1. a core approach in which the basic characteristics of political and economic structures are the focus.

85  Download (0)

Full text

(1)

II. INTRODUCTION

Economic and Public Affairs as part of the common core curriculum for junior secondary schools plays a significant part in achieving the general aim of education in preparing students to be well-informed and socially concerned adults. It also has a specific role in helping to produce rational, sensitive and active citizens. A person’s rationality, sensitivity and sense of responsibility are meaningless unless when viewed in the context of his/her activities in relation to other people in society. Economic and Public Affairs provides intellectual training especially related to his/her existence in that context. In other words, it provides an education for citizenship, in addition to the basic knowledge of the socio-economic conditions in Hong Kong. The role of the school is therefore to help the students to attain a reasonable degree of awareness about economic and social problems and develop their capacity to think clearly and objectively. Concepts related to these problems can be introduced in simplified forms in the early days of junior secondary education, and gradually developed in Economic and Public Affairs lessons throughout the secondary school course.

The theme that runs through the syllabus is about the individual and his/her society. This theme determines the concepts and learning activities to be selected for the subject matter of Economic and Public Affairs, taking into account the mental maturity and needs of the students.

Different approaches have been used to organise the content , these include

1. a core approach in which the basic characteristics of political and economic structures are the focus.

The first three topics in every form (S1-3) are classified as ‘core topics’ because they are regarded as the foundation on which further study of the subject at a higher level is built. Furthermore, it is one of the main goals of education to foster students’ capacity for assuming a responsible role in society, so it is our duty to develop students’

understanding of the political and social development of our community. These core topics are thus considered to be important areas and teachers are required to teach them in details.

In teaching the ‘optional topics’, teachers are required to teach at least TWO topics from the five social issues; with ONE from topics 4 - 6 and ONE from topics 7 - 8.

Teachers may choose, according to students’ interest and ability, what to be taught and can exercise his/her creativity to implement the curriculum.

2. a spiralling approach whereby the core concept is re-introduced at intervals using content of increasing difficulty.

To begin with, students are exposed to the simple and specific information. As they discover relationships among these, they are then taught with higher-level concepts, which include the earlier knowledge.

3. an activity approach whereby students’ interests and activities provide the basis for what content is selected and taught.

Teachers are reminded that when debate, role-playing, project-work...etc. are

(2)

guidance after the topic is given to students, but the students are expected to assume more responsibility for their own learning.

The aim of the ‘Teaching Approaches and Learning Skills’ in Chapter VIII is to foster a spirit of inquiry, to facilitate the acquisition of skills, to promote self-reliance in learning, to encourage social participation, and to develop those concepts and generalisations which will encourage such attitudes that may lead to better human relationships.

In the chapter ‘Appendices’, examples are given to illustrate how the teaching model in

Chapter III can be applied to teach a topic or a sub-topic. Various types of teaching method,

evaluation technique, students’ activity, teaching procedure as well as worksheets are also

provided for teachers’ reference. In addition, example is also given to illustrate the utilisation of

the Issue-Based Model, in which students’ direct involvement with real life applications of

important concepts is valued as means to acquire new knowledge and skills.

(3)

III. TEACHING MODEL

The aim to introduce this model is to provide steps with which teachers can identify how to evaluate whether students have learnt what they are expected to learn, the model starts when we decide what the aim and objectives for a particular topic are. Then we have to ask what teaching methods are most likely to lead to these objectives. It terminates with evaluation designed to determine whether the objectives have been achieved. For the purpose of easier understanding and application, the model is illustrated as follows.

Aims

Objectives

Subject Context

Implementation: Selection of Teaching Method(s)

Evaluation: Test of Effectiveness in Relation to Objectives

Test Positive Go to Next Topic

Test Negative Try Again With Other

Method(s)

(4)

IV. AIMS

Aims are general statements of goals and purposes, they are long-term and generally applied to systems rather than individual students.

Rationale for the Aims of the EPA Curriculum Social consideration

Like other metropolitan cities, Hong Kong is not immune to social problems. To understand these problems and handle them effectively, it is necessary to have a proper sense of social awareness and value judgement. The teaching of EPA therefore should aim at the provision of a positive attitude towards life and a sense of responsibility for one’s role in the family and community. Students should also be encouraged through informal curriculum in the form of extra-curricular activities to extend their scope and would hopefully develop a sense of concern for the community in which they live and a respect for other people.

Economic consideration

Through the efforts of the last few decades, Hong Kong Special Administrative Region has grown into an industrial, commercial and financial centre of the world. The aim for the curriculum is therefore to equip students with good general knowledge, and the ability to think logically and to make rational decisions, in order to become useful and responsible residents of Hong Kong.

Political consideration

In recent years, people enjoy greater freedom, more rights, and in return, they are expected to assume greater public responsibility than before. The aim of the EPA curriculum is to help students develop social and civic awareness, a sense of civic responsibility, and the power of analytical thinking and making rational judgement. Students should also be strengthened in their political and social awareness and acquire greater understanding of China through both the formal and informal curricula.

Cultural consideration

For historical and practical reasons, Hong Kong is very much influenced by Western culture;

but, at the same time, it maintains a very strong Chinese culture because large majority of its population is Chinese. Students should be helped to develop an appreciation of the Chinese culture, respect for all peoples and their different cultures, and acceptance of the differences in values and ways of life.

Based on these considerations, the general and specific aims of the curriculum are:

(5)

General Aims

1. To provide knowledge and develop basic study skills of EPA.

2. To help students develop into rational, sensitive and responsible citizens.

Specific Aims

1. To help students know and understand the society in which they live.

2. To help students acquire the skills to gather, interpret and evaluate information, as well as the ability to identify problems.

3. To develop students’ ability to think conceptually, logically, creatively and to make decisions based on reasons.

4. To foster students’ appreciation of individual, group and government efforts in solving social and economic problems.

5. To develop a sense of social responsibility by encouraging participation in appropriate

activities for community improvement.

(6)

V. OBJECTIVES

Objectives are statements about the expected performance of students after the completion of a lesson, they are short-term and measurable, that is, they should be worded in terms of the actual performance of students.

Objectives: Cognitive and Affective Domains

As stated in chapter IV, the “General Aims” of the subject Economic and Public Affairs are to 1. provide knowledge and develop basic study skills of EPA; and

2. help students develop into rational, sensitive and responsible citizens.

