Confidential

SCIENCE EDUCATION
KEY LEARNING AREA

SCIENCE (PRIMARY 1 – 6)

Curriculum Framework (Final Version)

Curriculum Development Council

February 2024
(blank page)

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1. Background

Science Education is one of the eight Key Learning Areas in the Hong
Kong school curriculum. It aims to assist students in establishing a solid
foundation of scientific knowledge, and cultivate their scientific literacy.
With the rapid development of science and innovative technology, as well
as the constant changes in society, the ways in which students live and learn
have also changed. In order to keep up with the ongoing renewal of the
school curriculum and the promotion of STEAM (Science, Technology,
Engineering, Arts, and Mathematics) education, science education at the
primary level also needs to keep pace with the times to make the curriculum
more responsive to students’ needs and social development, helping
students better cope with future opportunities and challenges.

The Curriculum Development Council Committee on Science Education

has established the “Ad Hoc Committee for the Development of the
Science (Primary 1 – 6) Curriculum” (Ad Hoc Committee) to review the
current primary science education and develop the Primary Science
curriculum. The Ad Hoc Committee had made reference to the science-
related parts of the General Studies subject, and had taken into account the
development trends in local, national, and international science/STEM
education, while fully considering the future development needs of Hong
Kong students, in order to establish the key focus and content of the
Primary Science curriculum. Throughout the process, the Ad Hoc
Committee had also considered the opinions of various stakeholders
collected by the Education Bureau (EDB) through multiple channels,
including school visits and focus groups, as well as the teaching
experiences gained from the pilot scheme “Enhancing Science and
Technology Learning at Upper Primary Level” implemented in the 2022/23
school year. In February 2024, the Ad Hoc Committee submitted the

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Science (Primary 1 – 6) Curriculum Framework (Final Version) to the
Curriculum Development Council.

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2. Reasons for Introduction of the Primary Science Subject

The Education Bureau has been reviewing the implementation of science

education at the primary level; and presents the reasons for introducing the
Primary Science subject as follows:

․ To align with the national direction of “Invigorating the country

through science and education”, inspiring students’ creativity and
potential in science from an early age
Strengthening the promotion of science education so as to cultivate
students’ curiosity, thirst for knowledge, and imagination, stimulate
their interest and abilities in science, and develop their scientific
thinking to meet the needs of social development and nurture future
talents in scientific research and innovation.

․ To cultivate scientific literacy and deepen STEAM education

Helping students systematically grasp scientific knowledge and
concepts, develop science process skills, and establish fundamental
scientific attitudes. Through “hands-on and minds-on” STEAM
learning activities, fostering students’ spirit of inquiry and fundamental
engineering thinking, and allowing them to understand the
applications of science, technology and engineering in daily life, as
well as integrate and apply what they have learnt in different learning
areas to solve problems in real-life contexts, unleashing their creativity
and innovative spirit.

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․ To improve the interface of science education between primary
and secondary levels in alignment with the overall development of
primary education
Providing a clear positioning for primary science education,
establishing the curriculum rationale for the Primary Science subject,
reorganising the science and technology-related content within the
General Studies subject, and introducing new topics in line with the
development of the times, to enhance the interface between lower
primary, upper primary, and junior secondary levels, implementing a
coherent science education foundation spanning nine years. The
Primary Science subject also aligns with the overall development of
primary education, and promotes health education, life education, sex
education, environmental education, national education, media and
information literacy, etc. in a “life-oriented”, “interesting” and
“diversified” way, to cultivate students’ positive values and attitudes.

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3. Curriculum Rationale

The rationale of the Science (Primary 1 – 6) Curriculum is as follows:

(i) Explore with Curiosity

Science education values exploration and knowledge-seeking,
emphasising the cultivation of students’ curiosity and spirit of inquiry.
Science is about the process of exploring the surrounding environment and
things. By nurturing students’ curiosity about the world and thirst for
knowledge, their interest and motivation in learning can be ignited and
their self-directed learning capabilities can be developed, enabling them to
become active seekers of knowledge and problem solvers. Through the
process of asking questions and seeking answers, students can understand
the principles behind scientific phenomena, cultivate evidence-based
scientific thinking, and enhance logical reasoning abilities.

(ii) Learn through Applying

The rationale of ‘Learn through Applying’ emphasises the “student-
centered approach” and provision of opportunities for students to learn
science joyfully and apply it in practical ways. Science learning should
align with students’ interests and needs. It should foster students’ interest
in science and innovative technology by employing engaging and
interactive teaching methods and “hands-on and minds-on” inquiry
activities, as well as diversified learning experience beyond the classroom.
Furthermore, by connecting what students learn in class with their daily
experiences and contexts, students can appreciate the applications of
science and technology in daily life and apply their scientific knowledge to
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solve real-world problems, cultivating practical skills and problem-solving
abilities.

(iii) Innovate for Tomorrow

The rapid advancement of science and technology plays an active role in
driving social development and improving people’s quality of life.
Through diversified science/STEAM learning activities that cultivate
students’ creativity and innovative thinking, we can nurture future
scientists, engineers, and entrepreneurs in innovative technology who can
propose innovative ideas, solve complex problems, and bring about
positive changes to society, contributing to the nation and Hong Kong. The
rapid development of society has also brought new challenges to everyone.
We encourage students to care about sustainable development issues, such
as environmental conservation and climate change, fostering a sense of
social responsibility. By integrating creative thinking into science learning,
students will be better prepared for the future.

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4. Curriculum Aims

The aims of the Science (Primary 1 – 6) Curriculum is to enable students

to:
 cultivate curiosity and interest in science
 develop the abilities to make inquiries about science and solve
problems
 acquire basic scientific knowledge, science process skills, and generic
skills
 develop the abilities to integrate and apply knowledge and skills of
science and related disciplines
 gain a preliminary understanding of nature of science
 use basic scientific language to communicate science-related ideas
 make reasonable analysis and reasoning on the issues being explored
based on data and logic, and put forward personal opinions
 develop preliminary engineering thinking and practical skills
 recognise the social, ethical, environmental and technological
implications of science, and develop an attitude for responsible
citizenship and a commitment to promote personal and community
health
 cultivate self-directed learning capabilities and become lifelong
learners of science for personal development
 prepare for further deepening of science learning at the secondary level
and future engagement in scientific careers

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5. Curriculum Design Principles

The following curriculum design principles of the Science (Primary 1 – 6)

Curriculum are set out based on the existing "Primary Education
Curriculum Guide" and "Science Education Key Learning Area
Curriculum Guide (Primary 1 – Secondary 6)", and with reference to
curriculum documents such as the "General Studies Curriculum Guide for
Primary Schools (Primary 1 – Primary 6)".

 cultivate students' curiosity and interest in science

 connect with students' daily life experiences
 integrate learning experiences inside and beyond the classroom
 emphasise the importance of “hands-on and minds-on” learning to
develop students' abilities in scientific inquiry and problem-solving
 clearly indicate the science learning content that students should
master at the primary level, so as to facilitate the interface with science
learning at the junior secondary level
 provide specific suggestions for science learning and teaching
activities, including science inquiry, engineering and design activities
 cultivate students' proper scientific attitudes and values

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6. Curriculum Structure

The structure of the Science (Primary 1 – 6) Curriculum consists of three

interconnected components, including Learning Targets, Curriculum
Emphases, and Essential Learning Content. The table below illustrates the
relationship among these components.
Learning Targets
Knowledge and
Skills and Processes Values and Attitudes
Understanding
Curriculum Emphases
Science Inquiry Engineering Design and
Innovation
Essential Learning Content
Strand 1: • Human Health
Life and Environment
• Characteristics of Living Things

• Continuation of Life

• Inter-relationship between Living Things

and the Natural Environment

• Ecosystem

• World under the Microscope

Strand 2: • Properties and Changes of Matter

Matter, Energy and
• Forms of Energy and Energy Transfer
Changes
• Force and Motion

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 Strand 3: • Earth’s Characteristics and Resources
Earth and Space
• Climate and Seasons

• Solar System in the Universe

Strand 4: • Scientific Process and Spirit of Science

Science, Technology,
• Aerospace and Innovative Technology
Engineering and
Society • Engineering and Design

6.1 Learning Targets

The learning targets of this curriculum are to help students discover the
scientific concepts and principles behind everyday phenomena, and
understand how the application of science and technology can improve
human life, through science inquiry and engineering design processes. In
these processes, students can gain a preliminary understanding of nature of
science, acquire scientific thinking and methods, develop scientific
attitudes, and cultivate proper values and a sense of social responsibility.

6.1.1 Knowledge and Understanding

Students should be able to:

 acquire basic scientific knowledge, and understand some common
scientific phenomena, facts and patterns, concepts and principles in
everyday life
 begin applying scientific methods for inquiry and knowledge
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 construction
 use simple scientific vocabulary and expressions
 apply scientific knowledge and technological products to solve simple
problems in daily life

6.1.2 Skills and Processes

Students should be able to:

 make informed decisions based on facts and scientific evidence
 design and conduct simple science inquiries, making observation,
measuring and recording data, reporting results, providing simple
explanations or reasonable inferences based on the results, and
reflecting on the inquiry process
 present data/information using charts and graphic organisers
 communicate ideas using basic scientific language
 use appropriate tools and be familiar with the properties of materials.
 design and make various engineering models and products,
considering both practicality and aesthetics
 apply interdisciplinary knowledge and skills (e.g. mathematics,
programming) in the processes of science inquiry and engineering
design

6.1.3 Values and Attitudes

Students should be able to:

 adopt a rational and objective attitude, as well as a spirit of truth-

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 seeking
 develop healthy lifestyle
 cultivate curiosity and sustained interest in exploring science and
technology
 respect and care for all forms of life and the environment
 show concern for environmental and climate changes, and recognise
the importance of sustainable development
 appreciate the vastness of the universe and understand the importance
of space exploration
 admire some significant figures who have contributed to the world’s
scientific and technological advancements, and learn from their
perseverance in innovation and continuous experimentation
 realise that learning science and technology can improve people's
quality of life
 discover the importance of practicality and aesthetics in engineering
and design
 appreciate the achievements of the nation in the development of
science, engineering, aerospace, and innovative technologies,
enhancing technological confidence
 realise the importance of scientific and technological development to
national interests and national security

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6.2 Curriculum Emphases

The two curriculum emphases that span the entire Science (Primary 1 – 6)
Curriculum are "Science Inquiry" and "Engineering Design and
Innovation". These emphasis are interconnected with the Learning Targets
and Essential Learning Content of the curriculum, and are reflected in the
learning objectives and suggested learning and teaching activities in the
various strands.

6.2.1 Science Inquiry

This curriculum emphasises allowing students to raise questions about

some natural phenomena or objects, and seek answers and discover
knowledge through exploration using scientific methods, thereby
cultivating their curiosity and spirit of inquiry. Science inquiry is not
limited to conducting experiments. Depending on the nature of different
scientific questions, teachers can employ different inquiry methods, such
as seeking patterns, classifying and conducting fair tests, to guide students
in their exploration. At the primary level, teachers can guide students to
explore natural phenomena or objects related to everyday life through four
steps: "Plan”, “Do”, “Analyse” and “Review" (PDAR).

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 • Raise reasonable questions based on observation
• Connect with prior knowledge and propose a hypothesis
that can answer the question of inquiry*
• Plan an inquiry method that can verify the hypothesis
Plan • Predict the results based on the proposed hypothesis and
adopted inquiry method

• Collect evidence/perform verification

Do

• Organise and analyse the results

Analyse

• Explain and report the results

• Reflect on the inquiry method and process
Review

PDAR are sequential steps of inquiry. However, in the daily teaching

process, teachers do not need to require students to complete all the steps
of PDAR by themselves in every science inquiry activity. Teachers can
flexibly arrange for students to participate in and experience different steps
of science inquiry based on the learning topic, lesson design, and students'
levels and abilities, letting students experience the entire inquiry process
progressively. Please refer to Tables 1 to 3 for ‘An Example Demonstrating
the Science Inquiry Process’, ‘Examples of Topics for Science Inquiry at
Different Levels’, and the ‘Vertical Development Framework of Science
Process Skills at the Primary Level’ respectively.

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* Note: Depending on the nature of science inquiry activities, it is not necessary to
propose a hypothesis in all science inquiry activities. Teachers can progressively
introduce this concept to students starting from Primary 3 to Primary 4, according to
their learning abilities and progress.

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 Table 1. An Example Demonstrating the Science Inquiry Process
(Using the Primary 4 learning and teaching activity “Perform a test to find out whether surgical masks can help prevent droplet-borne diseases”
under the topic “Communicable and non-communicable diseases” in Strand 1 “Life and Environment” as an example)
Science Inquiry Process Example
Plan Raise reasonable questions based on Why are people encouraged to wear a surgical mask when having a cold or flu?
observation
Connect with prior knowledge and Colds/flu are respiratory infectious diseases that can be spread through droplets at close
propose a hypothesis that can answer range.
the question of inquiry Wearing a surgical mask helps block droplets and thereby prevent diseases spread
through droplets.
Plan an inquiry method that can verify Conduct a fair test: place a piece of white paper 100 cm away, use a water spray bottle
the hypothesis containing a coloured solution to spray onto the white paper with and without a surgical
mask as barrier respectively, and compare the amount of coloured solution splashed on
the white papers.
(Note: Use a coloured solution that is easily washable)
Predict the results based on the There should be a larger amount of coloured solution splashed on the white paper when
proposed hypothesis and adopted it is not blocked by a surgical mask.
inquiry method
Do Collect evidence/perform verification Take photos to record the splash effect obtained when it is and is not blocked by a surgical
mask respectively
Analyse Organise and analyse the results The results are consistent with the prediction: when it is not blocked by a surgical mask,
there is a larger amount of coloured solution splashed on the white paper. The results of

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 Science Inquiry Process Example
the inquiry support the proposed hypothesis.
Review Explain and report the results Colds/flu are respiratory infectious diseases that can be spread through droplets at close
range. Wearing a mask helps reduce the risk of respiratory infectious diseases spreading
through droplet transmission.
Reflect on the inquiry method and  Using a water spray bottle of which spray intensity will be more representative of
process real-life conditions?
 How far should the nozzle of the water spray bottle be from the surgical mask so to
be more representative of real-life conditions?
 Further investigate the impact of increasing the distance between the surgical mask
and the water spray bottle on the protective efficacy of the surgical mask

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 Table 2. Examples of Topics for Science Inquiry at Different Levels

Suggested type of
Level Topic (Learning objective) Example of inquiry activity
inquiry activity

Properties of matter Test the properties of everyday items, and classify them
P1 Classification
（1MA2） according to their properties
Conduct a mung bean planting activity, observe the growth
Ecological environment
P2 process of the plants, and record the height of the plants Observation
（2LE1）
and the number of leaves
Some phenomena and patterns observed on the
Earth caused by the movements of the Sun, Observe and record the shape of the Moon on different
P3 Pattern seeking
Earth and Moon days of the month
（3EC4）
Changes in climate and seasons Construct a simple model to stimulate the phenomenon of
P4 Modelling
（4EB3） sea level rise caused by melting glaciers

