Commonly Used Resources

6.3.1 Learning and teaching resources provided by the EDB

To assist schools in managing curriculum change, the EDB has provided them with a one-stop curriculum resources directory service. The directory provides a central pool of ready-to-use learning and teaching resources and useful references developed by the EDB and other parties. Teachers can access the Citizenship and Social Development Web-based Resource Platform, which serves teachers through ongoing provision of learning and teaching resources. The EDB has also produced an online course on Integrative Use of Generic Skills to develop students’ generic skills.

The learning and teaching resources provided on the Web-based Resource Platform serve as a convenient starting point for newly deployed teachers of Citizenship and Social Development, as they can obtain the materials cleared of copyrights and start the practice of teaching. Experienced teachers of this subject can also select, edit, analyse and evaluate the materials provided on this platform.

6.3.2 Textbooks

Textbooks are learning and teaching resources systematically written and compiled with reference to the Curriculum and Assessment Guide. Teachers should select appropriate textbooks to suit students’ needs. When selecting textbooks, teachers may refer to the “Recommended Textbook List”, “Recommended e-Textbook List”,

“Guiding Principles for Quality Textbooks” and “Selection of Quality Textbooks and Curriculum Resources for Use in Schools” on the “Textbook Information” website of the EDB.

Textbooks are not the only learning and teaching resources. Teachers can adapt textbooks as teaching references, but they are by no means indispensable teaching guides. While textbooks serve as learning materials for students, teachers’ input is essential for guiding students on the use of textbooks.

To make effective use of textbooks, teachers should exercise their professional judgement on:

 whether it is appropriate to adopt the entire textbook, or replace part of the content with other resources;

 adapting the textbook content with consideration of the curriculum to suit students’ learning needs, and supporting students’ learning with the prudent use of other resources; and

 adjusting the sequence of activities to enhance learning effectiveness.

6.3.3 Government departments and non-government organisations

Government departments, other statutory bodies, government-subsidised organisations and non-government organisations (NGOs) provide a lot of information which serves as important learning and teaching resources for Citizenship and Social Development. They can provide information and numerical data about topics of local society, the country, as well as the world. Based on such information, students can understand and evaluate the viewpoints of different people.

6.3.4 Information from the Internet and social media

With the popularity of information technology, massive information appears on the Internet and social media with blended true and fake information. When teachers and students select information for learning and teaching resources, they have to identify and evaluate the accuracy and credibility of information prudently.

Obtaining information through technology (including information technology) helps learning in the following ways:

 providing audio-visual aids for difficult knowledge and concepts;

 facilitating the search for information from various sources and handling large quantities of information;

 allowing learners to work at their own pace, including using specially designed software;

 enhancing interaction among learners, resources and teachers;

 providing platforms for collaboration; and

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

For Citizenship and Social Development, the use of information technology provides a global platform. Through the use of information technology, students can obtain diversified information, which is conducive to learning and teaching of Citizenship and Social Development.

However, obtaining information through information technology may be problematic, and therefore has to be handled carefully. If the source of information is unknown, unclear, or fabricated, the information should be regarded as questionable to avoid making personal judgement prematurely. The reliability and validity of any claim should be verified and substantiated by other sources of information and evidence.

Teachers and students should be aware of the value-laden and selective information provided on websites, in chat groups or weblogs (“blogs”), etc. When selecting information from newspapers, various organisations and websites, students should be guided to grasp a better understanding of the background and standpoints of the information providers to avoid being unconsciously influenced by the viewpoints, thereby enhancing their information literacy. As for encyclopedia-style websites, the information is provided by netizens with unknown background and the content could be freely edited. Therefore, attention should be paid to the credibility of the information provided by this type of website. As regards media literacy and information literacy, please refer to relevant information from the government (including the EDB) websites.

6.3.5 Mass media

The media are also one of the sources of information for Citizenship and Social Development. The media cover a wide range of information and articulate different values, views and opinions, and therefore can help students understand the content of some topics. However, teachers must appropriately remind and advise students on the proper use and appropriate interpretation of the information and comments provided by the media so that students can handle the information with open, impartial and objective attitudes.

6.3.6 Community resources

A major strategy and characteristic of the curriculum development of Citizenship and Social Development is the call for partnership among all parties. For example, parents and alumni networks can provide information for learning and teaching of the subject or offer different modes of support, which include guided tours and sharing, to widen students’ horizons and nurture multiple-perspective thinking skills.

Community organisations and NGOs can provide learning and teaching materials for Citizenship and Social Development at different levels and in different areas. Their publications, reports, websites, talks, briefing sessions, and activities for teachers and students provide valuable information, standpoints, views and opinions which help enhance teachers’ and students’ understanding of the topics. If possible, these organisations can refer to the curriculum framework of Citizenship and Social Development, and prepare information which is in line with the curriculum to benefit students. Public facilities such as parks, museums, libraries, and the information centres of government departments can all provide rich sources of materials for learning. Teachers can make use of these facilities to organise life-wide learning activities, or foster peer learning by engaging students to go with peers.