The idea of STEM (Science, Technology, Engineering and Mathematics) was first introduced in the USA in the 1990s. The idea was to prepare the workforce for the needs of the 21st century. In Hong Kong, a consultation document about STEM education in HK was published in November 2015 and a determination to promote STEM education in HK was shown in the 2016 Policy Address.
In order to prepare our students to face future challenges, official discussions to introduce STEM into the formal curriculum at GHS began in 2015 – 2016. Indeed, much of the necessary equipment was already in place by 2014 – 2015.
By introducing the STEM curriculum, it is anticipated that students will become much more active in solving authentic problems, which will also promote awareness of the importance of self-directed learning.
Our students have a strong interest in the arts, including visual arts, music and performance art. Arts and sciences are not two mutually exclusive disciplines: in recent years, we have seen the seamless integration of technology and design at companies such as Apple, Pixar and Disney, for example. Therefore, the decision was made to add Arts to the STEM curriculum, meaning at GHS our students study STEAM.
The following two thinking frameworks are key elements of the STEAM curriculum:
Technology is for people. By focusing on the discovery of what people really need through questions and research, useful ideas can be generated. Prototypes can be created through these initial ideas and testing on these can then be carried out. Reviewing and sharing takes place to refine the idea or even go back to the very beginning.
For more information about Design Thinking, you can refer to
While design thinking focuses on people’s needs and how to solve their problems, computational thinking generates a general framework of solutions. This framework is especially important in the creating process of design thinking. It comprises several stages:
Decomposition -> Abstraction -> Pattern Recognition -> Algorithm Design -> Evaluation
For more information about Computational Thinking, you can refer to
Since the 2016 – 2017 academic year, S.1 students have had regular module-based STEAM lessons each week. Students work in groups to accomplish a variety of different tasks. The theme of 2017 - 2018 is "Connect" and the modules are:
1. Using Makey Makey to build and program an interactive device for different age groups
2. Building a street of stores with Arduino
3. Making a Pop-up box / card with circuitry
4. Recycling energy and Arduino
On 24-25/9, we were invited to join the DSS STEM fair to share our experience of STEM with other schools. It was such an eye-opening opportunity.
"During the process, we learnt how to connect different devices as well as write computer programs. Although the set up might have been a little complicated, all of us were able to contribute. We obtained a lot of new ideas and concepts about science and technology from the various school booths. I really loved to cooperate and communicate with my schoolmates in order to show the best side of our inventions. Finally, I hope for more activities related to STEAM at our school and I will make use of the knowledge learnt from the STEM fair to make improvements to our inventions in the future!"
(Yoyo Kong, S2A)
Aligning with the theme "Connect", students used a human centric approach to design a device for different age groups. In addition, to promote the idea of STEAM to parents and also apply STEAM in parent-student relations, a pop-up card workshop was held in May 2018. Parents and students all enjoyed the workshop and created their own pop-up card for their beloved.
This was the 2nd year of the DSS STEM fair. We showcased students' work from both S.1 STEAM lessons and S.2 Project Learning. Guests were very interested in our work.
Starting in 18/19, Design Thinking is run formally part of the curriculum. To arouse students' empathy, two small tasks were designed. They are "How to help amblyopia students at school?" and "New students adaptation program"
After experiencing being blind, students tried to write down the difficulties they encountered and suggested ways to help students with amblyopia at school.
As S.1 students, they have all experienced the struggle of being a new students in GHS. Based on their real expeience, they shared their chellenges and suggested ways to help new S.1 students.
After the first two experiential modules of Design Thinking, students applied the framework to design a device for adult/kids/the elderly to use. Students interviewed teachers, observed KG students and also interviewed the elderly about their daily life and interests in order to design a device which was suitable for them.
After discovering and defining the needs of the target group, students designed their devices and put them in testing. Feedback was given by the target audience.
In the second term, students learnt how to work with Arduino. They were then asked to design a flat for different target groups by using Design Thinking with smart devices.
International STEMATHON 2019 (First runners up)
Unleash! Design Thinking Forum (Sharing experience of applying Design Thinking in S.1 Math Lessons)
Our first solar car
The World’s Longest Span Bridge Built With LEGO® Bricks (Best Team)
S.1 STEAM Lesson (Makey Makey)
S.1 STEAM Lesson (Arduino)
S.1 STEAM Lesson (Arduino)
S.3 ICT Lesson (Robotics)
After-school Virtual Reality Activity (led by senior students)
After-school Robotics Workshop (led by senior students)
Preparation for the World Robot Olympiad
IBM DiscoverE Engineers Workshop (for all S.3 students)