Key Stage One Key Stage Two Knowledge and
understanding (Con'd)
• to recognise some important people and events that have significant impact on the history of China and its nation
• to know the special natural landscapes and characteristics of people’s life in China
• to understand what is unique and significant in Chinese culture
• to understand the influences of Chinese culture on the life of people in Hong Kong
• to understand the ways adopted by individuals and groups to pass on and sustain their culture and heritage
• to recognise the development of China
• to have basic
understanding of the relationship between the Central government and the HKSAR
Skills • to observe and compare the differences between Chinese people and people of other countries
• to identify the national symbols of China
• to investigate major features in Chinese culture
• to read and use simple 2D and 3D diagrams showing features of China
• to identify the major features and characteristics of ancient Chinese culture
Key Stage One Key Stage Two Skills
(Con'd)
• to identify significant events in Chinese history and match them with the stories of important historical figures
• to make use of
information from books and other sources and present it in different ways and styles
• to make use of timelines and different source materials in studying the history and life of the Chinese people
• to locate and select useful information for making comparisons of daily life today and in the past
• to examine different views used in presenting historical events and characters
• to develop study plans for finding out more about the customs, traditions and major features of Chinese culture
• to make use of different information for the understanding of events happened in the past and present
• to distinguish fact from opinion as well as source and evidence through analysing current affairs Values and
attitudes
• to develop a sense of time and an appreciation of the contributions made by people in the past
• to show interest in the understanding of Chinese history, the Chinese nation and Chinese culture
Key Stage One Key Stage Two Values and
attitudes (Con'd)
• to develop an appreciation of the unique contributions of Chinese culture and an interest to find out more
• to recognise the importance of
conservation of cultural heritage
• to respect the long history of Chinese culture
• to appreciate the development of Chinese values through history
• to develop a concern for the people and events in China
• to appreciate that old and new as well as
different cultures co-exist in Hong Kong
• to be aware and proud of one’s national identity
• to develop a concern for the protection of culture and heritage in China
• to develop a pride for the long history of the Chinese nation and its culture
• to show concern for the development of China in the past, present and future
• to develop an attitude of respecting historical evidence in studying
• to develop an awareness of analysing events or people from different viewpoints
• to develop a sense of belonging and responsibility towards one’s country and nation
Core Elements Key Stage One:
❖ my home country - national flag and emblem, national capital, important cities and some important dates
❖ The Chinese nation - the characteristics of Chinese people and how they are similar to or different from people of other nations (e.g. in colour of skin, facial features, language, costume and daily life practices)
❖ characteristics of Chinese culture (e.g. concept of ‘family’, Chinese characters, customs, festivals)
❖ historical figures who have had an important impact on Chinese history (e.g.
Confucius, Yue Fei and Sun Yat-sen)
❖ historical events which have had an important impact on Chinese history (e.g. construction of the Great Wall)
❖ some significant and interesting current affairs / incidents in the mainland of China
Key Stage Two:
❖ geographical position, physical characteristics and territory of China
❖ the important historical periods and their sequence in Chinese history
❖ characteristics of ancient Chinese civilisation as demonstrated by cultural heritage, such as the Great Wall or archeological finds of daily life utensils excavated in different parts of China
❖ prominent historical figures and stories that have had an impact on Chinese history (e.g. people with contributions in cultural exchange and foreign trade; or famous scholars, national heroes, writers, poets and scientists)
❖ differences between the daily life of today and that of the past in a selected period of Chinese history (e.g. Han, Tang, Qing) in areas such as food, clothing, accommodation, schooling, games.
❖ special natural landscapes in China (e.g. Guilin, Hainan) and characteristics of people’s life (e.g. customs, music, art forms, food)
❖ some major historical events that have had an impact on today (e.g. the Opium War, the Xin Hai Revolution, establishment of the People’s Republic of China, Signing of the Sino-British Joint Declaration, establishment of the HKSAR)
❖ recent development of China (e.g. economic and technological aspects)
❖ linkage between China and other parts of the world
❖ the relationship between the Central government and the HKSAR
Suggestions for Extension
Schools may consider providing extension elements for their students so that they can study a particular topic more deeply. When planning elements for extension, schools can consider the following:
❖ Getting students to investigate a topic related to their interest and experiences, e.g. when students study the characteristics of national culture, they can study their places of origins. They can conduct project learning, e.g. by interviewing elderly/relatives, collecting objects and photos that relate to their family history, customs and traditions. Students can then make presentations in different forms to show the characteristics of these places.
❖ When students study a major historical event or the recent development of the country, they can select a topic of interest and study it in depth, such as the impact of the Opium War on China, development of aviation technology in China, Chinese medicine and the role of China in the world.
They can collect information on this topic from various sources, e.g. they can visit museums, collect information from books and the Internet, attend talks or interview experts.
❖ Covering a greater amount of relevant topics, historical events or figures in the curriculum if students are interested to find out more about Chinese history and culture. They can be encouraged to read more leisure books or search for more information, and share the findings with the class.