History, Geography, Chinese History, Bible, Tourism and Hospitality Studies (Senior Form), Ethics and Religious Studies (Senior Form)


The Faculty of Humanities is composed of Bible, Chinese History, Geography, History, Ethics and Religious Studies (ERS), and Travel & Hospitality studies (THS). For junior secondary, students would have bible lesson once per week throughout the whole academic year while the term-course arrangement of Chinese History, Geography, History enables students to be more focus on one of these subjects within a single time period.

Humanities studies of UCCKE seek to build solid foundations for students’ sound knowledge in various subject areas, as well as skills to connect the past and the present, the natural and the material world. Through various learning activities, students are expected to develop awareness of the diverse ethnic and social value in the society they are living. 


We believe in the Creation of God who is in control of both physical and human world. In societies of diverse ethnic-cultural elements and values, students are to exercise critical thinking skills through inquiring, analyzing and evaluating social and environmental issues in studying humanities subjects. They are also learning to apply values and principles such as respecting God’s justice, human dignity, economic fairness and environmental integrity in various situations. In short, the Faculty is preparing students to be responsible citizens shouldering up the future society in God’s way.


The humanities subjects of UCCKE steer towards ‘learning to learn’ and ‘collaborative learning’ strategies. Learning is skill-based and inquiry approaches are daily practices.
Common characteristics of learning and teaching tasks:

– Evaluating current issues from multiple perspectives – Data analyzing and interpretation
– Group discussion and presentation
– Social research/oral & written presentation

– Small projects
– Relating cause and effects of some phenomena

The acquisition of humanities subject knowledge is not textbook-bound. Learning happens both in and out of classrooms. Field trips, site visits, internet searching, reading and interpreting from various sources are common. There is a wide provi- sion of E-learning platforms. 

Aims and objectives


Students are expected to learn to:

  1. develop an understanding about the changing relationships of people,

    locations and events in the past and how they impact on human society today and in the future;

  2. appreciatethecharacteristicsandvaluesoftheirowncultureandtheinfluenc- es of culture on human life, and develop a respect for the culture and heritage of other communities;

  3. appreciate the interaction between human beings and the environment in terms of the processes and patterns of natural and human features in different places, and participate in sustaining, conserving and improving the environ- ment;

  4. appreciatethattheoptimaluseofresourcesisachievedthroughenterpriseand management, and that people’s participation in economic activities and their ever-changing nature give rise to new work opportunities and conditions;

  5. demonstrateactiveandresponsiblecitizenshipbasedonanunderstandingof the roles, rights and responsibilities of individuals and groups, the importance of social justice and concern for local, national and global issues, and a respect for all of these.

The learning objectives of each subject are provided in greater detail in the individual Department pages. 

The assessment

Assessment is an important element for analysing learning progress of student. It provides feedback to teachers and students for improving teaching and learning. Methods of assessment in the Faculty include the following.

A. Formative assessment (assessment for learning, assessment as learning) – mind mapping
– notes making
– oral and written report after field trips and visits

– individual / group projects

– self / peer assessment – short quizzes

B. Assessment of learning – uniform test
– exam 


History investigates how humans have responded to God’s call to care for and unfold the earth. The S1-S3 curriculum provides students with the knowledge of a broad range of human experiences stretching from ancient times to modern times. It also seeks to develop skills such as chronological thinking, historical comprehension, empathy, enquiry, critical thinking and communication. On completion of the junior course of history, students should be able to master the ways of constructing a sequence of major histor- ical events, elucidating the relationship between events and people, as well as making logical inferences about cause and effect. 

Assessment Components

a. Quiz
b. Homework
c. Reading assignment
d. Group research and presentation e. Examination 



The study of geography is to enable students to:

  1. developknowledgeandunderstandingofhownaturalenvironmentsinfluence human activities and human activities alter natural environments.

  2. develop lifelong enquiry skills, including the ability to observe and identify issues and problems; ask questions; record, organize, compare, analyze, interpret information and data; present and evaluate the findings, solutions or conclusions.

  3. develop generic skills of communication, critical thinking, problem-solving and creativity.

  4. develop values and attitudes that will enable them to appreciate and show respect for all peoples, and their cultures, values and ways of life; recognize environmental problems and take appropriate action to promote sustainable development.

  5. understandGod’sgracefulandamazingcreations;andlearnhowtomanage the Earth according to His will. 



1. 認識中國重要的歷史事件、人物事蹟、民族發展概況及社會文化面貌; 2. 理解及分析相關的歷史資料,培養研習歷史的能力;
3. 培養優良的品德,以及個人對國家、民族及社會的認同感、歸屬感

4. 培養學習中國歷史的興趣。


1. 整全地認識中國政治演變、民族發展和社會文化的基本史實;

2. 採用不同的方法理解及整理歷史資料,並以求真持平的態度分析及 評價不同的史事,從而培養他們客觀分析與評價史事的能力;

3. 理解不同史事的因果關係及相互影響,了解現今事物的由來、演變 及發展趨勢,進而建立史識,明白歷史鑑古知今的意義;

4. 研習與中國歷史相關的香港發展的重要事件,了解香港的發展歷程 及其與國家發展的關係;

5. 透過對中國社會文化發展、民族交往、中外文化交流、科技發明的 認識,了解、欣賞及承傳中華文化兼容並包、開拓創新的精神,提 高學生對中華民族及文化的情感,並能尊重及關懷不同的文化與承 傳;

6. 透過對歷史人物及史事的認識,培養學生優良的品德,以及對國 家、民族及社會的認同感、歸屬感和責任感。

7. 透過研習史事與採取不同的探究方法,培養學習中國歷史的興趣。 


設平時分及考試分,比例分別佔40%及60%;而平時分包括測驗、 習作、工作紙、閱讀報告、筆記等 



本校聖經課乃所有級別的必修科,旨在創造空間讓學生認識和思考基 督教信仰。一方面培養學生欣賞聖經文學的豐富和造物主偉大的創 造,另一方面挑戰他們以信仰角度反思生命、批判社會,作個勇於承 擔的人。

鑑於學生不同的信仰背景和需要,初中課程分為紅、綠兩組,課題大 致相同,但教學導向和重點各異。

紅組為較成熟、熱心追求的基督徒而設,教授聖經人物和故事內容的 同時,更著重歷史背景及其於以色列歷史中的重要性,以宏觀的角度 幫助學生建立穩固的信仰基礎,在生活中實踐聖經的教導,並參與校 內及所屬教會之事奉。

綠組課程適合慕道和初信者,教學取向和所背誦的經文以福音性為 主,同時亦鼓勵學生多閱讀和分享屬靈書籍,以及參加校內和校外不 同類型的基督教活動。 


a. 作業/工作紙
b. 課堂表現
c. 教會聚會報告
d. 金句背誦
e. 屬靈書籍閱讀報告
f. 小測