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The aim of the law is to provide a safe learning environment and nurture good law abiding citizens.

 

Key Principles

  • All residents must be law abiding, and local schools should show particular attention to this
  • All students should learn about, understand, and abide by, the NSL
  • All education staff should uphold their professionalism in society

 

How Anfield currently addresses the Key Principles through the English National Curriculum, adapted to the Hong Kong context.

 

Personal, Social, Health and Economic Education (PSHE) In the Early Years Foundation Stage

Personal, social and emotional development involves helping children:

  • To develop a positive sense of themselves, and others;
  • To form positive relationships and develop respect for others;
  • To develop social skills and learn how to manage their feelings;
  • To understand appropriate behaviour in groups;
  • To have confidence in their own abilities

 

In Key Stage 1

  • Pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional
  • They learn the basic rules and skills for keeping themselves healthy and safe, and for behaving well.
  • They have opportunities to show they can take some responsibility for themselves and their
  • They begin to learn about their own and other people’s feelings, and become aware of the views, needs and rights of other children and older people.

 

  • As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist
  • They begin to take an active part in the life of their school and its

 

In Key Stage 2

  • Pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their
  • They learn about the wider world and the interdependence of communities within
  • They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions.
  • They learn how to take part more fully in school and community
  • They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist

 

Citizenship

The Citizenship curriculum develops knowledge, skills and understanding that students need to play a full part in society, as active and responsible citizens.

 

In Key Stage 1

  • Pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the Early Learning Goals for personal, social and emotional
  • They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well.
  • They have opportunities to show they can take some responsibility for themselves and their

 

  • They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people.
  • As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist
  • They begin to take an active part in the life of their school and its

 

In Key Stage 2

  • Pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their They become more mature, independent and self-confident.
  • They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social
  • They learn how to take part more fully in school and community
  • They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist