Enrichment Modules
Chapter 3 Curriculum Planning
3.3 Curriculum Organization Strategies
3.3.5 Including some modules of Life and Society (S1-3) in an existing school-based integrated curriculum
3.3.5 Including some modules of Life and Society (S1-3) in an existing
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description below does not go into detailed analysis of the topics related to strands 2, 3 and 4. Table 3.1 shows the strands and the essential learning elements of Life and Society (S1-3) to which each topic of S1-3 IH curriculum refers.
Table 3.1 shows that the S1-3 IH curriculum of the ‘seed’ school well covers the essential learning elements related to the economy of our country and the local, national and global socio-political systems. The ‘seed’ school only needs to ensure the learning experience gained by its students through the Religious Education, form period and Assembly period also covers the essential learning elements on Personal and Social Development. It also needs to adopt the modules on the local and global economies from Life and Society (S1-3) for its school-based S1-3 IH Curriculum.
The school-based curriculum thus revised becomes a broad and balanced junior secondary PSHE curriculum. Figures 3.18 to 3.20 show the revised school-based S1-3 IH curriculum.
Table 3.1 Topics of school-based S1-3 IH curriculum of the ‘seed’ school that match with the essential learning elements (ELS) set in the Life and Society (S1-3) Strands ELS related to strand 5
in Life and Society
ELS related to strand 6 in Life & Society Topics
1 2 3 4 (a) (b) (c) (d) (a) (b) (c)
N.A.
S1
I. Election 9
II. My school 9
III. Hong Kong 9 9 9
IV. Study of a local district – the district of the school 9 9
V. Hong Kong society in perspectives 9 9 9
VI. Personal reflections: nurturing citizenship to face the future 9 9 9 9
S2
I. Report and presentation of Summer Project: Traditional occupations in Hong Kong 9 9 II. Relationship between the birth of ancient Chinese civilization and the geographical environment 9 9 9
III. Chinese culture: diversity in unity – culture at the centre and regional differences 9 9 9
IV. Relief, natural environment and resources of China 9 9
V. Dynastic development of China (and the extended topic) 9
VI. People’s livelihood in Chinese History (and the extended topic) 9 9
VII. Western encroachment and China (and the extended topic) 9
VIII. China today 9 9 9
IX. Problems facing China today 9 9 9 9
S3
I. McDonald’s and the global village 9 9
II. Globalization and interdependence 9 9
III. Cultural exchange 9 9 9
IV. Poor and rich 9 9 9
V. War and peace 9 9
VI. Technology and human society: economic and ethical considerations 9
VII. Life in a world of interdependence 9 9
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In order to improve the school-based S1-3 IH curriculum at S1, the school only needs to replace the ‘weekly current affair session’ with the topics of Economics and Social Consequences of Public Finance of Hong Kong, Ups and Downs of the Hong Kong Economy, and Employment and Income of Labour in Hong Kong. Furthermore, it may include the learning points about ‘Hong Kong Government and I – Decision- making Process’ and ‘Upholding the Core Values of Our Society -- Right to Freedom of Opinion and Expression’ in the school-based designed topics of Election and Hong Kong respectively. Measured in terms of topics, below 30% of topics requires revision at S1 (see Figure 3.18).
The school may retain all its school-based designed topics at S2 while improving its S1-3 IH curriculum with Macro-economy of the Mainland from Life and Society (S1-3). Measured in terms of topics, less than 5% of topics require revision (see Figure 3.19).
Of the seven topics of the school-based curriculum at S3, only the topic of Technology and Human Society: Economic and Ethical Considerations needs to be deleted. In order to make the topics at this level match better with the essential learning elements in Life and Society (S1-3), the learning points of ‘Social Characteristics of “Global City” as demonstrated by Hong Kong’ and ‘Consequences of Economic Globalization’ should be added to the school-based designed topic of McDonald’s and the Global Village, and the learning points of ‘Trade: Conditions, Gains and Disputes’ and ‘Hong Kong as an International Financial Centre’ should be added to the school-based designed topic of Globalization and Interdependence.
Measured in terms of topics, below 30% of topics require revision at this level (see Figure 3.20).
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Topics requiring revision below 30%
I. Election School-based designed S1 Topics of a school
Revised S1 Topics
Key： No amendment Topic Deleted
Minor amendment Topic Revised
Topics of Life and Society
Fig 3.18 School-based S1 IH curriculum after adopting some learning units of Life and Society (S1-3)
II. My school II. My school
III. Hong Kong III. Hong Kong
IV. Study of a local district – the district
of the school
VII.
REA03 Econ. & Soc.
Consequences of Public Finance of HK
REA04 Ups and Downs of the Hong Kong Economy
IV. Study of a local district – the district
of the school
V. Hong Kong society in perspectives
VI. Personal reflections:
nurturing citizenship to face the future
VII. Weekly current affair session
REA05 Employment &
Income of Labour in HK
V. Hong Kong society in perspectives
SSC03 Right to freedom of opinion &
expression
I. Election SSC02 Decision making process
VI. Personal reflections:
nurturing citizenship to face the future
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School-based designed S2 Topics of a school
Key： No amendment
Minor amendment
Topics of Life and Society
Fig 3.19 School-based S2 IH curriculum after adopting some learning units of Life and Society (S1-3)
I. Report and presentation of Summer Project: Traditional occupations in Hong Kong
II. Relationship between the birth of ancient Chinese civilization
d the geographical environment an
IV. Relief, natural environment and resources of China
V. Dynastic development of China
VI. People’s livelihood in Chinese History
VII. Western encroachment and China
III. Chinese culture: diversity in unity – culture at the centre and
regional differences
VIII. China today
IX. Problems facing China today
Revised S2 Topics I. Report and presentation of
Summer Project: Traditional occupations in Hong Kong
II. Relationship between the birth of ancient Chinese civilization
d the geographical environment an
IV. Relief, natural environment and resources of China
V. Dynastic development of China
VI. People’s livelihood in Chinese History
VII. Western encroachment and China
III. Chinese culture: Diversity in unity – culture at the centre and
regional differences
IX. Problems facing China today
VIII. China today
Topics requiring revision below 5%
REA06
Macro-economy of the Mainland
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Key： No amendment Topic Deleted
Minor amendment Topics Life and Society Curriculum
Fig 3.20 School-based S3 IH curriculum after adopting some learning units of Life and Society (S1-3)
Revised S3 Topics
IV. Poor and rich
V. War and peace
VI. Life in a world of interdependence
III. Cultural exchange
I. McDonald’s and the global village SSC07 Social Char. of “Global City”
as demonstrated by HK REA11 Consequences of Economic
Globalization
II. Globalization and interdependence REA08 Trade: Conditions, Gains
& Disputes
REA09 HK as an International Financial Centre School-based designed
S3 Topics of a school
I. McDonald’s and the global village
II. Globalization and interdependence
IV. Poor and rich
V. War and peace
VI. Technology and human society:
economic and ethical considerations
VII. Life in a world of interdependence
III. Cultural exchange
Topics requiring revision below 30%
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