Curriculum Framework
Theme 1: Hong Kong under “One Country, Two Systems”
| Topic | Learning Focus |
| The meaning and implementation of “one country, two systems | >>Brief introduction to the origin of the question of Hong Kong (the three unequal treaties and the background) and the process of Hong Kong’s return to China >>Constitutional relationship between the country and the Hong Kong Special Administrative Region (HKSAR) (China has indisputable sovereignty and jurisdiction over Hong Kong), legal basis of “one country, two systems” and the Basic Law >>Significance of safeguarding national security (i.e. a holistic approach to national security); the National Security Law and promoting long-term development of Hong Kong; and striking the balance between rule of law and human rights >>Political structure of the HKSAR >>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 |
| Situation of the country and sense of national identity | >>Brief introduction to 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) and stipulations as stated in Annex III to the Basic Law >>Achievements of the country in different areas in recent years (new high-end technologies, medical care and public health, culture and education, infrastructures, poverty eradication) >>Benefits and contributions of the HKSAR’s participation in national affairs: >>benefits: the country’s policies supporting the development of Hong Kong; enabling Hong Kong to have the advantage of “one country, two systems” >>contributions: Hong Kong 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 |
| Characteristics of cultural diversity of the Hong Kong society | >>Factors shaping the characteristics of cultural diversity with Chinese culture as the mainstay in the Hong Kong society: brief introduction to the development of Hong Kong, the impact of Chinese traditional culture integrating with different cultures on the Hong Kong society >>Positive significance of the characteristics of cultural diversity to the Hong Kong society: promoting inclusion of cultures, facilitating cultural innovations and reflections, promoting harmony among different ethnic groups, nurturing citizenship rooted in Chinese culture with a global perspective |
Theme 2: Our Country since Reform and Opening-up
| Topic | Learning Focus |
| Change in people’s life and overall national strength | >>Brief introduction to the development of China’s reform and opening-up (key stages) and related strategies >>Changes and enhancement of people’s quality of life (income, mode of consumption, educational level, standard of medical care, life expectancy, poverty eradication, etc.) >>Enhancement of overall national strength (economy, culture, natural resources, education, technology, national defence, etc.) |
| The development of our country and the integration of Hong Kong into the overall national development | >>The focuses and policies of the recent Five-Year Plans of our country, and the connection of these focuses and policies with the promotion of the development of our country and Hong Kong >>The development plans and policies related to Hong Kong (the development of the Greater Bay Area, The Mainland and Hong Kong Closer Economic Partnership Arrangement (CEPA)) and the relationship with the promotion of the development of Hong Kong |
| Participation in international affairs | >>The notion of multifaceted diplomacy since the 21st century >>Actions and initiatives: rescues of various nature and assistance to other countries; setting up international organisations and organising international forums; the Belt and Road Initiative >>Impact of participation in international affairs on the country’s overall development, and the active role played by Hong Kong |
Theme 3: Interconnectedness and Interdependence of the Contemporary World
| Topic | Learning Focus |
| Economic globalisation | >>Interdependence of economies of all countries and cooperation of international economic organisations; development of multinational corporations, global labour and financial market integration; development of new economies and the impact on individuals (consumption and employment) and the development of Hong Kong and our country |
| Technological development and information literacy | >>Brief introduction to the latest technological development around the world: artificial intelligence, big data, cloud storage of data >>Development features of information technology: the Internet, social networking sites, instant messaging software >>Relationship between information literacy and positive values; identifying false information; morals and conduct in using technologies; observing the relevant laws |
| Sustainable development | >>The rationale of sustainable development and the practical experiences of environmental conservation of our country, Hong Kong and other regions >>The roles and responsibilities of different stakeholders in 26 promoting environmental conservation |
| Public health and human health | >>Functions and roles of the World Health Organization in global public health matters >>Contributions of our country and Hong Kong to global public health (particularly in preventing and controlling infectious diseases) >>Individuals’ responsibilities in promoting public health (particularly in responding to infectious diseases) |
Major Objectives
Citizenship and Social Development aims to help students develop a broad knowledge base and foster their sense of national identity with global perspective through studying topics related to Hong Kong, the country and the contemporary world.
It also aims to enhance students’ critical thinking, rational analysis and problem solving skills, as well as develop positive values and attitudes.
Students are expected to apply these in daily life and become informed and responsible citizens with a sense of national identity and global perspective. These are the competencies for students to live and work in the 21st century.
Generic Skills and Positive values
The design of the Citizenship and Social Development curriculum is built on the learning outcomes in basic education at the primary and junior secondary levels, including the knowledge, skills and attitudes acquired from the Key Learning Areas of Personal, Social and Humanities Education, Science Education, and Technology Education.
Through the study of contemporary topics, students further broaden their knowledge and develop their generic skills, including critical thinking skills, problem solving skills and independent thinking skills, which equip them for lifelong learning and future development.
In addition, this subject helps students cultivate civic literacy, social awareness, knowledge and analytical ability, which enable them to learn effectively and make wise decisions in the ever-changing and challenging environment.
Citizenship and Social Development also emphasise the cultivation of positive values (e.g. “Respect for Others”, “Responsibility”, “Law-abidingness” and “Empathy”) and behaviours which meet social expectations in students as well as guide them to differentiate right from wrong, make responsible decisions and understand their roles and responsibilities / obligations that individuals should undertake in society, the country and the world.
For your reference
Citizenship and Social Development 