It is important for teachers to know some basic guidelines with which they can set their objectives from the beginning of teaching.

Cognitive domain

This comprises objectives which require students to remember and recall information which has been studied, students are also required to solve problems through reordering information, or combine it with ideas, methods or principles previously learned.

Levels Explanations

Knowledge Ability to recall and recognise information.

Comprehension Ability to put information into another form.

Application Ability to apply principles to actual situations.

Analysis Ability to distinguish and comprehend interrelationships, and make critical analyses.

Synthesis Ability to restructure ideas into a new pattern.

Evaluation Ability to make judgements based on given information.

Taxonomy of Educational Objectives: Cognitive Domain ( Bloom, B.S. )

(7)

Affective domain

This comprises objectives which require students to have changes in attitudes or emotion as a function of experience.

Levels Explanations

Receiving To beware of the existence of social phenomena.

Responding To respond to the phenomena by taking some actions.

Valuing To display consistent behaviour under similar circumstances.

Organising To internalise a desirable system of value.

Characterising To make the value system as a way of life.

Taxonomy of Educational Objectives: Affective Domain ( Bloom, B.S. )

* Teachers are free to adopt other educational theories to set the objectives of

teaching.

(8)

VI. TIME ALLOCATION

It is generally recognised that the time allocation recommended for any single subject should be considered in relation to the requirements of other subjects in the school curriculum. However, it is essential that a minimum of 50 periods (2 periods per week, or, if the six-day-cycle is in use preferably 3 periods per cycle) should be allocated to Economic and Public Affairs for Secondary 1 to 3 to achieve the course objectives.

The number of periods suggested for teaching each core topic is in Chapter VII. As for the

optional topics, only a block total number of periods is indicated instead, because the number

of topics selected by individual schools may vary according to factors such as interest and

ability of students.

(9)

VII. SYLLABUS

The Structure

With the purpose of developing students into rational, sensitive and responsible citizens, the content of the S1-3 Syllabuses of Economic and Public Affairs have been organised into four components which build up students’ understanding of the place they live. These four components are:

Core Topics

Before teaching other topics, teachers are required to give a basic knowledge on the political and economic development of Hong Kong, as well as the emergence of the Hong Kong Special Administrative Region (HKSAR). This is why the topic ‘The Development of Hong Kong’ is put in the beginning of the Syllabus.

The components ‘The People’, ‘The Government’ and ‘The Economy’ are considered to be core contents because they provide basic information about the characteristics of Hong Kong.

In ‘The People’, students should be able to outline the basic features of the people living in the society (e.g. age, sex, geographical distributions; importance of a census.). Rights and duties of the residents should also be taught in details such that students can develop into responsible citizens.

In ‘The Government’, students are expected to be able to describe the relationship between the Central People’s Government of the People’s Republic of China and the Government of the HKSAR, how the HKSAR is governed as well as the importance of law and order in the society. Students should be trained to have appreciation on the work of the government for the provision of stability and prosperity to the society.

In ‘The Economy’, students should be able to list causes why HK can develop into an industrial, trade and financial centre. Students should also have a basic understanding of the

‘economic cooperation and interdependence’ of the economy of HK so that they can recognise the characteristics of the economy.

Optional Topics

In ‘The Society’, various types of social need, service and problem will be discussed.

Objectives in teaching these topics are:

- understanding how the issue affects life in the community;

- identifying the present situation;

- recognising the existing problems; and

- identifying and suggesting ways government and individuals can help in tackling the problems.

Teachers are reminded that emphasis should be put on developing students’ sensitivity and

judgements to the problems, rather than on the factual information. So it is advised to adopt

different ‘student-centred’ teaching methods (e.g. debates, presentation, case and project-

work.) so that students’ values can be identified.

(10)

As we know that all these activity-approach teaching methods are time-consuming, a choice on the teaching of these optional topics are allowed ( at least TWO out of FIVE ) and individual schools can select topics according to students’ ability and interest.

Teachers are also reminded that the explanations in the Guidance Notes are examples only, they are by no means exhaustive. Actually teachers are encouraged to update the information as appropriate. They should apply basic concepts to daily life situations in accordance with societal changes.

For simplicity and easy understanding, the structure of the S1-3 syllabuses is illustrated in the diagram below, and the overall curriculum framework is shown on pages 15-16. Also a separate diagram for each of the S1-3 syllabus is used to show the interrelationship of the topics in the beginning of respective S1-3 syllabus.

Components S1 S2 S3

The People

- The People of the HKSAR

- The Rights and Duties of the Residents of the HKSAR

CORE TOPICS

The

Government

- The Political Development of Hong Kong

- The Relationship Between the CPG of the PRC and the Government of the HKSAR

- How the HKSAR is Governed

- Law and Order The

Economy

- The Economic Development of Hong Kong

- The Characteristics of the Hong Kong Economy

- Hong Kong as a(n) Industrial, Trade and Financial Centre - Economic Cooperation and Interdependence OPTIONAL

TOPICS (Choose at least TWO

topics) The Society

- Food Supply - Water Supply - Energy Supply - Transportation - Postal and

Telecommunication Services

- Education - Social Welfare - Public Health and Health Care - Drug Abuse - Juvenile Delinquency

- Housing - Mass Media

- Consumer Education - Corruption

- Pollution

Structure of the S1-3 Syllabuses

(11)

Overall Curriculum Framework

- The Development of Hong Kong

Hong Kong Special Administrative Region

The People The Government The Economy

The Society

( Needs; Services & Problems )

- The People of the HKSAR

- The Rights and Duties of the Residents of the HKSAR

- The Relationship Between the CPG of the PRC and the Government of the HKSAR

- How the HKSAR is Governed

- Law and Order

- The Characteristics of the Hong Kong Economy - Hong Kong as a(n)

Industrial, Trade and Financial Centre - Economic Cooperation

and Interdependence

- Food Supply - Water Supply - Energy Supply - Transportation - Postal and

Telecommunication Services

- Education - Social Welfare

- Public Health and Health Care

- Drug Abuse

- Juvenile Delinquency

- Housing - Mass Media

- Consumer Education - Corruption

- Pollution

Core Topics Optional Topics ( Choose at least TWO topics from each level )

(12)

