School Curriculum Relating to Health Education: A Self ... · Learning Week, Field Study and Visits, Community Service, Project Learning, Competition, etc) School-based programme

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School Curriculum Relating to Health Education: A Self-Auditing Tool

The “Healthy School Policy” as promoted by the Education Bureau provides a broad direction for schools to integrate all strategies that aim at helping

students to stay away from temptations and bad habits, thus helping the students to establish a healthy lifestyle. Curriculum contents of primary and secondary

schools relating to health education and the “Healthy School Policy” are closely integrated in the curricula of Key Learning Areas / subjects, Moral and Civic

Education, and Life-wide Learning Activities at different Key Stages of learning. A holistic curriculum, comprising “Knowledge”, “Skills” and “Values/attitudes”,

is adopted to help students develop healthy habits, cultivate positive attitudes and values, and to acquire practical life skills and refusal skills against temptations,

thus eventually helping the students to reach a state of physical, mental and social well-being.

This self-auditing tool consists of four main sections: Section One: Key Learning Areas/Subjects Curricula, Section Two: Moral and Civic Education

Curriculum, Section Three: Life-wide Learning Activities, and Section Four: Reflection, which aims at helping schools:

(i) to adopt a holistic concept of health education as promoted by the “Healthy School Policy” to conduct comprehensive curriculum planning;

(ii) to review whether adequate learning elements of health education have been covered in various Key Learning Areas / subjects and learning activities,

so that comprehensive measures can be devised; and

(iii) to review and optimize the school health education curriculum as appropriate to address to students’ learning needs and development of the society

etc.

Schools can make use of this self-auditing tool to examine whether the elements of health education covered in different Key Learning Areas/subjects and learning activities are being included in students’ learning experiences to achieve a holistic school curriculum of health education. The tool also enables schools to review the implementation of health education to facilitate students to establish a healthy lifestyle. In the process of self-auditing, schools can make reference to Book 2 of the “Anti-drug Resource Kit for Schools”(the Resource Kit) developed by the Action Committee Against Narcotics and the Hong Kong Federation of Youth Groups (「健康校園新一代．學校禁毒資源套」(2010)) for enhancing the understanding of the Healthy School Policy. Schools can also make use of the information and resources provided in the Resource Kit to complement and fill in the gaps being identified during the process of self-auditing for building up a comprehensive health education curriculum. The information and resources provided in the

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Resource Kit are highlighted for easy reference:

(i) 1.4.2 Core Learning Elements (p.17-p.19) provide the core learning elements of health education covering “values and attitudes”, “skills” and “knowledge”.

(ii) 1.4.3 Roles of Various Stakeholders (p.20) highlights the roles and functions of various stakeholders in promoting health education. (iii) 1.4.4 Modes of Implementation (p.21) and related Appendices (p.38-p.63) provide suggestions of various modes of implementation and

curriculum contents relating to health education in different Key Learning Areas/ subjects. Information of relevant programmes provided by governmental and non-governmental organisations are included for reference.

(iv) Appendix 9: “Life Events Exemplars” Related with Anti-drug Education Provided by the Education Bureau (p.64-74) provides a variety of learning materials related to personal and social issues for promoting health education.

In sum, when schools implement health education and identify gaps in the process, they are suggested to : (i) enhance the comprehensiveness of the school

curriculum relating to health education; (ii) integrate the elements of health education in school assemblies, class teacher periods and other related learning experiences; and (iii) flexibly adopt youth development programmes developed by governmental or non-governmental organisations to meet the needs of schools and students.

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Section One: Key Learning Areas/ Subjects Curricula Key Stage One (Primary 1 to 3)

Content relating to Health Education Mode of Implementation (May choose more than one option) Areas of Concern in the “Healthy School Policy”

Key Learning

Area

Subject

Strand/ Topic

Knowledge (Module /Theme/

Focus/Major Issues)

Skills (e.g. life skills,

critical thinking)

Values/ Attitudes

(e.g. positive, responsibility)

Physical Well-being

Mental Well-being

Social Well-being

Time-tabled Lessons

Weekly Assemblies

Class Teacher Periods

Learning Experiences

(e.g. Thematic Learning Week, Field Study and

Visits, Community Service, Project

Learning, Competition, etc)

School-based programme or

curriculum developed by other organisations (Please

specify)

中國語

文教育 (只提供

中文版

本)

中國語文

品德情意

- 「周處自新」的故

事：可培育學生知錯

能改、自愛和自重。

- 「玩物喪志」的故

事：可培育學生節制

欲望，情緒有節。

- 「蔡璘還錢」的故

事：可培育學生誠實

守信，負責任。

以上故事見教育局

《致知達德：小學中

華傳統美德語文學習

軟件》

- 自我尊重：愛

惜生命、知恥、

自愛、自重、不

自欺

- 自我節制：不

沉溺物慾、情緒

有節

- 虛心開放：了

解自己不足

- 曠達坦

蕩：了解客觀

限制、知所調

處挫折失敗

ü ü ü

4


Key Learning

Area

Subject

Strand

/ Topic


Focus/Major Issues)

Skills (e.g. life skills, critical thinking)

