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Appendix 2
Key Stage Two (Primary 4 - 6) Students will learn to
• perform computations and simple estimations involving whole numbers, fractions, decimals and percentages, such as estimating expenses
• use simple geometric properties, such as symmetry, parallel and
perpendicular, to describe shapes, sizes and positions more accurately
• apply strategies and formulae in measurement
• collect and process data, present data by means of suitable charts and graphs and retrieve information from charts and graphs
• perform deductions, such as syllogism and provide counter examples
• apply mathematical concepts in daily life
Students
1. describe and explain patterns and trends, in graphs and tables, of the population of Hong Kong
2. make rational consumer decisions in shopping and using calculations of estimation and discounts
3. read and use simple two-dimensional (2-D) and three-dimensional (3-D) diagrams showing features of a place (e.g. the relief of Hong Kong)
4. handle their own pocket money and manage personal time in daily-life experiences
5. use suitable graphical techniques to represent data collected from various sources in projects, such as yearly survey results and experiment findings 6. apply relevant mathematics skills in
STEM education projects, such as designing shoes with Global
Positioning System (GPS) features for the elderly, and decorating a sitting room
Key Stage Three (Secondary 1 - 3) Students will learn to
• handle very large or very small numbers and negative numbers with a sense of scale
• perform numerical manipulations, such as percentage changes, and perform estimations with appropriate strategies
• describe the rules of arrangement of objects or occurrence of events, such as the pattern formed by a set of shapes and the trend of population
Students
1. collect data about poverty in different countries
2. analyse and make use of the statistical data relating to the economic
development of the local community 3. collect data and describe the trend of
economic development of China 4. use formulae to analyse measurements
collected from fieldwork (e.g. slope, channel characteristics, natural
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growth
• describe spatial relationships between objects using distance, angle, scale, bearings and gradient
• choose appropriate tools and strategies to find measurements according to the degree of accuracy required by the specific purpose
• use different methods for handling (i.e.
collecting, organising, analysing, and presenting) quantitative information and make reasonable interpretation of the results
• estimate risks and chances through the use of elementary probability
• perform deductions and verifications, and check their validity
• apply various mathematical concepts in authentic situations
vegetation and micro-climate)
5. measure the average temperatures of a district before and after the completion of wall-like buildings, and compare them with the mean temperatures of Hong Kong
6. interpret statistical data and graphs to understand the economic situation of Hong Kong
7. apply the knowledge of simple interest and compound interest to calculate the respective interest amount of a loan and estimate the risk of default on repayment of loan
8. obtain indices of development of a place from digital sources and summarise the data in tabular form 9. collect arguments from various
stakeholders and identify illogical inferences in a social controversy
Key Stage Four (Secondary 4 - 6) Students will learn to
• evaluate the appropriateness of tools and strategies for handling quantitative information
• use quantitative information for
making informed decisions in different contexts
• evaluate processes of deductions to avoid committing logical fallacies
• apply various mathematical concepts in different contexts with appropriate strategies and be aware of the need to make adaptations in new situations
Students
1. organise numerical information in flow charts, comparison charts, timelines, etc. to support logic and reasoning for generalisation on a particular theme 2. review the accuracy of the data on
power production and consumption of a country, and suggest ways to handle the issue of data accuracy
3. evaluate the methodologies used to analyse quantitative data in an
environment assessment study to see if any logical fallacies exist
4. determine the profit-maximising output of a firm given the price and marginal cost schedules
5. use quantitative information for
self-Appendix 2
organisation and career planning 6. analyse public and economic issues
such as national income and the taxation system by using quantitative information
7. engage in a debate, write a personal reflective journal on own and opposite arguments, with evidence taken from quantitative information
8. select appropriate numerical
information and survey methodologies to enquire into socio-economic
controversy such as site selection of incineration plant and waste charging scheme
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Information Technology Skills
Information technology (IT) skills are the ability to use IT critically to search, select, analyse, manage and share information. Mastery of IT skills facilitates collaborative learning, problem solving and self-directed learning.
