Department / Committee members' List

Miss Mae Tsung,

Miss Anita Cheung,

Miss Echo Lee

Mr. Walter Cheung

 

Learning, Teaching and Assessment

The aims of Junior Citizenship, Economics and Society (S1-3) are:

The aims of the Citizenship, Economics and Society curriculum are:

(a) to help students develop a positive understanding of themselves and others, cultivate good character, enhance their competence to meet daily and future challenges, seize opportunities, as well as pursue their goals and realise their aspirations;

(b) to nurture students to become informed and responsible citizens who respect the rule of law, have a sense of national identity, and contribute to the common good of society and our country;

(c) to strengthen students’ understanding of national and local economic and social affairs, and nurture their affection for our country;

(d) to promote students’ understanding of our country and strengthen their sense of nationhood and sense of belonging towards our country; and

(e) to cultivate students’ concern for local, national and contemporary world topics, help them understand how our country cooperates with other countries in responding to global issues, and broaden their global perspective.

The Citizenship, Economics and Society curriculum covers the essential learning contents of the Personal, Social and Humanities Education (PSHE) Key Learning Area (KLA): Strand 1 “Personal and Social Development” Strand 5 “Resources and Economic Activities”  Strand 6 “Social Systems and Citizenship” .

Teachers conduct different types of assessments at classroom and school term levels according to learning and teaching needs and different assessment purposes. Assessments at classroom level should be mainly formative. Teachers can use different assessment strategies in three areas, namely pre-lesson preparation, classroom learning activities and homework to understand students’ learning needs and make timely adjustments to teaching. Assessments at school term level are mainly summative. Teachers use pen-and-paper tests/examinations to summarise students’ learning outcomes at the end of module learning or the end of school term.

 

The aims of Citizenship and Social Development are to help students:

• enhance understanding of society, the country, the human world, the physical environment and related knowledge; 
• develop multiple perspectives on contemporary mature topics in different contexts (e.g. cultural, social, economic, political and technological contexts);
• become independent thinkers;
• be able to adapt to the ever-changing personal, social, national and global circumstances and construct knowledge;
• understand the complexities of the topics, and the challenges and processes involved in decision-making for making law-abiding, rational and affective analysis, and learning how to handle conflicting values;
• inherit Chinese culture and heritage in a pluralistic society, deepen understanding and sense of identity of individuals with Chinese nationality and Chinese citizenship, and at the same time appreciate, respect and embrace diversity in cultures and views; 
• develop skills relevant to life-long learning and strengthen their ability to integrate and apply knowledge and skills, including critical thinking skills, creativity, problem solving skills, communication skills, collaboration skills, data management skills, self-management skills, self-learning skills, and information technology skills;
• develop positive values and attitudes towards life, so that they can become informed and responsible citizens of society, the country and the world.
   

The curriculum comprises three themes, namely “Hong Kong under ‘One Country, Two Systems’”, “Our Country since Reform and Opening-up” and “Interconnectedness and Interdependence of the Contemporary World”. They serve as platforms for students to explore related topics for a more coherent understanding of 8 the situations of society, the country and the contemporary world. Students should also participate in the Mainland study tour, as it is an integral part of the curriculum of Citizenship and Social Development.
 

The theme of “Hong Kong under ‘One Country, Two Systems’” mainly explains the relationship between the country and the Hong Kong Special Administrative Region since Hong Kong’s return to the motherland. It helps students understand the meaning of “one country, two systems”, the constitutional basis founded upon the Constitution and the Basic Law, as well as enhances their understanding of the latest development of the country for cultivating a sense of national identity. “Our Country since Reform and Opening-up” helps students understand the development process of the country from domestic and international aspects. “Interconnectedness and Interdependence of the Contemporary World” addresses the topics of economy, technology, sustainable development and public health, helping students widen their horizons through understanding the situations facing humankind in the contemporary world. The Mainland study tour provides opportunities for students to gain a first-hand understanding of the development of our country and people’s life.

 

Assessment Objectives

The objectives of the assessment are to evaluate candidates’ abilities:

• to demonstrate an understanding of the key knowledge covered in the subject;
• to apply relevant knowledge in analysing mature contemporary topics;
• to recognise the influence of personal and social values in analysing contemporary topics;
• to understand and analyse the interconnectedness and interdependence among individuals, society,the country, the human world and the physical environment;
• to master the ever-changing personal, social, national and global circumstances, understand and analyse the complexities of the topics, and the challenges and processes of decision making;
• to analyse matters, solve problems, and make reasonable judgments, evaluations and suggestions,using multiple perspectives, creativity and appropriate thinking skills (including social moral values );
• to discern views, attitudes and values stated and implied in the given information, and to draw general conclusions;
• to interpret information from multiple perspectives, and to consider and comment on different viewpoints ;
• to select appropriate information and ideas, and to present arguments and views in a systematic way;
• to demonstrate an understanding, appreciation and respect of different cultures and values; and
• to demonstrate empathy in the handling of different topics.

 

Mode Of Assessment

The table below outlines the public assessment of CSD in the HKDSE:

 

Mode	Description	Weighting	Duration
Examination	Data-response questions	100%	2 hours

 

The examination of this subject consists of one paper only.

 

Data-response questions

Candidates will be required to answer all questions with the data provided by the questions.

 

Various types of questions will be set, such as multiple choice questions, short questions, short essay questions, etc. depending on the nature of data and topics.