Values/ Attitudes (e.g. positive,

responsibility)

Physical Well- being

Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies






School-based

programme or curriculum

developed by other

organisations (Please specify)

General Studies

Health and

Living

- to identify the different stages of growth and development

- to understand that there are individual differences in growth and development

- to know the importance of maintaining personal hygiene, environmental hygiene and safety, and ways of bringing them about

- to understand one's own interests and realise that one's own emotions and behaviour may influence oneself and others

- to understand the importance of living in responsible ways to reflect a loving regard for all life

- to develop healthy living and eating habits

- to exercise self-discipline in managing one's hygiene, safety and emotions in daily life situations

- to observe safety codes in daily life situations

- to use the support and advice of adults to make personal decisions related to health

- to use appropriate verbal and non-verbal ways to communicate with others

- to manage oneself in daily life situations

- to practise planning one's use of time

- to be positive towards healthy living, including eating habits, work, rest and physical exercise

- to accept changes that occur as one grows and individual differences in growth and development

- to treasure harmonious relationships with family members, peers and others around

- to be positive towards the use of medicine

ü

ü

ü

5


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)



responsibility)


Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies




Visits, Community

Service, Project Learning,

Competition, etc)

School-based


developed by other


People and Environment

- to develop a general understanding of life processes

- to know the characteristic features of our immediate environment

- to develop environmentally friendly practices

- to show concern and readiness to take action in caring for and improving the environment

ü

ü

General Studies

Community and Citizenship

- to identify one's role, rights and responsibilities in different social groups

- to know that there are differences among people and to accept the need to respect the rights of others in groups

- to identify ways in which one's own needs and the needs of others are met, individually and co-operatively

- to acquire the skills necessary for participating in a group

- to exercise one's rights appropriately

- to show respect for the rights of others

ü

ü

6


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)



responsibility)


Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies






School-based


developed by other


Arts Education Music

Healthy Living Style

- a good healthy living habits

- life skills - to care and respect others ü

ü

Physical Education

Physical Education

Health and

Fitness

- understand the benefits of regular exercise and bodily responses to physical activities

- acquire fundament movement vocabulary and concepts

- develop fundamental movement skills

- enjoy pursuing physical activities

ü

ü

7

Key Stage Two (Primary 4 to 6)


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)



responsibility)


Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies





Learning, Competition,

etc)

School-based


developed by other


中國語文

教育

(只提供中

文版本)

中國語文品德情意

-「司馬遷愛惜生命」的

故事：可培育學生敢於

面對挫節和失敗，愛惜

生命。

- 「范仲淹甘於清苦」

的故事：可培育學生勤

儉自持，節制物慾。

以上故事見教育局《致

知達德：小學中華傳統

美德語文學習軟件》

- 兒童文學學習單元

《積極人生》：可培育學

生積極上進。

以上學習單元見教育局

《童心童趣：兒童文學

教學參考資料選編》

- 自我尊重：愛惜生

命、知恥、自愛、自重、

不自欺

- 自我節制：不沉溺

物慾、情緒有節

- 虛心開放：了解自

己不足

- 曠達坦蕩：了解客

觀限制、知所調處挫折

失敗

ü ü

8


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)



responsibility)


Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies






School-based


developed by other


General Studies

Health and

Living

- to know the physical and emotional changes which occur at puberty and ways to cope with them

- to know the factors affecting one's health and safety, and ways to maintain health and manage risks

- to understand one's own needs, aspirations and strengths and ways to address one's weaknesses

- to be aware that a person's actions may have positive or negative consequences on oneself or others

- to know the importance of making rational consumer decisions and ways of doing it

- to understand the importance of community health

- to be able to manage one's health as well as physical and emotional changes at puberty

- to analyse relevant information and make informed decisions on personal health

- to identify current issues concerning health and environmental hygiene, and carry out investigations into selected ones

- to identify situations where expectations differ according to gender and understand how these expectations may influence their choices and options

- to appreciate the uniqueness of individuals and respect their variations in strengths and weaknesses

- to accept that individuals are different in their growth and development during puberty

- to accept sexual feelings and reactions, and show positive attitudes in dealing with them

- to show sensitivity for the feelings and concern of others

- to commit oneself to action against drug and substance abuse

- to respect and value life

- to show commitment in participating in activities related to promotion/ maintenance of community health

ü

ü

ü

9


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)



responsibility)


Mental Well- being

Social Well-b

eing

Time-tabled Lessons

Weekly Assemblies




Visits, Community


Competition, etc)

School-based


developed by other


Health and Living

- to communicate one's anxieties, excitements and queries to family members, peers and other adults where appropriate

- to enhance relationships with family members and peers while developing assertiveness skills

- to make rational consumer decisions

ü

ü

General Studies

People and Environment

- to understand how the local environment influences our daily life

- to plan and carry out simple investigations into the environment and related issues

- to develop a lifestyle which promotes sustainable development

- to accept that birth, growth, illness and death are the major processes in the life cycle of living things

- to demonstrate an interest in exploring our environment

- to show commitment for environmental conservation and the wise use of natural resources

