e.pdf
Curriculum Organization
a. Form 4
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Module |
Themes |
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Module 2: Hong Kong Today |
1.Quality of life |
2.Rule of law and socio-political participation |
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3.Identity |
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Module 5: Public Health |
1.Understanding of public health |
2.Science, technology and public health |
b. Form 5
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Module |
Themes |
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Module 2: Hong Kong Today |
1.Quality of life |
2.Rule of law and socio-political participation |
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3.Identity |
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Module 3: Modern China |
1.China's reform and opening-up |
2.Chinese culture and modern life |
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Module 6: Energy Technology and the Environment |
1.The influences of energy technology |
2.The environment and sustainable development |
c. Form 6
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Module |
Themes |
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Module 1: Personal Development and Interpersonal Relationships |
1.Understanding oneself |
2.Interpersonal relationships |
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Module 4: Globalization |
1.Impact of globalization and related responses |
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Features
Civic Education
• This subject has no textbooks. All teaching materials and handouts are prepared by teachers to cater for student diversity.
• Teaching and learning modes place emphasis on group assignments and discussions. Information technology is used to motivate students' learning interest.
• Students' social awareness is strengthened through participation in both internal and external activities.
Liberal Studies
• This subject has no textbooks. All materials are prepared by teachers in order to fit into students' needs.
• This subject aims to develop students' independent thinking capacities and cross-subject thinking abilities. This encourages students to pursue knowledge through self-learning as well as to be open-minded towards new things.
• Students' social awareness is enhanced through participation in both internal and external activities
Activities
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Year |
Content |
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2019-2020 |
Seminars (with topics The sense of identity and social changes in Hong Kong) |
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2018-2019 |
Seminars(with topics One Country, Two systems in Hong Kong: Historical and Comparative Perspectives”) |
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Central and Western district Heritage field trip |
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Debate Competition (Form 3 and 4) |
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Court Visit |
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Voluntary Work: Food Donation and distribution |
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2017-2018 |
Seminars(with topics fake news and post truth towards social media) |
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Debate Competition (Form 4) |
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Taiwan Social Study Tour |
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Voluntary Work: Food Donation and distribution |
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Hang Lung - Young Architects Program |
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2016-2017 |
Seminars (with topics on the relationship between China and Hong Kong, the sense of identity, the work in Department of Justice) |
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Debate Competition (Form 4) |
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Okinawa Cultural Study Tour |
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Voluntary Work: Food Donation and distribution |
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2015-2016 |
Seminars (with topics on social advantage) |
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High Court Visit |
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Debate Competition (Form 4) |
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Voluntary Work: Food Donation and distribution |
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Taiwan Cultural study tour |
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2014-2015 |
Seminars (with topics on press freedom、grievances towards the Rich、Child poverty、Constitutional reform |
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Debate Competition (Form 4) |
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Fund-raising for Nepal Earthquake Relief |
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Voluntary Work: Food Donation and distribution |
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Charity Flea Market (Form 1) |
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High Court Visit |
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Central and Western District on heritage and public space Field Trip |
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Kyushu Cultural and Historical Study Tour |
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2013-2014 |
Seminars (with topics on Taiwan culture、civic architecture、responsibilities of journalist、green living、public space、Occupy Central |
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Debate Competition (Form 4) |
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Taiwan Independent Enquiry Trip Schedule Planning Competition |
Assessment
Civic Education
This subject has no exam. Evaluation is based on assignments, quizzes, group presentations, and classroom participation.
Liberal Studies
|
Form |
Assessment Scheme |
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Form 4 |
Continuous Assessment (20%), including assignments and tests |
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Examination (80%) |
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Form 5 |
Continuous Assessment (20%), including assignments and tests |
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Examination (80%) |
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Form 6 |
Continuous Assessment (20%), including assignments, test sand Pre-mock Examination |
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Examination (80%) |
Achievements
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Year |
Awards |
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2020-2021 |
News Commentary Competition (Chinese) hosted by Hok Yau Club (Champion – junior, 3C YIP PUI YING) |
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News Commentary Competition (Chinese) hosted by Hok Yau Club (1st runner up – junior, 3C CHENG PAK HAY HAYDN) |
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News Commentary Competition (Chinese) hosted by Hok Yau Club (2nd runner up – junior, 2A YIM CHUN SING) |
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News Commentary Competition (Chinese) hosted by Hok Yau Club (3rd runner up – junior, 3E TSUI SIU NGA FIONA) |
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2019-2020 |
News Commentary Competition (Chinese) hosted by Hok Yau Club (1st runner up – junior, 3C CHAN HOI CHING SUNNY) |
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News Commentary Competition (Chinese) hosted by Hok Yau Club (Final round – junior, 3C KWOK CHING YAN EUNICE) |
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News Commentary Competition (Chinese) hosted by Hok Yau Club (Final round – junior, 2A LI PING SUM) |
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2018-2019 |
News Commentary Competition (Chinese) hosted by Hok Yau Club (Champion – junior, 2D KWOK YIK KIU) |
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News Commentary Competition (Chinese) hosted by Hok Yau Club (1st runner up – junior, 1D LI PING SUM) |
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2017-2018 |
News Commentary Competition (Chinese) hosted by Hok Yau Club (Champion – junior, 2A WANG ZHENGHAO) |
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2013-2014 |
Taiwan Trip Schedule Planning Competition for Independent Enquiry Study organized by School Trip Consultancy (Merit) |
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News Commentary Competition (English) hosted by Hok Yau Club (3rd runner-up - senior, 5A TAM LONG YAT) |
Photos
Debating Competition (Form 4)
Okinawa Cultural Study Tour
Voluntary Work: Food Donation and distribution
