Sunday, 2 November 2025The Importance of NSE in the Secondary Curriculum
National Security Education (NSE) is crucial for fostering a sense of responsibility and understanding of national identity among students in Hong Kong. It equips them with the knowledge and skills necessary to become informed citizens who appreciate the importance of security in a global context.
By integrating NSE into the curriculum, we aim to:
- enhance students’ awareness of national security issues.
- promote critical thinking regarding civic duties and rights.
- encourage respect for the law and the importance of social stability.
How Shung Tak Incorporates Values Education into National Security Education
Incorporating values education into National Security Education (NSE) within the curriculum at Shung Tak involves several key strategies:
- Curriculum Content: NSE includes discussions on national identity, civic responsibility, and the importance of national security, which are naturally connected to the character strengths or values expected of Shungtakians of kindness, compassion, discernment, responsibility, servant leadership and gratitude. Curriculum would also organically integrate knowledge and understanding of Chinese culture and our motherland into our daily teaching practices.
- Interdisciplinary Approach: NSE is integrated across subjects, encouraging students to explore the implications of national security across different subjects which is in line with our major concern of collaboration across departments. Through the implementation of this major concern, mutual coordination and cooperation among different subject areas involved in NSE can be significantly enhanced.
- Critical Thinking and Discussion: To promote comprehensive understanding of NSE, a variety of diversified strategies will be employed. Students are encouraged to engage in critical discussions about national security issues, fostering analytical skills and ethical reasoning.
- Co-Curricular Activities: Workshops and social service projects related to national security are conducted to reinforce values education, providing students with opportunities for learning through action both within and beyond the classroom.
NSE Across Subjects
At Shung Tak, we believe in a holistic approach to education. NSE is woven into various subjects and whole-school participation is embraced to ensure that students receive a comprehensive understanding of its significance.
The English Department of Shung Tak Catholic English College thoroughly incorporates NSE into the English curriculum. Students are exposed to a wide range of activities and experiences that help them learn more about our country and culture, helping them build understanding and appreciation of Chinese culture and a respect for the Motherland.
Through a vast range of topics that cater to different student abilities, learning needs, and varying interests, NSE is organically and thoroughly integrated into our English curriculum. Some of the topics that are visited include different Chinese festivals, scholars, and athletes, as well as China’s rich cultural history, impressive advances in space exploration, technological advances, and economic growth. These topics are not presented as individual components but as integral parts to the themes and modules that are being explored throughout the English curriculum and are constantly revised and updated. The following are examples of some of the topics that are and have been visited:
| S1 | Chinese festivals Traditional Chinese dishes Temples in Hong Kong |
| S2 | China’s giant pandas The four great inventions in ancient China Chinese public figures and their achievements |
| S3 | Chinese sportsmen Chinese dining customs and the meanings behind Chinese cities and their development |
| S4 | Technological development in China Space-themed tourism in China Dragon boat racing |
| S5 | The history of chopsticks Agricultural development in China China’s continued growth in the face of global trials |
| S6 | Confucianism Tai Chi Extraordinary Hong Kong people |
Curriculum aside, each year we dedicate time to promote Chinese culture to the whole school while using the medium of English and also involving our parents who help run the activity. At present, we have been showcasing some of the more uncommon gastronomic delights and these have been very well received by our Shungtakians.
Beyond our campus walls, the English Department has taken a pioneering role in establishing connections with our sister schools in Beijing and Shenzhen. We have hosted as well as visited English Departments from our sister schools, fostering a greater bond and understanding between the two education systems and styles. We have also brought multiple groups of Shungtakians to visit these sister schools and to participate in their classes.
As our students travel through their journey at Shung Tak, we have no doubt that the English Department provides them with one that strengthens their understanding of our motherland.
天主教崇德英文書院的中文科組將「國安教育」融入常規課程，透過學與教幫助學生理解國家安全概念，培養學生對國家的責任感及良好品德。
此外，中文科組每年定期舉辦中華文化日，以弘揚中國傳統文化和加強學生的國民身份認同。已舉辦的活動包括：
| 中華文化日 | 活動簡介 |
|---|---|
| 文化薈萃樂中秋 | 設置猜燈謎遊戲，冰皮月餅、玉兔及燈籠製作工作坊和書法活動，旨在推廣中秋節的意義，提升學生對中華文化的認識及興趣。 |
| 金蛇賀歲迎新春 | 擺設賀年食品攤位、即席揮毫書法活動及邀請舞獅到校表演，令學生有更多機會接觸中國節日文化，了解農曆新年背後意義，使校園充滿中華文化的氛圍。 |
| 中華文化日暨Math Days | 與數學科跨科合作，設置多個攤位遊戲，例如：魯班鎖解謎、沙漏及不倒翁製作，以及中醫藥物知識，介紹中國古人科技文明，讓學生親身體驗古人流傳千年的技術。 |
| 中華文化日（少林功夫及電影欣賞） | 邀請來自河南省「嵩山少林寺」唯一認可機構的少林功夫團體到校表演，並介紹功夫的來源，讓學生感受到中國傳統武術的博大精深，進一步開擴視野。 欣賞《熱烈》電影，透過劇中角色性格，呈現中國傳統文化特質——為夢想奮鬥、努力堅毅的精神。 |
最後，中文科組積極支持學生參加各類比賽，培養良好品德。學生報名參加了「第四屆香港大中小學中英文硬筆書法比賽」，透過抄寫中華文籍學習先賢的美德；亦參加了2024-2025中國中學生作文大賽（香港賽區），藉着主題寫作建立關懷他人的品格；科組亦與對外事務統籌組舉行小六學生演講比賽，主題為和諧校園，從而強化校園良好氛圍及關愛氣息。
崇德過往已在不同層面上為學生提供多個活動讓同學親身體驗中華文化精粹，未來會不斷改善課程機制，舉辦各式各樣的活動，從而令學生有更多機會認識我們的祖國所蘊含的文化之美，並建立良好的品德情懷。
To broaden students’ horizons through interdisciplinary collaboration and enhance their sense of belonging to our country as well as their awareness of national security, the Mathematics Department at Shung Tak Catholic English College integrates National Security Education into the regular curriculum. Our goal is to help students understand national security concepts and cultivate a sense of responsibility and good character towards our nation.
To align students’ abilities with their learning needs and facilitate a gradual learning process, our school has systematically integrated National Security Education into curriculum planning and teaching. In Mathematics, this approach aids in organising the content of national security education as follows:
Senior Secondary Mathematics Curriculum (Compulsory Part)
| Topics | Objectives |
| S1: Directed Numbers | Integrate directed numbers with knowledge of Chinese history, allowing students to appreciate the long history and continuity of Chinese civilisation while mastering mathematical skills. |
| S2: Linear Equations in Two Unknowns | Recognise the ancient Chinese mathematics book ‘The 9 Chapters on the Mathematical Art’ and its practical applications. |
| S3: Laws of Integral Indices | Understand the historical development of the denary number system and the principles of the Suanbiao in Tsinghua Bamboo Slips, while building cultural confidence and national pride through the contributions of ancient Chinese mathematicians. |
| S4: Variations | Explore the cultural significance of West Lake, including its influence on literature, art, and poetry, as reflected in works by notable literary figures. |
| S5: Equations of Circles | Appreciate the artistic elements and ancient architectural techniques used in constructing the Temple of Heaven, recognising its contribution to Chinese art and culture. |
| S6: Summation of Arithmetic and Geometric Sequences | Engage with activities related to the eight-legged essay and ‘Nine Chapters on the Mathematical Art’ to understand ancient Chinese mathematical achievements, fostering national identity and cultural security awareness. |
Senior Secondary Mathematics Curriculum (Extended Part)
| Topics | Objectives |
| Binomial Expansion | Through activities related to the ‘Yang Hui Triangle’ and ‘Jia Xian Triangle’, students will learn about ancient Chinese mathematical achievements, fostering national identity and cultural security awareness. |
The Mathematics Department also organises Chinese Culture Day and actively supports students in participating in various competitions to promote traditional Chinese culture and strengthen national identity. In the past, related activities have included:
- Math Days cum Chinese Culture Day
- Hua Xia Cup Mathematics Competition
- The National Hua Luo-Geng Cup Mathematics Competition
In Long Reading Periods, the Mathematics Department focuses on thematic readings and worksheets about Chinese mathematicians as follows:
- 正面的「三角關係」 — 《勾股定理》（又名商高定理）
- 出身貧寒染惡疾致腿傷殘 中國數學之神華羅庚如何自學成才
- 沈括會圓術
- 數字堆成的三角形 – 賈憲三角形
STC Maths shall continue to organise a variety of activities, providing students with more opportunities to appreciate the cultural beauty of our homeland and also help our Shungtakians develop strong character and sentiments towards our Motherland.