ü

ü

ü

10


Key Learning

Area

Subject

Strand/ Topic

Knowledge ( Module /Theme/

Focus/Major Issues)

Skills (e.g. life

skills, critical thinking)


responsibility)

Physical Well-being

Mental Well-being

Social Well-being

Time-tabled Lessons

Weekly Assemblies






School-based


developed by other


Community and

Citizenship

- to understand the rights and responsibilities of an individual

- to reflect on the balance between one's rights and responsibilities in various settings through different channels

- to be willing to contribute to the collective interests of the community

ü

ü

Arts Education

Visual Arts

We got a new

classmate

- the cultures of different regions

interpersonal skills

- to get along with others with care and friendliness, and not to make fun by laughing at others

-to respect people of different nationalities and their ways of thinking, religions and habits which are different from ours

ü

ü

11


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)

Skills (e.g. life



responsibility)

Physical Well-being

Mental Well-being

Social Well-being

Time-tabled Lessons

Weekly Assemblies






School-based


developed by other


Physical Education

Physical Education

Health and Fitness

- realize that regular participation in physical activities is conductive to good health

- know how to choose appropriate activities for skill development

- develop safety habits when participating in physical activities

- develop basic skills in at least eight different physical activities

- interested and take part in regular physical activities

- fair play in sports competitions

ü ü ü

12

Key Stage Three (Secondary 1 to 3)


Key

Learning Area

Subject

Strand/ Topic

Knowledge ( Module /

Theme/ Focus/

Major Issues)


critical thinking)


responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies



(e.g. Thematic Learning

Week, Field Study and

Visits, Community

Service, Project


etc)

School-based


developed by other


中國語文

教育

(只提供中

文版本)

中國

語文

品德

情意

- 自我尊重：愛惜生命、知

恥、自愛、自重、不自欺

- 自我節制：不沉溺物慾、

情緒有節

- 虛心開放：了解自己不足

- 曠達坦蕩：了解客觀限

制、知所調處挫折失敗

ü ü

13


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)



responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Personal, Social &

Humanities Education

Self esteem, Self

management, Healthy lifestyle, Human

relationships

- a healthy lifestyle

- health problems of local teenagers

- personal identity and self-esteem

- stress and its management

- decision making in challenging situations

- handling interpersonal relationships

- respect for others with different values and lifestyles

- life skills - critical thinking

skills - self management

skills - communication

skills - collaboration

skills - problem solving

skills

- individuality - self-esteem - self-reflection - self-discipline - self-cultivation - self-determination - perseverance - positive - responsible - honesty - equality - trust - interdependence - caring and concern - cooperation - respect for self and

others

ü ü ü

-

14


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)

Values/ Attitudes


Physical

Well-being Mental

Well-being Social

Well-being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Personal, Social &


Religious Education

Moral responsibilities

- role of human being and one’s duties

- human relationship

- life issues - problems

encountered in life, the community and the world

- life skills - critical

thinking skills

- self management skills

- problem solving skills

- communication skills

- collaboration skills

- filial piety - fraternal duty - loyalty - honesty - rites - righteousness - integrity - shame - compassion - understanding

and empathetic to all

- respect for and cherish all forms of life, including the nature

- unselfishness

ü ü

15


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)

Values/ Attitudes


Physical

Well-being Mental

Well-being Social

Well-being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


A Healthy Body

- keeping our body healthy: appropriate food, enough exercise and rest - exercise and

health: strength, suppleness and stamina - need for rest

- students should develop a positive attitude in enhancing personal and community health.

ü ü

Science Education

Science (S1-3)

Sensing the environment

- the brain and our senses - effects of drugs

and solvents on our senses - drugs and

solvents affect our judgments and responses

- make informed and responsible decisions on matters related to health based on scientific knowledge, evidence and objectivity

ü ü

16


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)

Values/ Attitudes


Physical

Well-being Mental

Well-being Social

Well-being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Technology Education Key Learning Area Common Topics - Health

issues Technology and Living - Food and

Nutrition

- understand issues related to the use and advancement of technology, including legal, ethical, environmental and health issues, as well as issues related to change in life style

- be aware of the

importance of a healthy lifestyle, including nutrition and a balanced diet, to personal development

- critical thinking

- problem solving


- self- - reflection - self- - discipline - responsible - respect for

self and life

ü

Technology Education

Home Economics

Food, Nutrition and Diet Home and Family

- meal planning - balanced diet - good and healthy

eating habits - - health

responsibility (health hazards: smoking, drugs and alcohol)

- family and community living

- critical thinking

- problem solving

- self management

- self-reflection - self-discipline - responsible - respect for self and life

ü ü

17


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)

Values/ Attitudes


Physical

Well-being Mental

Well-being Social

Well-being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Arts Education Music My School

- a healthy school life

-interpersonal skills, critical thinking skill

Self-respect, Self-discipline, Respect others, Appreciation, Responsibility

ü

ü

Physical Education

Physical Education

Health and Fitness

- understand the notions of “health”, “active and healthy lifestyle”, components of health fitness and the benefits of regular exercise to mental health and social development

- acquire and apply basic skills in at least eight different physical activities.

