An Overview of the 20-hour S1 Full Program of Secondary One Curriculum
Construct / Unit / Unit Aims / Learning Targets1. Bonding / Be Both Friend And Tutor
(BO1.1)
(30 minutes) / To establish a sound relationship between the instructors and the students and among students so as to encourage active participation / (1) To become acquainted with the instructors
(2) To understand the importance of instructors and friends
(3) To know more about three classmates whom one does not know well or not familiar
The Power of Personality
(BO1.2)
(30 minutes) / To enhance students’ understanding of their own personality and to investigate the effect of personality on interpersonal relationships / (1) To learn about three major types of personality
(2) To understand the effect of personality on interpersonal relationships
Looking for Friends at the Crossroads
(BO1.3)
(30 minutes) / (1) To show students how to recognize desirable friends from undesirable ones and encourage them to choose the right friends and establish a healthy relationship
(2) To show students the required skills to resist temptation / (1) To identify the determinants for desirable and undesirable friends
(2) To practice refusal principles and skills
Sail on Together
(BO1.4)
(30 minutes) /
To establish trust among the students
/(1) To understand the importance of trust in friendships
(2) To practice skills that establish or promote trust between classmates2. Social Competence / China And Me
(SC1.1A)
(30 minutes) / To get students acquainted with China and enable them to develop a national identity / (1) To familiarize students with the National Anthem of the People’s Republic of China
(2) To develop a positive Chinese identity
My Nation And I
(SC1.1B)
(30 minutes) / To enable students to develop their national identities while living in Hong Kong / (1) To develop students’ national identities
(2) To understand the importance and ways of living in unity with people from different countries
Brighten upHong Kong
(SC1.2A)
(30 minutes) / To get students acquainted with Hong Kong and enable them to develop a positive Hong Kong identity / (1) To familiarize students with the Regional Flag of HKSAR and National flag of the People’s Republic of China
(2) To develop a positive Hong Kong identity
We love Hong Kong
(SC1.2B)
(30 minutes) / To get students get acquainted with Hong Kong and prompt them to think about what they can do for Hong Kong / (1) To become familiar with the Regional Flag of Hong Kong
(2) To identify ways of contributing toHong Kong
3. Emotional Competence / Emotion Dictionary
(EC1.1)
(30 minutes) / To help students acquire a basic understanding of emotions and increase awareness of their own emotional experiences / (1) To talk about basic concepts of emotions
(2) To articulate one’s emotional experiences
True Feeling
(EC1.2)
(30 minutes) / To help students identify different emotional experiences and different ways of emotional expression / (1) To distinguish between emotional states
(2) To express and experience emotions in different ways
4. Cognitive Competence / The Brain: Human Software
(CC1.1)
(30 minutes) / To help students differentiate rational, creative and critical thinking, and to understand the importance of self-reflection / (1) To think rationally, creatively and critically
(2) To identify the basic concepts and the importance of self-reflection
Cyber Love?
(CC1.2)
(30 minutes) / To guide students to apply rational and creative thinking in daily life / (1) To apply rational thinking to the issue of “making Net friends”
(2) To apply creative thinking to the issue of “making Net friends”
5. Behavioral Competence / Good for Me?
(BC1.1)
(30 minutes) / To help students identify two different types of criticism, and encourage them to use constructive criticism / (1) To differentiate constructive criticism from destructive criticism
(2) To understand the drawbacks of using destructive criticism
(3) To learn skills for making constructive criticism
How to Say?
(BC1.2)
(30 minutes) / To help students develop the habit of apologizing when they have done something wrong to others / (1) To be able to make an apology (both verbally and nonverbally)
(2) To understand the importance of apologizingafter doing something wrong in social interaction
6. Moral Competence / Who Should Board First?
(MC1.1)
(30 minutes) / To enable students to understand the meaning of fairness and encourage them to maintain fairness in daily life / (1) To understand the importance of co-operation in maintaining fairness
(2) To understand the moral issues in maintaining fairness in our society
On the Same Bus
(MC1.2)
(30 minutes) / To help students to understand the importance of social conscience, and encourage them to behave themselves and be considerate in public places / (1) To distinguish between proper and improper behaviors
(2) To understand the importance of being self-disciplined and considerate in public places
7. Self-Efficacy / Born with Talents
(SE1.1)
(30 minutes) / To learn to identify self-efficacy in different domains / To recognize one’s self-efficacy in academic, social, appearance and living habits
Yes, I Can!
(SE1.2)
(30 minutes) / Toexperience self-efficacy through enactive attainment / (1) To experience success
(2) To identify past successes
A Big Hand for ME!