The Personal, Social, and Humanities Education (PSHE) curriculum supports students’ holistic development by connecting academic learning with real-life issues. Subjects like Chinese History, Citizenship and Social Development, Economics, Geography, and History help students understand their roles in society and the world.
A key focus of the updated curriculum is National Security Education. Through inquiry-based learning, students explore topics such as cultural identity, regional development, and civic responsibility. This approach encourages critical thinking and helps students build a strong sense of national identity. The following are the highlights of the curriculum of junior and senior forms:
| S1 | Understanding our country’s territory and geographical features, as well as the importance of homeland security and resource security.Understanding the status of the Constitution and its relationship with the Basic Law. |
| S2 | Understanding our country’s important historic events, political evolution, famous figures and their deeds, profile of ethnic development, and social and cultural features.Understanding the ‘One Country, Two Systems’ policy, as well as the relationship between the Central Authorities and the HKSAR. |
| S3 | Have a basic understanding of national and world history and issues (e.g. colonial expansion, regional warfare, terrorism), through which students can understand the importance of national security.Understanding the impact of human activities on ecology and environment, and the necessity for safeguarding ecological security and new security domains. |
| S4 | Understanding our country’s opportunities and challenges in international affairs through examples (e.g. the Belt and Road initiative, Sino-US trade conflicts, climate change). Have an in-depth understanding of the “One Country, Two Systems” policy as well as the relationship between the Central Authorities and the HKSAR, and explore related topics on that basis.Explore topics related to economic security (e.g. economic crises, trade disputes) and recognise the importance of safeguarding economic security. |
| S5 | Understanding our country’s history and culture, as well as historic events with an important impact on today’s society, such as the War of Resistance against Japanese Aggression, and China’s Reform and Opening up.Understanding the impact of human activities on the ecological environment and our responsibilities, understand the needs of sustainable development, and recognise the necessity of safeguarding ecological security, resource security, nuclear security, and new security domains. |
| S6 | Analyse the development and crises our country is facing today, and willingly assume the responsibility for safeguarding national security.Explore contemporary issues related to national security (e.g. territorial disputes, economic crises), and recognise the importance of safeguarding national security to guarantee the security of the people. |
Learning Beyond the Classroom
To enrich learning, our school organises:
Field trips and heritage tours
Project-based learning, movie appreciation, and competitions
Mainland Study Tours
The key purpose of the Mainland Study Tours organised by the Citizenship and Social Development Department in collaboration with the EDB is to deepen students’ understanding of national development and security. This experiential learning opportunity outside the classroom is instrumental in helping students internalise the values of national identity, unity, and security. By engaging with real-world issues and developments, students gain a deeper appreciation of the importance of maintaining national security and contributing to the country’s long-term development.
The PSHE curriculum shall continue to support the holistic development of students by fostering personal, social, and civic values. The integration of National Security Education ensures that students not only acquire academic knowledge but also develop a strong sense of national identity and responsibility. Through inquiry-based learning and experiential activities, students are empowered to become informed, engaged, and security-conscious citizens who understand their place in the world and their role in safeguarding it.
The Science Key Learning Area (KLA) at STC emphasises the integration of scientific knowledge with National Security Education (NSE) within the curriculum. The departments of Integrated Science, Biology, Chemistry, and Physics work collaboratively to provide students with a rich learning environment that nurtures inquiry, critical thinking, and awareness of national security issues, fostering respect for our cultural heritage and our Motherland.
Key Learning Objectives from different science subjects related to NSE:
Integrated Science
- To align with students’ learning needs and facilitate a gradual learning process, different fields of security are introduced in various topics, such as Resource Security in ‘Energy’ and Ecological Security in ‘Balance of Carbon Dioxide and Oxygen in Nature’.
