Commonly Used Learning and Teaching Resources

6.3.1 Textbooks

Both printed textbooks and e-textbooks, if well-written, are very handy sources that provide detailed information of learning and teaching materials, as well as a framework upon which teachers can easily develop their teaching schedules. However, no single set of textbooks can satisfy the needs of all schools and students. Teachers need to adapt the content of textbooks according to the ability and needs of their students. Teachers should also consider the following principles when using textbooks as teaching resources:

 Textbooks should not be regarded as the only learning and teaching resource used.

Solely relying on textbook will not be sufficient for students’ effective learning;

 Textbooks should be regarded as a learning tool, and not as the curriculum itself.

Teachers can exercise their expertise in selecting, trimming or enriching the content of the textbook and design learning and teaching activities to realise the aims and objectives of the curriculum and achieve the expected learning outcomes; and

 Textbooks generally cannot give students adequate help to master historical concepts, skills and foster enquiry learning. Teachers can use textbooks as a source of information, but not as a means of transmitting all the information to students.

Teachers may refer to a set of Guiding Principles for Quality Textbooks in selecting textbooks appropriate to their students’ interest and abilities. Information can be accessed from the following link:

https://www.edb.gov.hk/en/curriculum-development/resource-support/textbook-info/guidingprinciples/index.html

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Schools may also make reference to the Recommended Textbook List (RTL) and the Recommended e-Textbook List (eRTL). Printed or electronic textbooks listed on the RTL or eRTL are written in line with the curriculum documents prepared by the Curriculum Development Council and deemed acceptable in terms of content, learning and teaching, structure and organisation, and language used. Information can be accessed from the following link: at https://cd.edb.gov.hk/rtl/search.asp

6.3.2 Books

Reading is a pleasurable activity and a cornerstone for lifelong learning. Reading helps develop thinking ability, enrich knowledge, broaden life experience, and bring enjoyment to readers. Reading can transcend time and space and bring readers to roam around events and figures at all times in all countries. “Reading to Learn” has been adopted as one of the Key Tasks since the curriculum reform in 2001. In the updated Secondary Education Curriculum Guide (2017), schools are encouraged to extend

“Reading to Learn” to “Reading across the Curriculum” and “Language across the Curriculum” with a view to broadening students’ knowledge base and connecting their learning experiences in different subjects. The updated PSHE Curriculum Guide (2017) sets forth the promotion of the key focus of Language Across Curriculum (LaC), including Reading Across Curriculum (RaC). All in all, reading is still the key to strengthening history learning. History teachers can encourage students to read books of biographies, social documentary, travel, humanities, culture and books from different countries and regions as they can complement the History curriculum to provide rich information regarding the economic, social and political aspects of issues at local, national and global levels. Reading books can enrich students’ knowledge, nurture their interest in various topics, and also sharpen their language skills and widen their global perspectives.

Please refer to References for more examples of teachers’ references.

6.3.3 Learning and Teaching Resources provided by the EDB

Apart from textbooks, the EDB has developed a number of printed and electronic resource materials to support the implementation of the History curriculum. Most of these resources, which have been disseminated to schools, are available online.

Teachers can visit the EDB’s web page from time to time to choose suitable learning and teaching resources and access the latest publications. Teachers may visit the

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following link to acquire the related resources:

https://www.edb.gov.hk/en/curriculum-development/kla/pshe/references-and-resources/history/index.html

Please refer to References for more examples of learning and teaching materials provided by the EDB.

6.3.4 Community Resources

Making good use of community resources may facilitate history learning. Schools and teachers are encouraged to provide varied learning opportunities to enrich students’

History learning experience and extend their learning beyond the classroom.

Government departments, such as museums, the Antiquities and Monuments Office, the Public Records Office and Intangible Cultural Heritage Office, etc., provide different resource materials for historical investigation. Other local non-governmental organisations and community organisations such as the Hong Kong Heritage Project, Tung Wah Museum and Po Leung Kuk Museum, etc., have rich historical documents which could help students to study the facets and changes of Hong Kong in different periods. Schools may work in partnership with these departments and organisations, and arrange activities in different forms to help students learn history more effectively.

They may also encourage their students to browse the websites of government departments and other non-governmental organisations for access to and make use of community resources in learning history.

Apart from local departments and non-governmental organisations, teachers can also make reference to the documents or reports prepared by national and regional governmental institutions, quasi-governmental organisations, and intergovernmental bodies to acquire more updated official information and data. Meanwhile, non-governmental organisations (NGOs), community organisations, civil organisations, experts, academics, and independent persons can also provide students with different levels of information and analyses and help students develop more comprehensive historical perspectives. Teachers can make use of these resources to enrich students’

learning experience, implement History education outside the classroom and connect the knowledge in classroom learning with real-life situations.

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6.3.5 Technology and web-based resources

The rapid advances in technologies have changed the pedagogies of History education into a more interactive and student-centred approach. The strategic use of technology can transform learning and teaching by enhancing student engagement, improving access to information and enriching and diversifying learning. Instead of being the fount of all answers, teachers will facilitate learners to ask right questions and help students construct their own knowledge. Students will move away from rote learning to a learning mode that develops higher-order and critical thinking skills. Through the use of technology, it enhances student learning history by:

 providing audio-visual aids for understanding difficult historical concepts and events;

 helping learners search for information from various sources and handle large quantities of information;

 allowing students to learn at their own pace, including using specially designed software;

 enhancing interaction among learners, resources and teachers;

 providing platforms for collaboration among learners and teachers; and

 facilitating students’ acquisition of information, development of critical thinking and knowledge building, with teachers providing necessary guidance and support.

Nonetheless, it is emphasised that given the wide variety of web-based resources available online, the sources and information acquired from the Internet should be handled with caution. Teachers should be aware of the origin of the source of any online information and refrain from using the information as learning materials when the source of the information is anonymous, biased or even falsified. The validity and reliability of any claim should be cross-checked and substantiated by other sources of information and evidence. When teaching history, teachers should exercise their professional judgement in validating, choosing and adapting resources for use in the learning and teaching of History, and teach students to avoid plagiarism and use proper citation methods when quoting any resources (including books and online information).

Please refer to References for more examples of teachers’ references.

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6.3.6 Developing School-based Learning and Teaching Resources

Because of different school contexts, schools develop their own learning and teaching materials to cater for learner diversity. To ensure the materials are necessary and effective in supporting History learning, schools should take into account the following factors when developing school-based materials:

 the materials should provide additional information to enrich and support the content of curriculum; and /or other alternative learning activities that enhance students’ learning interest; and

 the materials should be able to address learner diversity such as different learning styles, aptitudes and abilities.