Descriptors of Expected Achievements across the School Curriculum
Examples of Implementation in Personal, Social and Humanities
Education Key Stage One (Primary 1 - 3)
Students will learn to
• operate computers or mobile devices
• input Chinese characters
• use e-resources to support learning with the help of teachers
• recognise some methods to locate and access information with given search criteria
• generate, present, and safely share ideas with IT tools in learning activities
Students
1. locate and collect information from recommended media sources (e.g.
Internet, CD-ROMs, e-resources) on local social issues
2. communicate with family members, friends and classmates via Internets or intranets, using handwriting devices 3. extend the learning of a significant
person or event in national history, using electronic or web devices
4. retrieve and select relevant information from recommended media sources (e.g. i-clouds) to complete tasks (e.g.
coding activities), with the assistance of teachers and/or parents
Key Stage Two (Primary 4 - 6) Students will learn to
• use a variety of software packages for word-processing, calculation, image-processing and other learning activities
• produce multimedia presentations with simple design
• search, select and prudently share information via computer networks and other media
• process information and produce
user-Students
1. identify and extract information for a specific learning theme (e.g. structure of HKSAR Government) on their own from a variety of electronic sources using different IT tools or devices 2. produce multimedia presentation on an
enquiry project (e.g. household residues, paper recycling)
3. process information and data on major cultures of the world using suitable IT tools and/or software and produce
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generated content25 using IT tools multimedia presentation with simple design (e.g. text, graphs, pictures, diagrams and sound)
4. use appropriate IT tools and/or software via computer network (e.g.
emails and i-clouds) to communicate ideas and information
5. process information collected and trim it to a presentable and user-friendly learning outcome (e.g. a report on the cholera epidemic as a historical event in Hong Kong, a report on a visit to the Life Education Activity Programme (LEAP))
Key Stage Three (Secondary 1 - 3) Students will learn to
• use appropriate IT tools to facilitate learning
• use IT tools and strategies for
processing and presenting information
• produce multimedia presentations with appropriate design for different
purposes
• communicate and collaborate with others via computer networks and other media
• verify and evaluate the accuracy and reliability of information
Students
1. develop an effective and efficient searching strategy to acquire accurate and relevant information on local, national and global social as well as political issues from a variety of electronic sources
2. analyse and evaluate the accuracy, reliability and plausibility of information collected through
electronic means on historical events 3. produce multimedia presentations to
explain people-environment
interdependence by using appropriate IT tools and software to generate and integrate different forms of
information and data (e.g. animation, background music, sound effect, video clips and real-time images)
4. communicate, exchange and discuss ideas as well as information on environmental conservation via a variety of electronic means (e.g. e-mail, Facebook, WhatsApp, WeChat
25 User-generated content refers to content that is produced and shared by end-users of digital media.
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and SMS)
5. recognise the limitations of specific types of IT tools and/or software in collecting, processing, analysing and presenting socio-economic data and information, and suggest a feasible alternative
Key Stage Four (Secondary 4 - 6) Students will learn to
• strengthen capability in IT usage for lifelong learning
• analyse and ethically use information from different sources for specific purposes
• compare the effectiveness of various ways, including the use of IT tools, to solve a given problem
• select and apply appropriate IT tools in different aspects of study, including processing information, generating and communicating original ideas artfully to audience with different backgrounds
Students
1. develop as autonomous users of IT and apply their IT skills to enhance their own learning and the quality of their work in examining key features of political systems in the local, national and global contexts
2. select appropriate IT tools and
information sources for analysing and evaluating the impact of exploiting natural resources on individuals, societies and the environment 3. develop different strategies for
integrating the use of different IT tools in information collection, processing and analysis to meet the different requirements of specific tasks in personal, social and humanities education
4. consider the social, economic and ethical implications of using a particular IT tool
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