Biology
- Students participate in a variety of activities and experiences that deepen their understanding of our country and culture, fostering an appreciation for the environment and respect for our Motherland.
Chemistry
- Students develop an awareness of and a sense of responsibility for safeguarding national security in various aspects, such as in the handling of chemicals and learning about the consequences of using fossil fuels.
Physics
- Elements for public safety are introduced in topics such as nuclear energy. Further knowledge on our Motherland is shared in lessons. An example is on the recent development of aerospace science in China.
The following are some elements of NSE that have been incorporated into the Science KLA:
| S1 | Foster an understanding of the ecological environment and the relationship between biodiversity and humanity. (Integrated Science)Cultivate an awareness of renewable energy applications through engaging in activities, such as the solar car workshop. (Integrated Science) |
| S2 | Enhance comprehension of agricultural methods by immersing students in hands-on experiences, such as growing vegetables using hydroponic technology. (Biology)Emphasise the significance of preserving the natural environment and sustainable resource management. (Integrated Science) |
| S3 | Introduce hazard warning labels and safe storage and handling of chemicals (Chemistry) |
| S4 | Understanding the importance of striking a balance between human needs and a sustainable environment through the topic ‘Ecosystem’. (Biology)Understanding the limited reserves of metals and their conservation in China, and evaluating the recycling of metals from social, economic, and environmental perspectives. (Chemistry) |
| S5 | Understanding the recent developments in aerospace science in China (such as the moon mission and the planning of the space station) when covering the topics ‘Circular Motion’ and ‘Gravitation’. (Physics)Understanding the importance of the influence of genetic engineering on the safety of our daily lives (Biology). |
| S6 | Understanding the use of nuclear energy in China and recognising the importance of relevant safety measures. (Physics) |
To further integrate NSE themes, various activities are organised for students to learn outside the classroom.
Highlights of activities:
Several cross-curricular activities are arranged annually, including Science Week, where students explore themes like ‘Aviation’ and ‘Health Science’. During this week, they gain knowledge related to key areas of National Security. Areas covered include Military Security and Food Security.
The cross-subject STEM activity on the ‘Hong Kong-Zhuhai-Macao Bridge’ focused on the bridge’s design and construction. In Integrated Science classes, the focus was on ‘forces’, while CES teachers discuss the living circle of the Guangdong-Hong Kong-Macao Greater Bay Area. This is followed by a Straw Bridge Making competition organised by the Physics Club.
Study tours and field trips included the ‘National Water Infrastructure, Culture, and Technology’ event commemorating the 60th Anniversary of the Dongjiang Water Supply to Hong Kong (「識水思源」國家水利建設暨文化科技參訪團 ). This event emphasised relevant technologies from our home country. Visits to Mai Po and Hoi Ha Wan offered immersive experiences that deepened students’ understanding of ecological security.
The ‘Bamboo Eater’ course at Ocean Park allowed students to learn about the habits of Giant Pandas and their conservation. They also gained insights into China’s Space Programme through a visit to the Space Museum.
Talks from local university speakers deepen students’ knowledge about collaboration between organisations and research laboratories in China.
Through these strategies, the Science KLA at Shung Tak Catholic English College equips students with essential scientific knowledge while instilling a strong sense of national identity and responsibility towards our Motherland.
The cultural subjects of Physical Education (PE), Music, and Visual Arts (VA) of Shung Tak Catholic English College incorporate NSE into the departments’ respective core curriculums. Students are exposed to a wide range of activities and experiences in these subjects that help them learn more about our country and culture and build an understanding and appreciation of Chinese culture and a respect for the Motherland.
The departments naturally integrate their respective subject content and NSE themes. Below are examples of key strategies, learning objectives, and practical examples of this integration.
Physical Education (PE)
PE integration focuses on building physical competence, team spirit, and health awareness as foundations for national resilience.
Key Learning Objectives:
- Foster patriotism through traditional Chinese sports, promoting discipline, teamwork, and the respect for rules.
- Encourage a lifelong habit of physical activity to support Hong Kong’s role in national prosperity by having good lifelong habits that result in a healthier workforce, cognitive benefits, community engagement, civic participation, and economic savings through preventive health measures.