Common microorganisms Collect information on the benefits and negative impacts

P5 Research
（5LF3） of microorganisms to humans
Perform tests on some factors affecting the magnetic effect
Properties of electricity and related phenomena
P6 of electric current (e.g. number of coils, magnitude of Fair testing
（6MB6）
electric current)

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 Table 3. Vertical Development Framework of Science Process Skills at the Primary Level

Plan Do Analyse Review

P1  Observe common natural  Conduct science inquiry  Organise the information  Share with others the inquiry
phenomena and objects in activities using simple collected during the inquiry process and results, as well as
–
daily life, and raise simple materials and tools process through methods such the impressive parts
P2 questions about them  Collect data by using senses as comparison and
 Based on life experience, and simple tools appropriately classification
make simple predictions about  Record observations using  Compare if the results of
the results of inquiry simple methods (e.g. marking inquiry are consistent with the
on pictures) predictions
P3  Observe changes in natural  Conduct science inquiry  Organise the data/evidence  In the form of oral
phenomena and events, and activities using suitable collected into meaningful presentation, describe the
–
raise scientific questions about materials and tools information through methods inquiry process and results,
P4 them that can be inquired  Collect data by using senses, such as comparison, and provide a simple
 Utilise life experiences and measuring tools and simple classification, analysis, and explanation
prior knowledge to identify, scientific instruments inference  Reflect on the inquiry process,
among the variables listed by appropriately, and record the  Represent the results of point out areas that need
the teacher, the “factor which data in standard units inquiry using various tools attention, including whether
its impact is to be  Record evidence and data such as charts and mind maps the results are reasonable,
investigated”, the “factor to be using tables, photos, videos, or  Compare if the results of whether any mistakes were
observed or measured” and the simple text or images inquiry are consistent with the made during the process
“factors to be kept constant” predictions, determine if the
during the inquiry process conclusion supports the
 Based on the hypothesis proposed hypothesis and
proposed by the teacher, make propose possible explanations
predictions about the results of
inquiry
P5  Observe changes in natural  Conduct science inquiry  Organise the data/evidence  In the form of oral
phenomena and events, and activities using suitable collected into meaningful presentation, written report or
–
raise scientific questions about materials, tools and digital information through methods others, provide a
P6 them that can be inquired such as comparison, comprehensive description of
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 Plan Do Analyse Review
 Utilise life experiences and devices (e.g. single board classification, analysis, the inquiry process and
prior knowledge to propose a computers, microcontrollers) inference, and generalisation results, and construct
hypothesis and inquiry  Collect data using measuring  Represent the results of scientific explanations using
method that can answer the tools and scientific inquiry using various tools the evidence collected during
question of inquiry, and instruments, conduct repeated such as charts and mind maps, the inquiry process
identify the variables* testing, and record the data in and express the relationships  Reflect on the inquiry process,
involved in the inquiry standard units among various variables using suggest areas that need
process, including dependent  Record data/evidence scientific language and improvement, any alternative
variable, independent variable comprehensively using tables, symbols explanations to the question of
and control variables photos, videos, text, images,  Compare if the results of inquiry, or areas that require
 Based on the proposed and/or scientific symbols inquiry are consistent with the further investigation
hypothesis and the adopted predictions, determine if the
inquiry method, make conclusion supports the
reasonable predictions proposed hypothesis and
regarding the relationships explain by applying prior
among various variables scientific knowledge
 Identify the possible errors
occurred during the inquiry
process
* Independent variable: factor which its impact is to be investigated; Dependent variable: factor to be observed or measured; Control variable: factor to be
kept constant

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6.2.2 Engineering Design and Innovation

This curriculum emphasises enabling students to understand the

connection between science and technology and daily life, as well as the
benefits they bring to improving human life, through designing
models/products. In the process, students can also cultivate their creativity
and innovative thinking. At the primary level, teachers can guide students
in designing models/products through four steps: "Plan”, “Do”, “Improve”
and “Review" (PDIR).

• Define the problem and constraints

• Do research and propose design solutions
• Evaluate and choose the solution that can meet
Plan the constraints

• Build the model/product

• Test and evaluate the model/product
Do

• Improve the model/product

Improve

• Present and introduce

• Reflect on the design solution and process
Review

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This curriculum recommends that teachers arrange for students to engage
in engineering design activities at least twice a year. Teachers can design
different scenarios and flexibly adjust the difficulty of the engineering
design activities according to students' levels. Teachers can also connect
with other STEAM-related subjects for cross-curricular project learning.
Please refer to Tables 4 to 6 for “An Example Demonstrating the
Engineering Design Process”, “Examples of Topics for Engineering
Design at Different Levels”, and the “Vertical Development Framework of
Engineering Design Process Skills at the Primary Level” respectively.

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 Table 4. An Example Demonstrating the Engineering Design Process
(Using the Primary 5 learning and teaching activity “Design and construct a soundproof device, improve its soundproofing effectiveness through
design cycle” under the topic “Properties of sound and related phenomena” in Strand 2 “Matter, Energy and Changes” as an example)
Engineering Design Process Example

Plan Define the problem and  Scenario: Grandparents are getting old and often rest at home. However, due to the poor sound
constraints insulation of the old house, their rest is often disturbed by the noise from outside.
 Requirement: Design and make a lightweight and portable earmuff with good sound insulation.
 Problem and constraints: Use materials commonly available in daily life to make a soundproof
earmuff that weighs no more than 200 g and can reduce the volume by at least 20 decibels. The cost
of the earmuff should be within a budget of HK$50.
Do research and Learn about the basic structure and design features of a soundproof earmuff from daily observation or by
propose design conducting online research, and perform simple tests to learn about the soundproofing principles and
solutions effectiveness of different materials.
Propose a design solution by considering factors such as the shape and size of the earmuff, the
soundproofing effectiveness and weight of the filling material. Draw a design sketch that clearly shows
the structure of the product, the functions of and the materials used for various parts.
Evaluate and choose the Each group member shows and explains the features of his/her design solution. The group then discusses
solution that can meet together, by considering factors such as effectiveness and cost, to select the best solution that meets the
the constraints constraints or develop a combined solution that combines the advantages of each design.
Do Build the model/product Each group makes the soundproof earmuff based on the selected design solution (e.g. make the cups using
environmentally friendly materials or 3D-printing materials, and fill them with materials such as fabric,
cotton, foam or Styrofoam).
Test and evaluate the Test the soundproofing effectiveness of the earmuff using the testing instrument provided by the teacher,
model/product record the test data, and conduct repeated tests. Measure and record the weight of the soundproof earmuff.
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Improve Improve the Make improvements regarding the type and amount of filling materials used or other aspects based on the
model/product test results.
Review Present and introduce Present and introduce the product to the class, explaining its functions and features.
Reflect on the design Think about the modifications needed to transform the earmuff into a product for everyday use.
solution and process

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 Table 5. Examples of Topics for Engineering Design at Different Levels
Level Topic (Learning objective) Example of engineering design
Patterned lampshade
 Materials: cardboard, cellophane/
Properties of matter butter paper
P1
（1MA2）  Tools: scissors, glue
 Aim: make a lampshade with patterns
that allow light to pass through
Rainwater collector
 Materials: 3 paper cups
Daily weather phenomena  Tools: scissors
P2
（2EB1）  Aim: make a rainwater collector that
can collect more rainwater than three
unprocessed paper cups
Paper bridge
Engineering, design cycle  Materials: 40 sheets of A4 paper
P3 and applications  Tools: scissors, glue
（3SC3）  Aim: make a 40 cm long paper bridge
that can support at least 20 kg of load
Insulated container
 Materials: insulating materials
 Tools: scissors, glue
Properties of matter
P4  Aim: Make an insulated container that
（4MA3）
can keep the temperature of water
inside it from decreasing by more than
5 C within 15 minutes.
Soundproof earmuff
 Materials: insulating materials
Properties of sound and
 Tools: scissors, glue
P5 related phenomena
 Aim: Make a soundproof earmuff of
（5MB3）
weight less than 200 g that can reduce
the volume by at least 20 decibels
Periscope
 Materials: 2 pieces of 7 cm 7 cm
Properties of light and mirror paper, cardboard
P6 related phenomena  Tools: scissors, glue
（6MB3）  Aim: Make an extendable periscope
with a total length of 40 cm when not
extended

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 Table 6. Vertical Development Framework of Engineering Design Process Skills at the Primary Level

Plan Do Improve Review

P1  Observe ready-made everyday  Process the original item using  Evaluate whether the item can  Describe the process of
items and propose simple the materials and simple tools achieve the expected effect making the item and the
–
processing methods in provided by the teacher after processing or achievement, as well as the
P2 response to the problem  Test the effect of the item after modifications impressive parts
defined by the teacher processing or modifications
 Draw the processed part on a using simple tools
picture of the original item
P3  Utilise life experiences and  Make the model/product using  Evaluate whether the  In the form of oral
prior knowledge to propose a the materials and tools model/product can solve the presentation, describe the
–
design solution for the provided by the teacher as defined problem and meet the design and make process and
P4 model/product in response to well as some self-selected relevant constraints and the features of the
the problem, constraints and materials success criteria based on the model/product, and briefly
success criteria defined by the  Test the effectiveness of the test data explain its operation and
teacher model/product using  Propose reasonable and working principles
 Do a simple evaluation on the measuring tools and simple feasible improvement plans  Reflect on the design and
feasibility of the design scientific instruments, collect for the model/product that make process, point out the
solution and record the test data in does not meet the success limitations or shortcomings of
 Draw a design sketch that standard units criteria the model/product
shows the structure of the  Record the test data using
model/product and the tables, images, photos, videos
materials used for various or simple text
parts
P5  Utilise life experiences and  Select suitable materials, tools  Evaluate whether the  In the forms of oral
prior knowledge to propose or digital devices (e.g. single model/product can solve the presentation, written report or
–
design solutions for the board computers, defined problem and meet the others, provide a
P6 model/product in response to microcontrollers) to make the relevant constraints and comprehensive description of
the problem, constraints and model/product success criteria based on the the design and make process
success criteria defined by the  Test the effectiveness of the test data and the features of the
teacher or students themselves model/product using model/product, clearly
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 Plan Do Improve Review
 Compare the different design measuring tools and scientific  Induce the factors affecting elaborate how the item
solutions, and select the instruments, collect and the effectiveness of the operates, and explain its
suitable design solution by record the data in standard model/product based on test working principles using
considering various factors units, and conduct repeated data, and propose targeted scientific language
(e.g. cost, feasibility, testing improvement plans to enhance  Reflect on the design and
aesthetics, effectiveness,  Record the test data using its effectiveness make process, point out the
environmental friendliness, tables, images, photos, videos limitations or shortcomings of
etc.) comprehensively or text the model/product, as well as
 Draw a design sketch that the possibilities for further
clearly shows the structure of improvement or development
the model/product, including
the dimensions and positions
of the major parts, and the
functions of and materials
used for various parts

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6.3 Essential Learning Content

This curriculum document serves as a guideline for schools to ensure

comprehensive and appropriate coverage of the essential learning content
of the four strands “Life and Environment”, “Matter, Energy and Changes”,
“Earth and Space” and “Science, Technology, Engineering and Society” in
the Primary Science curriculum, thereby achieving the curriculum rationale
and learning targets. The essential learning contents of the curriculum are
as follows:

Strand Theme

Life and Environment • Human Health

• Characteristics of Living Things

• Continuation of Life

• Inter-relationship between Living

Things and the Natural

Environment

• Ecosystem

• World under the Microscope

Matter, Energy and • Properties and Changes of Matter

Changes • Forms of Energy and Energy

Transfer

• Force and Motion

Earth and Space • Earth’s Characteristics and

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 Resources

• Climate and Seasons

• Solar System in the Universe

Science, Technology, • Scientific Process and Spirit of

Engineering and Society Science

• Aerospace and Innovative

Technology

• Engineering and Design

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6.3.1 Topic sequence and recommended lesson time allocation

The Science (Primary 1 – 6) Curriculum covers four strands, consisting of 39 topics under 15 themes, distributed in a spiral
manner across the six primary levels according to students’ age, cognitive levels, learning interest, and prior knowledge.
Schools should implement the curriculum according to the topic arrangement and the recommended lesson time for each level
to facilitate student learning.

Recommended lesson time：

 The Primary Science curriculum should account for no less than 7% of the total lesson time for primary curriculum.
 The instruction of the four strands of this curriculum accounts for 90% of the lesson time, while the remaining 10% are
flexible time.
 Primary 1 – 2: No less than 64 periods per year (assuming 35 minutes per period and 2 periods per week, that is, no
less than 37 hours per year)
 Primary 3 – 6: No less than 96 periods per year (assuming 35 minutes per period and 3 periods per week, that is, no
less than 56 hours per year)

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Number of periods allocated for each strand:
Strand
（1） （2） （3） （4） Total Number
Flexible Time
Level Life and Matter, Energy and Earth and Space Science, Technology, of Lessons
[~10%]
Environment Changes [~15%] Engineering and Society [100%]
[~30%] [~30%] [~15%]
P1 – P2
No. of lessons 18 periods 18 periods 10 periods 10 periods 8 periods 64 periods
per year
P3 – P6
No. of lessons 28 periods 28 periods 14 periods 14 periods 12 periods 96 periods
per year

31
Recommended number of periods for each theme at various levels:
Strand Theme P1 P2 P3 P4 P5 P6
LA Human Health 7 8 7 6
LB Characteristics of Living Things 8 6 12 8 7
LC Continuation of Life 3 8 8 7
Life and Environment LD Inter-relationship between Living 5 5 6 3
Things and the Natural Environment
LE Ecosystem 7 8 5
LF World under the Microscope 7 7
MA Properties and Changes of Matter 6 9 17 10 10 8
Matter, Energy and
MB Forms of Energy and Energy Transfer 6 4 7 12 12 12
Changes
MC Force and Motion 6 5 4 6 6 8
EA Earth’s Characteristics and Resources 6 5 5 4 6
Earth and Space EB Climate and Seasons 6 4 5 5
EC Solar System in the Universe 4 4 5 4 5 8
SA Scientific Process and Spirit of Science 5 3 3 4 2
Science, Technology,
SB Aerospace and Innovative Technology 5 5 6 4 6
Engineering and Society
SC Engineering and Design 5 5 6 5 6 6
Flexible Time 8 8 12 12 12 12

Total Number of Lessons 64 64 96 96 96 96

32
6.3.2 Utilisation of the Flexible Time

Science learning should not be confined to science inquiry activities conducted in the classrooms. Schools should make good
use of the flexible time allocated for Primary Science to provide students with diversified science learning experiences,
including school-based science courses, subject-based/interdisciplinary project learning, science competitions, science-related
experiential learning, science talks, field trips, or visits tailored to the different topics.