A. SECONDARY ONE

(I) Structure

- The Development of Hong Kong

Hong Kong Special Administrative Region

The People

The Society

( Needs; Services & Problems )

- The People of the HKSAR - The Rights and Duties of the

Residents of the HKSAR

- Food Supply - Water Supply - Energy Supply - Transportation

- Postal and Telecommunication

Services

Core Topics

Optional Topics ( Choose at least TWO topics )

(13)

(II) Objectives

By the end of the course, students should

1. be able to outline the political and economic development of Hong Kong and to identify the major factors leading to these development;

2.

be able to describe the basic features of the population and their impacts on the development of Hong Kong;

3. be able to understand the identit y as a Chinese citizen as well as a resident of Hong Kong; and have developed a proper attitude towards citizenship;

4. have acquired a general knowledge about how some of the basic needs such as food, water, power and communication are catered for in Hong Kong;

5. be able to collect information, interpret data, and present findings in simple formats;

6. be able to compare contrasting views, distinguish statements of fact from statements of opinion and make sensible judgement; and

7. have developed an interest in current affairs and be willing to participate in activities for the improvement of community life.

(III) Syllabus Content

I. Core Topics

A total of 20 periods to be allocated to these topics.

Topic No. of Period

1. The Development of Hong Kong (6)

1.1 The Political Development of Hong Kong 3

a. Hong Kong as part of China b. Hong Kong under British rule c. The Sino-British Joint Declaration

d. The Hong Kong Special Administrative Region (HKSAR)

1.2 The Economic Development of Hong Kong 3

a. From a rural community to an entrepot b. From an entrepot to an industrial city

c. Hong Kong as a(n) industrial, trade and financial centre

2. The People of the HKSAR (6)

2.1 The Basic Features of the Population of the HKSAR 2

2.2 The Importance of a Census 2

2.3 The Impact of the Population Structure on the Society 2

3. The Rights and Duties of the Residents of the HKSAR (8)

3.1 The Importance of an Identity 1

3.2 Identity as a Chinese Citizen of the HKSAR

3.3 Identity as a Resident of the HKSAR 1

3.4 The Rights and Duties of the Residents of the HKSAR 3 3.5 The Role of the Individuals in Realising the Rights and Duties 3

(Total: 20)

(14)

II. Optional Topics

At least TWO topics to be chosen from the following five social issues; with ONE from 4-6 and ONE from 7-8.

A total of 30 periods to be allocated to these topics.

Topic

4. Food Supply

4.1 How the Issue Affects Life in the Community The importance of food to our society 4.2 The Present Situation

a. Major types of food produced locally

b. Major types of food imported into Hong Kong 4.3 The Existing Problems

a. The quality control of food b. The problem of food wastage

c. The reduction in local food supply and its effect on the community

4.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can help government to identify food that is not inspected

c. The ways individuals can do to avoid food wastage 5. Water Supply

5.1 How the Issue Affects Life in the Community The importance of water to our society 5.2 The Present Situation

a. The sources of water supply b. Water treatment in Hong Kong 5.3 The Existing Problems

a. Major problems with our water supply b. The problem of water wastage

5.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can do to prevent polluting our water supply c. The ways individuals can do to save water

6. Energy Supply

6.1 How the Issue Affects Life in the Community The importance of energy to our society 6.2 The Present Situation

a. Different types of energy supply in Hong Kong

b. Organisations responsible for the energy supply in Hong Kong 6.3 The Existing Problems

a. Environmental problems related to energy supply b. The problem of energy wastage

c. The danger of accidents in the use of electricity and other fuels

6.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can do in energy conservation c. The ways individuals can use energy safely

(15)

Topic

7. Transportation

7.1 How the Issue Affects Life in the Community The importance of transportation to our society 7.2 The Present Situation

a. Different types of public transport in Hong Kong b. Organisations responsible for providing public transport c. Major facilities and services related to international transport 7.3 The Existing Problems

Major transport problems

7.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can do to reduce traffic congestion c. The ways individuals can use roads safely

d. The ways individuals can use public transport safely 8. Postal and Telecommunication Services

8.1 How the Issue Affects Life in the Community

The importance of postal and telecommunication services to our society 8.2 The Present Situation

a. Different types of postal and telecommunication services in Hong Kong b. Major organisations providing postal and telecommunication services 8.3 The Existing Problems

Major problems of postal and telecommunication services

8.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can help to tackle the problems

(16)

(IV) Curriculum Guide

Topic Guidance Notes Suggested Activities

1. The Development of Hong Kong 1.1 The Political Development of

Hong Kong

a. Hong Kong as part b. Hong Kong under British

rule

c. The Sino-British Joint Declaration

d. Hong Kong Special Administrative Region (HKSAR)

Hong Kong has been part of the territory of China since ancient time.

A brief understanding of the impact of the three unequal treaties concerning Hong Kong.

A brief understanding of the Sino-British Joint Declaration.

1. The status of the HKSAR under the state constitution of the People's Republic of China (PRC).

2. The exercise of sovereignty over the HKSAR by the Central People's Government (CPG) of the PRC.

3. i. The principle of "one country, two systems".

ii. The high degree of autonomy in the HKSAR.

Ask students to collect relevant

information concerning the three unequal treaties to understand how Hong Kong was occupied by British after the opium war in 1840

Video show on Basic Law.

1.2 The Economic

a. From a rural community to an entrepot

b. From an entrepot to an industrial city

A brief understanding of the reasons for the development into an entrepot.

A brief understanding of the factors leading to the development of industries in Hong Kong after 1949.

Visit the Hong Kong Museum of History and ask students to collect information which explains the history of economic development of Hong Kong.

c. Hong Kong as a(n) industrial, trade and financial centre

A brief understanding of the reasons for the development of industry, trade and finance in Hong Kong.

Ask students to collect information from the newspaper to show the factors which affect the latest development of trade and finance in the Hong Kong.

(17)

2.1 The Basic Features of the Population of the HKSAR

1. Meaning of population and population density.

2. General picture of the present population:

(a) its size and density and factors accounting for their changes, (b) its structure as regards age, sex, race and religion,

(c) geographical distribution and factors accounting for it.

Ask students to collect relevant information from various sources to identify the characteristics of the population of Hong Kong.