- learn how to work with others in team games

- interested and take part in regular physical activities

- fair play in sports competitions

ü ü ü

18

Key Stage Four (Secondary 4 to 6) (New Senior Secondary Curriculum)


Key Learning

Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)

Values/ Attitudes


Physical

Well-being Mental

Well-being Social

Well-being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


中國語文教育

(只提供中文

版本)

中國語文、

中國文學

品德情意

中國文學科指定

作品：韓愈《進學

解》、蘇軾《前赤

壁賦》




自欺



有節


解自己不足

- 曠達坦蕩：了

解客觀限制、知

所調處挫折失敗

ü ü

19


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)


responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Personal Development

and Interpersonal Relationships: Understanding

oneself

What challenges and opportunities does a person have during adolescents?

Self management, goal-setting, conflict resolution, developing relationships affect adolescents’ development, coping with adversity

Adaptability to change, responsibility, self-esteem, self-reflection, rationality, self-discipline, independence

ü

ü

ü

Liberal Studies

Personal Development

and Interpersonal Relationships: Interpersonal relationships

What interpersonal factors facilitate adolescents to reflect upon and prepare for the transition to adulthood?

Self management, goal-setting, conflict resolution, developing relationships affect adolescents’ development, coping with adversity

Cooperation, gender equity, empathy, integrity, self-reflection, self-determination, respect for self, respect for others, social harmony, sense of responsibility, interdependence

ü

ü

20


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)



responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Personal, Social &


Ethics and Religious Studies

Human rights, Life and death,

Sex, companions

hip and family

- inherent dignity - civil and political

rights - economic, social

and cultural rights - prevention of

discrimination - nature of rights - self-determination - right to raise a

family - birth control - abortion - ageing - suffering - suicide - euthanasia - capital punishment - heterosexual and

homosexual relationships

- the single life - premarital and

extramarital sex - marriage and

divorce - pornography - prostitution - the family

- life skills - critical thinking

skills - self management

skills - communication

skills - collaboration

skills - problem solving

skills

- individuality - self-esteem - self-reflection - self-discipline - self-cultivation - self-determination - perseverance - positive - responsible - honesty - equality - trust - interdependence - caring and concern - cooperation - respect for self and

others - human rights and

responsibilities

ü ü ü

21


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)


responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Balance within our

body

- regulation of body temperature - Regulation of blood glucose level - nervous coordination and mental health

- develop concern and take responsibility for their own health (e.g. avoiding diets that are prone to the development of diabetes, taking precautions to avoid heatstroke) - recognize ways to

enhance mental health (eg. doing exercise and avoiding over-drinking)

ü ü

Integrated Science (S4-6)

Keeping Ourselves Healthy

- meaning of health - factors affecting health: diet & eating habits, rest & exercise, stress management, other lifestyles

- to be committed to a healthy lifestyle.

ü ü

Science Education

Chemistry / Combined

Science (Chemistry

Part) (S4-6)

Fossil Fuels and Carbon

Compounds

(Consequences of

using fossil fuels)

- pollution from the combustion of fossil fuels

- evaluate the impact of using fossil fuels on our quality of life and environment - suggest measures for reducing the emission of air pollutants from combustion of fossil fuels

- show concern for the environment and develop a sense of shared responsibility for sustainable development of our society

ü ü

22


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)


responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Chemistry (S4-6)

Green chemistry

- principles of green chemistry for promoting sustainable development

- green chemistry practices

- discuss the feasibility of using the principles of green chemistry for daily life applications of chemistry

- show willingness to adopt green chemistry practices ü

ü

Science Education

Physics (S4-6)

Medical Physics

- making sense of the eye and the ear - medical imaging

using non-ionizing radiation - medical imaging

using ionizing radiation

- be aware of the importance of safety measures in relation to radiation - appreciate the role

of the medical and associated services provided in Hong Kong and the role of various people within them - be open-minded in

evaluating potential applications of physics to new medical technology

ü ü

23


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)


responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Science Education Biology(S4-6) Health and

Diseases

Personal Health Diseases

- discuss the significance of healthy lifestyles. - understand

the long term effects of smoking on body functions. - discuss how

to reduce the spread of some common infectious diseases. - discuss the

consequences of indiscriminate use of antibiotics. - discuss the

causal relationships between the incidence of various non-infectious diseases and certain lifestyles.

- be aware of personal responsibility in preventing disease transmission and the importance of community health. - be aware of the

various ways of disease treatment.

ü

ü

ü

24


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)

Skills (e.g. life



responsibility)


Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Applied Ecology

Human impact on the environment

- discuss the effects of atmospheric and water pollution on the environment and human health.

ü

ü

Science Education Biology(S4-6)

Microorganisms and Humans

Harmful effects of microorganisms

- outline the principles of how viruses and microorganisms cause diseases in humans. - explain how

food poisoning is brought about by microorganisms. - recognise the

problems of microbial deterioration to our daily lives.

