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Liberal Studies 

Liberal Studies Department 

Our department strives to develop students to be independent thinkers with critical thinking and the ability to analyze contemporary issues with multiple perspectives; to cultivate students’ respect and appreciation towards various stakeholders in the society, understand their diversified cultures and demands; to facilitate students’ development on positive moral standards and value system, construct knowledge and concepts for coping with the ever changing world in the future and to be responsible citizens in the society. Aligning with the medium of instruction in our school, English is used in both junior and senior form classes to provide a platform for the transfer of knowledge between different subjects and connect to the global society.

Curriculum Information

Junior Curriculum 

S.1 to S.3 classes adopt a modular approach by introducing various modules related to the NSS curriculum, providing a solid knowledge foundation to students before promotion to senior form. Combining with learning and thinking skills, together with project learning, students will be equipped with both essential concepts and skills for their senior secondary.

Senior Curriculum

Our senior form curriculum is based on HKDSE syllabus, a scaffolding approach is adopted to bridge the difference between junior forms and public assessment. Students will gradually develop their ability in handling public assessment and apply their knowledge and skills developed in S.1 to S.3.

Outside the Classroom

Taiwan Leaning Trip jointly organized by Visual Arts & Liberal Studies: a group of senior form students had a great experience exploring the other side of this city during Easter holiday 2016, blending into the Taiwanese street art and local culture.

Public Lectures, Workshops and Competitions: We encourage our students to develop a deeper understanding towards specific topics by participating in public seminars, training workshops and inter-school competitions.

OLE Activities: To bring Liberal Studies to daily life, we organize visits to different organizations. Each S.4 and S.5 student would have the chance to join at least one outing activity throughout the year. Organizations visited in the past two years include:

  • Air Quality Monitoring Station

  • Ambulance Depot

  • Animal Waste Composting Plant

  • Chemical Waste Treatment Centre

  • Court of Final Appeal

  • Food Angel

  • Gingko House

  • High Court

  • Khalsa Diwan Sikh Temple

  • Legislative Council

  • Lo Wu Correctional Institution

  • Sai Ying Pun Manhole Covers Guided Tour

  • Sha Tin Community Green Station

  • South East New Territories Landfill

  • Tao Heung Museum of Food Culture

  • Tung Tau Correctional Institution

Consumer Cultural Study Award (消費文化考察報告獎): All S.3 students participate in this project learning competition, applying their research skills learnt during lesson. In 2017-2018, one group of outstanding TTCA students was awarded “特別嘉許獎” by Consumer Council among thousands of entries.

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Chinese History


  1. 達到4C(Communication, Collaboration, Critical Thinking, Creativity)的訓練

  2. 以小組學習提高學生對中國歷史的興趣

  3. 以預習教學,培養學生的積極自主學習能力

  4. 掌握運用史料、評價史實、推論前因、組織表達及正反論證的技巧

  5. 認識古人的得失,建立正確積極的價值觀及國民意



  1. 本校採用生動的專題活動教學,加強知識趣味,亦以趣味預習學案,推動自主學習,學生透過自理筆記,有更清晰歷史脈絡,亦能透過課堂討論活動,容易代入歷史人物及當時環境,進行全方位的思考。

  2. 學生亦很喜愛寫信給歷史人物、漫畫創作、古代發明模型製作及舊曲新詞等活動,打破只用文字表達歷史的傳統,讓學生用其他方法來抒發對歷史的了解。

  3. 教師均進行課程剪裁,如抽起戰國、魏晉南北朝、明初等略教或不教

  4. 技巧上集中以專題來訓練學生舉例、分類、比較、評價、正反論證等能力,對於近代史,更開放課堂讓學生明白近代中國發展的難處、成功與失敗之處。

  5. 播放不同立場的電視片段,讓同學有全面的分析。



  1. 本校用探究式學習方法,以備課、科業、討論讓同學全面認識課題,為讓學生對歷史有全面認識。

  2. 教學尤重解題,因為答題多為短論文形式,同學必須懂得清晰表達引言、立場、重點、例子,而且中史的議題並不是「非黑即白」,所以同學必須透過多討論才能掌握正反論證的深入分析方法。

