The aims and learning targets of General Studies
Strand 1: Health and Living
This strand aims at arousing students’ awareness of their growth and development, as well as helping them to develop a healthy lifestyle. Students are expected to have basic understanding of physical, psychological and social health, possess a positive attitude towards their personal growth and development, as well as develop self-management skills, so that they could make informed decisions related to their health and safety and care for and concern the community with empathy. Through life-wide learning opportunities, they should also be guided to carry out investigations on health-related issues.
KS 1 KS 2
Knowledge and understanding
• to identify the different stages of growth and development
• to recognise different body parts and organs
• to understand that there are individual differences in growth and development
• to know the importance of maintaining personal hygiene, environmental hygiene and safety, and ways of bringing them about
• to recognise the importance of food to health
• to recognise methods of cooking food and food processing
• to understand one’s own needs and interests and realise that personal emotions and behaviours may influence oneself and others
• to understand the importance of family to an individual
• to understand the harm of drug abuse
• to recognise functions of major systems and organs of our body
• to know the physical and emotional changes which occur at puberty and ways to cope with them
• to know the factors affecting one’s health and safety
• to know the ways to manage risks
• to understand one’s own needs, aspirations and strengths and ways to address one’s weaknesses
• to be aware of the positive or negative consequences of one’s actions on oneself or others
• to understand the effects of drug abuse on individual, the family and society
• to recognise the importance of setting life goals
Curriculum Framework
KS 1 KS 2
• to understand the importance of living with a positive attitude and treasure life
• to know the ways of making sensible consumer decisions
• to understand the importance of personal and community health
Skills • to develop healthy living and eating habits
• to manage oneself in everyday life and to exercise self- discipline in managing personal hygiene, safety and emotions
• to observe safety rules in everyday life
• to take advice of elders to make decisions related to health
• to use appropriate verbal or non-verbal ways to
communicate with others and to express emotions
• to plan how to make good use of one’s time and money
• to be able to manage the changes on mental and physical health during puberty and practise a healthy lifestyle
• to master the skills for managing emotions and rejecting temptation
• to analyse one’s health information and make informed decisions
• to identify current issues concerning health and environmental hygiene, and carry out investigations into selected ones
• to identify situations that expectations differ according to gender and understand how these expectations may influence one’s choices and options
• to express one’s anxieties, excitements and uncertainties to family members, peers and elders, and to seek help from elders, counsellors or
institutions when necessary
• to enhance relationships with family members and peers while developing assertiveness skills
Learning Objectives
Core learning Elements
Key Stage One:
• different parts and organs of our body
• different stages and changes of human growth and development
• similarities and differences between boys and girls
• uniqueness of an individual (e.g. likes and dislikes, attributes and abilities, thoughts and feelings)
• planning daily schedule
• getting along with friends and family members
• the need to express feelings and emotions which would influence oneself and others
KS 1 KS 2
• to make sensible consumer choices
Values and
attitudes • to treasure and make efforts to stay healthy
• to be positive towards healthy living, including eating habits, work, rest and physical exercise
• to accept changes that occur as one grows and individual differences in growth and development
• to treasure harmonious relationships with family members, peers and the others
• to take a proper attitude in using medicine
• avoid taking harmful substances and drugs
• to appreciate the uniqueness of individuals and respect for their strengths and weaknesses
• to accept that individuals are different in their growth and development during puberty
• to treasure one’s own body
• to accept sexual feelings and reactions, and show positive attitudes in dealing with them
• to develop empathy and concern feelings of others
• to reject inappropriate behaviours
• to treasure and respect for life
• to show commitment in participating in activities related to promotion
/ maintenance of community health
Curriculum Framework
• decision-making in simple dilemmas
• conflict resolution skills in everyday life
• the importance of food, physical exercises and rest to health (e.g. balanced diet, regular exercise, proper posture, eye care)
• the importance of food hygiene and safety of processed food
• basic personal hygiene habits and environmental hygiene practices (e.g. proper hand-washing, no littering)
• personal safety (e.g. protecting our body, including the private parts)
• general safety issues in everyday life (e.g. home safety, sports safety)
• ways of seeking help when facing problems (e.g. health, safety)
• proper handling and use of medicine
• managing oneself in everyday life (e.g. personal hygiene, emotions, time and money)
• the harm of taking harmful substances (e.g. cigarettes, alcohol) and drugs
Key Stage Two:
• functions of major organs and systems of our body
• different stages and characteristics of one’s growth
• physical, psychological and social changes of boys and girls during puberty
• individual differences in growth and development during puberty
• dealing with stress and frustration (e.g. peer pressure, harassment, study, emotions)
• gender roles and relationships
• sexual feelings and reactions, and ways to deal with them
• enhancing relationships and assertiveness skills (e.g. ways to express emotions, strengths and weaknesses of oneself or others)
• dealing with unfamiliar situations and challenges
• the strategies of managing and minimising risks in everyday life (e.g. safety, health, relationships)
• healthy lifestyles (e.g. regular daily schedule, do not indulge in Internet surfing, healthy diet)
• major causes of common diseases, their influences on health and prevention (e.g.
communicable and non-communicable diseases)
• managing and using money
• problems and solutions related to environmental hygiene in Hong Kong
• the effects of drug abuse, substance abuse on individual, family and society
• say “NO” to gambling, drug abuse, smoking, drinking and sexual requests
• simple first-aid and safety in everyday life
• people and organisations that provide assistance in first aid and prevent accidents and violence
• activities related to promotion/ maintenance of community health Suggestions for Extended Learning Activities
Depending on students’ abilities and interests, as well as strengths of the school, teachers may consider providing more in-depth study on selected contents within the strand. For example:
When students learn about healthy diet in KS 1, they can find out what healthy food is through project learning, including studying food labels, and practising a healthy diet by designing a menu and preparing food for ‘Healthy Picnic Day’ and ‘Healthy Christmas Party’.
In KS2, students might enquire into the social issues related to this strand through case study, e.g. gambling, compensated dating and overindulgence in online games. They can understand the causes of these problems and their impact on teenagers. Schools can also use external resources provided by relevant organisations to organise learning activities, such as visits, seminars and workshops, so that students can have a better understanding of these issues.
Curriculum Framework
KS 1 KS 2
Knowledge and understanding
• to recognise the basic needs, features and growth process of living things
• to recognise the simple classification of living things
• to recognise living things in different environments and the interdependence among living things
• to identify the features of day and night and their influences on people’s everyday life
• to identify features of local weather and their influences on people’s life
• to know the features of our immediate environment
• to understand the interaction between the natural
environment and human activities in local community
• to understand the need for energy saving
• to know the major process of the life cycle of living things
• to know the biodiversity and classification of living things
• to recognise the interdependence between living things and their environment
• to know the characteristics of different climatic regions
• to identify and describe climate and seasonal changes and their effects
• to understand how people are affected by the natural environment and how they react to the limitations imposed by the natural environment
• to recognise the Earth as a wealth of resources
• to understand people’s responsibility of
environmental conservation, treasure and make good use of resources of the Earth