Traditional Chinese Games and Sports:
Chinese Shuttlecock Game
Every year, S5 students would learn shuttlecock kicking in the second term. Shuttlecock kicking, known as ‘jianzi’ (毽子) in China, is a traditional game with a rich history that dates back over 2,000 years. Students would learn how to kick it using different styles and they will also be assessed on their performance. PE teachers would introduce the history and development of ‘jianzi’ while teaching this particular sport that improves not only physical fitness but also motor coordination. The sport is also said to enhance muscle and tendon flexibility.
Volleyball
One of the modules of the PE curriculum is on the game of volleyball for all S2 students. As our Chinese national team has been having remarkable performances in international competitions, teachers would present the achievements of our national volleyball teams while teaching different skills related to volleyball.
Life-Wide Activities:
In 2024, a group of S2 students set out for an excursion to the horse-riding school in Tuen Mun. The Jockey Club staff introduced the development of equestrian sport in Hong Kong and on the Mainland. This sport is in fact one of the hardest sports as it demands both athleticism and discipline. Students were given the opportunity to try riding the ponies as they learned more about the sport.
Hong Kong China 7s
In November 2025, all S5 students would have the opportunity to spectate The 15th National Games of the People’s Republic of China The Hong Kong Jockey Club Trophy Rugby Sevens Competition at Kai Tak Stadium at the Kai Tak Sports Park.
After a 12-year absence, both the Hong Kong China Men’s and Women’s 7s teams will participate in this year’s event as the hosts. This is a fantastic opportunity for our Shungtakians to witness the many different teams and talents that will be on display.
Music
The Music Department draws on Chinese musical traditions to cultivate cultural confidence and emotional ties to the nation. Strategies include the organising of training sessions in related instruments and ‘natural connections’ via performances and appreciation, with whole-school events like the Junior Singing Contest, Chinese Instrumental Classes, and Chinese Orchestra.
Key Learning Objectives:
- Enable students to appreciate Chinese music’s role in cultural security and national identity.
- Develop skills in expression and collaboration, linking to artistic participation.
- Promote respect for diversity while prioritising Chinese heritage to foster patriotism.
Examples of Integration:
National Anthem Activities:
Representatives from the choir and a capella team lead the singing of the National Anthem during morning assembly. In music lessons, students explore the history and characteristics of the anthem, including its lyrics, rhythmic patterns, and instrumental usage.
Chinese Folk and Opera:
Students learn about Chinese instruments and the Pentatonic Scale as part of their music education, deepening their understanding of this cultural heritage.
Cross-Curricular Links:
The Music Department collaborates with the Chinese Department to feature performances by the Chinese Orchestra during Chinese New Year activities, enhancing cultural celebration.
Life-Wide Activities:
Study tours organised allow students to explore the culture, music, and dance of China in partnership with other departments, broadening their educational experience.
Visual Arts
The Visual Arts Department uses Chinese art forms to explore heritage and innovation, emphasising cultural security through creation and appreciation.
Key Learning Objectives:
- Inspire creativity while deepening understanding of Chinese art’s role in national unity and ecological awareness.
- Encourage responsible citizenship through rule-following in collaborative projects.
Examples of integration
How Memory Stick
This Design and Cultural Studies Art in Chinese Culture Workshop took place from October to December 2024. All S2 students joined the Design and Cultural Studies Programme of ‘How Memory Stick’.
The series of workshops aimed to enrich students’ traditional and contemporary knowledge of Chinese and Hong Kong culture in the development of the culture and the city. Students were inspired as they learned about fashion design through a design app on the iPad.
‘Calligraphy 1000’– Celebrating the Founding of the People’s Republic of China
On 14th September 2024, 15 students from S3 to S4 joined ‘Calligraphy 1000’ in celebration of the 75th Anniversary of the Founding of the People’s Republic of China.
Chinese Seal Making Workshop
20 students from S1 to S4 joined the Chinese Seal Making workshop. They were thrilled to create their own traditional ‘seal’. The workshop was held from March to April 2025. Works were exhibited in Tai Kwun in July 2025.
Collaboration Project – National Security and National Security Education
S1 students joined the Basic Law Comic Drawing Competition. The Visual Arts Department worked hand in hand with the Citizenship and Social Development Department in carrying out this project.