2.2 The Importance of a Census1. Nature of a census and by-census.

2. Major information obtained in a census.

3. Functions of a census.

4. Conducting a census and the importance of cooperation.

2.3 The Impact of the Population Structure on the Society

1. The provision of social services.

2. Economic activities. (e.g. employment, participation rate of labour force) 3. Social harmony and understanding of different cultures.

Ask students to take a "census of their own families", collate and present findings, and make use of the findings to plan a policy to suit their needs.

3. The Rights and Duties of the Residents of the HKSAR

3.1 The Importance of an Identity 1. Meaning and importance of identity.

2. The means of identifying a person, e.g. appearance, voice, name, finger print, official documents.

Ask students to define their own identities, discuss their different terms of reference.

3.2 Identity as a Chinese Citizen of the HKSAR

A brief understanding of the distinction between Chinese citizens and others in the HKSAR.

Ask students to write down their own criteria in differentiating a Chinese from a non-Chinese.

3.3 Identity as a Resident of the HKSAR

1. Various types of official documents for the identification of a resident of the HKSAR.

2. The distinction between permanent residents and non-permanent residents in the HKSAR.

Ask students to collect information concerning different types of official documents for the residents of the HKSAR.

(18)

Topic Guidance Notes Suggested Activities 3.4 The Rights and Duties of the

Residents of the HKSAR

1. Meaning of rights and duties of an individual in a community.

2. The importance of the Basic Law in relation to the rights and duties of the residents of the HKSAR.

3. Rights: protection by law, freedom of speech, the right to vote, the right to social welfare, etc.

4. Duties: to obey laws, to pay taxes, to respect others' rights.

Ask students to list their rights and duties in the classroom/school. Give reasons to explain the necessities of such rights and duties.

3.5 The Role of the Individuals in Realizing the Rights and Duties

1. Skills and attitudes in the decision-making process, e.g. rationality, objectivity, critical thinking.

2. The balance between the rights of an individual and the interest of the community as a whole.

Discuss with students about their choices in different scenarios which involve a conflict of interest between the individuals and the community.

At least two topics to be chosen from the following five social issues; with ONE from 4-6 and ONE from 7-8.

The following explanations are examples only, they are by no means exhaustive, teachers are encouraged to update the information as appropriate.

4 Food Supply

4.1 How the Issue Affects Life in the Community

The importance of food to our society

1. The reliability of food supply.

2. The effect of shortage of food supply on the community.

Ask students to collect newspaper cuttings on food shortage in some other countries.

4.2 The Present Situation

a. Major types of food produced locally

b. Major types of food imported into Hong Kong

Major types of food produced locally.

Sources from where Hong Kong imports food.

Visit a market to collect information on the main types of food produced locally and those imported into Hong Kong.

(19)

Topic Guidance Notes Suggested Activities

4.3 The Existing Problems

a. The quality control of food b. The problem of food wastage

c. The reduction in local food supply and its effect on the The adequacy of food inspection.

People's attitudes towards food wastage.

Conduct a survey in the class concerning the attitude towards food wastage.

4.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can help

government to identify food that is not inspected

c. The ways individuals can help to avoid food wastage

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

Poster design/slogan competition on the theme of "Avoiding Food Wastage".

5 Water Supply

5.1 How the Issue Affects Life in the Community

The importance of water to our society

1. Different ways of water usage, at home, in industry, commerce and community services.

2. The reliability of water supply.

3. The effect of water shortage on the community.

Ask students to list the impact on domestic, commercial and industrial sectors if there were no water supply.

(20)

Topic Guidance Notes Suggested Activities

5.2 The Present Situation

a. The sources of water supply b. Water treatment in Hong Kong

1. the process of collecting water from the rainfall.

2. The way that water is transported from other parts of China to Hong Kong.

Necessary water treatment for domestic use.

Visit the relevant organization to see how water is treated and transported to our homes.

5.3 The Existing Problems

a. Major problems with our water supply

b. The problem of water wastage

1. The sufficiency of local water supply in meeting the needs of people.

2. The quality of water supply.

People's attitudes towards water wastage.

Ask students to collect information on the water rationing in the 1960s, and draw pictures to show how people suffer from water shortage.

5.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can do to

prevent polluting our water supply

c. The ways individuals can do to save water

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

Poster design/slogan competition on the theme of "Water Saving".

(21)

Topic Guidance Notes Suggested Activities 6 Energy Supply

6.1 How the Issue Affects Life in the Community

The importance of energy to our society

1. Usage of energy at home, in industry, commerce and community services.

2. The reliability of energy supply.

3. The effect of break down of energy supply to the community.

Ask students to list the impact on the domestic, commercial and industrial sectors if there were no energy supply.

6.2 The Present Situation

a. Different types of energy supply in Hong Kong

b. Organizations responsible for the energy supply in Hong Kong

1. The major types of energy supply in Hong Kong.

2. Fuels that are being used to produce energy in Hong Kong.

Conduct a survey in the class to determine the most popular type of energy supply being used at students' homes in different instances.

Visit a related organization to see how energy is supplied.

6.3 The Existing Problems

a. Environmental problems related to energy supply

b. The problem of energy wastage c. The danger of accidents in the

use of electricity and other fuels

People's attitudes towards energy wastage. Ask students to list instances in which energy wastage exists.

Ask students to report cases of accidents happened which involved the use of energy.

(22)

Topic Guidance Notes Suggested Activities 6.4 Identifying and Suggesting Ways

Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can help in

energy conservation

c. The ways individuals can use energy safely

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

Poster design/slogan competition on the theme of "Conserving Energy".

Conduct a quiz on the safety measures in using different kinds of energy.

7 Transportation

7.1 How the Issue Affects Life in the Community

The importance of transportation to our society

The effect of transportation on urban and rural development. Ask students to report cases of breakdown in services of public transport in their districts

7.2 The Present Situation a. Different types of public

transport

b. Organizations responsible for providing public transport c. Major facilities/services related

to international transport

Major types and features of public transport: by road, rail and sea.

For example: airport, container terminal, railway terminus, etc.

Ask students to do a project of a public transport service: its history, routes and other services available.

Visit the airport to find out its main facilities.

(23)

Topic Guidance Notes Suggested Activities

7.3 The Existing Problems

Major transport problems 1. The quality of public transport. (e.g. reliability)

2. The problems in the connection of transportation routes to neighbouring cities.

Conduct a survey on the reliability of different means of public transport.