Learning Example
experience
Subject-based/  In alignment with the content under the topics “Physical change and chemical change” and “Daily weather phenomena”,

interdisciplinary teachers can guide Primary 3 students to conduct a project learning related to designing a “Solar Still”, applying

project learning knowledge about the water cycle to construct a simple device for desalinating seawater.

 In alignment with the content under the topic “Impact of human behavior on the natural environment”, teachers can

guide Primary 5 students to conduct a project learning related to “Improving the School Environment”, in which students

have to collect and analyse data on campus pollution, investigate the main sources of pollution on campus, and propose

improvement plans.

 In alignment with the content under the topic “Engineering, design cycle and applications”, teachers can guide Primary

6 students to conduct a project learning related to designing “Gerontechnology Products”, where students need to apply

33
Learning Example
experience
knowledge and skills in programming and engineering and design to construct products that address the needs of the

elderly and enhance their lives.

Science  In alignment with the content under the topic “Force and motion-related phenomena”, teachers can arrange a water

competitions rocket competition for Primary 5 students where they have to design a water rocket with the longest range under specific

conditions and constraints.

 Teachers can organise inter-class science quiz competition on a level basis to enhance students’ science knowledge

Science-related  In alignment with the content under the topic “Structures of living things”, teachers can arrange Primary 2 students to

experiential participate in hydroponic farming exploration activities, to understand the main structure and growth conditions of plants

learning  In alignment with the content under the topic “The Sun and the eight planets”, teachers can arrange Primary 5 students

to participate in a stargazing activity, to observe some major constellations and bright stars using telescopes.

 Teachers can organise a Science Week or STEAM Learning Week to enrich students’ science knowledge through

interesting booth games and simple science experiments.

34
Learning Example
experience
Science talks  In alignment with the content under the topic “Changes in climate and seasons”, teachers can arrange Primary 4 students

to participate in science talks provided by tertiary institutions, government agencies, non-governmental organisations

or various environmental organisations, to equip students with an understanding of the impacts of global warming and

some methods to mitigate global warming.

 In alignment with the content related to combustion under the topic “Physical change and chemical change”, teachers

can arrange Primary 6 students to participate in the “Community Emergency Preparedness Education Talk” provided by

the Fire Services Department, to recognise the emergency response and survival skills in the event of a fire.

Field trips  In alignment with the content under the topic “Diversity and classification of living things”, teachers can arrange field

trips to country parks for Primary 1 students to observe and take photos to record the common animals and plants in

Hong Kong.

 In alignment with the content under the topic “Earth’s history”, teachers can arrange field trips to the Hong Kong

UNESCO Global Geopark for Primary 5 students to understand how some of Hong Kong’s landforms were formed.

35
Learning Example
experience
Visits  In alignment with the content under the topic “Earth’s resources”, teachers can arrange a visit to Water Resources

Education Centre or a water treatment plant for Primary 3 students to learn about the water treatment process in Hong

Kong.

 In alignment with the content under the topic “The nation’s and the world’s aerospace technology development”,

teachers can arrange Primary 6 students to visit the Hong Kong Space Museum to learn about the latest development in

aerospace technology and space exploration.

36
6.3.3 Learning objectives and suggested learning and teaching activities for each strand

Strand 1: Life and Environment

This strand aims at helping students explore the mysteries of life and the interrelationship between living things and the natural environment, and
arousing their concern for the environment and sustainable living. It includes six themes, covering human health, characteristics of living things,
continuation of life, interrelationships between living things and the natural environment, ecosystem, and the world under the microscope. Through
studying this strand, students can acquire fundamental knowledge of life science and practice a healthy lifestyle, at the same time, understand the
interdependent relationship between living things and the environment, and develop love and respect for life as well as an awareness of
environmental conservation.

Theme Topic Level Students should be able to Suggested learning and teaching activities

A.  Healthy P1 1LA1 State the functions of various parts of the  Watch video clips to learn the proper ways to
Human Health lifestyles human body (e.g. eyes to see, teeth to protect the eyes, brush the teeth, and the proper
 Communicable chew food, spine to support the body) standing and sitting postures
and non- 1LA2 Be aware of the methods to protect  Plan and practice a healthy daily schedule with
communicable various parts of the body (e.g. methods suitable allocation of time for work and rest
diseases for protecting the eyes and teeth, proper
standing and sitting postures)
1LA3 Give some examples of healthy living
habits (e.g. having a balanced diet,

37
Theme Topic Level Students should be able to Suggested learning and teaching activities

exercising regularly, getting enough

sleep, maintaining a relaxed and happy
mood)
1LA4 Develop healthy living habits
P2

P3 3LA1 Be aware of the types of food commonly  Collect nutrition labels of different food and
found in a balanced diet compare the weight or volume of nutrients in
3LA2 Recognise the healthy eating pyramid different food
3LA3 Recognise the nutrients in food  Design a healthy meal menu, indicating the
(carbohydrates, proteins, fats, vitamins, types and portions of food required for a
minerals, dietary fiber, water) and their balanced diet
functions  Perform a test to find out whether food rot more
3LA4 Recognise the correct methods of easily in a humid environment
handling and preserving food
3LA5 Maintain healthy eating habits
P4 4LA1 Recognise common communicable  Perform a test to find out whether surgical
diseases (e.g. influenza, cholera) and masks can help prevent droplet-borne diseases
their major causes and symptoms (e.g. spray a coloured solution with a spray
4LA2 Recognise the transmission routes of bottle, compare the splashing effect with or
communicable diseases (e.g. droplet without a mask)

38
Theme Topic Level Students should be able to Suggested learning and teaching activities

transmission, vector transmission,  Perform a test to find out whether proper hand
contact transmission, food transmission, washing procedures can help remove the
blood transmission) and their prevention pathogens on hands (e.g. dye hands with a
4LA3 Recognise common non-communicable coloured solution, compare the amount of
diseases (e.g. heart diseases, cancer) and colour remaining on the hands after washing
their main causes, symptoms and hands properly and casually)
prevention  Collect information on the major causes,
4LA4 Realise that scientific progress can help symptoms and prevention of some common
respond to large-scale communicable non-communicable diseases
diseases (e.g. the COVID-19 pandemic),
protect the lives and health of people,
and promote biosecurity
P5
P6 6LA1 Recognise simple first-aid for handling  Observe teacher’s demonstration to learn the
minor injuries or discomforts uses and proper usages of various first-aid
6LA2 Recognise ways to handle household supplies
accidents (e.g. fire, leakage of  Carry out simulations under teacher guidance to
electricity, gas leak) practice simple first-aid steps or methods of
6LA3 Be aware of the adverse effects of handling accidents
smoking, alcoholism, drug abuse and  Design posters about the hazards of
drug use on the body smoking/hazards of alcoholism/anti-drug

39
 Theme Topic Level Students should be able to Suggested learning and teaching activities

B.  Difference P1 1LB1 Be aware that both animals and plants  Visit country parks, observe and take photos to
Characteristics between living are living things record the common animals and plants in Hong
of Living things and non- 1LB2 Give examples of common animals and Kong
Things living things plants in Hong Kong
 Diversity and 1LB3 List the survival conditions for animals
classification of and plants (e.g. air, water)
living things 1LB4 Describe some simple common
 Structures of characteristics of animals (e.g.
living things movement)
 Human body 1LB5 Respect and care for animals and plants
systems P2 2LB1 Be aware of the differences between  Observe the response of a Mimosa pudica to
living things and non-living things (e.g. touch
living things can reproduce, grow and  Observe the characteristics of plants with a
develop, and respond to stimuli, while magnifying glass
non-living things cannot)  Observe teachers’ demonstration or watch video
2LB2 State the major structures in plants and clips on the process of plants absorbing
their functions (leaves make food, roots coloured solutions
absorb water and nutrients and anchor  Visit Hong Kong Park
plants, stems support the plant and

40
Theme Topic Level Students should be able to Suggested learning and teaching activities

transport water, food and nutrients)

P3 3LB1 Be aware that animals are classified into  Examine pictures of vertebrates and
vertebrates and invertebrates invertebrates, and classify them
3LB2 Describe the key characteristics of some  Examine pictures of different animals, classify
animal groups (insects, fish, amphibians, the animals with similar characteristics and
reptiles, birds, mammals) state the reasons
3LB3 Classify animals according to their  View pictures, three-dimensional simulations or
characteristics physical models of mammals
3LB4 Using mammals as an example, be  Examine pictures of flowering plants and non-
aware of the major structures of some flowering plants, and classify them
animals, including bones, muscles,  Dissert flowers to examine and differentiate the
lungs, heart, and stomach, and their major parts, including sepals, corolla, stamens
functions and pistils, of a flower
3LB5 Be aware that plants are classified into
flowering plants and non-flowering
plants
3LB6 Be aware of the major parts in flowers,
including sepals, corolla, stamens and
pistils, and their functions
3LB7 Appreciate the diversity of life
P4

41
Theme Topic Level Students should be able to Suggested learning and teaching activities

P5 5LB1 Recognise the major parts of the human  View pictures or three-dimensional simulation
respiratory system (trachea, bronchi, models of the related human body systems
lungs) and their functions  View or construct physical models of the related
5LB2 Recognise the major parts of the human human body systems
digestive system (stomach, small
intestine, large intestine) and their
functions
5LB3 Recognise the major parts of the human
reproductive system (male: testes, sperm
ducts, urethra, penis; female: ovaries,
oviducts, uterus, vagina) and their
functions
P6 6LB1 Recognise the major parts of the human  View pictures or three-dimensional simulation
circulatory system (heart, blood vessels) models of the related human body systems
and their functions  View or construct physical models of the related
6LB2 Recognise the major parts of the human human body systems
urinary system (kidneys, ureters, urinary  Measure one’s own heart rate and pulse
bladder, urethra) and their functions  Observe teacher’s demonstration on the knee-
6LB3 Recognise the major parts of the human jerk reflex
nervous system (sensory organs, brain,
spinal cord) and their functions

42
 Theme Topic Level Students should be able to Suggested learning and teaching activities

6LB4 Give some examples of reflex actions

(e.g. blinking when wind blows into
eyes, withdrawal reflex in response to
heat)
C.  Life cycle of P1 1LC1 State the major body changes during  Observe the birthday photos of oneself over the
Continuation living things infancy, early childhood and childhood years and state the body changes
of Life  Heredity and (e.g. increase in height and weight, loss
reproduction of primary teeth and growth of
permanent teeth)
P2
P3 3LC1 Be aware that living things go through  Grow plants and regularly observe and record
the life cycle of birth, growth, the different stages of the their life cycle
reproduction and death  Watch video clips on animals experiencing
3LC2 Using frogs, butterflies, dogs and different stages of life cycle
chickens as examples, recognise the  Visit Kadoorie Farm and Botanic
changes in different animals at different Garden/Lion’s Nature Education Centre
stages of their life cycles
3LC3 Identify the different stages of the life
cycle of flowering plants
(germination, growth, reproduction,
seed dispersal)

43
Theme Topic Level Students should be able to Suggested learning and teaching activities

3LC4 Recognise the reproductive processes of

live-bearing and egg-laying animals
3LC5 Respect and care for life
P4 4LC1 Recognise the reproductive process of  Observe the photo of a whole plant and point
flowering plants out its reproductive parts
4LC2 Be aware that some plants can reproduce  Examine pictures of parents and offspring of
through roots, stems or leaves (e.g. animals and plants, point out the similar
radish and sweet potato can reproduce characteristics in parent and offspring
through roots, onion and garlic can  Carry out group activities to attempt specific
reproduce through stems, Echeveria and actions (e.g. rolling tongue, bending the thumb
Kalanchoe pinnata can reproduce backward)
through leaves)
4LC3 Recognise the different ways living
things increase the number of offspring
and their chances of survival (e.g. plants
produce a large number of seeds,
mammals care for their young offspring)
4LC4 Be aware that offspring produced by
reproduction of animals and plants have
similar characteristics to their parents
4LC5 Identify characteristics that animals and

44
Theme Topic Level Students should be able to Suggested learning and teaching activities

plants inherited from their parents (e.g.

skin colour, eye colour and shape of
earlobe in humans; colour and number of
petals) as well as those that are not
inherited from their parents (e.g. hair
length in humans)
4LC6 Be aware that some human
characteristics are inherited (e.g. ability
to roll the tongue and bend the thumb
backward) and cannot be changed
through acquired learning
P5 5LC1 Describe the characteristics of different  Collect information on physiological and
developmental stages in humans psychological changes during adolescence
(infancy, childhood, adolescence,
adulthood, and late adulthood)
5LC2 Recognise the physiological and
psychological changes in males and
females during adolescence
5LC3 Recognise the factors that influence
growth and development during
adolescence (e.g. heredity, nutrition,

45
 Theme Topic Level Students should be able to Suggested learning and teaching activities

sleep and exercise, etc.)