Book Cover Design Competition
This competition for the cover for the Chinese Reading Scheme married the skills of drawing and design with Chinese Calligraphy writing and was held by the Visual Arts Department in collaboration with the Chinese Language Department.All S1, S2, and S3 students designed their own book covers with a Chinese Art element. Students were attentive as they put ink to paper. Their designs showcased their style and their creativity.
At STC, we offer two subjects in Religious Studies: Ethics and Religious Education (S1-S6) and Ethics and Religious Studies (S4-S6, HKDSE). As a Diocesan school, we follow the Religious and Moral Education (RME) curriculum set by the Education Bureau.
The Diocesan Synod aims to guide students to adopt Christ’s exemplary character, encouraging them to develop a positive outlook and a commitment to serving underprivileged groups. Values education is therefore essential.
To enhance students’ understanding of values, we integrate various activities into our curriculum to explore elements of Chinese culture and traditional stories and connect them to the values we teach. The following are examples:
| S1 | Understand the differences in beliefs about the afterlife between Chinese culture and Catholicism. Learn and practice the values of saints and pray for the departed.Through the Parable of the Prodigal Son, gain insight into God’s love and forgiveness, and explore the concept of forgiveness in Chinese culture.Pilgrimage to Ss. Peter and Paul Church to connect with our roots. |
| S2 | Use Confucius and the Old Testament story as examples to help students understand the true meaning of freedom and the importance of taking responsibility for their actions.Explore the traditional Chinese perspective on ‘respect’ and encourage students to emulate Jesus’ attitude of respecting others.Discuss the traditional Chinese cultural view of life, emphasising our responsibility to care for all living beings and to love and protect vulnerable lives. |
| S3 | Learn to emulate the love the Jesus had for one’s own country and people.Strengthen the ability to analyse religious and moral issues, critically reflect on personal life experiences, and establish an ethical framework as the basis for moral judgment and choice.Understand the concept of creation in Chinese culture and compare it with Catholicism. Learn to respect all life in our world. |
| S4 | Understand that humanity is made in the image of God and emphasise the uniqueness and inherent value of everyone. Show that it is essential to respect those around us and embrace our imperfect selves while appreciating the diverse values of life. This is particularly important in Chinese culture, where respect is a core virtue. |
| S5 | Understand how family relationships and personal growth backgrounds shape individual personalities. Learn about the styles behind Chinese and Western family cultures. Explore different types of interpersonal relationships and roles and be willing to make efforts to establish good family relationships. |
| S6 | Focus on gratitude and on giving back to the community as we appreciate the blessings bestowed on us. This aligns with Confucian principles of harmony and respect. |
Banners and posters of some faithful Catholics in China who embody our Shungtakians character strengths are posted up along the corridors and in classrooms so students can learn more about these individuals.
Visits to Catholic churches in Guangzhou and Macau allow us to gain a deeper understanding of the history and culture of our country. Tours related to the Belt and Road initiative would be organised to extend learning.
Through various activities and the knowledge we impart in our curriculum, our students will gain a better understanding of Chinese culture and be good citizens of our country.
The Technology Key-Learning-Area at Shung Tak Catholic English College is committed to fostering students’ understanding of national identity, cultural heritage, and the important relationship between Hong Kong and the Mainland. Through carefully designed curricula and authentic learning experiences, NSE is seamlessly integrated across all subjects within the KLA, enabling students to develop a deep appreciation for Chinese culture, technological achievements, and economic contributions while building essential 21st-century skills.
Living Art introduces junior form students to the richness of Chinese culinary and craft traditions, creating meaningful connections between cultural practices and national identity. Through hands-on experiences, students develop both practical skills and cultural awareness.
In exploring Chinese dining culture, students learn proper table manners for Chinese meals and master the correct techniques for using chopsticks. These seemingly simple practices connect students to centuries of cultural tradition and social etiquette that remain central to Chinese identity. Students also examine food classification systems and food sources, understanding how traditional Chinese cuisine reflects geographical diversity and agricultural heritage across different regions of China.