ü

ü

25


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)

Skills (e.g. life


Values/ Attitudes



Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Topic 1 - Personal Development, Social Care and Health Across the Lifespan: - Biological,

social, psychological, spiritual, ecological and cultural perspectives and dimensions

- Factors which influence personal development

-to understand the holistic concept of health -to explore how the family, peers, school education and the community influence personal health and development -to identify and understand the positive factors and risk factors towards personal development

- to learn how to deal with life events that affect personal development and health

- to identify the solutions for the real-life problems

- to explore the interventions required to minimise the effects of adverse health determinants

- to act as a supportive citizen in the community

- to take on the personal responsibilities in cultivating the conditions for personal development of oneself and the others

- to develop positive attitude towards changes and life events

ü

ü

ü


Health Management

and Social Care

Topic 2 - Health and Social Care in the Local and the Global Contexts: Contemporary issues of vulnerability - addictions

-to understand the impact and implications of issues such as addiction and to explore possible means and solutions for dealing with issues of vulnerability -to analyse the relationships between lifestyle changes and common illnesses

ü

ü

ü

26


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)

Skills (e.g. life


Values/ Attitudes



Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Topic 3 – Responding to the Needs in the Areas of Health (care, promotion and maintenance) and Social Care

- to understand the roles of individual, community and government in health maintenance and ill-health prevention

- to understand the concepts and models of health promotions

- to use health indicators to keep track of general health conditions

- to demonstrate a commitment to the promotion of personal health and a healthy lifestyle

- to encourage and support others in making health decisions for healthier lifestyles

ü ü ü


Health Management

and Social Care

Topic 4 - Promotion and Maintenance of Health and Social Care in the Community

- to understand how personal practices and attitudes contribute to disease prevention

- to understand the concepts of risk and safety

- to understand the importance and concepts of risk assessment and health management

- to explore the ways to manage personal and community health

- to carry out health practices that contributes to personal and public health

- to practise safe behaviours in different settings

- to apply safety guidelines and procedures in different settings

- to demonstrate behaviours that minimises risk to oneself and others

- to appreciate alternative health care practices

- to promote a culture of positive health and safety

ü

ü

ü

27


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)

Skills (e.g. life


Values/ Attitudes



Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Health Management

and Social Care

Topic 5 – Health

Promotion and

Maintenance and Social

Care in Action

- to understand the importance of mental health and describe the characteristics of an emotionally healthy person

- to analyse the factors that influence the mental health of individuals and lead to the prevalence of mental health problems in the community

- to identify the main types of mental health disorders

- to explore how to enhance personal mental health

- to acquire skills for stress management

ü

ü


Technology and Living

Food Science and Technology

Strand: - Nutrition,

Diet and Health

Concerns

- recognise the importance of balanced diet, and practise and promote healthy eating habits

- how to prepare and serve a variety of safe, hygienic, nutritious and delicious food items, dishes and meals with appropriate use of food cooking techniques, equipment and cooking methods to meet different dietary needs and specific meal-planning requirements

- food preparation skills

- critical thinking skills

- use of food composition table to compare the nutritive value of different food commodities

- develop positive values and attitudes to make informed decisions that foster a healthy lifestyle and contribute positively to the social and economic future of society

ü

ü

ü

28


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)

Skills (e.g. life


Values/ Attitudes



Mental Well- being

Social Well- being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


Arts Education Visual Arts

Hong Kong is my Home

- some social issues and their underlying values

- analysis of different values underlying in the social issues through observation of visual phenomena

- be aware of and respect different views and perspectives of the social issues

ü

ü

Physical Education

Physical Education

Health and Fitness

- compare the effect of different types of physical activities on health and fitness

- know the issues of drugs in sport

- refine the skills learnt and acquire the skills of novel activities

- learn how to organise sports activities

- interested and take part in regular physical activities - fair play in sports competitions

ü ü ü

29

Key Stage Four (Secondary 4 to 7) (The Existing Senior Secondary Curriculum)


Key

Learning Area

Subject

Strand/ Topic


Theme/ Focus/

Major Issues)


critical thinking)

Values/ Attitudes


Physical

Well-being Mental

Well-being Social Well-being

Time- tabled

Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based


developed by other


中國語文

教育

(只提供中文

版本)

中國語文、

中國語文及

文化、中國

文學

品德情意

中國語文及文化

科閱讀書籍：梁漱

溟、牟宗三、唐君

毅、徐復觀《生命

的奮進》

中國文學科課

文：莊子《逍遙

游》、韓愈《進學

解》、蘇軾《前後

赤壁賦》




自欺



有節


解自己不足

- 曠達坦蕩：了

解客觀限制、知

所調處挫折失敗

ü ü

30


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)


critical thinking)


responsibility)

Physical Well-being

Mental Well-being

Social Well-being

Time-tabled Lessons

Weekly Assemblies




Visits, Community


Competition, etc)

School-based


developed by other


- developing self-awareness

- self-esteem and recognition by others

- self-management


- individuality - self-esteem - self-reflection - self-discipline - self-cultivation - self-determination - perseverance - positive - responsible

ü

Personal, Social &


Integrated Humanities

(S4-5)

Personal development

- interpersonal communication

- managing conflicts

- developing relationships



- honesty - individuality - equality - trust - interdependence - caring and

concern - cooperation - responsible - respect for self

and others

ü

31


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)


critical thinking)


responsibility)