5LC4 Accept individual differences in growth
and development during adolescence
P6
D.  Biological P1
Inter- forms and P2 2LD1 Recognise the impact of human behavior  Collect information and share with classmates
relationship functions, and on the environment (e.g. causing air and the impact of a certain type of pollution on
between their water pollution) humans, plants and animals
Living Things adaptability to 2LD2 Give some examples of how pollution  Visit YPARK/TPARK
and the the affect the survival of animals and plants
Natural environment 2LD3 Show concern for safeguarding and
Environment  Impact of improving the environment, and take
human action accordingly
behavior on the P3
natural P4 4LD1 Give some examples of features of  Watch video clips about how animals and plants
environment plants that help them adapt to their adapt to their habitats
environment  Visit Hong Kong Wetland Park
4LD2 Give some examples of features of
animals that help them adapt to their
environment

46
Theme Topic Level Students should be able to Suggested learning and teaching activities

4LD3 Recognise some behaviors of animals

for surviving in their habitats (e.g.
migration, hibernation)
P5 5LD1 Recognise some methods of pollution  Conduct simple pollution testing (e.g. use a
testing decibel meter to measure sound level), compare
5LD2 Give some approaches in the application the pollution levels in different locations, and
of science and technology to address record data using charts and graphs
environmental issues (Programming tools can be duly applied to
5LD3 Recognise the importance of sustainable construct the measuring instruments in the
development and environmental process)
protection to maintaining ecological  Visit OPARK1 (the first organic resources
security recovery centre)/Green@Community/Zero
Carbon Park
P6 6LD1 Recognise some endangered species  Visit the Agriculture, Fisheries and
6LD2 Explain why endangered species are on Conservation Department’s Endangered
the verge of extinction Species Resource Centre/Lion’s Nature
6LD3 Recognise some methods of protecting Education Centre, to collect information on
endangered species endangered species
6LD4 Respect and care for life, and show
concern for endangered species

47
 Theme Topic Level Students should be able to Suggested learning and teaching activities

E.  Ecological P1
Ecosystem environment P2 2LE1 Be aware that plants need (sun) light, air  Conduct a mung bean planting activity, observe
 Food chain and water to provide the energy required the growth process of the plants, and record the
for life processes (growth, reproduction) height of the plants and the number of leaves
2LE2 Be aware that animals obtain the energy  Interview classmates who have pets about the
required for life processes (growth and food and needs of their pets
repair, activity, reproduction) through
feeding
2LE3 Be aware that animals respond to
changes in environmental conditions
(e.g. temperature, danger)
P3
P4 4LE1 Be aware of some different natural  Match common animals and plants with the
environments (e.g. tropical rainforest, natural environments
temperate grassland, polar regions,  Visit wetlands, aquariums or nature education
desert) centers
4LE2 Relate common animals and plants to the  Draw a simple food chain involving animals
natural environments and plants from a specific natural environment,
4LE3 Describe the role of each living thing in and describe the feeding relationships among
a simple food chain (e.g. plants produce the various living things
their own food, some animals eat plants,

48
 Theme Topic Level Students should be able to Suggested learning and teaching activities

some animals eat other animals)

4LE4 Identify common predators and their
prey, and describe their relationships
4LE5 Understand that some living things in an
ecosystem compete with each other for
resources (e.g. light, food, living space)
P5
P6 6LE1 Be aware that photosynthesis is the  Observe teacher’s demonstration or watch
process by which plants produce food video clips about tests on some of the conditions
6LE2 Be aware of the conditions necessary for necessary for photosynthesis in plants (sunlight,
photosynthesis in plants (sunlight, water, chlorophyll)
carbon dioxide, chlorophyll)
6LE3 State the importance of photosynthesis
in plants to other living things
F.  Common P1
World under microorganisms P2
the  Cells and P3
Microscope microscope P4
P5 5LF1 Recognise common types of  View pictures and watch videos of common
microorganisms (including bacteria, microorganisms

49
Theme Topic Level Students should be able to Suggested learning and teaching activities

fungi, viruses)  Make bread using yeast, and compare the

5LF2 Recognise the uses of antibiotics and the difference between bread made with yeast and
effects of inappropriate use of antibiotics without yeast
5LF3 Recognise the benefits (e.g. probiotics  Collect information on the benefits and negative
inhibiting the growth of harmful impacts of microorganisms to humans
bacteria, degrading pollutants) and
negative impacts (e.g. causing diseases)
of microorganisms to humans
P6 6LF1 Be aware that cells are the basic units of  Use a microscope to observe the basic structures
living things of animal cells and plant cells, and compare the
6LF2 Use a microscope to observe animal similarities and differences between them
cells and plant cells  Use a microscope to observe different plant
6LF3 Identify the different parts of animal and tissues (e.g. onion epidermis, leaf epidermis)
plant cells, and compare the similarities  Conduct field trips and observe plant tissues with
and differences between animal and a portable microscope
plant cells (plant cells have cell walls  Draw simple diagrams of the structures of
while animal cells do not, most plant animal and plant cells
cells have chloroplasts while most
animal cells do not)

50
Strand 2: Matter, Energy and Changes

This strand aims at helping students understand the fundamental concepts of matter and energy, and explore their changes and related phenomena.
It includes three themes, covering properties and changes of matter, different forms of energy and energy transfer, and force and motion. Through
studying this strand, students can acquire foundational knowledge in physical science, including the different states and properties of matter, as
well as the physical and chemical changes involved; the properties and transmission of different forms of energy (light, sound, electricity, heat) as
well as the phenomena associated with them; force and motion-related phenomena as well as the working principles of simple machines. Students
can gain insights into scientific phenomena and technological applications in daily life, fostering their curiosity about the world around them.

Theme Topic Level Students should be able to Suggested learning and teaching activities

A.  States of P1 1MA1 Describe the properties of water and air  Observe the properties of water and air with five
Properties matter (colourless, odourless, tasteless, and have senses
and  Properties of no fixed shape)  Test the properties of everyday items, and classify
Changes matter 1MA2 Describe the properties (e.g. weight, them according to their properties
of Matter hardness, elasticity, transparency) of  Construct a simple patterned lampshade
everyday items
P2 2MA1 Be aware that magnet can be used to attract  Determine direction using a compass
some metallic objects  Classify iron objects and non-metallic objects
2MA2 Be aware that each magnet has two different using a magnet
magnetic poles which always exist in pairs  Construct a simple compass
2MA3 Be aware of the phenomenon of ‘like poles  Construct a simple magnet toy (e.. fishing game)

51
Theme Topic Level Students should be able to Suggested learning and teaching activities

repel and unlike poles attract’

2MA4 Be aware that the magnetised needle in a
compass can be used to indicate the south
and the north
2MA5 Give some examples of daily application of
magnet
P3 3MA1 Be aware that matter can be classified into  Measure the physical properties of various
solids, liquids and gases, and describe their materials with simple tools (e.g. measure the
properties (whether it has a fixed volume, weight of an object with an electronic balance)
whether it has a fixed shape)  Separate simple mixtures using suitable methods
3MA2 Compare some physical properties (e.g. (e.g. separate salt and water by evaporation)
weight, physical state under room
temperature, whether it can be attracted by
magnet, whether it can float in water) of
different materials
3MA3 Give some examples of mixture (e.g. rocks
and sand, sugar solution, sand and iron
filings, air)
3MA4 Recognise some methods of separating
mixtures (sieving, magnetic attraction,
filtration, evaporation)

52
Theme Topic Level Students should be able to Suggested learning and teaching activities

P4 4MA1 Compare some physical properties  Perform a test to compare the thermal
(electrical conductivity and thermal conductivity of metals and non-metals (e.g. place
conductivity) of metals and non-metals rods of different materials but the same length and
4MA2 Relate the properties of metals to their uses thickness in hot water, observe the order in which
(e.g. copper which conducts electricity well the wax on the tips of the rods falls)
can be used to make electrical wires; iron  Perform tests to compare the electrical
that conducts heat well can be used to make conductivity of metals and non-metals (e.g.
cooking utensils) connect a closed circuit composed of battery,
4MA3 Determine whether a material is suitable for connecting wires and a light bulb, then connect
thermal conduction or thermal insulation different materials in between a connecting wire
based on its properties and the light bulb, observe whether the light bulb
lights up)
 Construct an insulated box/bag/bottle
P5 5MA1 State the major components of air and their  Perform tests to verify that air has weight and
percentage of composition in air occupies space
5MA2 Be aware that air has weight and occupies  Construct a revolving lantern using a paper cup,
space cut out fan blades at the base and on the side of the
5MA3 Give some examples of daily phenomena cup, place the revolving lantern above a tungsten
related to atmospheric pressure (e.g. suck air light bulb, let the heated air rise and push the fan
out through a straw will cause the beverage blades, causing the lantern to spin
carton to cave in)  Construct a sky lantern (can use a hair dryer to

53
Theme Topic Level Students should be able to Suggested learning and teaching activities

5MA4 Be aware that air rises when heated, and the blow hot air into the sky lantern)
movement of air forms wind

P6 6MA1 Using water as an example, state that  Perform tests on the factors (e.g. shape, material)
buoyancy is an upward force exerted by affecting the floating of objects in water
water on objects
6MA2 Recognise the phenomenon of floating and
sinking of objects in water
 Physical P1
change and P2 2MA6 Be aware that some substances (e.g. salt,  Perform tests to identify substances that are
chemical sugar) are soluble in water while others (e.g. soluble in water
change sand, rock) are insoluble in water
P3 3MA5 Describe the processes (melting, boiling,  Observe the processes of the change in states of
freezing, condensation, evaporation) of the water (e.g. use an induction cooker to heat some
change in states of water ice or water in a container, observe the processes
3MA6 Give examples of daily phenomena of of ice melting into water and water evaporating
evaporation and condensation (e.g. clothes into water vapour, measure and record the
drying in the sun, water droplets condensing temperatures at which melting and boiling of
on the surface of cold drink) water occur under normal conditions)
3MA7 Be aware of some factors that speed up the  Construct a simple solar still
dissolving of substances in water (e.g.  Perform tests on how to speed up the dissolving of

54
Theme Topic Level Students should be able to Suggested learning and teaching activities

surface area of solute*, water temperature, substances in water, measure and record the data
stirring speed)
3MA8 Distinguish between high and low
concentrations of solution (e.g. same
volume of water with different amounts of
sugar added)

*Students are only required to compare the dissolving

speed of sugar cubes and granulated sugar of the same
volume, and do not need to recognise the concept of
surface area.
P4 4MA4 Identify some visible changes that do not  Observe teacher’s demonstration on some
produce new matter (physical changes) (e.g. changes that produce new matter
dissolving, evaporation, squeezing or  Try squeezing and stretching objects to observe
stretching objects) some changes that do not produce new matter
4MA5 Identify some visible changes that produce
new matter (chemical changes) (e.g. rusting,
burning, food rotting)
P5 5MA5 Recognise the necessary conditions for  Perform tests to find out whether water and air are
corrosion of metals (using rusting as an the necessary conditions for rusting
example)

55
 Theme Topic Level Students should be able to Suggested learning and teaching activities

5MA6 Explain ways to prevent corrosion of metals

5MA7 Be aware of some reversible changes (e.g.
condensation and evaporation of water) and
irreversible changes (e.g. burning)
P6 6MA3 Be aware that combustion requires oxygen,  Watch teacher’s demonstrations showing carbon
and produces carbon dioxide and water dioxide and water as the products of combustion
6MA4 Recognise the necessary conditions for (test for carbon dioxide using limewater or
combustion, and the working principles of hydrogencarbonate indicator; test for water using
fire-fighting equipment (e.g. fire dry cobalt chloride paper)
extinguishers, fire blankets, etc.)  Watch teacher’s demonstration on the use of
6MA5 Recognise the occurrence, impact and carbon dioxide to extinguish fire (using baking
prevention of hill fires soda, vinegar and candles)
 Search information on the various types of fire-
fighting equipment
 Make posters about the methods to prevent hill
fires
B.  Sources and P1
Forms of uses of energy P2
Energy P3 3MB1 Be aware that electrical energy can be  Observe and identify the energy conversion
and converted to other forms of energy (e.g. involved in electrical appliances used in daily life
Energy thermal energy, light energy, sound energy) (e.g. lamps give out light and heat, television gives

56
 Theme Topic Level Students should be able to Suggested learning and teaching activities

Transfer 3MB2 Give examples of uses of electricity in daily out light, sound and heat)
life
P4 4MB1 Identify the sources of energy (e.g. the Sun,  Visit CLP Power Low Carbon Energy Education
moving water, wind, coal, crude oil, natural Centre/Hong Kong Electric Lamma Power Station
gas) or Lamma Winds/EMSD Gallery and Education
4MB2 Be aware that energy is needed for Path
transportation, manufacturing, illumination,  Construct a model car powered by renewable
and powering electronic equipment energy source (e.g. solar energy, wind power)
4MB3 Recognise the importance of energy saving
P5 5MB1 Give examples of the different forms of  Observe the conversion of energy through simple
energy (e.g. kinetic energy, potential energy, investigations
chemical energy)  Construct a small fan or vacuum cleaner using
5MB2 Be aware that energy can be converted from materials such as solar panels and small motors
one form to another
P6
 Properties of P1 1MB1 Be aware of the source of light  Make various hand shadow puppets by shining
light and 1MB2 Give examples of uses of light in daily life light on one’s hands using a flashlight. Move the
related (e.g. for illumination and reading) hands towards or away from the light source and
phenomena 1MB3 Be aware that light shining on opaque observe the changes in the size of the shadow
 Properties of objects will produce shadows  Watch ‘Shadow Play’ and pay attention to the
sound and 1MB4 Be aware that sunlight consists of light of changes in light and shadow

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Theme Topic Level Students should be able to Suggested learning and teaching activities

related different colours  Observe the spectrum projected on a wall as

phenomena sunlight passes through a prism
 Create an artificial rainbow using a spray bottle
P2 2MB1 Be aware that sound is produced by the  Construct a simple device for transmitting sound
vibration of objects (e.g. connect two paper cups with a string, attach
2MB2 Be aware that the greater the vibration of an a paper strip in the middle of the string, then pull
object, the louder the sound produced the string taut and start the conversation, observe
2MB3 Be aware of some phenomena related to the vibration of the paper strip)
sound (e.g. echo)  Place several beans on a drumhead and strike the
drum with different intensities, observe the
vibration of the beans under different volumes
P3
P4 4MB4 Differentiate the light coming from a light  Use or construct a sundial to observe the changes
source (e.g. sunlight, light from a flashlight) in length and position of shadow under sunlight at
from that reflected from objects (e.g. different times
moonlight)  Compare the differences between light reflecting
4MB5 Be aware of some examples of reflection of on smooth and rough surfaces
light (e.g. reflection on water surface,
mirror)
4MB6 Recognise the changes in length and
position of shadow under sunlight at

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Theme Topic Level Students should be able to Suggested learning and teaching activities

different times
P5 5MB3 Be aware that sound can travel through  Perform tests to find out if sound can travel
different media through different media (e.g. prepare three zipper
5MB4 Be aware that changes in pitch are caused by bags filled with sand, water and air respectively,
changes in vibration have students cover one ear and press the zipper
5MB5 Recognise the causes of noise and ways to bags against the other ear to listen to music played
cope with it by the teacher)
5MB6 Recognise the ways to protect hearing  Construct a simple device that can produce
5MB7 Recognise ways to measure the loudness of different pitches (e.g. glasses filled with different
sound, and the commonly used unit amounts of water) or a simple musical instrument
(decibel)  Perform tests on the soundproofing effectiveness
of different materials (e.g. cardboard, cotton
fabric)
 Design and construct a soundproof device,
improve its soundproofing effectiveness through
design cycle
P6 6MB1 Recognise the mode of light propagation  Perform test to verify that light travels in a straight
6MB2 Recognise the characteristics of images line
formed by a plane mirror, including being  Observe the image of an object formed by a plane
the same size as the object and laterally mirror, draw it on a piece of paper and compare it
inverted with the object

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Theme Topic Level Students should be able to Suggested learning and teaching activities

6MB3 Give daily application of different types of  Compare the images of the same object formed by
mirrors, including plane, convex and different types of mirrors, including plane, convex
concave mirrors and concave mirrors
6MB4 Be aware that refraction occurs when light  Construct a periscope or a pin-hole camera
passes through different transparent
materials
6MB5 Give examples of daily applications of
refraction of light (e.g. glasses, magnifying
glasses, microscopes)
 Properties of P1
electricity and P2
related P3 3MB3 Recognise ways to measure temperature,  Measure the temperature of water with a
phenomena and the commonly used unit (degree thermometer and record it in standard unit
 Heat transfer Celsius, symbol: C)  Perform tests to verify that heat transfers from
3MB4 Recognise the modes of heat transfer object with a higher temperature to object with a
lower temperature
P4 4MB7 Recognise simple closed circuits  Find out the reasons why some simple electrical
4MB8 Explain that a complete circuit is needed for appliances (flashlights) cannot be used (e.g. the
the functioning of simple electrical positive and negative terminals of the battery are
appliances (e.g. light bulb) connected in the incorrect direction)
 Connect circuits using circuit components such as