Conduct a survey on the quality of some common means of public transport and suggest ways to improve their services.

7.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can help to

reduce traffic congestion c. The ways individuals can use

roads safely

d. The ways individuals can use public transport safely

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

3. The possible solutions to the major traffic problems.

Simulation games:

1. Students, on a group basis, play the role of government officials and prepare a proposal to solve the traffic congestion problem in the local community.

2. Hold a consultation to discuss the workability of the proposals.

Poster Design/Slogan competition on the themes of

1. road safety;

2. the right ways to use public transport.

8 Postal and Telecommunication Services 8.1 How the Issue Affects Life in the

Community

The importance of postal and telecommunication services to our society

1. The emergence of the Global Village 2. Communication among people 3. Conveying of information

Conduct a survey on the frequency in using various types of postal and

telecommunication services in a week.

Ask students to list the impact on domestic, commercial and industrial sectors if there were no postal and telecommunication services.

(24)

Topic Guidance Notes Suggested Activities

8.2 The Present Situation

a. Different types of postal and telecommunication services in Hong Kong

b. Major organizations providing postal and telecommunication services

Major types of postal and telecommunication services. Visit a nearby Post Office to find out the various services available.

Visit the Telecom World of the Pacific Century CyberWorks Ltd. to find out the various telecommunication services available.

Ask students to send messages among themselves through various postal and telecommunication services for assessment on the efficiency of the related services.

8.3 The Existing Problems Major problems of postal and telecommunication services

1. The quality of postal and telecommunication services.(e.g. reliability) 2. The abuse in using postal and telecommunication services.

Ask students to report cases on problems of postal and telecommunication services in Hong Kong.

8.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can help

to tackle the problems

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

Poster design/slogan competition on the theme of "Proper Use of Postal and Telecommunication Services".

(25)

B. SECONDARY TWO

(I) Structure

Hong Kong Special Administrative Region

The Government

The Society

( Needs; Services & Problems )

- The Relationship Between the CPG of the PRC and

the Government of the HKSAR

- How the HKSAR is Governed - Law and Order

- Education - Social Welfare - Public Health and Health Care

- Drug Abuse - Juvenile Delinquency

Core Topics

Optional Topics ( Choose at least TWO topics )

(26)

(II) Objectives

By the end of the course, students should

1. be able to describe the relationship between the Central People’s Government (CPG) of the People’s Republic of China (PRC) and the Government of the Hong Kong Special Administrative Region (HKSAR);

2. be able to explain how the HKSAR is governed;

3. be able to justify the needs of law and order;

4. have acquired a general knowledge about how the people ’s social services of education, social welfare and public health are provided; and how the social problems of drug abuse and juvenile delinquency are solved;

5. have developed the ability to gather relevant information concerning important social issues, and be able to organise and express ideas on these issues;

6. be able to compare contrasting views, distinguish statements of fact from statements of opinion and make sensible judgement; and

7. have developed an interest in current affairs and be willing to participate in activities for the improvement of community life.

(III) Syllabus Content

I. Core Topics

A total of 20 periods to be allocated to these topics.

Topic No. of Periods

1. The Relationship Between the Central People’s Government (CPG) of the People’s Republic of China (PRC) and the Government of the

Hong Kong Special Administrative Region (HKSAR) (2)

1.1 Background

1.2 The Exercise of Sovereignty Over the HKSAR by the CPG of the PRC

1.3 High Degree of Autonomy in the HKSAR 2

2. How the HKSAR is Governed (12)

2.1 The Basic Law 1

2.2 A Brief Description of the HKSAR Government 6

2.3 Communication Between the Government and the People 4

2.4 Elections 1

3. Law and Order (6)

3.1 The Importance of Law and Order to a Community 2

3.2 How Order is Maintained in the HKSAR 4

(Total: 20)

(27)

Topic

II. Optional Topics

At least TWO topics to be chosen from the following five social issues; with ONE from 4-6 and ONE from 7-8.

A total of 30 periods to be allocated to these topics.

Topic

4. Education

4.1 How the Issue Affects Life in the Community The importance of education to our society 4.2 The Present Situation

a. Different types and stages of education in Hong Kong b. The priority in the provision of different types of education 4.3 The Existing Problems

Major problems of education

4.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can help the government and schools to improve the quality of education

5. Social Welfare

5.1 How the Issue Affects Life in the Community The importance of social welfare to our society 5.2 The Present Situation

a. Major types of social welfare services in Hong Kong

b. The priority in the provision of different types of social welfare service 5.3 The Existing problems

Major problems related to the provision of social welfare services

5.4 Identifying and Suggesting Ways Government a nd Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can help the government and non-governmental organisations to tackle the problems

6. Public Health and Health Care

6.1 How the Issue Affects Life in the Community

The importance of public health and health care to our society 6.2 The Present Situation

a. Public health and health care levels in Hong Kong

b. Major public health and health care services in Hong Kong

c. The priority in the provision of different types of health care services 6.3 The Existing Problems

a. Major problems of public health and health care b. The need to prevent diseases from spreading c. The need to upkeep public health and health care d. The need to promote health education

6.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can improve their own health conditions

c. The ways individuals can help to improve public health and health care

(28)

Topic

7. Drug Abuse

7.1 How the Issue Affects Life in the Community a. The meaning of drug abuse

b. Major effects of drug abuse 7.2 The Present Situation

a. Possible causes of drug abuse

b. The efforts of the government and non-governmental organisations in fighting drug abuse

7.3 The Existing Problems

a. The seriousness of drug offence and drug abuse b. The inadequacy in fighting drug abuse

7.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can help to prevent drug abuse c. The ways individuals can help to fight against drug abuse 8. Juvenile Delinquency

8.1 How the Issue Affects Life in the Community a. The meaning of juvenile delinquency b. Major effects of juvenile delinquency 8.2 The Present Situation

a. Possible causes of juvenile delinquency

b. The efforts of the government and non-governmental organisations in fighting juvenile delinquency

8.3 The Existing Problems

a. The seriousness of juvenile delinquency b. The inadequacy in fighting juvenile delinquency

8.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can help to solve the problems of juvenile delinquency

(29)

(IV) Curriculum Guide

Topic Guidance Notes Suggested Activities

1. The Relationship Between the Central People's Government (CPG) of the People's Republic of China (PRC) and the Government of the Hong Kong Special Administrative Region (HKSAR)

1.1 Background 1. The principle of "one country, two systems".

2. The establishment of the HKSAR under Article 31 of the Constitution of the PRC.

Ask students who have been to other parts of China to describe their experiences of the ways of living there.

