Civic Education and CSD/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.
Citizenship and Social Development
• To enhance understanding of society, the country, the human world, the physical environment and related knowledge;
• To develop multiple perspectives on contemporary mature topics in different contexts (e.g. cultural, social, economic, political and technological contexts);
• To become independent thinkers; be able to adapt to the ever-changing personal, social, national and global circumstances and construct knowledge; understand the complexities of the topics, and the challenges and processes involved in decision-making for making law-abiding, rational and affective analysis, and learning how to handle conflicting values;
• To inherit Chinese culture and heritage in a pluralistic society, deepen understanding and sense of identity of individuals with Chinese nationality and Chinese citizenship, and at the same time appreciate, respect and embrace diversity in cultures and views;
• To develop skills relevant to life-long learning and strengthen their ability to integrate and apply knowledge and skills, including critical thinking skills, creativity, problem solving skills, communication skills, collaboration skills, data management skills, self-management skills, self-learning skills, and information technology skills;
• To develop positive values and attitudes towards life, so that they can become informed and responsible citizens of society, the country and the world.
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 |
Issue Enquiry and stakeholders |
Civic rights and responsibilities |
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Data analysis |
Sustainable development |
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Roles and expectations |
Understanding “One country, Two system” |
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Internet addiction |
Consumption patterns and financial management |
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Media Literacy |
Budget |
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All students have to conduct a social innovation project during Form 1. |
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Form 2 |
Developing values and its application |
Hong Kong’s political system |
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Physical health among teenagers |
Traditional family values |
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Sustainable consumption |
Global city |
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The spirit of law |
Marco-economic policy in mainland |
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National Anthem and National flag |
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All students have to conduct a field trip and do a presentation about environmental issues during Form 2. |
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Form 3 |
Identity of global citizens |
Cultural preservation |
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Minority group in society |
Smart city |
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Mental health among teenagers |
World Trade |
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Understanding “One country, Two system” |
Economic globalization |
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Political system of mainland and external relations |
-- |
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All students have to conduct a field trip and do a presentation about heritage preservation in society during Form 3. |
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Citizenship and Social Development
Curriculum Framework
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Theme |
Topic |
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Theme 1：Hong Kong under “One Country, Two Systems” |
1. The meaning and implementation of “One country, Two systems” |
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2. Situation of the country and sense of national identity |
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3. Characteristics of cultural diversity of the Hong Kong society |
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Theme 2：Our Country since Reform and Opening-up |
4. Change in people's life and overall national strength |
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5. The development of our country and The integration of Hong Kong into the overall national development |
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6. Participation in international affairs |
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Theme 3：Interconnectedness And Interdependence of the Contemporary World |
7. Economic globalization |
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8. Technological development and information literacy |
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9. Sustainable development |
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10. Public health and human health |
Mainland Study Tour (Not involving public assessment)
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Theme |
Topic |
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Chinese Culture and Modern Life |
Nature of traditional Chinese culture |
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Introduction to the Mainland study tour |
For details, please refer to the document jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority- Citizenship and Social Development Curriculum and Assessment Guide(Secondary 4-6)https://www.edb.gov.hk/attachment/en/curriculum-development/renewal/CS/CS_CAG_S4-6_Eng_2021.pdf
Curriculum Organization
a. Form 4
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Theme |
Topic |
Learning Focus |
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Theme 1：Hong Kong under“One Country, Two Systems” |
1. The meaning and implementation of “One country, Two systems” |
1. Brief introduction to the origin of the question of Hong Kong and the process of Hong Kong's return to China |
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2. Constitutional relationship between the country and the Hong Kong Special Administrative Region (HKSAR), legal basis of “One country, Two systems” and the Basic Law |
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3. Significance of safeguarding national security; the National Security Law and promoting long-term development of Hong Kong; and striking the balance between rule of law and human rights |
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4. Political structure of the HKSAR |
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5. Significance of rule of law |
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6. Fundamental rights and duties of HK residents as stipulated in the Basic Law |
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2. Situation of the country and sense of national identity |
7. Brief introduction to the contemporary situation of the country: political structure of the country; composition of the Chinese nation; concept of Chinese nationality and Chinese citizens |
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8. The national symbols and stipulations as stated in Annex III to the Basic Law |
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9. Achievements of the country in different areas in recent years |
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10. Benefits and contributions of the HKSAR's participation in national affairs |
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3. Characteristics of cultural diversity of the Hong Kong society |
11. Factors shaping the characteristics of cultural diversity with Chinese culture as the mainstay in the Hong Kong society |
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12. Positive significance of the characteristics of cultural diversity to the Hong Kong society |
b. Form 5
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Theme |
Topic |
Learning Focus |
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Theme 2:Our Country since Reform and Opening-up |
4. Change in people’s life and overall national strength |
1. Brief introduction to the development of China's reform and opening-up (key stages) and related strategies |
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2. Changes and enhancement of people's quality of life |
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3. Enhancement of overall national strength |
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5. The development of our country and the integration of Hong Kong into the overall National development |
4. The focuses and policies of the recent Five-Year Plans of our country, and the connection of these focuses and policies |
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5. The development plans and policies related to Hong Kong and the relationship with the promotion of the development of Hong Kong |
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6. Participation in international affairs |
6. The notion of multifaceted diplomacy since the 21st century |
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7. Actions and initiatives: rescues of various nature and assistance to other countries; setting up international organizations and organizing international forums; the Belt and Road Initiative |
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8. Impact of participation in international affairs on the country's overall development, and the active role played by Hong Kong |
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Theme 3：Interconnectedness and Interdependence of the Contemporary World |
7. Economic globalization |
9.The attributes of economic globalization |
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10. development of new economies and the impact on individuals (consumption and employment) and the development of Hong Kong and our country |
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8. Technological development and information literacy |
11. Brief introduction to the latest technological development around the world: artificial intelligence, big data,cloud storage of data |
c. Form 6
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Theme |
Topic |
Learning Focus |
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Theme 3：Interconnectedness and Interdependence of the Contemporary World |
8. Technological development and information literacy |
1. Development features of information technology: the Internet, social |
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2. Relationship between information literacy and positive values |
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9. Sustainable development |
3. The rationale of sustainable development and the practical experiences of environmental conservation of our country, Hong Kong and other regions |
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4. The roles and responsibilities of different stakeholders in promoting environmental conservation |
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10. Public health and human health |
5. Functions and roles of the World Health Organization in global public health matters |
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6. Contributions of our country and Hong Kong to global public health(particularly in preventing and controlling infectious diseases) |
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7. Individuals'responsibilities in promoting public health |
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
|
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.
Citizenship and Social Development
|
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 and tests |
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Examination (80%) |
Liberal Studies
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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
|
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