  3. 選修方面,本校主要於時代與知識分子及宗教發展中選取一個單元來修讀,當然我們亦會提供六個單元的資料,讓學生表達其對不同課題的認知與興趣。


  1. 舉辦高中北韓、北京文化考察團及內蒙古、中俄邊境、長春考察團

  2. 中史學習日,讓同學可以以遊戲、砌模型、問答比賽等形式多了解中史,而且活動均由高中生籌辦,體現學生主導精神。

  3. 參與文化館歷史劇的演出。

  4. 參加香港大學中國歷史研究文學碩士課程同學會主辦香港青年史學家年獎香港青年史學家論文比賽及中國歷史領袖演講比賽並獲獎。

  5. 參加中國歷史教育學會主辦百題選擇題大賽及校際中史問答比賽。

  6. 主辦聯校中史文憑試模擬試。

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Economics Department 

In a famous Japanese amine ‘Fullmetal Alchemist’, it mentions that the principle of alchemy is the “exchange of equal values”. This alchemy principle somehow agrees with an economic principle – whenever people want to satisfy their wants, they would have to make sacrifice. This sacrifice refers to a core concept of economics – opportunity cost.

Economics is a very interesting subject in a sense that its concepts and theories could be verified or applied everywhere in your daily life. By developing students’ basic economic knowledge and skills, and an awareness of different values, this subject will help them to make rational economic choices for their own lives and evaluate decisions made by different parties in society.

Curriculum Information

Senior Curriculum

  • To develop students’ knowledge and understanding about 

  1. elementary economic theories, basic economic problems faced by every individual and society.

  2. the considerations and forces underlying the economic decisions that need to be taken by individuals, firms, institutions and governments.

  • To develop students’ skills on

  1. interpreting economic information presented in verbal, numerical or graphical form.

  2. applying their economic knowledge to a variety of problems and issues in a range of economic contexts.

  3. analysing information through the use of economic concepts and theories.

  4. communicating economic ideas and informed judgements, in a clear, logical and appropriate form.

  5. To develop students’ value and attitude so that they may communicate economic ideas and informed judgements, in a clear, logical and appropriate form.

Outside the Classroom

Apart from ordinary lesson learning, students are required to conduct economic analysis, both in written form and creative projects and presentations, on current issues by applying economic concepts in aid of newspaper clippings and projects. Our department also actively seeks learning resources outside classroom including workshops and seminars organised by external organisations. Participate in competitions such as research competition organised by Hong Kong Association for Economics Education and Econschool and Youth Economic Forum co-organised by The Chinese University of Hong Kong and the Education Bureau, are encouraged to broaden students’ horizons.

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Geography Department

Our department develops students’ knowledge and understanding of:

  1. how natural environments influence human activities, and how human activities alter natural environments;

  2. the changing development of geographical phenomena and issues in terms of space and time;

  3. the characteristics of major natural environments and human activities, through analyzing the processes and interactions with and between them.

  4. the importance of being active and responsible citizens.

Curriculum Information

Junior Curriculum

The Junior curriculum is wide-ranging and topical. The core modules are Using Urban Space Wisely, Living with Natural Hazards, Trouble of Water and Food Problems. The elective modules are Changing Climate, Changing Environments and Tourism.

Senior Curriculum

TTCA students taking Geography in senior forms will be having a compulsory part which includes Living with Our Physical Environment, facing Changes in the Human Environment and Confronting Global Challenges. Elective parts available for students are Dynamic Earth and Weather and Climate.

Fieldwork-based study will also be covered in the learning and teaching of both the compulsory and elective parts.