1.2 The Exercise of Sovereignty Over the HKSAR by the CPG of the PRC

A brief understanding of some examples in relation to the exercise of sovereignty over the HKSAR by the CPG of the PRC:

i) Enactment, interpretation and amendment of the Basic Law.

ii) Foreign affairs and defence.

iii) The appointment of the Chief Executive and principal officials.

iv) The reporting for record of local laws.

v) The application of national laws in the HKSAR.

Ask students to collect examples which could reveal the exercise of sovereignty over the HKSAR by the CPG of the PRC.

1.3 High Degree of Autonomy in the HKSAR

A brief understanding of some examples in relation to a high degree of autonomy in the HKSAR:

i) The upkeep of previous way of life.

ii) The safeguard of rights and freedoms.

iii) The enjoyment of executive, legislative and independent judicial power, including that of final adjudication.

iv) The selection of the Chief Executive and the formation of the Legislative Council.

Ask students to collect examples which could reveal the exercise of high degree of autonomy in the HKSAR.

2. How the HKSAR is Governed

2.1 The Basic Law. 1. The status of the Basic Law.

2. The importance of the Basic Law.

Ask students to give examples which reveal the status and importance of the Basic Law.

(30)

Topic Guidance Notes Suggested Activities 2.2 A Brief Description of the

HKSAR Government

1. Importance of a government, e.g. law and order, maintenance of stability and prosperity of society.

2. Outline of the structure and work of the Government of the HKSAR: Chief Executive, Executive Council, Legislative Council, Executive Authorities, Judiciary.

3. A brief introduction to the district organizations in the HKSAR.

Ask students to draft a list of the work of an ideal government.

Case study: Select a government policy and collect information to reveal how the government is involved in it and how we are affected by the policy.

Ask students to collect information concerning the work and contribution made by district organizations in districts where they live.

2.3 Communication Between the Government and the People

1. The need of the government to know people's opinions.

2. The right of the people to make their opinions known and principles they have to observe.

3. Formal and informal channels of communication between the Government and the people.

Ask students to find out cases in which people express their opinions to the government through different channels.

Find out the reactions of the government.

Select one case from the above and distinguish the statements of fact from the statements of opinion.

2.4 Elections 1. Importance of elections.

2. The role of individuals in elections in the HKSAR.

Ask students to observe an election in school and identify the roles of different people in the election.

3. Law and Order

3.1 The Importance of Law and Order to a Community

1. Importance of law and order in a community.

2. The sources of law in the HKSAR.

(Law making process NOT to be emphasized.)

Ask students to select different sections of the school regulations and explain the rationale in adopting the regulations.

3.2 How Order is Maintained in the HKSAR

1. Major functions of different organizations in maintaining law and order in the HKSAR.

(Structure of organizations NOT to be emphasized.)

2. The role of individuals in maintaining law and order in the HKSAR.

Ask students to do a project on the work of one major organization in maintaining law and order in the HKSAR. Identify its roles and functions. Explain its importance in maintaining law and order in the HKSAR.

(31)

Topic Guidance Notes Suggested Activities At least two topics to be chosen from the following five social issues; with ONE form 4- 6 and ONE from 7-8

The following explanations are examples only, they are by no means exhaustive, teachers are encouraged to update the information as appropriate.

4. Education

4.1 How the Issue Affects Life in the Community

The importance of education to our society

1. The effects of education on individual, in terms of personality, morality and career development.

2. The effects of education on society, in terms of social stability, economic prosperity, etc.

Story telling: Changes of residence by Mencius' mother.

4.2 The Present Situation

a. Different types and stages of education in Hong Kong

b. The priority in the provision of different types of education

The possible routes of education from one stage to another.

1. The allocation of government's expenditure to different types or stages of education.

2. The latest development in education.

Ask students to draw a flow chart showing different stages of education in Hong Kong.

Visit a nearby educational institute (e.g. a kindergarten, a technical institute, or a tertiary educational institution) to identify its latest development.

4.3 The Existing Problems

Major problems of education 1. The quality of education.

2. The resources that are commonly available in schools.

3. The problems that are being faced by students, teachers, schools and educators.

Ask students to conduct an interview with school fellows/staff of the school to collect views on ways to improve the quality of education in Hong Kong.

(32)

Topic Guidance Notes Suggested Activities 4.4 Identifying and Suggesting

Ways Government and Individuals Can Help in Tackling the Problems

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

a. The ways government can do to tackle the problems b. The ways individuals can

help the government and schools to improve the quality of education

Organise a discussion on a current topic of educational issue that arouses public concern.

5. Social Welfare

5.1 How the Issue Affects Life in the Community

The importance of social welfare to our society

1. The importance of the right to social welfare.

2. The effects of social welfare service on the society.

Video show on the social welfare services in Hong Kong.

5.2 The Present Situation . a. Major types of social

welfare service in Hong Kong

b. The priority in the provision of different types of social welfare service

Major types of social welfare service provided by the government and non- governmental organizations.

1. The ways that government and non-governmental organizations get their funds. The allocation of these funds to different types of social welfare services.

2. The latest development in social welfare services

Ask students to collect information about a needy family and to discuss ways of helping this family.

(33)

Topic Guidance Notes Suggested Activities 5.3 The Existing Problems

Major problems related to the provision of social welfare services

1. Helping those in need by providing them directly with money versus encouraging them to lead an independent life.

2. The quality of social welfare services.

3. The need to increase social welfare services.

Role play: Divide the class into groups receiving different kinds of social welfare assistance. Each group discusses how to write a petition to the Government stating their needs and requirements.

5.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

a. The ways government can do to tackle the problems b. The ways individuals can

help the government and non-governmental organisations to tackle the problems

Organize a debate on a current topic of social welfare issue that arouses public concern.

6. Public Health and Health Care 6.1 How the Issue Affects Life in

the Community

The importance of public health and health care to our society

1. The indicators of the level of public health and health care.

2. The effects of poor public health and health care on society.

Video show on the effects of public health and health care on society.