Physical Well-being

Mental Well-being

Social Well-being

Time-tabled Lessons

Weekly Assemblies





Visits, Community

Service, Project


etc)

School-based programme

or curriculum

developed by other


Personal, Social &


Religious Studies

(Christianity) (S4-5)

Personal relationships

and responsibilities,

Stewardship, Our attitudes to world and social

issues

- family and marriage

- the care of the old

- life and health - service and

responsibility - drugs - gambling - pornography


thinking skills - self

management skills




- sanctity of life - individuality - self-esteem - self-reflection - self-discipline - self-cultivation - self-determination - perseverance - positive - responsible - honesty - equality - trust - interdependence - caring and

concern - cooperation - respect for self

and others

ü ü ü

32


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)


critical thinking)


responsibility)

Physical Well-being

Mental Well-being

Social Well-being

Time-tabled Lessons

Weekly Assemblies






etc)

School-based


developed by other


Personal, Social &


Ethics and Religious Studies (ASL)

Human rights, Life and death, Love, sex

and marriage

- the nature of rights

- civil and political rights

- socio-economic rights

- conflicts of human rights

- the meaning of suffering, ageing and death

- issues concerning life and death

- the meaning of love and the related values

- marriage, parenthood, and divorce


thinking skills - self

management skills




- individuality - self-esteem - self-reflection - self-discipline - self-cultivation - self-determination - perseverance - positive - responsible - honesty - equality - trust - interdependence - caring and

concern - cooperation - respect for self

and others - human rights and

responsibilities

ü ü ü

33


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)


critical thinking)


responsibility)


Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies




Visits, Community


Competition, etc)

School-based


developed by other


Liberal Studies

(AS Level)

Human Relationships

How can a person develop the kind of self-awareness and self-esteem that will lead to greater maturity and lay the foundations for stable relationships with other people? How do young people about to enter the adult world learn the skills that they will need to function as mature adults in H.K. society? What is involved in the kind of mature relationship between parents and their teenage children which leads to a smooth transition to the independence of adulthood? How can young people take advantage of all the positive features of group membership and at the same time learn to avoid the pitfalls which may be involved? What are the factors that contribute to good sibling, employment and marriage relationships?

How should responsible individuals relate to the

society in which they live?

life skills, critical thinking, self management, goal-setting, conflict resolution, developing relationships affect adolescents’ development, coping with adversity

Cooperation, gender equity, empathy, integrity, self-reflection, self-determination, respect for self, respect for others, social harmony, sense of responsibility, interdependence

ü

ü

34


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)


critical thinking)


responsibility)


Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies




Visits, Community


Competition, etc)

School-based


developed by other


Fossil Fuels and Carbon Compounds (Consequences of using fossil fuels)

- hazards associated with the use of household fuels - Safety precautions in using household fuels - major air pollutants from cars, factories, incinerators and power station - environmental problems associated with the burning of fossil fuels - alternative sources of energy

- making informed decisions on the safe practice of using household fuels - searching for information and presenting arguments on the pros and cons of using fossil fuels

- appreciate the need for alternative sources of energy for a sustainable development of our society

ü ü

Science Education

Chemistry (S4-5)

Fossil Fuels and Carbon Compounds (Alcohols)

- uses of alcohols in drinks - searching and presenting information on problems associated with drinking alcohol

- be aware of the adverse effects of drinking alcohol

ü ü

35


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)

Skills (e.g. life


Values/ Attitudes



Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies




Visits, Community


Competition, etc)

School-based


developed by other


- Drugs

- narcotic drugs and their adverse effects - stimulants and their adverse effects

- discuss physiological action and psychological effect of narcotic and stimulant drugs

- make wise decision and refuse to abuse drugs ü

ü

ü

Chemistry (S6-7)

-Green chemistry

- principles of green chemistry for promoting sustainable development

-green chemistry practices

- discuss the feasibility of using the principles of green chemistry for daily life applications of chemistry

- to show willingness to adopt green chemistry practices

ü ü

Organisms and their

environment

- the effects of pollutants on the environment and human health.

ü

Science Education Science

Education

Biology (S4-5) Obtaining

essentials for life

- the health problems resulting from an improper diet. - oral Health - the general plan of the

human breathing system - the structure of various

components of the human circulatory system in relation to their functions

- discussing ways in which eating disorders, e.g. anorexia nervosa, can affect health. - relating

smoking to the incidence of lung cancer and emphysema. - relating diet

and lifestyle to the incidence of high blood pressure, coronary heart disease and stroke.