The study of Chinese festivals and their culinary traditions provides students with deeper insights into cultural continuity and community values. Students investigate the historical significance of festival foods and their symbolic meanings, learning how these traditions strengthen family bonds and cultural identity. A highlight of this module is the exploration of Chinese stir-frying techniques, where students delve into culinary history dating back to the Eastern Zhou dynasty. Through collaborative group projects, students research topics ranging from the origins of the wok and the concept of 鑊氣 (wok hei) to traditional cooking techniques including velveting, marinating, and sauce preparation. Students then apply their knowledge by designing and cooking authentic Chinese stir-fry dishes in groups, experiencing firsthand the practical wisdom passed down through generations of Chinese cooks.
Chinese textile arts form another important component, where students explore the history and regional styles of Chinese embroidery, a craft that has been designated as intangible cultural heritage. Students learn traditional embroidery stitches and apply these skills to design personalized applique bags, connecting historical craftsmanship with contemporary creativity. This hands-on approach helps students appreciate the artistic sophistication and cultural significance of traditional Chinese textile arts.
STEM Education strategically incorporates Chinese scientific heritage and contemporary technological achievements, helping students recognize China’s longstanding contributions to human knowledge and its current leadership in innovation.
Students explore the history of Chinese aeroplanes, investigating how early Chinese inventors began to develop the concepts of flight and aerodynamics. This module highlights significant milestones in aviation history, showcasing how traditional Chinese designs laid the groundwork for modern aeronautics. As part of their learning, students participate in a Wooden Aeroplane project, where they apply principles of physics and engineering by designing and constructing their own wooden aeroplanes. This hands-on experience connects them with China’s historical innovations in flight and fosters critical thinking and problem-solving skills essential for the 21st century.
In addition, students learn about local culture, particularly focusing on the topic of the Hong Kong Minibus. They explore the history and development of this unique aspect of local transportation culture. As a practical application, students create Minibus Plates, a souvenir and an appreciation of a vital transportation service in Hong Kong.
Senior form BAFS students engage with critical economic topics that illuminate the interdependence between Hong Kong and the Mainland, and in so doing develop an understanding of how this relationship shapes our city’s prosperity and future.
The curriculum examines trade partnerships, highlighting that the Mainland is Hong Kong’s largest trading partner while Hong Kong ranks as the Mainland’s third largest trading partner. In the study of the Closer Economic Partnership Arrangement (CEPA), students learn how this framework facilitates trade and investment between Hong Kong and the Mainland, creating mutual economic benefits.. This reciprocal relationship demonstrates Hong Kong’s strategic importance in China’s international trade network.
The module on Hong Kong as a funding center explores how Hong Kong serves as the premier capital-raising platform for Mainland enterprises, with many major Chinese companies choosing Hong Kong for their initial public offerings and continued financing activities. This positions students to understand Hong Kong’s unique role within China’s financial architecture.
Students also learn about the Belt and Road Initiative, examining how this comprehensive development strategy creates opportunities for Hong Kong businesses and professionals to participate in regional infrastructure development and international cooperation. These discussions help students envision their potential contributions to national development while recognizing Hong Kong’s distinctive advantages under “One Country, Two Systems.”
The ICT curriculum emphasizes digital citizenship, ethical technology use, and legal frameworks that protect innovation and national interests in the digital age.
Intellectual Property and Copyright Education helps students understand how legal protections encourage innovation and creativity. Students evaluate information sources for reliability, accuracy, and potential bias, developing critical thinking skills essential for navigating the modern information landscape. This includes fact-checking techniques that combat misinformation and protect social stability.
In exploring emerging technologies, students recognize both the benefits and ethical implications of artificial intelligence applications in smart homes, knowledge creation, and artistic endeavors. They examine potential concerns including academic integrity, copyright infringement through improper use of generative AI, and the consequences of excessive technology dependence. Students develop frameworks for ethical technology use that balance innovation with social responsibility.
The module on Internet Security and Privacy addresses threats from the users’ perspective, discussing privacy protection strategies, authentication and authorization systems, and encryption technologies that prevent eavesdropping and interception. Students learn to validate information authenticity and reliability, skills that contribute to cybersecurity awareness and protection of sensitive information. These competencies are increasingly important as digital threats evolve and national security extends into cyberspace.
To deepen constitutional knowledge, students participate in the Constitution and Basic Law Online Competition, engaging with legal foundations that govern Hong Kong’s relationship with the nation and protect the “One Country, Two Systems” framework.