(34)

Topic Guidance Notes Suggested Activities 6.2 The Present Situation

a. Public health and health care levels in Hong Kong b. Major public health and

health care services in Hong Kong

c. The priority in the provision of different types of health care services

The improvement in public health over the years.

1. Public health and health care services provided by the government, the Hospital Authority and the private sector.

2. The latest development in public health and health care services.

Visit the Community and Patient Health Resource Centre of the Hospital Authority to find out the various public health and health care services available.

6.3 The Existing Problems

a. Major problems of public health and health care b. The need to prevent

diseases from spreading c. The need to upkeep public

health and health care d. The need to promote

health education

1. Factors affecting public health and health care.

2. Major diseases.

3. The implications of these diseases to individuals.

4. The quality of public and private health care services.

5. Rights and duties of patients.

6. Donation of organs.

7. The need for anti-smoking.

8. Government's expenditure on medical services.

Invite a guest speaker to give a talk on the major diseases in Hong Kong, their effects and the effort of the government and other organizations in controlling these diseases.

(35)

Topic Guidance Notes Suggested Activities 6.4 Identifying and Suggesting

Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can

improve their own health conditions

c. The ways individuals can help to improve public health

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

Ask students to collect leaflets, posters, information, etc. on rights and duties of patients, donation of organs and anti- smoking. Discuss these topics with students. Try to distinguish their

statements of fact from their statements of opinion.

7. Drug Abuse

7.1 How the Issue Affects Life in the Community

a. The meaning of drug abuse

b. Major effects of drug abuse

The major types of drug and substance being abused.

Identify the harmful effects of drug abuse to abusers, their families and the society.

Use the "Drug Education Teaching Kit" to reveal the major types of drug and substance and their harmful effects.

Invite a guest speaker from the Discharged Prisoners' Aid Society to share his/her personal experience on the harmful effects of drug abuse.

(36)

Topic Guidance Notes Suggested Activities 7.2 The Present Situation

a. Possible causes of drug abuse

b. The efforts of the government and non- governmental

organizations in fighting drug abuse

The preventive measures, law enforcement, treatment and rehabilitative services, research and international action.

Ask students to collect leaflets, posters, information, etc. on the efforts of the government and non-governmental organizations in fighting drug abuse.

7.3 The Existing Problems

a. The seriousness of drug offence and drug abuse b. The inadequacy in

fighting drug abuse

1. The accessibility of drugs.

2. The trends of youngsters involved in drug offence and drug abuse.

3. Drug abuse and triad activities.

4. Drug abuse and juvenile delinquency.

5. Problems related to preventive measures, law enforcement and treatment and rehabilitative services.

Ask students to collect newspaper cuttings on the relationship between drug abuse and juvenile delinquency/triad activities.

(37)

Topic Guidance Notes Suggested Activities 7.4 Identifying and Suggesting

Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can

help to prevent drug abuse

c. The ways individuals can help to fight against drug abuse

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

3. Advocate a positive and healthy life style.

Role-play on how one can resist the temptation of taking drugs.

Use the "Drug Education Teaching Kit" to develop and strengthen the students' interpersonal and refusal skills.

Poster design/slogan competition on the themes of:

1. "Say No to Drugs";

2. "Prevention on Drug Abuse".

8. Juvenile Delinquency

8.1 How the Issue Affects Life in the Community

a. The meaning of juvenile delinquency

b. Major effects of juvenile delinquency

The major types of juvenile delinquency.

Effects of juvenile delinquency on oneself, one's family and the community.

Use the "Anti-triad Education Teaching Kit" to reveal the major types of juvenile delinquency and their harmful effects.

Invite a guest speaker from the Discharged Prisoners's Aid Society to share his/her personal experience on the harmful effects of juvenile delinquency.

(38)

Topic Guidance Notes Suggested Activities 8.2 The Present Situation

a. Possible causes of juvenile delinquency b. The efforts of the

government and non- governmental

organizations in fighting juvenile delinquency

The seriousness of juvenile delinquency.

Preventive measures, law enforcement, correctional and rehabilitative services.

Invite a guest speaker from the Police to give a talk on the causes of juvenile delinquency and how to say no to triad involvement.

8.3 The Existing Problems

a. The seriousness of juvenile delinquency b. The inadequacy in

fighting juvenile delinquency

1. Youngsters' misconceptions on joining triad society.

2. The trend of young age involved in crimes.

3. Juvenile delinquency and drug abuse.

Problems related to preventive measures, law enforcement, correctional and rehabilitative services.

Ask students to collect newspaper cuttings on the seriousness of juvenile delinquency.

8.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can

help to solve the problems of juvenile delinquency

1. Distinguish statements of fact from statements of opinion.

2. Compare contrasting views and make sensible judgement.

3. Advocate a positive and healthy life style.

Organize a debate on a current topic of juvenile delinquency issue that arouses public concern.

Poster design/slogan competition on the theme of "Say No to Triad Involvement".

(39)

C. SECONDARY THREE

(I) Structure

Hong Kong Special Administrative Region

The Economy

The Society

( Needs; Services & Problems )

- The Characteristics of the Hong Kong Economy

- Hong Kong as a(n) Industrial, Trade and Financial Centre - Economic Cooperation and

Interdependence

- Housing - Mass Media

- Consumer Education - Corruption

- Pollution

Core Topics

Optional Topics ( Choose at least TWO topics )

(40)

(II) Objectives

By the end of the course, students should

1. have acquired a basic knowledge about the characteristics of the Hong Kong economy ;

2. be able to identify Hong Kong as a(n) industrial, trade and financial centre; and to give the causes and effects of the economic problems and be able to suggest possible means to tackle them;

3. be able to describe how Hong Kong benefits from international trade;

4. be able to identify the causes and effects of major social issues such as housing; mass media;

consumer education; corruption and pollution, and suggest possible means to tackle them;

5. be able to (a) collect, interpret, and analyse relevant information and (b) draw conclusions and present findings in various formats;

6. be able to compare contrasting views, distinguish statements of fact from statements of opinion and make sensible judgement.

7. have developed an interest in current affairs and be willing to participate in activities for the improvement of community life;

(III) Syllabus Content

I. Core Topics

A total of 20 periods to be allocated to these topics.