ü

ü

ü

36


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)

Skills (e.g. life


Values/ Attitudes



Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies




Visits, Community


Competition, etc)

School-based


developed by other


Biology (S4-5)

Reproduction and

growth

- the advantage of breast feeding

ü

Science Education Biology

(AL) Health and Diseases

- some factors affecting health - diet - exercise and rest - alcohol abuse - transmission of pathogens

and prevention of infection - defence against pathogens - some non-infectious

diseases

- develop a critical attitude towards the quality and quantity of food consumed. - develop an

awareness of the effects of different types of exercise in maintaining body fitness. - develop an

awareness of the personal responsibility in preventing disease transmission. - develop an

awareness of certain lifestyles that may increase the incidence of cancers

ü

ü

ü

37


Key Learning

Area

Subject

Strand/ Topic


Focus/Major Issues)

Skills (e.g. life


Values/ Attitudes



Mental Well- being

Social Well- being

Time-tabled Lessons

Weekly Assemblies




Visits, Community


Competition, etc)

School-based


developed by other



Home Economics: Food, Home and Family

Nutrition

Nutrition and diet - dietary goals - diet and meal planning - common nutritional

disorders

- critical thinking

- problem solving

- self management

- self-reflection - self-discipline - responsible - respect for

self and life

ü

ü

ü

Arts Education Visual Arts

Hong Kong is

my Home

Some social issues and their underlying values

analysis of different values underlying in the social issues through observation of visual phenomena

be aware of and respect different views and perspectives of the social issues

ü

ü

Physical Education

Physical Education

Health and

Fitness

- compare the effect of different types of physical activities on health and fitness

- know the issues of drugs in sport

- refine the skills learnt and acquire the skills of novel activities

- learn how to organise sports activities

- interested and take part in regular physical activities - fair play in sports competitions

ü ü ü

38

Section Two: Moral and Civic Education Curriculum Key Stage One (Primary 1 to 3)

Mode of Implementation (May choose more than one option) Areas of Concern in the “Healthy School Policy” Time-tabled Lessons

Major Expected Learning Outcomes, Exemplars of “Life Event” and Related

Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons


Weekly Assemblies Others

Learning Area/

Subjects

Special Activities

Please write down the details if

you choose ‘Learning

Area/Subjects’ or

‘Special Activities’ in

Mode of Implementa

tion


curriculum developed by

other organisations

(Please specify)

Personal Develop

ment and Healthy Living

-Take care of personal hygiene and develop healthy habits -“Life Events” Exemplars: “I have to exercise every day”, “Say ‘Bye’ to junk food” -Related concepts: Lifestyle, exercise and health, personal health, mental health and healthy eating habits

Perseverance, integrity,

self-discipline, positive,

self-reflection, prudence

Ø Self- Ø management

skills Ø Problem- Ø solving skills Ø Communication

skills Ø Emotion

management skills

Ø Life skills

ü

ü

39

Mode of Implementation (May choose more than one option) Areas of Concern in the

“Healthy School Policy” Time-tabled Lessons


Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)

-Adopt an optimistic and positive attitude in adapting to the new environment for learning -“Life Events” Exemplars: “I pack up my school bag with my own hands”, “I will have a good time management -Related concepts: School life, adaptable to changes, self-care

Responsibility, commitment, independence, with a desire to

learn, self-determination

ü

ü

Personal Development and Healthy Living

Feel delighted to express one’s affections and needs -“Life Events” Exemplars: “Say ‘Bye’ to grumpiness” -Related concept: handle negative emotions, Mental need, communication

Respect for others,

care for others, rationality, positive,

understanding

ü

40




Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)


Get to know the different stages of human life: being born, growing up, giving births to and raising children, aging, death -“Life Events” Exemplars: “Pay tribute to ancestors at Ching Ming in honour of filial piety” -Related concept: growing experience, being born, aging, death, Chinese traditional festivals and the meaning of life

National identity, care for others, respect one’s

parents and pay tribute to one’s

distant ancestors, cultural heritage,

treasure

ü

ü

41

Key Stage Two (Primary 4 to 6) Mode of Implementation (May choose more than one option) Areas of Concern in the



Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)

-Accept with optimism both the mental and physical changes of their own -“Life Events” Exemplars: “I am capable of dressing up myself” -Related concepts: Growth changes, puberty, self-awareness, self-image

Respect for others, simplicity, acceptance, confidence

ü

Personal Develop


-Be fond of learning and making mental enquiries while initiating to probe for new knowledge -“Life Events” Exemplars: “I want to learn…”, “I finally learned how to swim” -Related concepts: Explore the knowledge, thinking mode, cognitive abilities, learning skills

Perseverance, responsibility,

with a desire to learn, diligent

Ø Self-management skills

Ø Study Skills Ø Self-protection Ø Ability to

withstand adversity

Ø Emotional management

Ø Leisure planning

ü

ü

42




Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)

-Handle stress sensibly and take the blow bravely -“Life Events” Exemplars: “Get rid of low spirits” (handle negative emotions) -Related concept: The face of setbacks, to face with pressure, the meaning of life, the media

Perseverance,

optimistic, positive,

passion for life

ü


-Develop a wide variety of interests and hobbies -“Life Events” Exemplars: “Everyone have a dream”, “I have compiled a daily schedule” -Related concept: Hobbies and interests, goals and ideals, leisure activities, time management

Perseverance, with a desire to

learn, individuality

ü

ü

43

Key Stage Three (Secondary 1 to 3) Mode of Implementation (May choose more than one option) Areas of Concern in the



Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)

-Appreciate one’s own strengths while accepting the weaknesses -“Life Events” Exemplars: “Cool? In?”, “I am capable of dressing up myself” -Related concepts: Self understanding, self-image, popular culture, aesthetic standards

