New Senior Secondary
History Curriculum
(Secondary 4-6)
Understanding and Interpreting the Curriculum
Background
•The NSS History Curriculum framework was
formulated alongside the report on the New
Academic Structure for Senior Secondary
Education and Higher Education – Action
Plan for Investing in the Future of Hong
Kong
•It is one of the six elective subjects in the
PSHE KLA
•It shares all the generic skills involved in the
study of humanities subjects, such as critical
thinking and enquiry, and aims to develop in
students the essential skills of historical
investigation during the three years of study
Interface with Junior Secondary Education
• The study of History at senior secondary
level is based on knowledge of history that
students should have acquired at junior
secondary level as well as
the
understanding
of
the
patterns
of
development in historical periods of
national and world history that student
acquired in taking other related PSHE
curricula such as “Integrated Humanities”
and “ History and Culture”.
• It also builds on the skills of chronological
thinking, historical comprehension, empathy,
enquiry, critical thinking and communication
that students should have developed at junior
secondary level.
• It also enables the students to further develop
an enquiring mind, an attitude of respect for
and tolerance of different opinions, and a
sense of balanced judgment and objectivity,
which should have been cultivated through the
study of History or other related PSHE
curricula at junior secondary level.
Interface with Post-secondary Pathways
• The study of History provides prospective
university students with a sound conceptual
framework and knowledge of the 20th Century
world
• It provides them with skills needed for
studying subjects of their personal interests in
the fields of humanities, social sciences or
even business management.
• It also provides them with research skills to
sign up courses in heritage studies,
archaeology and anthropology in their
university studies.
Understanding the Curriculum
The compulsory part of the curriculum takes
the form of themes subdivided into topics.
•It focuses on the study of local, national,
regional and global developments of the
20th century world.
•It evolves from the existing S4-5 History
curriculum with an introductory part
constitutes approximately 10 contact hours
on the ‘Introduction to the Making of the
Modern World” to make the curriculum
more integral.
•It constitutes two-third of the curriculum
and occupies approximately 190 contact
hours.
The Electives of the curriculum aims to
introduce to students other approaches to
history that could be more relevant to their
needs, interests and ability level.
• It constitutes one-third of the curriculum
and occupies approximately 40 contact
hours.
• Another 25 contact hours will be allocated
to other learning activities e.g. field visits
or museum visits.
• Students are require to choose from ONE
of the three Electives
Elective 1 : Comparative studies
• focus on related aspects and course of
development in different countries or
regions
• to promote generalization of trends or
patterns in history
• stimulating enquiries into the uniqueness
of specific events.
Elective 2 : Issue-based studies
• Enables students to demonstrate their
understanding of key historical concepts
and their mastery of major skills of an area
that interests them
• An issue-based approach helps promote
students’ reflective thinking and awareness
of communal and world issues and to
enhances their commitment to resolving
these issues.
Elective 3 : Local and Heritage Study
• cater for students who have developed
interest in our local community and
heritage education
• prepare students for job-related studies or
employment in areas relating to heritage or
tourism.
A Diagrammatic Presentation of
NSS History Curriculum
Framework and Assessment
Compulsory Part
Elective Part
The Making of the Modern World
+
Values and
attitude
1. Comparative studies
Modernisation and Transformation in 20th
century Asia
Conflicts and Cooperation in 20th century
World
2. Issue-based studies
3. Local and heritage studies
Historical thinking Skills
Chronological
thinking
Historical
comprehension
and analysis
(one of the following)
Historical
enquiry
Historical
interpretation
Organization and communication
Assessment :
Internal assessment
Public assessment SBA
Assessment:
Internal assessment
Public Assessment – SBA
Public Examination
Organization and communication
Progression of Studies
• In order to give students a chance to explore their
interest in History at S4, teachers should provide
students with a “taster” of this course.
• Basic historical concepts such as chronology,
cause and effect, and continuity and change are
introduced in the introductory part of the
curriculum i.e. “Introduction to the Making of
the Modern World”
• Teachers will have the discretion to decide
whether to start with Theme A or Theme B in S4,
as the study of either Theme can help students to
develop the skills of detecting bias, analyzing and
interpreting
historical
information,
and
formulation opinions on historical issues.
• By the end of S4, students should be able to
present logical and coherent arguments, and to
apply basic historical knowledge and skills in
everyday life. They will then decide whether to
continue studying History or not.
• Those who decide to continue studying History
and complete the Compulsory Part of the
curriculum can apply the knowledge, concepts
and skills that they have acquired to the study of
an elective based on their personal interests and /
or needs.
A Diagrammatic Presentation of Progression of Studies
Junior Secondary Studies
(S1-3 History / Chinese History / History and Culture /
Integrated Humanities, etc)
S4
NSS History Curriculum
Compulsory Part
(Introduction + Theme A/B)
S5 and S6
S5 and S6
S5-6
other
academic
subjects
NSS History Curriculum
Applied
Learning
(Theme A+B+
one Elective)
Interpreting the Curriculum
Compulsory Part
“Introduction : The Making of Modern World”
• to introduce to students the historical
background to the modernization and
transformation of Asia in the 20th Century.
• to promote the understanding of the conflicts
and cooperation in the 20th Century world
among students through examining the
relationships among the major Western
powers in the 19th Century.
Note:
This part of the curriculum forms an
essential background to the understanding
of the 20th Century history but will not
constitute as one of the area to be examined
during the public examination.
Elective 1 & 2
Comparative studies and
Issue-based studies
• focus on different approaches to history
• topics could be derived from either
Theme A or Theme B
Elective 3
Local and heritage studies
• cater for students who have special
interest in the history of our local
community and / or in heritage studies.
• prepare students for further studies in
the fields of culture , heritage and
museum management
Note :
Schools offering the NSS History
Curriculum have to offer the three Electives
to all students.
Students will have the choice of opting
either ONE of the Electives.
http://www.edb.gov.hk/index.asp
x?langno=2&nodeid=3206#3219