Topic No. of period

1. The Characteristics of the Hong Kong Economy (6)

1.1 The Structure of the Hong Kong Economy 2

1.2 The Main Features of the Hong Kong Economy 2

1.3 The Role of the Government in the Hong Kong Economy 2

2. Hong Kong as a(n) Industrial, Trade and Financial Centre (8)

2.1 Major Problems Facing Hong Kong Industries 2

2.2 The Import, Export, Re-export and Balance of Trade 2

2.3 The Invisible Earnings 1

2.4 Hong Kong as an International Financial Centre 2

2.5 The Latest Development of the Hong Kong Economy 1

3. Economic Co-operation and Interdependence The Economic Relationship Between Hong Kong and

(6)

a. Other Parts of China 6

b. Other Countries

(Total: 20) II. Optional Topics

At least TWO topics to be chosen from the following five social issues; with ONE from 4-6 and ONE from 7-8.

(41)

Topic

4. Housing

4.1 How the Issue Affects Life in the Community The importance of housing to our society 4.2 The Present Situation

a. Different types of housing in Hong Kong b. Different types of housing scheme in Hong Kong c. The development of new towns and urban renewal 4.3 The Existing Problems

a. Major problems in housing b. Major causes of housing problems

4.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can help to improve the living environment

c. The ways individuals can help to improve the quality of public and private housing 5. Mass media

5.1 How the Issue Affects Life in the Community a. The meaning of mass media

b. The importance of mass media to our society 5.2 The Present Situation

a. Major types of mass media in Hong Kong

b. The monitoring of the services provided by the mass media 5.3 The Existing problems

Improper use of mass media in Hong Kong

5.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can identify conflicting views from different sources of mass media and make logical and rational judgement on them.

c. The ways individuals can help to prevent the improper use of mass media 6. Consumer Education

6.1 How the Issue Affects Life in the Community a. The meaning of consumer education

b. The importance of consumer education to our society 6.2 The Present Situation

The Role of the Consumer Council 6.3 The Existing Problems

a. The problem of dishonest practice

b. The problem of misleading information from advertisements

6.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can extract real information concerning a product

c. The ways individuals can make rational choice among different brands of product d. The ways individuals can help to discourage dishonest practices

7. Corruption

7.1 How the Issue Affects Life in the Community a. The meaning of corruption

b. Major impacts of corruption on our society 7.2 The Present Situation

a. Possible causes of corruption

(42)

b. The efforts of the government and the Commission Against Corruption in fighting corruption

7.3 The Existing Problems

a. The seriousness of corruption b. The inadequacy in fighting corruption

7.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems

b. The ways individuals can help to prevent and fight against corruption 8. Pollution

8.1 How the Issue Affects Life in the Community a. The meaning of pollution

b. Major impacts of pollution on our society/future generations 8.2 The Present Situation

a. Possible causes of pollution

b. The efforts made by the government and non-governmental organisations in environmental protection and conservation

8.3 The Existing Problems

a. The seriousness of pollution

b. The inadequacy in environmental protection and conservation

8.4 Identifying and Suggesting Ways Government and Individuals Can Help in Tackling the Problems

a. The ways government can do to tackle the problems b. The ways individuals can help to protect the environment

(43)

(IV) Curriculum Guide

Topic Guidance Notes Suggested Activities

1. The Characteristics of the Hong Kong Economy 1.1 The Structure of the Hong Kong

Economy

The relative importance of the primary, secondary and tertiary productions. Conduct a survey in the class concerning the occupation of students' parents and discuss the relative importance of the primary, secondary and tertiary productions.

1.2 The Main Features of the Hong Kong Economy

1. The respect of the ownership of private property.

2. The practice of free market system.

Visit a company and ask how it starts and functions.

Invite a guest speaker who owns a firm to give a talk on how he/she starts and manages his/her business.

1.3 The Role of the Government in the Hong Kong Economy

1. The Basic Law and the economy.

2. The provision of infrastructure.

3. Education and manpower training.

Ask students to find out how the Basic Law promotes the Hong Kong economy.

Ask students to collect newspaper cuttings on how government helps the development of the Hong Kong economy.

2. Hong Kong as a(n) Industrial, Trade and Financial Centre 2.1 Major Problems Facing Hong Kong

Industries

1. Internal factors, e.g. rising production cost.

2. External factors, e.g. keen competition.

Ask students to collect newspaper cuttings to identify major industrial problems in Hong Kong.

2.2 The Import, Export, Re-export and Balance of Trade

1. The meaning of the terms.

2. Major import, domestic export, and re-export items of Hong Kong.

3. Major markets and suppliers.

4. The Hong Kong's balance of trade.

Ask students to give explanations on why Hong Kong usually suffers from trade deficit.

Case study: Collect information and account for the balance of trade derived.

(44)

Topic Guidance Notes Suggested Activities 2.3 The Invisible Earnings 1. Meaning of the terms.

2. The importance of invisible earnings to Hong Kong.

3. Major sources of invisible earnings.

Ask students to design a program to attract more tourists to visit Hong Kong.

2.4 Hong Kong as an International Financial Centre

1. Main features of an international financial centre, e.g. free international capital flow.

2. Favourable factors leading to the development of Hong Kong as an international financial centre.

2.5 The Latest Development of the Hong Kong Economy

1. Industrial development.

2. Trade development.

3. Financial development.

Visit the Trade Development Council or any industrial/financial institution to see its latest developments.

3. Economic Co-operation and Interdependence The Economic Relationship Between Hong Kong and

a. Other Parts of China.

b. Other Countries.

The mutual benefits between Hong Kong and other parts of China.

1. Meaning of international division of labour.

2. Benefits from international trade.

Ask students to collect newspaper cuttings on the pattern of trade between Hong Kong and other places.

Ask students to make a list on how his/her family will suffer if the external trade of Hong Kong was restricted.

At least two topics to be chosen from the following five social issues; with ONE from 4-6 and ONE from 7-8.

The following explanations are examples only, they are by no means exhaustive, teachers are encouraged to update the information as appropriate.

4. Housing

4.1 How the Issue Affects Life in the Community

The importance of housing to our society

The effects of living environment on the society in terms of social stability, economic prosperity, etc.

Video show on the importance of housing to the society of Hong Kong.

Figure

Updating...

References

Related subjects :