 

Note: In this examination, the term “data” is to be interpreted in the broadest possible sense to mean any type of information. The data provided in the questions of the examination may include, but not limited to, the following:

• articles, news items, reports, memos, letters, and advertisements;
• written dialogues;
• charts, graphs, tables, maps; and
• pictures, illustrations and cartoons

 

Citizenship, Economics and Society Curriculum Guide (Secondary 1-3)

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/pshe/CESCG_e_20240730%20clean.pdf

 

Citizenship and Social Development Curriculum and Assessment Guide

 (Secondary 4 - 6)

https://cs.edb.edcity.hk/file/C_and_A_guide/202106/CS_CAG_S4-6_Eng_2021.pdf

 

 

Activities

1. A Day at Court 1

The students have gained valuable insights and skills in the legal field through the activity "A Day at Court 1" organised by Mock Trial Alumni Association - MTas. Under the guidance of senior lawyers, the students developed courage, justice, and diverse legal knowledge. They learned to assess case severity, defendant character for bail conditions, and gained a deeper understanding of alternative punishments. This experience has provided practical knowledge and a clearer direction towards their ideals.

 

2. Land-Sea Guided Programme

Eighteen F.3 students joined a Land-Sea guided programme organised by Kai Fong Tour. Students were allowed to understand the past and present of Aberdeen by visiting different old traditional shops through the land tour. Students also experienced the sea tour by getting on a fishing boat and listening to the stories of fishermen. Through this activity, students had the opportunity to have a deeper understanding and appreciation of the unique fishing culture in Hong Kong and the community's transformation in the southern district.

 

3. "World Heritage and Intangible Cultural Heritage" Macau Day Tour 

It was organized by the CSD department in collaboration with the RE, English, and Social Science departments. During the tour, we visited various locations including A-Mah Temple, the Cathedral, MGM Art Discovery, and MinM Plaza. The students gained a deeper understanding of the historical sites, cultural traditions, and architecture that attract tourists and preserve Macau's identity.

 

4. Visiting the Mills

 

 

5. Mainland Study Tour

 

 

6. Street Law Impact Lab

 

 

Competitions and Awards

 

1. In the Citizenship and Social Development Online Reading Award Scheme organized by the Academy of Chinese Studies, our school achieved the third place among the outstanding schools in the Shatin District.

2. Hong Kong Story 3 days 2 nights Itinerary design competition

Merit prize

4E 11 Chu Man Yui Mavis

4E 14 Lau Sze Kei Elise

4E 23 Wong Tsz Tung Esther

4E 24 Wong Ying Chloe

Video uploaded: file name: Hong Kong Story.mp4

 

3. Hong Kong Schools Mooting & Mock Trial Competition

Bencher’s List of Honorary Mention for Outstanding Advocacy 傑出訟辯榮譽錄:

- 4B-3 Cheng Hailey Hei Yin

- 4C-19 Poon Chong Yuet Joey

 

4. A Day at  Court One

Ng Sze Wan Natalie from F4, was selected as the Best Lawyer by activity judge Li Hanliang, a former High Court judge.

 

NATIONAL EDUCATION

Through the curriculum contents: enhance students' sense of national identity, introduce to them the basic facts about the country and the Chinese culture, teach them to abide by the law, respect and care for others.

 

E.g.

Sense of national identity enhanced:

Form 4: To understand the relationships between the achievements of the country in different areas and the sense of national identity

 

Basic Facts about the country:

Form 3: The concepts about political structure of mainland China and background, the aim of reform and opening-up and the important role of migrant workers in China’s economic development. etc.

Form 4: To understand the constitutional relationship between the country and the Hong Kong Special Administrative Region, national security, the contemporary situation of the country: political structure of the country; composition of the Chinese nation; concept of Chinese nationality and Chinese citizens, The national symbols (national flag, national emblem, national anthem)

Form 5: Development of China’s Reform and Opening up, Five- Year Plans, Enhancement of people’s quality of life, Rise of Overall National Strength, Soft Power and Hard Power, China’s participation in international affairs

Form 6: Sustainable development of our country; the situations of our country’s and Hong Kong’s participation in global public health affairs; the ways in which our country and Hong Kong participate in global public health affairs; explore the contributions of the country and Hong Kong in promoting the prevention and control of infectious diseases and other public health issues in the international community

 

Promotion of Chinese Culture:

Form 4: the concept of Chinese nationality and Chinese citizens

Form 5: Traditional Festivals, Mainland Study Tour (Hakka Town)

Teach them to abide by the law:

Form 2: the rights and responsibilities of citizens. basic principles of rule of law

Form 4: Significance of rule of law: law-abidingness; judicial independence; equality before the law; fair and open trial, fundamental rights and duties of Hong Kong residents as stipulated in the Basic Law

 

Respect and care for others:

Form 1: Students should understand how interpersonal relationship can help one’s personal growth. Students should understand the right and responsibilities of different roles. Students have learnt how to resolve conflicts between friends

Form 2: Students have learnt how to resolve family conflicts

Form 3: Friendship and love

Form 4: contributions of Hong Kong in promoting the development of and exchange with the Mainland in different areas; donations for natural disasters and supporting the needs of the developing regions of the Mainland

Form 5: Rescues of various nature and assistance to other countries

Form 6: Global citizenship, Global crisis