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 Theme Topic Level Students should be able to Suggested learning and teaching activities

batteries, switches, connecting wires and light

bulbs, to investigate the necessary conditions for
forming a closed circuit
P5 5MB8 Recognise how to use electricity safely  Design posters on electricity safety
5MB9 Explain the reasons why different parts of
household appliances are made from
conductive and insulating materials
respectively
P6 6MB6 Be aware of the heating effect and magnetic  Watch teacher’s demonstration on the heating
effect of electric current effect of electric current (e.g. when electric current
6MB7 Give examples of daily applications of the flows through a resistance wire, the wire heats up
heating effect (e.g. electric heaters, and glows)
hairdryers, toasters) and magnetic effect  Perform tests on some factors affecting the
(e.g. electromagnetic cranes, magnetic effect of electric current (e.g. number of
electromagnetic locks) of electric current coils, magnitude of electric current)
 Apply electromagnetic effect to construct a simple
electromagnetic crane or a small motor
C.  Force and P1 1MC1 State the relative position of an object to  Observe the motion of a ball and state its position
Force and motion- oneself (e.g. front, back, left, right, near, far) in relation to oneself
Motion related 1MC2 Be aware that the position of an object will
phenomena be changed after motion

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Theme Topic Level Students should be able to Suggested learning and teaching activities

 Simple 1MC3 Give some examples of motion in everyday

machines life (e.g. swinging on a swing, riding a bus,
kicking a soccer ball)
1MC4 Describe how fast or slow an object moves
P2 2MC1 Be aware that force can cause objects to  Compare the effect when different magnitudes of
move pushing force and pulling force are applied on an
2MC2 Give some daily examples involving push object from the same direction or opposite
and pull directions
2MC3 Be aware that force of gravity is the
attractive force exerted by the Earth on other
objects
P3 3MC1 Recognise the functions of simple machines  Perform tests on the functions of simple machines
such as rollers, inclined planes and pulleys such as rollers, inclined planes and pulleys (fixed
(fixed pulley) (e.g. reducing the force pulley)
required, changing the direction of force)
3MC2 Give examples of daily applications of
rollers, inclined planes and pulleys (e.g.
wheels, ramps, elevators)
P4 4MC1 Be aware that friction is the resistance that  Perform tests on some factors affecting the
occurs when objects rub against each other magnitude of friction (e.g. pull an object on
4MC2 Be aware that the direction of friction is different materials and measure the required

62
Theme Topic Level Students should be able to Suggested learning and teaching activities

opposite to the direction of motion pulling force with a spring balance)

4MC3 Give daily examples where friction is
applied (e.g. walking, writing)
P5 5MC1 Be aware that forces can change the state of  Perform tests to verify that forces can change the
motion of an object (forces can make a state of motion of an object
stationary object move or stop a moving  Perform tests to verify the relationship between
object; forces can change the speed of a action and reaction
moving object; forces can change the  Design and construct a water rocket to investigate
direction of a moving object) the relationship between force and motion,
5MC2 Recognise that forces always work in action including action-and-reaction pair of forces and
and reaction pairs the effect of forces on the state of motion of an
5MC3 Recognise methods to compare the speed* object
of moving objects (compare the distances
travelled by two objects within the same
period of time, or compare the time taken for
two objects to travel the same distance)

*Students are only required to recognise the methods

to compare the speed of moving objects, the formula
and calculation related to speed will be covered in the
Primary 6 Mathematics curriculum.

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Theme Topic Level Students should be able to Suggested learning and teaching activities

P6 6MC1 Recognise the applications of three types of  Perform tests to verify the functions of tools such
levers (the fulcrum located in between the as screwdrivers, wrenches and pliers
effort and the load, the load located in  Design and construct different mechanical devices
between the fulcrum and the effort, the (e.g. mini crane) that utilise levers, pulleys and
effort located in between the fulcrum and gears
the load)
6MC2 Be aware of the difference between a lever
that reduces the effort required and a lever
that requires more effort
6MC3 Recognise the working principles of simple
machines such as pulleys (fixed pulley,
movable pulley, pulley system) and gears
6MC4 Give examples of daily applications of
levers, pulleys and gears (e.g. chopsticks,
cable cars, bicycles)

64
Strand 3: Earth and Space

This strand aims at guiding students to explore the mysteries of the Earth and space. It includes three themes, covering Earth’s characteristics and
resources, climate and seasons, and the solar system in the universe. Through studying this strand, students can acquire fundamental knowledge
of earth science and space science, including Earth’s characteristics, resources and history; daily weather phenomena, and changes in climate and
seasons; the Sun and the eight planets in the solar system, as well as some astronomical phenomena and patterns caused by the movements of
different celestial bodies that can be observed on the Earth. Students will develop an awareness to protect the Earth as the source of resources for
human, as well as an appreciation and admiration for the vastness of the universe.

Theme Topic Level Students should be able to Suggested learning and teaching activities

A.  Earth’s P1 1EA1 Be aware that the surface of the Earth is  Construct a collage of the Earth with pictures
Earth’s characteristics covered by oceans and land, and that of humans, animals and plants
Characteristics  Earth’s oceans cover more areas than land  Observe a model of the Earth or build a three-
and Resources resources 1EA2 Be aware that the surface of the Earth is dimensional puzzle of the Earth
 Earth’s history surrounded by the atmosphere (gases)
1EA3 Be aware that the Earth is the shared
home for humans, animals and plants
1EA4 Understand the importance of caring for
the Earth
P2
P3 3EA1 Be aware of the sources of salt water and  Construct a water filter and improve its

65
Theme Topic Level Students should be able to Suggested learning and teaching activities

fresh water, and their uses in daily life filtration efficiency through design cycle
3EA2 Be aware that drinking water needs to be  Visit Water Resources Education
filtered and purified Centre/reservoirs/water treatment works
3EA3 Give some examples of Earth’s resources  Devise a personal action plan to conserve
that are renewable (e.g. water, wind, water and put it into practice
forests) and that are non-renewable (e.g.
petroleum, natural gas, minerals)
3EA4 Be aware of the importance of
responsible use of the Earth’s resources
P4 4EA1 State the structure of the Earth (crust,  Construct a model using clay of three different
mantle, and core) and the physical colours to simulate the layered structure of the
characteristics of these distinct parts interior of the Earth
4EA2 Be aware that the Earth’s crust is  Observe specimens of or study information
composed of rocks, including igneous about different types of rocks (e.g. granite,
rocks, sedimentary rocks, metamorphic sandstone, marble)
rocks  Use simple tools to compare the colour,
4EA3 Be aware of the main components of soil, hardness, grain and other characteristics of
classification of soil (sand, loam, clay) as different rocks
well as the plants suitable for growing on  Perform tests on the drainage capacity of soil
each type of soil samples, measure and record relevant data
 Visit the Stephen Hui Geological Museum at

66
Theme Topic Level Students should be able to Suggested learning and teaching activities

The University of Hong Kong

P5 5EA1 Recognise some different landforms (e.g.  Visit the Hong Kong UNESCO Global Geopark
mountains, plains, valleys, plateaus,
basins)
5EA2 Be aware that crustal movement, water
and wind play an important role in
shaping landforms
5EA3 Be aware that fossils are the remains of
some ancient organisms preserved in
rocks and ice
5EA4 Be aware that changes in the Earth’s
surface can be inferred from the location
of fossils
P6 6EA1 Be aware of the formation processes of  Watch video clips on the causes of natural
fossils and fossil fuels disasters such as earthquakes, tsunamis, and
6EA2 Be aware that some natural disasters (e.g. volcanic eruptions
volcanic eruptions, earthquakes) are  Collect information on how human respond to
related to crustal activities natural disasters
6EA3 Recognise some ways that human
respond to natural disasters

67
 Theme Topic Level Students should be able to Suggested learning and teaching activities

B.  Daily weather P1
Climate and phenomena P2 2EB1 Be aware of some different weather  Observe and record the weather conditions for a
Seasons  Changes in conditions (e.g. cloudy, sunny, rainy, week
climate and snowy, windy, temperature)  Draw pictures about the activities of people and
seasons 2EB2 Recognise the activities that people and other animals under different weather
 Climate animals engage in under different conditions
characteristics weather conditions  Construct a simple rainwater collector to recycle
of different rainwater for other uses (e.g. watering plants)
regions P3 3EB1 State the processes of water cycle  Simulate the processes of water cycle using
(evaporation, condensation, tools like hot water, cups, and lids
precipitation)
3EB2 Relate some common weather
phenomena (e.g. clouds, rain, snow, dew)
to the three-state changes of water
3EB3 Be aware of some commonly used
weather icons
P4 4EB1 State the difference between weather and  Construct a simple model to stimulate the
climate* phenomenon of sea level rise caused by melting
4EB2 Describe the weather characteristics (e.g. glaciers
daily variations in temperature, rainfall,  Collect information on global warming
snowfall and humidity) in different  Develop a personal action plan to reduce carbon

68
Theme Topic Level Students should be able to Suggested learning and teaching activities

places footprint and put it into practice

4EB3 Show concern for the phenomenon of
global warming and its impacts (e.g.
glacier melting, rising sea levels,
desertification)
4EB4 Recognise some methods to slow down
global warming
4EB5 Show concern for environmental and
climate change

*Students are only required to recognise that

climate refers to the average of the meteorological
condition and pattern in a place over a longer
period of time, the calculation of average will be
covered in the Primary 6 Mathematics curriculum.
P5 5EB1 Describe Hong Kong’s weather  Use simple instruments (e.g. wind vane, rain
information such as temperature, wind gauge) to measure weather data (Programming
speed, wind direction, relative humidity, tools can be duly applied to construct the
rainfall, etc. based on weather data measuring instruments in the process)
5EB2 Recognise the causes of some common  Collect and record weather data for a week,
weather phenomena (e.g. fog, rain, snow, draw relevant statistical charts (e.g.

69
 Theme Topic Level Students should be able to Suggested learning and teaching activities

frost, hail) temperature, relative humidity), and conduct a

weather report activity
 Visit the Hong Kong Observatory
P6
C.  The Sun and P1 1EC1 Be aware that the Sun rises in the east and  Identify directions based on the position of the
Solar System in the eight sets in the west Sun
the Universe planets 1EC2 Be aware of the phenomenon of day and  Draw pictures about the activities of people and
 Some night and its relation to the activities of other animals during the day and night
phenomena humans and other animals
and patterns P2 2EC1 Be aware of the relationship between  Draw pictures about the activities of people and
observed on seasonal changes and the activities of other animals in different seasons
the Earth animals and plants
caused by the P3 3EC1 Be aware that the solar system is mainly  Observe models of the solar system
movements of made up of the Sun and eight planets  Observe the revolution of the eight planets
the Sun, Earth 3EC2 Be aware that the eight planets, including around the Sun using computer simulation
and Moon the Earth, revolve around the Sun software
3EC3 Be aware that the Moon is the Earth’s  Observe and record the shape of the Moon on
only natural satellite and revolves around different days of the month
the Earth
3EC4 Be aware that the shape of the Moon
appears different when observed from the

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Theme Topic Level Students should be able to Suggested learning and teaching activities

Earth at different times

P4 4EC1 Explain the relationship between the  Simulate the Earth’s rotation using a sun, earth
changes of day and night and the rotation and moon orbiter model, to explain the changes
of the Earth of day and night
4EC2 Be aware that the Earth’s axis is tilted  Simulate the Earth’s revolution around the Sun
4EC3 Explain that the difference in seasons in using a sun, earth and moon orbiter model, to
the Earth’s northern and southern explain the changes of seasons
hemispheres are related to the Earth’s
revolution around the Sun and tilted axis
P5 5EC1 Be aware that the Sun is the star in the  Collect information about the basic
solar system and emits light and heat characteristics of the eight planets
energy to other celestial bodies  Observe some major constellations and bright
5EC2 Explain why other celestial bodies in the stars (e.g. Orion, Polaris, Altair, Vega) with
solar system can be observed even they telescopes
do not emit light  Observe the surface of the Moon with a
5EC3 Recognise the eight planets in the solar telescope
system and their basic characteristics  Visit the Ho Koon Nature Education cum
(e.g. diameter*, number of discovered Astronomical Centre sponsored by Sik Sik Yuen
natural satellites, periods of revolution
and rotation)
5EC4 Recognise the overview of the universe

71
Theme Topic Level Students should be able to Suggested learning and teaching activities

and be aware that the Milky Way is one

of the many galaxies
5EC5 Appreciate the vastness of the universe

*At primary level, students are only required to be

aware that the longer the diameter of a planet, the
larger its volume, and do not need to recognise the
concept of diameter of a sphere and the calculation
of volume of a sphere.
P6 6EC1 Recognise the relative sizes, positions  Simulate the Earth’s orbit around the Sun and
and movements of the Sun, Earth and the formation of solar and lunar eclipses using a
Moon planetary model or computer software
6EC2 Be aware of the patterns of moon phases
6EC3 Be aware of the four moon phases: new
moon, first quarter, full moon and third
quarter
6EC4 Explain the causes of solar and lunar
eclipses
6EC5 Be aware that tides are the rise and fall of
sea levels caused by the gravitational pull
of the Sun and the Moon

72
Strand 4: Science, Technology, Engineering and Society

This strand aims at helping students understand the close relationship between science, technology, engineering and society. It includes three
themes, covering scientific process and spirit of science, aerospace and innovative technology, and engineering and design. Through studying this
strand, students can design and make engineering models or products, begin to develop their engineering practice abilities, and apply their learning
to solve authentic problems and engage in innovative design, cultivating their scientific thinking and foundational engineering thinking, as well as
creativity and problem-solving abilities. Students can gain a preliminary understanding of the nature of science, be aware of science inquiry
methods and processes, and develop an evidence-based scientific attitude and spirit. Students will also become acquainted with the development
of science, technology and engineering, and how these three fields create value and bring about changes in human life, understanding that optimum
use of science, technology and engineering can benefit the community and contribute to the nation and society.

