Curriculum Framework
Strand 1: Personal and Social Development
Key Stage One Key Stage Two Key Stage Three10
Sub-strands:
Self-esteem
Healthy lifestyles
Sexuality issues
Self-management
Human relationships
• the different stages and changes of human growth and development
• uniqueness of an individual (e.g. likes and dislikes, aptitudes and abilities, thoughts and feelings)
• the harm of taking harmful
substances/substance abuse (e.g. cigarettes, alcohol, drugs)
• similarities and
differences between the two sexes
• personal safety (protecting the body, including the private parts)
• self-management in daily life situations (e.g.
personal hygiene, emotion, time, money)
• decision making in simple dilemma situations
• conflict-resolution skills in daily life situations
• roles, rights and responsibilities of an individual in family and school
• the different stages and characteristics of one’s growth
• a healthy lifestyle (e.g.
healthy diet, regular pattern of work and rest, avoiding Internet/network addiction)
• changes and individual differences in physical, psychological and social development of the two sexes during puberty
• puberty (e.g. sexual feelings and reactions, coping with challenges, frustrations and stresses)
• gender roles and relationships
• dealing with unfamiliar situations and new challenges
• minimising risks in daily life situations (e.g.
personal safety, health, interpersonal
relationships)
• managing and using money to satisfy needs
• ways to reject gambling, drug abuse, smoking, drinking and sexual requests
• enhancing interpersonal relationships and assertiveness skills
• self-esteem and personal identities
• healthy lifestyles, physical and mental health issues of local teenagers (e.g.
weight management and healthy diet, addictions such as substance abuse, drug taking, smoking, alcohol abuse, Internet/
network addiction and gambling)
• puberty (e.g. sexual maturation, fantasy, attitude towards sexuality and related issues), essence of love and its relationship with sex
• life skills (e.g. time and finance management, ways to cope with stresses and adversities)
• social skills for developing relationships and resolving conflicts with peers, family members and people of different backgrounds (e.g.
ethnicity, race, religion)
• peer pressure and popular influences from the mass media and social networks on the development of values of adolescents
• potentials and capabilities, life goals and career aspirations of adolescents
10The Curriculum Development Council introduced the Life and Society (Secondary 1 - 3) curriculum in 2010, which covers the learning of Strands 1, 5 and 6 at Key Stage Three. The curriculum also lists out ten essential learning elements for these three Strands. These essential learning elements of Life and Society (Secondary 1 - 3) are adapted and adopted in this Guide for the sake of consistency and alignment.
Strand 2: Time, Continuity and Change11
Key Stage One Key Stage Two Key Stage Three
Sub-strands:
Time and chronology
Cause and effect
Change and continuity
Historical significance
Historical interpretations
• terms relating to the passing of time (e.g.
days, weeks, months, years)
• the sequence of events and objects selected from familiar settings (e.g. age of family members, events happening in school)
• the causes and results of important events in familiar settings (e.g.
moving to a new home, having a new teacher)
• historical figures and events that have an important impact on local and national history
• terms that describe historical periods (e.g.
ancient, modern, Qing)
• the sequence of major events in the
development of local and national history
• prominent historical figures and stories that have had an impact on national history
• the causes and results of significant events in local and national history (e.g.
the Opium War, War of Resistance Against Japanese Aggression, establishment of the People’s Republic of China, signing of the Sino-British Joint Declaration, establishment of the Hong Kong Special Administrative Region)
• the characteristics, features and changes experienced in the local community
• use of different source materials in studying the past and the present
• different ways in presenting and interpreting historical events and figures
• terms used for
understanding time and chronology (e.g. AD, BC, era, early and late dynasty periods)
• different important historical periods and their sequence in local, national and world history
• the causes and effects of major events and developments in local, national and world history (e.g. historical background of the principle of “one country, two systems” and the Basic Law, impacts of 1911 Revolution, causes of the two world wars)
• significance of important individuals and groups in local, national and world history
• developments of the local and the national
community, and how these developments are linked with each other and with those of the wider world
• the nature of changes (e.g.
progress, decline, evolution, revolution) brought by major local, national and global historical events
• different interpretations of some significant local, national and global historical events and figures
11 The core elements/essential content for learning for Key Stage One and Key Stage Two are updated to align with the updating of the General Studies Curriculum Guide for Primary Schools (Primary 1 – Primary 6) (CDC, 2017a).
Strand 3: Culture and Heritage12
Key Stage One Key Stage Two Key Stage Three
Sub-strands:
Foundations and characteristics of culture
Customs and traditions
Challenges, conflicts, collaborations and repercussions of the modern world
Cultural globalisation, diversity and interaction
• the origin and migration of one’s own family (e.g.
family names and history)
• some unique features of Chinese culture
• diversified cultural backgrounds of Hong Kong residents – its significance and impact on the development of Hong Kong
• how old and new cultures co-exist within the local community
• characteristics and lifestyles of people of different cultures and their impact on the life of the local community
• different cultures and lifestyles of other cultural groups
• ways people
communicate and interact with different cultural groups
• characteristics of ancient Chinese civilisation as demonstrated in cultural heritage (e.g.
archaeological finds, articles for daily use)
• maintaining harmony with members of different communities
• local customs and traditions (e.g. traditional festivals and religious practices) and those introduced from other parts of the world
• unique features of Chinese culture
• effects of cultural interaction on different cultures, societies and nations
• activities that support the conservation of culture and heritage
• characteristics of our culture at local and national levels
• similarities and differences of customs and practices of people from different
geographic, cultural, racial, religious and ethnic backgrounds
• the development of various cultures with regard to the changing environments and conditions
• factors (e.g. new technologies, social atmosphere, economic development) affecting the preservation and conservation of culture and heritage
• the impacts of cultural globalisation on local communities as well as the nation as a whole
• factors (e.g. traditions, customs, biases) contributing to cross-cultural understanding or posing obstacles to it
12 The core elements/essential content for learning for Key Stage One and Key Stage Two are updated to align with the updating of the General Studies Curriculum Guide for Primary Schools (Primary 1 – Primary 6) (CDC, 2017a). For Key Stage Three, the core elements/essential content for learning are updated to keep pace with contemporary changes in the local, national and global contexts to help students understand various issues and phenomena from multiple perspectives.