(SE1.3)
(30 minutes) / To enhance self-efficacy by helping students understand the feelings and intentions behind parents’ discouraging words / (1) To understand parental expectations and strengthen parent-child relationships
(2) To enhance self-efficacy through self-affirmation
Doing It the SMART Way
(SE1.4)
(30 minutes) / To experience feelings of self-efficacy through goal attainment / (1) To set feasible goals
(2) To understand that it is necessary to adjust goals to one’s abilities
8. Prosocial Norms / Rules Rule: Everyone
Has to Get a Clue
(PN1.1)
(30 minutes) / To guide students to define social norms, todistinguish behavioral rules in daily life (inthe family and at school), and to understandthe moral rules in interpersonalrelationships / (1) To enhance students’ understanding of social norms, the importance of complying with rules and the reasons for observing social norms
(2) To enhance students’ recognition that, as well as obeying the law, theyhave to pay attention to and follow certain behavioral rules in theirdaily lives
When in Rome, Do as the Romans Do
(PN1.2)
(30 minutes) / To teach students to define what prosocialnorms are, to identify customs andtraditional practices of different societies,and to understand the dos and don’ts ofinterpersonal relationships / To enhance students’ understanding of the consequences of infringing localcustoms in a foreign society
9. Resilience / Those Were the Days
(RE1.1)
(30 minutes) / (1) To learn to seek help from differentpeople under different circumstances
(2) To help students understand parents’ communication style and to thus promotetrust towards parents and a sense ofbelonging within the family / (1) To learn that they can seek help from different people when theyencounter different types of problems
(2) To recognize the potentially positive messages behind parents’ wordsand actions
The Missing Wallet
(RE1.2)
(30 minutes) / To analyze problems from multiple perspectives and look for different solutions to strengthening their resilience / (1) To practice the skill of “seeing into the core of the matter through creative thinking”
(2) To exploredifferent problem solving strategies
Shaolin Kung Fu
(RE1.3)
(30 minutes) / To enable students to manage one’s emotions in stressful situations and use positive thinking to deal with negative emotions / (1) To identify five techniques to manage one’s emotion in stressful situations
(2) To identify positive thinking that can deal with negative emotions
Classroom Conflicts
(RE1.4)
(30 minutes) / To guide students to find out causes of conflicts using different strategies and tackle them calmly, and strengthen their resilience and ability to identify what a bystander should do / (1) To find out at least three causes leading to conflicts or three factors that can cause conflicts
(2) To understand the fact that a bystander plays an important role in conflicts
(3) To identify the five common approaches to handling conflicts
10. Self-determination / Autonomy License
(SD1.1)
(30 minutes) / To understand the meaning of autonomyand discover the degrees of autonomyapproved by parents / (1) To understand the meaning of autonomy
(2) To comprehend the scope of autonomy and the pre-requisites forexercising it
A Wise Move
(SD1.2)
(30 minutes) / To explore vital areas in decision making inorder to be able to make positive decisionsin daily life / To learn that one should consider and analyze others’ opinions and theconsequences of making a choice
The Dream Train
(SD1.3)
(30 minutes) / To enhance students’ competence inself-determination by setting optimal andfeasible goals / To master skills in goal setting and goal adjustment
The MQ Bakery
(SD1.4)
(30 minutes) / To help students cultivate their interests andlearn new skills by exploring their multipleintelligences, and learn to win parentalsupport / (1) To analyze one’s multiple intelligences and explore one’s interests
(2) To make a practical plan for interest cultivation and understand theimportance of winning parental support
11. Spirituality / My Favorite?
(SP 1.1)
(30 minutes) / To facilitate students to think about their life priorities / To reflect on materialistic values and to weaken them
Under the Same Roof
(SP1.2)
(30 minutes) / To develop a passionate attitude toward nature / (1)To reflect on our relationship with nature
(2) To appreciate the beauty of nature
12. Clear and Positive Identity / If I Were the Boss
(ID1.1)
(30 minutes) / To understand the importance of norms inthe classroom and the family, and todevelop a sense of security and bondingtowards school and the family; and toencourage students to respect and complywith rules in different social settings / (1) To understand the process of, and to anticipate obstacles in the processof, setting up rules
(2) To understand the importance of complying with rules
Know Yourself, Know Others
(ID1.2)
(30 minutes) / To enhance students’ understanding ofthemselves, their family and the peoplearound them, and encourage students torealize that their character can be shaped bythe people around them / (1) To understand one’s character
(2) To understand that people who are important and close to you caninfluence the development of your character
Proud of Myself
(ID1.3)
(30 minutes) / To help students recognize their uniquequalities and admire themselves / (1) To help students discover their qualities
(2) To help students grasp how to discover their qualities by variousmethods and from different points of view
Share with You
(ID1.4)
(30 minutes) / To help students understand they canestablish their identities by sharing andexchanging experiences with different people / (1) To understand that people reveal themselves to varying degrees
(2) To understand that opening ourselves to others is a way ofself-understanding and establishing our identities
13. Beliefs in the Future / Good Or Bad?
(BF1.1)
(30 minutes) / To enable students to differentiate optimistic and pessimistic explanatory styles, and to encourage them to use suitable explanatory styles in daily life / To understand the advantages and disadvantages of being optimistic and pessimistic
Life Compass
(BF1.2)
(30 minutes) / To enable students to develop a belief in the future, and to encourage them to adopt a positive view in identifying life orientation /
(1) To recognize the importance ofbeliefs about the future
(2) To have positive beliefs about the future in study, family and peer aspects, and to identify the things they can, might, need to and want to do in the future in these areas
14. Prosocial Involvement / What are Community Activities?(PI1.1)
(30 minutes) / To understand the benefits of participating in community activities for the society and for one’s personal development / (1) To understand the definition of community activities
(2) To realize the benefits of participating in community activities for the society and for one’s personal development
Avoid It Like the Plague: Say No to Wrongs
(PI1.2)
(30 minutes) / To understand the meaning of antisocial activities, and the motives behind participation in them; and to distinguish between prosocial and antisocial activities / (1) To understand the definition of antisocial behaviors
(2) To learn to distinguish between prosocial and antisocial behaviors
Community Activities in Schools
(PI1.3)
(30 minutes) / To learn about activities that are productive to school life and their positive effects; and to encourage students to make more contributions to their school / To understand activities that are productive to school life and their positive effects
Community Activities for the Society
(PI1.4)
(30 minutes) / To learn about community activities outside school and their contributions to the society; and to encourage students to participate in community activities / To understand community activities outside school and their contributions to the society
Note. The 10-hour Core Program consists of the units from Constructs 1-8.