Citizenship, Economics, and Society & Life and Society is under the PSHE (Personal, Social, Humanities Education) Key Learning area, and is composed of the following six strands:
- Personal and Social Development
- Time, Continuity and Change
- Culture and Heritage
- Place and Environment
- Resources and Economic Activities
- Social Systems and Citizenship
The IKTMC CES/ Life and Society Curriculum provides foundation knowledge, concepts and perspectives that aid students not only to achieve the learning targets specified in the PSHE KLA Guide, but also to learn senior secondary PSHE subjects. This curriculum develops students’ understanding of themselves as individuals and as social beings, and gives them an opportunity to understand local, national and global economic activities. It also encourages students to develop their consciousness and interest in local and national socio-political systems and helps students develop global perspectives through exploring global issues and world politics.
Nurturing students’ social competence and enhancing their personal and civic values The development of the mainland has significant implications for Hong Kong, which is a special administrative region of China. It is a small but nevertheless very cosmopolitan city. For this reason the learning elements of Resources and Economic Activities, and Social Systems and Citizenship within CES / Life and Society (S1-3) provide students a comprehensive picture of how political and economic activities and systems function and interact with one another in the local, national and global dimensions. To this end, the curriculum helps students acquire up-to-date foundation knowledge in the following areas so that they will become responsible and informed citizens through participating in social affairs in the local, national and global arenas in the future: –
Economy of Hong Kong
– Socio-political System of Hong Kong
– Economy of Our Country
– Socio-political System of Our Country
– Global Economy – Global Socio-political System
Integrating knowledge acquisition with the development of generic skills and values and attitudes The Life and Society (S1-3) allows junior secondary students to enquire and construct up-to-date foundation knowledge in preparation for further studies and their future career. Through the process of enquiry students also develop learning skills. Besides, the curriculum connects learning to students’ daily experiences, and encourages them to apply their knowledge and develops skills in the enquiry process so that sound, reasoned judgments and responsible, informed decisions would be made. Values can be developed through learning key concepts such as “democracy” and “the rule of law”.
The aims of the subject (S1-3) are:
(a) to develop in students a positive self understanding, enhance competence to meet daily and future challenges, and pursue their goals and aspirations;
(b) to enable students to make decisions for the optimal use of personal and community resources;
(c) to develop students to become informed and responsible citizens to contribute to the development of a caring and just society; and
(d) to cultivate in students sensitivity, interests and concern for local, national and global issues.
Learning Objectives
(a) to understand and accept oneself and to live a healthy life;
(b) to develop effective communication skills with peers, family and others in society, and realise ways to build and maintain positive interpersonal 10 relationships;
(c) to develop an ability to make informed and responsible decisions regarding personal issues and practical short term and long term plans for the achievement of personal goals;
(d) to understand the roles of individuals, enterprises and the government in the economy and how they interplay to determine the distribution and uses of resources;
(e) to develop the skills to interpret and manage data, statistics and information relating to indicators and trends of general economic performances;
(f) to understand basic features of the political systems at local, national and global dimensions; (g) to understand features of different social groups and how they interact with each other as well as the governments;
(h) to understand how different levels of communities are connected and interdependent with each other, and to develop the identification of local resident identity, national identity and identity as global citizens;
(i) to understand the perspectives, backgrounds and interests of different groups, and to develop an ability to make informed and reasoned judgments on social issues with due considerations to the different groups;
(j) to develop enthusiasm and readiness for responsible participation in public affairs;
(k) to be ready for self-management and independence, and willing to reflect on and clarify their own values and attitudes underlying the choices they make;
(l) to understand, appreciate, respect and reflect on the values and attitudes that underpin the local society, including rights and responsibilities, freedom, rule of law, social justice, democracy, equal opportunities, tolerance, plurality, clean, honesty and integrity, upright, compassion and mutuality; and
(m) to develop an attitude of open-mindedness and respect for all peoples, including their cultures, values and ways of life.
Subject Teachers:
Ms CHENG LAM LAM Canny (Subject Panel Head)
Mr HO NAM KIT Raymond
Ms RUBINA
Mr CHAN KWAN HO Lancelot