Cross-curricular learning offers an innovative learning mode to help students develop knowledge and generic skills and their capabilities to integrate all of them. Through interesting cross-curricular topics, learning activities stimulate students’ thinking and promote flexible application of knowledge in different domains in the problem solving process. In lesson planning, teachers encourage students to inquire, analyze data and learn to present their learning outcomes in groups.
Everyday life situations: where learning begins and knowledge is applied
The world is facing many complicated and challenging problems. Our students must be able to combine knowledge of various fields of specialty and deal with the challenges by thinking out of the box. Thus, our cross-curriculum design includes real-word problems and requires our students to make use of knowledge in different domains to come up with and actualize their solutions.
Big Sale Day
The school organizes the Big Sale Day on the day before the School Anniversary Celebration annually. With the guidance of the teachers, students of BAFS and Economics electives have to run a shop with their subject knowledge. Students have to apply what they learn in BAFS to write business proposals and financial reports before and after the event respectively, reporting and analysis how their business has been operated. Students also need to make use of the Law of Demand in Economics to analyze and adjust the product prices.
Flexible application of cross-discipline knowledge
The traditional curriculum emphasizes domain framework, while the cross-curricular learning emphasizes on the combination of various subject knowledge, guiding students to have flexible application of knowledge in different domains in the problem solving process. The Learning and Teaching Committee centralizes the coordination of curriculum design and the subjects collaborate according to themes.
Food Science Project
After students learn about food science from the perspective of Home Economics and Science, they are encouraged to create new recipes with their creativity. The course adopts Design Thinking as the paradigm. Students have to consider how to improve chocolate formulas, such as to lower calories without losing sweetness or to increase antioxidant capacity to meet the needs of different users. They present their research results in groups with the speaking skills they have learned in English lessons.
Multifarious learning to unearth students’ potentials
In each cross curricular learning project / module, students can experience different learning modes, e.g. inquiry based learning, experiential learning, product based learning, etc., where their potentials in multiple intelligences can be fully stretched. It helps them construct knowledge through a variety of learning activities.
Nurturing creativity from product-based learning
Assisted by Mr Lam Yuk Fai, Executive Director of Art Building Character (ABC) Foundation Limited, our S.3 students learnt how to design and sew qipaos. With the teaching of our Visual Arts teacher in fashion design drawings and our Home Economics teacher in sewing skills, our students showcased their creativity and craft by building on the traditional features of qipao.
Incorporation of value education to nurture well-rounded students
Teachers make use of everyday life events and integrate various domains in value education, including civic education, life education, education for sustainable development, etc. in our school-based cross-curricular curriculum, so as to provide students with all-round learning experience conducive to their whole-person development. The curriculum design also combines the elements of values and attitudes. Some curriculum examples are tabulated as follows:
|Level||Subjects||Content||Moral, Civic and National Education||Values and Attitudes Education|
|S1||Chinese Language, Chinese History, and Liberal Studies||The change in Kowloon City||Civic Education, etc||“Respect for Others”, “Care for Others”, etc|
|S1||Science, English Language||Water filtering in the community||Education for sustainable development, etc||“Integrity”, “Care for Others”, etc|
|All||Physical Education, Home Economics, Chinese Language, Biology||Health Day||Health Education, etc||“Perseverance”, “Appreciation”|
|Theme: Social Care|
|S1||Chinese Language, Chinese History, and Liberal Studies||The change in Kowloon City (social harmony)||Project based|
|S1||Science, English Language, CLIL||Domestic water filtering||Inquiry based|
|Theme: Art and Beauty|
|S1||English Language, Music||S1 musical||Experiential|
|S3||Visual Arts and Home Economics||Cheongsam design||Product based|
|Theme: STEM and innovation|
|S2||Science, Home Economics, English Language||Food Science Project||Product based|
|S3||Mathematics and Physics||DIY telescope||Inquiry based|
|S2||History and Home Economics||History of food||Inquiry based|
|S2||Geography and Liberal Studies||City Gallery Project||Experiential|
|S4||English Language and Liberal Studies||View to Views||Project based|
|S4||Economics and BAFS||Big Sale Day||Experiential|
|All||Physical Education, Home Economics, Chinese Language, Biology||Sports for All Day||Experiential|