Theme Topic Level Students should be able to Suggested learning and teaching activities

A.  Science P1
Scientific inquiry P2 2SA1 Be aware of some renowned scientists in  Watch video clips about the lives of renowned
Process and processes history (e.g. Zhang Heng, Thomas Edison) scientists
Spirit of  Science and and their achievements
Science technology 2SA2 Be aware that science inquiry is derived
create value from observation
and change 2SA3 Be aware that science is evidence-based
human life 2SA4 Admire some significant figures who have
 Research and contributed to the world’s scientific and

73
Theme Topic Level Students should be able to Suggested learning and teaching activities

contributions technological advancements

of renowned P3 3SA1 Be aware of science inquiry processes and  Conduct simple science inquiry activities
scientists steps relevant to the topics (e.g. activities relevant to
3SA2 Be aware of the different types of science “Observe and record the shape of the Moon on
inquiry (e.g. classifying, pattern seeking, different days of the month” in the topic “Some
modeling) phenomena and patterns observed on the Earth
3SA3 Be aware that some scientific discoveries caused by the movements of the Sun, Earth and
have enhanced people’s understanding of Moon” in Primary 3)
the world (e.g. Newton’s research on forces
and motion laid the foundation for people’s
understanding of the universe and the
movement of celestial bodies)
P4 4SA1 Recognise that scientific knowledge is  Conduct simple fair tests relevant to the topics
derived from systematic observation, (e.g. activities relevant to “Perform tests on some
testing and analysis, through which factors affecting the magnitude of friction” in the
imagination and creativity are required topic “Force and motion-related phenomena” in
4SA2 Recognise the concept of fair testing* Primary 4)
4SA3 Be aware that scientific knowledge is  Collect some examples of scientific knowledge
subject to change as new evidence becomes changing as a result of new evidence
available (e.g. the change from “Flat Earth
Theory” to “Round Earth Theory”)

74
Theme Topic Level Students should be able to Suggested learning and teaching activities

*Students are only required to recognise the concepts

related to “factor which its impact is to be
investigated”, “factor to be observed or measured”
and “factors to be kept constant” in the context of fair
testing, and do not need to recite the definitions of
independent variable, dependent variable and control
variables.
P5 5SA1 Be aware that scientific discoveries can  Read biographies and life stories of some
foster technological development, and renowned scientists
technological development can also drive  Collect information about some of the scientists
scientific advancement from the nation and Hong Kong
5SA2 Recognise some of the scientists from the
nation and Hong Kong (e.g. Tu Youyou and
Charles K. Kao) and their contributions
5SA3 Admire some significant figures who have
contributed to the world’s scientific and
technological advancements
P6 6SA1 Recognise the balance between scientific  Debate some issues related to the development of
and technological development and ethics science and technology, and discuss the impacts
6SA2 Be aware of the limitations of scientific they bring (e.g. nuclear research can be used to

75
 Theme Topic Level Students should be able to Suggested learning and teaching activities

knowledge develop new energy sources, but also be

employed to create devastating weapons)
B.  Technology in P1 1SB1 Be aware of the importance of proper use  Refer to the recommendations of the Department
Aerospace daily life of electronic products of Health, set some rules for the use of electronic
and  Innovation 1SB2 Be aware of the impacts of prolonged use products (e.g. take short breaks every twenty
Innovative and of electronic products on personal health minutes of using technology products, maintain
Technology technology 1SB3 Be aware of the etiquette for using an appropriate distance between the eyes and
development electronic products electronic screens) and practice them in daily life
 The nation’s  Demonstrate the etiquette that should be
and the observed when using electronic products through
world’s role-play (e.g. refrain from playing videos loudly
aerospace on public transportation, seek consent from
technology others before taking photos of them with
development electronic products)
P2
P3 3SB1 Be aware that some important  Collect photos of the same type of products from
technological inventions in history (e.g. different eras and state their differences
steam engine, electric light, telephone)
have improved people’s lives
3SB2 Recognise the evolution process of the
design of some common products (e.g.

76
Theme Topic Level Students should be able to Suggested learning and teaching activities

telephone, television, automobile)

3SB3 Give some examples of innovative
technologies applied in everyday life (e.g.
smart homes, electronic payments, new
energy vehicles, autonomous driving)
P4 4SB1 Recognise the applications and impact of  Watch interview clips or read articles featuring
artificial satellites in daily life (e.g. satellite the nation’s astronauts
positioning, weather observations)  Utilise the satellite positioning or satellite
4SB2 Give some examples of everyday products imaging function of tablet devices
that incorporate space technology (e.g.
shoe insoles, scratch resistant lenses, drinks
in squeeze pouch)
4SB3 Be aware of the achievements and
contributions of some of the nation’s
astronauts
4SB4 Recognise the life of astronauts in space
4SB5 Appreciate the nation’s contributions to the
development of aerospace technology
P5 5SB1 Be aware of the development of some  Collect information on some of the latest
innovative technologies (e.g. artificial technological advancements and their
intelligence, big data, the Internet of applications

77
Theme Topic Level Students should be able to Suggested learning and teaching activities

Things) and their applications in the society  Debate some issues related to the development of
5SB2 Recognise the impact of the development innovative technologies, and discuss the benefits
of innovative technologies on human life and drawbacks they bring (e.g. big data can
facilitate data analysis, however it will also bring
privacy implications)
P6 6SB1 Be aware of the purpose of human  Collect information about the nation’s and the
exploration of space world’s significant achievements in space
6SB2 Be aware of the methods used by ancient exploration and aerospace technology
people and modern scientists to conduct  Collect information about Hong Kong’s
astronomical observations and space involvement in the nation’s aerospace technology
exploration development
6SB3 Recognise the developmental milestones of  Visit the Hong Kong Space Museum
human space exploration, including
artificial satellites, moon landing, the
International Space Station, and manned
spaceflight
6SB4 Show concerns for the nation’s significant
achievements in space exploration (e.g.
lunar and deep space exploration) and
aerospace technology (e.g. Tiangong space
station, BeiDou Navigation Satellite

78
 Theme Topic Level Students should be able to Suggested learning and teaching activities

System)
6SB5 Realise the importance of aerospace
technology development to the nation’s
interests and security
C.  Engineering, P1 1SC1 Be aware that some everyday items are  Conduct a ‘Campus Treasure Hunt’ game, find
Engineering design cycle designed and manufactured by humans the designated items and categorise them into
and Design and 1SC2 Give examples of natural objects and man- baskets for natural objects and man-made objects
applications made objects  Count the number of man-made objects on one’s
1SC3 Be aware that good design can meet human body
needs and make life more convenient
P2 2SC1 Be aware of the structure and functions of  Observe some everyday items and state their
common products in daily life design features (e.g. a water bottle with a wide
2SC2 Identify how some simple designs can bottom for stability and a narrow opening to
enhance the functionality of products prevent spills)
2SC3 Describe the properties and uses of some  Observe the same type of everyday items (e.g.
common materials (e.g. plastic, wood, ordinary umbrellas, folding umbrellas, umbrellas
glass, metal) with springs) and point out some design elements
2SC4 Realise the importance of practicality and that enhance product functionality
aesthetics in engineering and design  Disassemble some simple products (e.g. ballpoint
pen) and describe their structures and features
P3 3SC1 Be aware that engineering projects can  Conduct a project learning on “Ancient Chinese

79
Theme Topic Level Students should be able to Suggested learning and teaching activities

improve people’s lives Architectural Techniques”

3SC2 Be aware that the foundation of engineering  Collect information about some of the nation’s
is science and technology and Hong Kong’s major engineering projects
3SC3 Give some examples of ancient Chinese
skills and engineering (e.g. Zhaozhou
Bridge, mortise and tenon joints)
3SC4 Recognise some examples of the nation’s
and Hong Kong’s major engineering
projects (e.g. maglev train, Hong Kong-
Zhuhai-Macao Bridge)
3SC5 Appreciate the nation’s contributions to
engineering development
P4 4SC1 Be aware of the basic steps of the design  Based on the scenario created by the teacher,
process design and make some simple physical models
4SC2 Apply design cycle to design engineering (e.g. a hut model with a waterproof roof, a model
models or products car driven by renewable energy) or products with
- Identify needs and the problem specific functions (e.g. non-slip slippers, small
- Collect information relevant to the problem, vacuum cleaner) under certain constraints (e.g.
and briefly evaluate existing approaches cost, material, and time). Programming tools can
- Propose a design solution that meets the be duly applied in the process (e.g. adding a
constraints curtain to the hut model that can open and close

80
Theme Topic Level Students should be able to Suggested learning and teaching activities

- Illustrate the design idea by a sketch according to brightness)

- Use simple tools and materials to make the
engineering model or product Teachers can design different scenarios based on
- Test and improve the engineering model or students’ proficiency levels and flexibly adjust the
product by considering practicality and difficulty of the activities. They can also duly connect
aesthetics with other STEAM-related subjects for conducting
- Communicate briefly the solutions to the cross-curriculum project learning.
problem
P5 5SC1 Apply design cycle to design engineering
models or products
- Identify needs and the problem
- Collect information relevant to the problem,
and evaluate existing approaches
- Propose more than one design solution that
meet the constraints
- Compare various considerations, including
practicality and aesthetics, to determine the
feasibility of the design solutions
- Illustrate the design idea by a sketch with
text, diagrams, etc.
- Use tools and materials to make the

81
Theme Topic Level Students should be able to Suggested learning and teaching activities

engineering model or product

- Test and improve the engineering model or
product
- Communicate the solutions to the problem
P6 6SC1 Apply design cycle to design engineering
models or products
- Identify needs and the problem
- Collect information relevant to the problem,
and point out the shortcomings of the
existing practices
- Propose more than one design solution that
meet the constraints
- Compare various considerations, take into
account practicality and aesthetics, to
determine the feasibility of the design
solutions
- Give suggestions to others’ design solutions
- Illustrate design ideas through
comprehensive use of text, icons, images,
diagrams, etc.
- Select and use appropriate tools and

82
Theme Topic Level Students should be able to Suggested learning and teaching activities

materials to make the engineering model or

product
- Test and improve the engineering model or
product
- Communicate the solutions to the problem,
review and evaluate the effectiveness of the
solutions

83
6.3.4 Learning objectives for each level

In general, teachers can teach the topics of Strands 1 to 4 within the same level in a sequential manner. However, the order of learning and teaching
is not absolute. Teachers can decide on the arrangements for learning and teaching based on students’ interests, needs, prior knowledge, and
foundations. Additionally, teachers can flexibly arrange the teaching of related learning objectives from different strands within the same level in
consecutive periods.

Primary 1

Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Healthy lifestyles Properties of matter Earth’s characteristics Technology in daily life

1LA1 State the functions of various 1MA1 Describe the properties of 1EA1 Be aware that the surface of 1SB1 Be aware of the importance of
parts of the human body (e.g. eyes to water and air (colourless, odourless, the Earth is covered by oceans and proper use of electronic products
see, teeth to chew food, spine to tasteless, and have no fixed shape) land, and that oceans cover more 1SB2 Be aware of the impacts of
support the body) 1MA2 Describe the properties (e.g. areas than land prolonged use of electronic products
1LA2 Be aware of the methods to weight, hardness, elasticity, 1EA2 Be aware that the surface of on personal health
protect various parts of the body transparency) of everyday items the Earth is surrounded by the 1SB3 Be aware of the etiquette for
(e.g. methods for protecting the eyes atmosphere (gases) using electronic products
and teeth, proper standing and sitting 1EA3 Be aware that the Earth is the
postures) shared home for humans, animals

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Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
1LA3 Give some examples of and plants
healthy living habits (e.g. having a 1EA4 Understand the importance of
balanced diet, exercising regularly, caring for the Earth
getting enough sleep, maintaining a
relaxed and happy mood)
1LA4 Develop healthy living habits
Difference between living things Properties of light and related Some phenomena and patterns Engineering, design cycle and
and non-living things phenomena observed on the Earth caused by applications
the movements of the Sun, Earth
1LB1 Be aware that both animals 1MB1 Be aware of the source of and Moon 1SC1 Be aware that some everyday
and plants are living things light items are designed and
1LB2 Give examples of common 1MB2 Give examples of uses of 1EC1 Be aware that the Sun rises in manufactured by humans
animals and plants found in Hong light in daily life (e.g. for the east and sets in the west 1SC2 Give examples of natural
Kong illumination and reading) 1EC2 Be aware of the phenomenon objects and man-made objects
1LB3 List the survival conditions 1MB3 Be aware that light shining of day and night and its relation to 1SC3 Be aware that good design can
for animals and plants (e.g. air, on opaque objects will produce the activities of humans and other meet human needs and make life
water) shadows animals more convenient
1LB4 Describe some simple 1MB4 Be aware that sunlight
common characteristics of animals consists of light of different colours
(e.g. movement)

85
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
1LB5 Respect and care for animals
and plants
Life cycle of living things Force and motion-related
phenomena
1LC1 State the major body changes
during infancy, early childhood and 1MC1 State the relative position of
childhood (e.g. increase in height an object to oneself (e.g. front, back,
and weight, loss of primary teeth and left, right, near, far)
growth of permanent teeth) 1MC2 Be aware that the position of
an object will be changed after
motion
1MC3 Give some examples of
motion in everyday life (e.g.
swinging on a swing, riding a bus,
kicking a soccer ball)
1MC4 Describe how fast or slow an
object moves

86
Primary 2

Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Difference between living things Properties of matter Daily weather phenomena Research and contributions of
and non-living things renowned scientists
2MA1 Be aware that magnet can be 2EB1 Be aware of some different
2LB1 Be aware of the differences used to attract some metallic objects weather conditions (e.g. cloudy, 2SA1 Be aware of some renowned
between living things and non-living 2MA2 Be aware that each magnet sunny, rainy, snowy, windy, scientists in history (e.g. Zhang
things (e.g. living things can has two different magnetic poles temperature) Heng, Thomas Edison) and their
reproduce, grow and develop, and which always exist in pairs 2EB2 Recognise the activities that achievements
respond to stimuli, while non-living 2MA3 Be aware of the phenomenon people and animals engage in under 2SA4 Admire some significant
things cannot) of ‘like poles repel and unlike poles different weather conditions figures who have contributed to the
attract’ world’s scientific and technological
Structures of living things 2MA4 Be aware that the magnetised advancements
needle in a compass can be used to
2LB2 State the major structures in indicate the south and the north Science inquiry processes
plants and their functions (leaves 2MA5 Give some examples of daily
make food, roots absorb water and application of magnet 2SA2 Be aware that science inquiry
nutrients and anchor plants, stems is derived from observation
support the plant and transport Physical change and chemical 2SA3 Be aware that science is
water, food and nutrients) change evidence-based

87
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society

2MA6 Be aware that some

substances (e.g. salt, sugar) are
soluble in water while others (e.g.
sand, rock) are insoluble in water
Impact of human behavior on the Properties of sound and related Some phenomena and patterns Engineering, design cycle and
natural environment phenomena observed on the Earth caused by applications
the movements of the Sun, Earth
2LD1 Recognise the impact of 2MB1 Be aware that sound is and Moon 2SC1 Be aware of the structure and
human behavior on the environment produced by the vibration of objects functions of common products in
(e.g. causing air and water pollution) 2MB2 Be aware that the greater the 2EC1 Be aware of the relationship daily life
2LD2 Give some examples of how vibration of an object, the louder the between seasonal changes and the 2SC2 Identify how some simple
pollution affect the survival of sound produced activities of animals and plants designs can enhance the
animals and plants 2MB3 Be aware of some functionality of products
2LD3 Show concern for phenomena related to sound (e.g. 2SC3 Describe the properties and
safeguarding and improving the echo) uses of some common materials (e.g.
environment, and take action plastic, wood, glass, metal)
accordingly 2SC4 Realise the importance of
practicality and aesthetics in
engineering and design

88
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Ecological environment Force and motion-related
phenomena
2LE1 Be aware that plants need
(sun) light, air and water to provide 2MC1 Be aware that force can cause
the energy required for life processes objects to move
(growth, reproduction) 2MC2 Give some daily examples
2LE3 Be aware that animals respond involving push and pull
to changes in environmental 2MC3 Be aware that force of
conditions (e.g. temperature, danger) gravity is the attractive force exerted
by the Earth on other objects
Food chain

2LE2 Be aware that animals obtain

the energy required for life processes
(growth and repair, activity,
reproduction) through feeding

89
Primary 3

Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Healthy lifestyles States of matter Earth’s resources Science inquiry processes

3LA1 Be aware of the types of food 3MA1 Be aware that matter can be 3EA1 Be aware of the sources of 3SA1 Be aware of science inquiry
commonly found in a balanced diet classified into solids, liquids and salt water and fresh water, and their processes and steps
3LA2 Recognise the healthy eating gases, and describe their properties uses in daily life 3SA2 Be aware of the different
pyramid (whether it has a fixed volume, 3EA2 Be aware that drinking water types of science inquiry (e.g.
3LA3 Recognise the nutrients in whether it has a fixed shape) needs to be filtered and purified classifying, pattern seeking,
food (carbohydrates, proteins, fats, 3EA3 Give some examples of modeling)
vitamins, minerals, dietary fiber, Properties of matter Earth’s resources that are renewable
water) and their functions (e.g. water, wind, forests) and that Science and technology create
3LA4 Recognise the correct 3MA2 Compare some physical are non-renewable (e.g. petroleum, value and change human life
methods of handling and preserving properties (e.g. weight, physical natural gas, minerals)
food state under room temperature, 3EA4 Be aware of the importance of 3SA3 Be aware that some scientific
3LA5 Maintain healthy eating habits whether it can be attracted by responsible use of the Earth’s discoveries have enhanced people’s
magnet, whether it can float in resources understanding of the world (e.g.
water) of different materials Newton’s research on forces and
3MA3 Give some examples of motion laid the foundation for
mixture (e.g. rocks and sand, sugar people’s understanding of the

90
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
solution, sand and iron filings, air) universe and the movement of
3MA4 Recognise some methods of celestial bodies)
separating mixtures (sieving,
magnetic attraction, filtration,
evaporation)
Diversity and classification of Physical change and chemical Daily weather phenomena Technology in daily life
living things change
3EB1 State the processes of water 3SB1 Be aware that some important
3LB1 Be aware that animals are 3MA5 Describe the processes cycle (evaporation, condensation, technological inventions in history
classified into vertebrates and (melting, boiling, freezing, precipitation) (e.g. steam engine, electric light,
invertebrates condensation, evaporation) of the 3EB2 Relate some common weather telephone) have improved people’s
3LB2 Describe the key change in states of water phenomena (e.g. clouds, rain, snow, lives
characteristics of some animal 3MA6 Give examples of daily dew) to the three-state changes of 3SB2 Recognise the evolution
groups (insects, fish, amphibians, phenomena of evaporation and water process of the design of some
reptiles, birds, mammals) condensation (e.g. clothes drying in 3EB3 Be aware of some commonly common products (e.g. telephone,
3LB3 Classify animals according to the sun, water droplets condensing used weather icons television, automobile)
their characteristics on the surface of cold drink)
3LB5 Be aware that plants are 3MA7 Be aware of some factors that
classified into flowering plants and speed up the dissolving of
non-flowering plants substances in water (e.g. surface area

91
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
3LB7 Appreciate the diversity of life of solute, water temperature, stirring Innovation and technology
speed) development
Structures of living things 3MA8 Distinguish between high and
low concentrations of solution (e.g. 3SB3 Give some examples of
3LB4 Using mammals as an same volume of water with different innovative technologies applied in
example, be aware of the major amounts of sugar added) everyday life (e.g. smart homes,
structures of some animals, electronic payments, new energy
including bones, muscles, lungs, vehicles, autonomous driving)
heart, and stomach, and their
functions
3LB6 Be aware of the major parts in
flowers, including sepals, corolla,
stamens and pistils, and their
functions
Life cycle of living things Sources and uses of energy The Sun and the eight planets Engineering, design cycle and
applications
3LC1 Be aware that living things go 3MB1 Be aware that electrical 3EC1 Be aware that the solar system
through the life cycle of birth, energy can be converted to other is mainly made up of the Sun and 3SC1 Be aware that engineering
growth, reproduction and death forms of energy (e.g. thermal eight planets projects can improve people’s lives
3LC2 Using frogs, butterflies, dogs energy, light energy, sound energy) 3EC2 Be aware that the eight 3SC2 Be aware that the foundation

92
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
and chickens as examples, recognise 3MB2 Give examples of uses of planets, including the Earth, revolve of engineering is science and
the changes in different animals at electricity in daily life around the Sun technology
different stages of their life cycles 3SC3 Give some examples of
3LC3 Identify the different stages of Heat transfer Some phenomena and patterns ancient Chinese skills and
the life cycle of flowering plants observed on the Earth caused by engineering (e.g. Zhaozhou Bridge,
(germination, growth, reproduction, 3MB3 Recognise ways to measure the movements of the Sun, Earth mortise and tenon joints)
seed dispersal) temperature, and the commonly used and Moon 3SC4 Recognise some examples of
3LC5 Respect and care for life unit (degree Celsius, symbol: C) the nation’s and Hong Kong’s major
3MB4 Recognise the modes of heat 3EC3 Be aware that the Moon is the engineering projects (e.g. maglev
Heredity and reproduction transfer Earth’s only natural satellite and train, Hong Kong-Zhuhai-Macao
revolves around the Earth Bridge)
3LC4 Recognise the reproductive 3EC4 Be aware that the shape of the 3SC5 Appreciate the nation’s
processes of live-bearing and egg- Moon appears different when contributions to engineering
laying animals observed from the Earth at different development
times
Simple machines

3MC1 Recognise the functions of

simple machines such as rollers,
inclined planes and pulleys (fixed

93
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
pulley) (e.g. reducing the force
required, changing the direction of
force)
3MC2 Give examples of daily
applications of rollers, inclined
planes and pulleys (e.g. wheels,
ramps, elevators)

94
Primary 4

Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Communicable and non- Properties of matter Earth’s characteristics Science inquiry processes
communicable diseases
4MA1 Compare some physical 4EA1 State the structure of the Earth 4SA1 Recognise that scientific
4LA1 Recognise common properties (electrical conductivity (crust, mantle, and core) and the knowledge is derived from
communicable diseases (e.g. and thermal conductivity) of metals physical characteristics of these systematic observation, testing and
influenza, cholera) and their major and non-metals distinct parts analysis, through which imagination
causes and symptoms 4MA2 Relate the properties of 4EA2 Be aware that the Earth’s and creativity are required
4LA2 Recognise the transmission metals to their uses (e.g. copper crust is composed of rocks, 4SA2 Recognise the concept of fair
routes of communicable diseases which conducts electricity well can including igneous rocks, testing
(e.g. droplet transmission, vector be used to make electrical wires; sedimentary rocks, metamorphic 4SA3 Be aware that scientific
transmission, contact transmission, iron that conducts heat well can be rocks knowledge is subject to change as
food transmission, blood used to make cooking utensils) 4EA3 Be aware of the main new evidence becomes available
transmission) and their prevention 4MA3 Determine whether a material components of soil, classification of (e.g. the change from “Flat Earth
4LA3 Recognise common non- is suitable for thermal conduction or soil (sand, loam, clay) as well as the Theory” to “Round Earth Theory”)
communicable diseases (e.g. heart thermal insulation based on its plants suitable for growing on each
diseases, cancer) and their main properties type of soil
causes, symptoms and prevention
4LA4 Realise that scientific

95
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
progress can help respond to large- Physical change and chemical
scale communicable diseases (e.g. change
the COVID-19 pandemic), protect
the lives and health of people, and 4MA4 Identify some visible changes
promote biosecurity that do not produce new matter
(physical changes) (e.g. dissolving,
evaporation, squeezing or stretching
objects)
4MA5 Identify some visible changes
that produce new matter (chemical
changes) (e.g. rusting, burning, food
rotting)
Heredity and reproduction Sources and uses of energy Climate characteristics of The nation’s and the world’s
different regions aerospace technology development
4LC1 Recognise the reproductive 4MB1 Identify the sources of energy
process of flowering plants (e.g. the Sun, moving water, wind, 4EB1 State the difference between 4SB1 Recognise the applications and
4LC2 Be aware that some plants can coal, crude oil, natural gas) weather and climate 4EB2 Describe impact of artificial satellites in daily
reproduce through roots, stems or 4MB2 Be aware that energy is the weather characteristics (e.g. life (e.g. satellite positioning,
leaves (e.g. radish and sweet potato needed for transportation, daily variations in temperature, weather observations)
can reproduce through roots, onion manufacturing, illumination, and rainfall, snowfall and humidity) in 4SB2 Give some examples of

96
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
and garlic can reproduce through powering electronic equipment different places everyday products that incorporate
stems, Echeveria and Kalanchoe 4MB3 Recognise the importance of space technology (e.g. shoe insoles,
pinnata can reproduce through energy saving Changes in climate and seasons scratch resistant lenses, drinks in
leaves) squeeze pouch)
4LC3 Recognise the different ways Properties of light and related 4EB3 Show concern for the 4SB3 Be aware of the achievements
living things increase the number of phenomena phenomenon of global warming and and contributions of some of the
offspring and their chances of its impacts (e.g. glacier melting, nation’s astronauts
survival (e.g. plants produce a large 4MB4 Differentiate the light coming rising sea levels, desertification) 4SB4 Recognise the life of
number of seeds, mammals care for from a light source (e.g. sunlight, 4EB4 Recognise some methods to astronauts in space
their young offspring) light from a flashlight) from that slow down global warming 4SB5 Appreciate the nation’s
4LC4 Be aware that offspring reflected from objects (e.g. 4EB5 Show concern for contributions to the development of
produced by reproduction of animals moonlight) environmental and climate change aerospace technology
and plants have similar 4MB5 Be aware of some examples
characteristics to their parents of reflection of light (e.g. reflection
4LC5 Identify characteristics that on water surface, mirror)
animals and plants inherited from 4MB6 Recognise the changes in
their parents (e.g. skin colour, eye length and position of shadow under
colour and shape of earlobe in sunlight at different times
humans; colour and number of
petals) as well as those that are not

97
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
inherited from their parents (e.g. hair Properties of electricity and
length in humans) related phenomena
4LC6 Be aware that some human
characteristics are inherited (e.g. 4MB7 Recognise simple closed
ability to roll the tongue and bend circuits
the thumb backward) and cannot be 4MB8 Explain that a complete
changed through acquired learning circuit is needed for the functioning
of simple electrical appliances (e.g.
light bulb)
Biological forms and functions, Force and motion-related Some phenomena and patterns Engineering, design cycle and
and their adaptability to the phenomena observed on the Earth caused by applications
environment the movements of the Sun, Earth
4MC1 Be aware that friction is the and Moon 4SC1 Be aware of the basic steps of
4LD1 Give some examples of resistance that occurs when objects the design process
features of plants that help them rub against each other 4EC1 Explain the relationship 4SC2 Apply design cycle to design
adapt to their environment 4MC2 Be aware that the direction of between the changes of day and engineering models or products
4LD2 Give some examples of friction is opposite to the direction night and the rotation of the Earth - Identify needs and the problem
features of animals that help them of motion 4EC2 Be aware that the Earth’s axis - Collect information relevant to
adapt to their environment 4MC3 Give daily examples where is tilted the problem, and briefly evaluate
4LD3 Recognise some behaviors of friction is applied (e.g. walking, 4EC3 Explain that the difference in existing approaches

98
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
animals for surviving in their writing) seasons in the Earth’s northern and - Propose a design solution that
habitats (e.g. migration, hibernation) southern hemispheres are related to meets the constraints
the Earth’s revolution around the - Illustrate the design idea by a
Sun and tilted axis sketch
- Use simple tools and materials to
make the engineering model or
product
- Test and improve the
engineering model or product by
considering practicality and
aesthetics
- Communicate briefly the
solutions to the problem
Ecological environment

4LE1 Be aware of some different

natural environments (e.g. tropical
rainforest, temperate grassland, polar
regions, desert)
4LE2 Relate common animals and

99
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
plants to the natural environments
4LE5 Understand that some living
things in an ecosystem compete with
each other for resources (e.g. light,
food, living space)

Food chain

4LE3 Describe the role of each

living thing in a simple food chain
(e.g. plants produce their own food,
some animals eat plants, some
animals eat other animals)
4LE4 Identify common predators
and their prey, and describe their
relationships

100
Primary 5

Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Human body systems Properties of matter Earth’s history Science and technology create
value and change human life
5LB1 Recognise the major parts of 5MA1 State the major components 5EA1 Recognise some different
the human respiratory system of air and their percentage of landforms (e.g. mountains, plains, 5SA1 Be aware that scientific
(trachea, bronchi, lungs) and their composition in air valleys, plateaus, basins) discoveries can foster technological
functions 5MA2 Be aware that air has weight 5EA2 Be aware that crustal development, and technological
5LB2 Recognise the major parts of and occupies space movement, water and wind play an development can also drive
the human digestive system 5MA3 Give some examples of daily important role in shaping landforms scientific advancement
(stomach, small intestine, large phenomena related to atmospheric 5EA3 Be aware that fossils are the
intestine) and their functions pressure (e.g. suck air out through a remains of some ancient organisms Research and contributions of
5LB3 Recognise the major parts of straw will cause the beverage carton preserved in rocks and ice renowned scientists
the human reproductive system to cave in) 5EA4 Be aware that changes in the
(male: testes, sperm ducts, urethra, 5MA4 Be aware that air rises when Earth’s surface can be inferred from 5SA2 Recognise some of the
penis; female: ovaries, oviducts, heated, and the movement of air the location of fossils scientists from the nation and Hong
uterus, vagina) and their functions forms wind Kong (e.g. Tu Youyou and Charles
K. Kao) and their contributions
5SA3 Admire some significant
figures who have contributed to the