Respect for others, believe in oneself,

acceptance, simplicity,

positive

ü

Personal Develop


-Be open but critical in scrutinizing and rejecting to access the undesirable information published in the mass media -“Life Events” Exemplars: “Net lies” -Related concepts: The Internet, undesirable information, obsessed with the Internet

Respect for others,

responsibility, care for others, self-discipline,

rationality, integrity


Ø Problem-solving skills

Ø Critical thinking skills

Ø Life Planning Ø Self-protection Ø Refusal skills

ü

ü

44




Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)

-Keep a positive attitude towards one’s life and sketch out goals and expectations for one’s future -“Life Events” Exemplars: “No more childishness” (learn to undertake responsibilities), “I learned a good financial management” -Related concept: Attitude toward life, set targets, life planning

Perseverance, commitment,

self-reflection, positive, courage

ü

Personal Development and Healthy Living -Protect oneself

and reject outright any abusive language and behaviours from others -“Life Events” Exemplars: “How to handle ‘sexual harassment’” -Related concept: sexual harassment, self-protection, crude language

Respect for others, courage,

rationality, integrity

ü

ü

45

Key Stage Four (Secondary 4 to 6) Mode of Implementation (May choose more than one option) Areas of Concern in the



Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)

-Be proactive with a positive self-image -“Life Events” Exemplars: “I want to fly up high (in pursuit of dreams)” -Related concepts: Self-image, healthy life

Perseverance, positive,

enterprise, passion for life

ü

Personal Develop


-Be discerning, prudent and self-disciplined but flexible to changes -“Life Events” Exemplars: “"Bo" (BLOG) out of private space” -Related concepts: self-discipline, processing of personal data

Perseverance,

prudence, self-discipline,

adaptable to changes


Ø Critical thinking skills

Ø Problem-solving skills

Ø Life skills Ø Financial

management Ø Adhere to one’s

principle

ü

ü

46




Concepts

Values/Attitudes

(e.g. positive,

responsibility)

Skills Physical

Well- being

Mental Well- being

Social Well- being

Moral and Civic

Education Lessons



Learning Area/

Subjects

Special Activities



Area/Subjects’ or


Mode of Implementa

tion



other organisations

(Please specify)

-Be far-sighted with personal aspirations and never focus only on short-term benefits -“Life Events” Exemplars: “For whom am I living and working hard? (Reflect on the meaning of life)” -Related concept: Vision, meaning of work

Perseverance, commitment,

positive, enterprise, vision,

self-reflection

ü


-Be a person with principles and integrity, consistent in words and deeds and cautious when being alone -“Life Events” Exemplars: “Tips on money management” -Related concept: Self-understanding, keep promise, commitment

Respect for others, integrity, cautious when being alone,

independence, self-discipline,

positive

ü

ü

47

Section Three: Life-wide Learning Activities

Content relating to Health Education Mode of Implementation (May choose more than one option)

Areas of Concern in the “Healthy School Policy”

Key Stage Activities Name/ Nature Knowledge

Skills (E.g. Living

skills, Critical thinking skills

Attitudes (E.g.

Optimistic, responsible)

Physical

Well-being Mental

Well-being Social

Well-being

Time- tabled

Lessons

Uniform Groups

Weekly Assemblies

Class Teacher Period



Visits, Community


Competition, etc)

School-based programme

or curriculum

developed by other


Key Stage One to Four

An example: ‘Fruit Day’ - All primary and secondary schools are encouraged to organise learning experiences to create an atmosphere that favours daily fruit consumption among students. Every year a certain day is designated as territory-wide ‘Fruit Day’ to bring the momentum to new heights.

To obtain nutrition knowledge, and to understand that a balanced diet on the importance of good health, using fruit consumption as entry point

To know how to take care of their own health and to develop healthy eating habits, using fruit consumption as entry point

To be positive and self-discipline towards daily eating, esp. fruit consumption

ü

Key Stage 3

& 4

An example: ‘Visit to The Jockey Club Drug InfoCentre’; including briefing session with materials and debriefing workshops

To obtain updated information about drugs and its negative impact to health, in the light of promoting anti-drug atmosphere in school.

To equip students with relevant skills and abilities to face real life scenarios

To develop awareness about the negative effect of drugs on personal and social health

ü ü

Key Stage 4 (S4-6)

An example: School-based “Adventure-based Leadership camp”, including teacher-led debriefing sessions.

To acquire practical knowledge about personal and social development, through activities.

To enhance leadership and self-management skills

To promote positive social culture and attitudes towards self. ü ü

48

Section Four: Reflection — Based on the results of the curriculum review, discuss the following questions: 1. Is (are) there any gap(s) in the curriculum for promoting health education? 2. What can be done to fix the gap(s)? Cross-curricular projects? Life-wide Learning opportunities/ Other Learning Experiences (S4-6)? 3. The major expected learning outcomes of the above suggestion(s) are: 4. The focuses and implementation strategies of the above suggestion(s) are: 5. The roles of other stakeholders (e.g. parents) in the above suggestion(s) are:

School Curriculum Relating to Health Education: A Self ... · Learning Week, Field Study and Visits, Community Service, Project Learning, Competition, etc) School-based programme

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