In both junior and senior forms, students are expected to develop:

  • geographical enquiry skills, including the ability to:

  1. identify and ask questions from a geographical perspective;

  2. locate, select and extract appropriate information and data from primary and secondary sources;

  3. present and organise information and data, which involves the ability to use appropriate techniques for summarizing and use appropriate formats, such as texts (e.g. reports, tables, summaries, etc.) and illustrations (such as maps, diagrams, models, sketches, and graphs)

  • generic skills of communication, critical thinking, problem-solving and creativity through geographical enquiry, in particular the ability to:

  1. select appropriate means of effective communication;

  2. draw out meaning from information, and determine what and  what not to believe;

  3. analyse problems through logical reasoning, and determine the optimal course of action from a number of alternatives;

  4. view situations from different perspectives and adopt appropriate approaches to analyse problems.

Outside the Classroom

The Geography department firmly subscribes to the view that this subject is at its best when exploring outside the classroom through field trips.  Our students have explored numerous places including Cheung Chau, Sam Mun Tsai, High Island Reservoir, Po Pin Chau, Basalt Island, Nam San Wai and Kiu Tsui Chau. Apart from the trips mentioned, we have participated in programs about organic farming in Hong Kong.  The topics we covered in the past years were The Geology and Ecology of Cheung Chau, Sam Mun Tsai Orienteering Activity, The Geology and Coastal Landforms of High Island Reservoir and Po Pin Chau, The Geology and Coastal Landforms of Basalt Island, Sustainable Development of Nam San Wai, The Geology and Geographical Landscapes of Po Toi Island, The Geology and Coastal Landforms of Cheung Chau etc.

In the coming years, we are going to explore more new places for field trips for our TTCA students. If you have new ideas and insights, you are welcome to share with us.

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History Department

We would like:

  1. To enable students to discover where they stand in the contemporary world through understanding the origins and development of ancient and modern events.

  2. To enable students to develop the skills of critical thinking, making sound judgments and effective communication though exploring historical issues

  3. To enable students to understand the characteristics and values of their own culture, and appreciate the shared humanity and common problems of the world’s many peoples

Curriculum Information

Junior Curriculum

S2 and S3 students at TTCA travel from ancient civilization, medieval times, Renaissance, Industrial Revolution, the French Revolution and the two World Wars. We would like to develop our students’ understanding of basic historical concepts, such as cause and effect, change and continuity, and similarities and differences.

Senior Curriculum

When our students get to S4 to S6, they study the inter-relations of major events and movements that have occurred in Hong Kong, China, Japan and Southeast Asia and the world in the 20th century. They will be equipped with the skills to distinguish fact form opinion; detect biased viewpoints, ambiguous assumptions and unsubstantiated arguments; and build up proper historical perspectives; present logical and coherent arguments through the proper selection and organization of historical data.

Outside the Classroom

We always encourage our students to learn outside classrooms. We have Project Learning in both S.2 and S.3. Students work on different themes about History. Through self-directed researches and data sorting, students get to learn independently on specific themes.

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Christian Ethics


  1. 學生能夠明白救恩,對基督教信仰有正面和積極的態度;

  2. 學生能夠系統化地學習,認識聖經(宗教)知識;

  3. 學生能夠從日常生活中實踐聖經的教導和價值觀,建立整全的人格;

  4. 學生能夠引用基督教立場和原則來分析事物。

  5. 配合學校目標之相關部分。


  1. 採用有效的教學法及教學工具,提升學生對本科的學習興趣和學習效能。

  2. 檢討本科課程,並配合本校「個人、社會及人文教育」(PSHE) 學習領域的課程統整計劃,以及基督教價值教育的發展,予以實踐課程改革。

  3. 優化本科的評估模式。

  4. 讓學生建立良好的學習習慣。


  1. 學生能夠明白救恩,對基督教信仰有正面和積極的態度;

  2. 學生能夠系統化地學習,認識聖經(宗教)知識;

  3. 學生能夠從日常生活中實踐聖經的教導和價值觀,建立整全的人格;

  4. 學生能夠引用基督教立場和原則來分析事物。

  5. 配合學校目標之相關部分。