Daily Itinerary

HK No boundaries


Explore Hong Kong with a lens to find out more about sustainability issues our community faces.

There are three key themes that will guide the activities that you and the group will engage in, with students developing and implementing their own ‘project’ on one day during the week that links to these:

    • Sustainability issues affecting HK
    • What can we do to be more sustainable
    • Community Engagement

Friday November 15 

One person for each group – Pick up a tent from secondary office at lunch time.


Day 1 Monday, November 18 – Jockey Club Museum Of Climate Change – Sha Tin

Group one morning, group 2 afternoon.  Students will meet at Sha Tin MTR at times communicated later.


  • General: Octopus card, ID Card, and $50-100 for lunch 


Day 2 – Tuesday, Nov 19 – What a load of Rubbish – Experience first hand the amount of waste HK produces each day.

Experience first hand the amount of waste HK produces each day.

1.00 pm  – Meet at Tuen Mun MTR Exit A (having already eaten lunch $50-$100)

1 – 5.00pm  Hike from Tuen Mun to look down on the WENT landfill

5.00pm – public transport to Bread Run locations

6.00pm Dinner in local restaurants 6.00pm ($50-$100)

7.00pm-9.30pm Bread run Kowloon & HK Island in the evening. Each group will be assigned a bakery or restaurant to pick up food at closing time (7.30-8.30pm) Food drop off and meeting point Yau Tong – Unit 715-717, Block A2, Yau Tong Industrial City, 17-25 Ko Fai Road, Yau Tong.

Students will be involved in the Bread Run in groups of 4 or more.


    1. Groups must stay together
    2. Groups must make their way from our dinner location to the assigned Bakery/Restaurant ½ hour before closing and then travel to the drop off point where a staff member will ask you to confirm with your parents to travel home independently or travel back to DB with that staff member to arrive around 10-10.30pm

9.00-9.30pm – Dismissal at Yau Tong MTR. (students can be escorted back to DB with staff if required)


  • General: Octopus card, ID Card, and $50-100 for lunch & dinner
  • For hike: Good walking shoes, 1 litre water bottle, sunscreen, small backpack.
  • For bread run: Good walking shoes, Water bottle.


Day 3-5 – Wednesday and Friday – Nov 20 to 22 – 3 days 2 night hike, beach clean up and camp on Lantau Island

The Camp experience will:

    • Clean up a remote beach (Kau Ling Chung) and ponder on just how effective this type of action is.
    • Let you find out first hand about organising, buying and preparing suitable food and water and accommodation 
    • Help you develop plans and solve problems using creative thought
  • Have you actively participating in activities to keep positive and solve problems
  • This programme will see you working in small groups, or participating in activities with the whole group.


9.15am – DBO1R from Discovery Bay to TC  or meet at 10.00am at TC Bus station CityGate – Bus 11 to Tai O.

10.15am – Depart for Tung Chung in two groups. Catch bus to Tai O (Group 1)/ Shek Pick Reservoir (Group 2)

12.30am – Arrive at Tai O (Group 1)/Shek Pick Reservoir (Group 2)

1.00pm – Hike to Tsin Yue Wan Campsite (Group 1)  Hike to Kau Ling Chung Campsite (Group 2)

Set up camp and prepare meals



7.30am – Prepare breakfast and break camp

9.00am – Group 2 clean up designated beach section at Kau Ling Chung. Group 1  hike Kau Ling Chung Campsite 

12.00pm – Group 2 hike to Tsin Yue Wan Campsite. Group 1 clean up designated beach section at Kau Ling Chung

Set up camp and prepare meals



8.00am – Breakfast

9.00am – Hike to Shek Pik Reservoir  (Group 1) and Tai O (Group 2) to catch bus back to Tung Chung

Approx 1.00pm – Dismiss from Tung Chung

On Wednesday to Friday bring:

  • General: Octopus card for bus rides and money for lunch on Friday (Tung Chung), ID Card
  • Overnight Hike: Packed lunch for first day, Ingredients 2x dinner, 1 x lunch and 2 x breakfast, good walking shoes, at least 5 litres of water, Comfortable backpack with change of clothes, swimwear, toilet tissue, toothbrush & toiletries, mosquito repellent, light rain coat,  something warm in a waterproof bag. Sleeping bag, sleeping mat, torch + a tent between 3 (tent provided by the school). Pack light – you have to carry it all from DB


The CAS/CE framework

If followed by students, they could include their week as a part of CE.  Keep in mind – all MYP and DP/CP expectations are that they are involved in community engagement activities over a term. This means you would need to continue activities across the year.

Investigation: Students identify their interests, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. They investigate what they want to do, identify a need they wish to address, determine the purpose for their action, and inquire into what is needed to implement it.

Preparation: Students clarify roles and responsibilities, develop a plan of actions to be taken, identify specified resources and timelines, and acquire any skills as needed in order to take action.

Action: Students implement their plan, working individually, with partners, or in groups. This often requires decision-making and problem-solving.

Reflection: Students describe what happened, express feelings, generate ideas, and raise questions. Reflection occurs at any time to further understanding, to assist with revising plans, to learn from the experience, and to make connections. Reflection may lead to new action.

Demonstration: Students make explicit what and how they learned and what they accomplished.  For example, by sharing with a learning team or year level, through your CAS portfolio or with others in an informal or formal manner. Through demonstration and communication, students solidify their understanding and evoke a response from others.

Types of principled action

Direct: Engagement that involves direct interaction with a targeted cause, whether it is people, the natural environment, or animals. Examples include developing a waste management policy for a chosen community, holding craft lessons at an elderly home, or tutoring students with learning difficulties.

Indirect: Engagement that has a verified benefit to the targeted cause, but students do not see those they aim to support. Examples include developing promotional material for an NGO, developing materials to support improvements in literacy, updating the website for an orphanage located overseas, organising a concert to benefit a local NGO, or joining an environmental cause such as Earth Hour.

Advocacy: Getting involved in supporting an issue of public interest by promoting the cause or concern. Examples include initiating an awareness campaign about the plight of a local waterway, submitting articles to local media on issues of poverty in the local community, creating a video on improving waste disposal in the community and posting it online, advocating for an awareness campaign on hunger.

Research: Focusing on a particular issue of public interest, collect information from a variety of sources then synthesis it to produce material that can be used to influence change in practices and policy. Examples include collecting data to support species population studies, produce a report on the need for rehabilitation of natural environments, or submit a research paper aiming to alter school practices or procedures.