101
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
world’s scientific and technological
advancements
Life cycle of living things Physical change and chemical Climate characteristics of Innovation and technology
change different regions development
5LC1 Describe the characteristics of
different developmental stages in 5MA5 Recognise the necessary 5EB1 Describe Hong Kong’s 5SB1 Be aware of the development
humans (infancy, childhood, conditions for corrosion of metals weather information such as of some innovative technologies
adolescence, adulthood, and late (using rusting as an example) temperature, wind speed, wind (e.g. artificial intelligence, big data,
adulthood) 5MA6 Explain ways to prevent direction, relative humidity, rainfall, the Internet of Things) and their
5LC2 Recognise the physiological corrosion of metals etc. based on weather data applications in the society
and psychological changes in males 5MA7 Be aware of some reversible 5SB2 Recognise the impact of the
and females during adolescence changes (e.g. condensation and Daily weather phenomena development of innovative
5LC3 Recognise the factors that evaporation of water) and technologies on human life
influence growth and development irreversible changes (e.g. burning) 5EB2 Recognise the causes of some
during adolescence (e.g. heredity, common weather phenomena (e.g.
nutrition, sleep and exercise, etc.) fog, rain, snow, frost, hail)
5LC4 Accept individual differences
in growth and development during
adolescence

102
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society

Impact of human behavior on the Sources and uses of energy The Sun and the eight planets Engineering, design cycle and
natural environment applications
5MB1 Give examples of the 5EC1 Be aware that the Sun is the
5LD1 Recognise some methods of different forms of energy (e.g. star in the solar system and emits 5SC1 Apply design cycle to design
pollution testing kinetic energy, potential energy, light and heat energy to other engineering models or products
5LD2 Give some approaches in the chemical energy) celestial bodies - Identify needs and the problem
application of science and 5MB2 Be aware that energy can be 5EC2 Explain why other celestial - Collect information relevant to
technology to address environmental converted from one form to another bodies in the solar system can be the problem, and evaluate
issues observed even they do not emit light existing approaches
5LD3 Recognise the importance of Properties of sound and related 5EC3 Recognise the eight planets in - Propose more than one design
sustainable development and phenomena the solar system and their basic solution that meet the constraints
environmental protection to characteristics (e.g. diameter, - Compare various considerations,
maintaining ecological security 5MB3 Be aware that sound can number of discovered natural including practicality and
travel through different media satellites, periods of revolution and aesthetics, to determine the
5MB4 Be aware that changes in rotation) feasibility of the design solutions
pitch are caused by changes in 5EC4 Recognise the overview of the - Illustrate the design idea by a
vibration universe and be aware that the Milky sketch with text, diagrams, etc.
5MB5 Recognise the causes of noise Way is one of the many galaxies - Use tools and materials to make
and ways to cope with it 5EC5 Appreciate the vastness of the the engineering model or

103
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
5MB6 Recognise the ways to protect universe product
hearing - Test and improve the
5MB7 Recognise ways to measure engineering model or product
the loudness of sound, and the - Communicate the solutions to
commonly used unit (decibel) the problem

Properties of electricity and

related phenomena

5MB8 Recognise how to use

electricity safely
5MB9 Explain the reasons why
different parts of household
appliances are made from
conductive and insulating materials
respectively

Common microorganisms Force and motion-related

phenomena
5LF1 Recognise common types of

104
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
microorganisms (including bacteria, 5MC1 Be aware that forces can
fungi, viruses) change the state of motion of an
5LF2 Recognise the uses of object (forces can make a stationary
antibiotics and the effects of object move or stop a moving
inappropriate use of antibiotics object; forces can change the speed
5LF3 Recognise the benefits (e.g. of a moving object; forces can
probiotics inhibiting the growth of change the direction of a moving
harmful bacteria, degrading object)
pollutants) and negative impacts 5MC2 Recognise that forces always
(e.g. causing diseases) of work in action and reaction pairs
microorganisms to humans 5MC3 Recognise methods to
compare the speed of moving
objects (compare the distances
travelled by two objects within the
same period of time, or compare the
time taken for two objects to travel
the same distance)

105
Primary 6

Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Healthy lifestyles Properties of matter Earth’s history Science and technology create
value and change human life
6LA1 Recognise simple first-aid for 6MA1 Using water as an example, 6EA1 Be aware of the formation
handling minor injuries or state that buoyancy is an upward processes of fossils and fossil fuels 6SA1 Recognise the balance
discomforts force exerted by water on objects 6EA2 Be aware that some natural between scientific and technological
6LA2 Recognise ways to handle 6MA2 Recognise the phenomenon disasters (e.g. volcanic eruptions, development and ethics
household accidents (e.g. fire, of floating and sinking of objects in earthquakes) are related to crustal 6SA2 Be aware of the limitations of
leakage of electricity, gas leak) water activities scientific knowledge
6LA3 Be aware of the adverse 6EA3 Recognise some ways that
effects of smoking, alcoholism, drug human respond to natural disasters
abuse and drug use on the body
Human body systems Physical change and chemical Some phenomena and patterns The nation’s and the world’s
change observed on the Earth caused by aerospace technology development
6LB1 Recognise the major parts of the movements of the Sun, Earth
the human circulatory system (heart, 6MA3 Be aware that combustion and Moon 6SB1 Be aware of the purpose of
blood vessels) and their functions requires oxygen, and produces human exploration of space
6LB2 Recognise the major parts of carbon dioxide and water 6EC1 Recognise the relative sizes, 6SB2 Be aware of the methods used
the human urinary system (kidneys, 6MA4 Recognise the necessary positions and movements of the Sun, by ancient people and modern

106
Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
ureters, urinary bladder, urethra) and conditions for combustion, and the Earth and Moon scientists to conduct astronomical
their functions working principles of fire-fighting 6EC2 Be aware of the patterns of observations and space exploration
6LB3 Recognise the major parts of equipment (e.g. fire extinguishers, moon phases 6SB3 Recognise the developmental
the human nervous system (sensory fire blankets, etc.) 6EC3 Be aware of the four moon milestones of human space
organs, brain, spinal cord) and their 6MA5 Recognise the occurrence, phases: new moon, first quarter, full exploration, including artificial
functions impact and prevention of hill fires moon and third quarter satellites, moon landing, the
6LB4 Give some examples of reflex 6EC4 Explain the causes of solar International Space Station, and
actions (e.g. blinking when wind and lunar eclipses manned spaceflight
blows into eyes, withdrawal reflex in 6EC5 Be aware that tides are the 6SB4 Show concerns for the
response to heat) rise and fall of sea levels caused by nation’s significant achievements in
the gravitational pull of the Sun and space exploration (e.g. lunar and
the Moon deep space exploration) and
aerospace technology (e.g. Tiangong
space station, BeiDou Navigation
Satellite System)
6SB5 Realise the importance of
aerospace technology development
to the nation’s interests and security

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Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Impact of human behavior on the Properties of light and related Engineering, design cycle and
natural environment phenomena applications

6LD1 Recognise some endangered 6MB1 Recognise the mode of light 6SC1 Apply design cycle to design
species propagation engineering models or products
6LD2 Explain why endangered 6MB2 Recognise the characteristics - Identify needs and the problem
species are on the verge of of images formed by a plane mirror, - Collect information relevant to
extinction including being the same size as the the problem, and point out the
6LD3 Recognise some methods of object and laterally inverted shortcomings of the existing
protecting endangered species 6MB3 Give daily application of practices
6LD4 Respect and care for life, and different types of mirrors, including - Propose more than one design
show concern for endangered plane, convex and concave mirrors solution that meet the constraints
species 6MB4 Be aware that refraction - Compare various considerations,
occurs when light passes through take into account practicality and
different transparent materials aesthetics, to determine the
6MB5 Give examples of daily feasibility of the design solutions
applications of refraction of light - Give suggestions to others’
(e.g. glasses, magnifying glasses, design solutions
microscopes) - Illustrate design ideas through
comprehensive use of text,

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Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
Properties of electricity and icons, images, diagrams, etc.
related phenomena - Select and use appropriate tools
and materials to make the
6MB6 Be aware of the heating engineering model or product
effect and magnetic effect of electric - Test and improve the
current engineering model or product
6MB7 Give examples of daily - Communicate the solutions to
applications of the heating effect the problem, review and evaluate
(e.g. electric heaters, hairdryers, the effectiveness of the solutions
toasters) and magnetic effect (e.g.
electromagnetic cranes,
electromagnetic locks) of electric
current

Food chain Simple machines

6LE1 Be aware that photosynthesis 6MC1 Recognise the applications of

is the process by which plants three types of levers (the fulcrum
produce food located in between the effort and the
6LE2 Be aware of the conditions load, the load located in between the

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Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
necessary for photosynthesis in fulcrum and the effort, the effort
plants (sunlight, water, carbon located in between the fulcrum and
dioxide, chlorophyll) the load)
6LE3 State the importance of 6MC2 Be aware of the difference
photosynthesis in plants to other between a lever that reduces the
living things effort required and a lever that
requires more effort
6MC3 Recognise the working
principles of simple machines such
as pulleys (fixed pulley, movable
pulley, pulley system) and gears
6MC4 Give examples of daily
applications of levers, pulleys and
gears (e.g. chopsticks, cable cars,
bicycles)
Cells and microscope

6LF1 Be aware that cells are the

basic units of living things
6LF2 Use a microscope to observe

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Life and Environment Matter, Energy and Changes Earth and Space Science, Technology, Engineering
and Society
animal cells and plant cells
6LF3 Identify the different parts of
animal and plant cells, and compare
the similarities and differences
between animal and plant cells
(plant cells have cell walls while
animal cells do not, most plant cells
have chloroplasts while most animal
cells do not)

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7. Learning and Teaching

This curriculum emphasises the importance of providing students with

diverse and engaging learning experiences that enable them to observe
common scientific phenomena in their daily lives and understand the
underlying scientific concepts. At the primary level, students are not
required to delve into complex scientific theories or memorise scientific
facts and terms through rote learning. Such approach not only hinders the
cultivation of students’ curiosity but may result in counterproductive
effects. Therefore, the acquisitions of scientific knowledge is no longer
solely dependent on one-way teaching by the teachers. Instead, a ‘student-
centered’ inquiry-based learning approach should be adopted, where
students explore and discover knowledge under the guidance of teachers,
and apply what they have learnt to solve problems in authentic scenarios.
In this process, teachers need to play different roles, such as resource
persons, facilitators, counsellors, assessors, role models, and co-learners,
or a combination thereof. Students, on the other hand, can be listeners in
some situations, but more often, they play a more active role in learning,
becoming co-constructors of knowledge, information seekers or problem-
solvers.

Teachers can refer to the following guiding principles for learning and
teaching that are applicable to this curriculum:
 Giving clear and explicit learning targets
 Stimulating students’ curiosity and fostering learning interest
 Building upon students’ prior knowledge and experiences
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 Connecting with students’ everyday life experiences
 Employing diversified learning and teaching activities
 Facilitating quality classroom interaction and student engagement
 Promoting students’ self-directed learning capabilities
 Encouraging exploration and facilitating student learning from
experience
 Providing opportunities for students to apply their scientific
knowledge
 Providing effective feedback and evaluation
 Utilising various learning and teaching resources flexibly
 Leveraging information technology for learning
 Embracing learner diversity

Teachers should be flexible in their choice of learning and teaching

strategies to maximise the learning effectiveness among students with
different abilities and needs, in accordance with the various learning
content and contexts. These strategies include:
 Self-directed learning
 Thought-provoking questioning
 Group learning and discussion
 Science inquiry activities and simple experiments
 Design and make activities
 Project learning
 Life-wide learning
 Reading across the curriculum

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8. Assessment

Assessment is an integral part of the curriculum, learning and teaching, and

assessment cycle. It serves as a means to gather evidence of students’
learning outcomes. Its purpose is not only to reflect students’ learning
performance but, more importantly, to provide effective feedback that
enables students to track their learning progress, modify their learning
strategies, and improve or extend their learning. At the same time, teachers
can analyse assessment data to identify students’ learning difficulties and
needs, thereby improving teaching methods and optimising curriculum
planning. As stated in the section “Curriculum Rationale” of this
curriculum framework, the Primary Science curriculum aims to cultivate
students’ curiosity and interest in science, and encourage students’
application of knowledge and creativity in the learning process. Schools
should follow these rationales when designing assessment activities for the
Primary Science subject.

Teachers can consider the following assessment design principles that are
applicable to this curriculum:
 Aligning with the curriculum learning objectives
 Adopting a variety of assessment modes
 Embracing individual differences in student abilities
 Emphasising both the learning process and outcomes
 Providing precise and concrete feedback and encouragement
 Providing opportunities for students to showcase their learning
achievements
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 Encouraging peer and self-assessment
 Leveraging assessment data to enhance teaching strategies

Assessment modes can generally be categorised into the following three

types:
 Assessment of learning: This type of assessment aims to summarise
students’ learning outcomes at specific stages, reflecting their overall
learning performance. (Examples: written examinations and tests)
 Assessment for learning: This type of assessment is achieved by
reviewing students’ learning progress on a continuous basis. It aims at
providing assistance and improvement suggestions for students
through effective feedback. It also enables teachers to adjust learning
and teaching strategies to promote effective learning. (Examples:
project learning, practical assessment and product design)
 Assessment as learning: This type of assessment requires students to
continuously review their own and their peers’ learning performance
during the learning process, and reflect and adjust learning strategies,
to develop self-directed learning abilities. (Examples: science journals
and learning portfolios)

Different modes of assessment serve different purposes. Schools should

adopt a variety of modes of assessment that align with the assessment
priorities and objectives, and students’ cognitive development, allowing
students with different learning styles to demonstrate their learning
achievements. It is worth mentioning that pen and paper assessment is only
one of many modes of assessment, the assessments of Primary Science
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should not be limited to this. To create space for students and reduce their
academic pressure, schools should avoid, as much as possible, using
written examinations to evaluate students’ learning performance,
especially in Primary 1 and Primary 2. Furthermore, schools should free
up more time for students to engage in science inquiries or field trips,
nurturing their curiosity and spirit of inquiry.

Teachers can consider the following modes of assessment that are

applicable to this curriculum:
 Questioning
 Oral presentation
 Practical assessment
 Engineering model/product design
 Science journals
 Learning portfolios
 Project learning
 Exhibition
 Reading across the curriculum
 Pen and paper assessment

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 Ad Hoc Committee for the Development of the
Science (Primary 1 - 6) Curriculum
Membership List
(Since August 2023)

Chairperson: Dr. LI Wai-chin

Convenor: Mr. CHENG Chung-ki (Education Bureau)
Member: Ms. CHAN Mei-kuen
Mr. CHAN Shui-leung
Mr. CHAN Shiu-tung
Dr. CHAN To
Mr. CHIU Pit-nam
Mr. CHOY Sai-hung
Ms. IP Wan-ting, Belinda
Ms. LAI Yuet-wah, Michelle
Mr. LI Chi-man
Dr. PUN Chun-sing, Jason
Mr. YEUNG Yu-san
Secretary: Dr. CHEUNG Kam-wah, Thomas (Education Bureau)

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