Chapter VI Learning and Teaching Resources
6.3 Management and development of learning and teaching resources
6.3.3 Inter-organisational collaboration: From one surface to more surfaces
MNE starts at school but does not stop there. Schools should make the best use of social resources available including those from government departments and non-governmental organisations, and bring together what is available at the school level and the social level to enable inter-organisational development of resources. Regarding government departments, schools can make use of the learning and teaching materials designed by the EDB or related government departments, or participate in related support services to improve learning effectiveness.
Schools can also make use of the learning and teaching materials provided by different non-governmental organisations such as voluntary groups, professional bodies, academic associations and community associations, and
participate in related support services. Moreover, schools may enter into partnership with these non-governmental organisations to carry out different forms of collaboration and expand the learning and teaching resources at a social level.
6.3.4 Inter-regional connections: From one surface to more surfaces
The continuing expansion of scope and scale is necessary for the successful promotion of MNE. Besides inter-school and inter-organisational collaborations, schools may also carry out inter-regional projects, which include cooperation among different districts of Hong Kong, between Hong Kong and mainland China, and between Hong Kong and other regions of the world.
Example 1:
Utilising community resources to develop learning and teaching resources
When teaching the social and national domains, teachers can take advantage of the resources available in different districts of Hong Kong. Different communities have different characteristics. Schools and community organisations from the same district can cooperate with each other to run progrrmmes like study programmes and competitions. Moreover, teachers can arrange activities for students e.g. to visit old buildings and traditional industries and experience festival celebrations and customs in different districts so that students can know more about the communities and build their civic identity.
When they get in touch with cultural heritages and understand the close relationship between Hong Kong and the mainland, they will enhance their sense of national identity. Teachers can even compile the learning experiences to become school-based learning materials by making good use of community resources to facilitate learning.
Example 2:
Developing learning and teaching resources through sister schools
When teaching the national domain, schools in Hong Kong can establish sister school relationships with schools on the mainland to share learning and teaching resources. Real-time online classes, other activities or competitions can be carried out via a long-distance video-conferencing system. Moreover, to complement classroom learning, schools can organise trips for students to go to sister schools for visits or exchange programmes. By allowing students from two regions to join together in classroom learning or study activities, schools can develop learning and teaching resources through an inter-regional collaboration approach between Hong Kong and the mainland.
(Appendix I) Comparison of Revised Moral and Civic Education Curriculum Framework (2008) and
Moral and National Education Curriculum Guide (2012)
The existing MCE The forthcoming MNE
Learning Objectives
Emphasising the development of students’ positive values and attitudes for whole-person development
Strengthening the cultivation of students’ positive values and attitudes and their identity-building in the different domains of family, society, nation and the world, with an aim to developing students’ moral and national qualities in a systematic and sustainable manner, thus facilitating whole-person development
Learning Content
Learning objectives and core elements organised according to the school contexts and needs of students
Providing a systematic programme
-with the learning objectives of developing students’ positive values and attitudes explored through daily events adopted as the learning content to suit the developmental needs of students across primary and secondary levels;
complimentary to different Key Learning Areas (KLAs)/subjects in terms of values and attitudes, knowledge and skills for school-based adaptation to cater for students’ needs
Mode of
Implementation
MCE accorded as one of the four key tasks under the curriculum reform of 2001 with diverse implementation modes such as inter-disciplinary approach, cross-committee approach, whole-school approach, etc adopted for learning to take place in the contexts of different key learning areas (KLAs) and subjects, and further strengthened through visits, exchange programmes and learning activities
Synergising learning experiences provided by different KLAs and subjects through classroom learning and life-wide practice, such as visits, exchange programmes and service learning, etc to promote student interest and relevant learning, and to strengthen learning effectiveness
Learning Outcomes
Diversity in students’ learning experiences according to different school-based learning programmes
Providing a structured and coherent curriculum across primary and secondary levels, to engender among students a sense of morality, a passion, knowledge and skills, cherish their own self, as well as the people in their families, society and nation, and develop a stronger sense of commitment in the respective domains
Assessment Diversity in school-based assessment modes according to different school contexts
Adopting school-based assessment modes with diverse assessment methods inside and outside the classroom to enable students to understand their own performance in different aspects and to enhance learning effectiveness
(Appendix II) Curriculum Development Council (2001) Learning to Learn – Life-long Learning and Whole-Person Development
Values and Attitudes as Generic Elements in the School Curriculum
1. "Learning for Life, Learning through Life - Reform Proposals for the Education System in Hong Kong" by the Education Commission (September 2000) puts forth the following, amongst others, as the Vision of the Education Reform:
To raise the overall quality of students: to improve the overall quality of our society through upgrading the knowledge, ability and attitudes of all students
To acknowledge the importance of moral education: to provide students with structured learning experiences in the areas of moral, emotional and spiritual education
2. To realise the above vision, the development of values and attitudes should become essential elements of the school curriculum. In fact, these values and their associated attitudes permeate the curricula of the eight Key Learning Areas (KLAs) and are reflected in the learning targets as well as curriculum objectives at different educational levels.
Core Values, Sustainable Values and Attitudes
3. Values may be defined as those qualities that an individual or society considers important as principles for conduct and that are intrinsically worthwhile. Values may be broadly categorised as core and sustaining values. They are fundamental to the formation of attitudes, which in turn affect the acquisition and application of values. An elaboration of these terms is provided below:
"Values constitute the foundation of one’s attitudes and beliefs, which subsequently influence one’s behaviour and way of life.
Values can vary across societies, as different social and economic conditions in different geographical locations may lead to different value emphases. However, across societies, we can also identify certain values that are commonly or universally emphasised. The emergence of these universal values illustrates the common concerns of human societies, the basic qualities for human existence, the common elements in human civilisation, and also the common characteristics of human nature...we call these universal values core values." And sustaining values are "other values that are also important at an instrumental level, being regarded as important or helpful for sustaining the core values." (extracted from the Guidelines on Civic Education in Schools (1996), pp. 12 and 14)
The following set of core and sustaining values and attitudes are proposed for incorporation in the school curriculum: (extracted from Curriculum Development Council (2001) Learning to Learn – Life-long Learning and Whole-Person Development)
Core Values:
Personal
- sanctity of life - truth
- aesthetics - honesty - human dignity - rationality - creativity - courage - liberty - affectivity - individuality
Sustaining Values:
Personal - self-esteem - self-reflection - self-discipline - self-cultivation - principled morality - self-determination - openness
- independence - enterprise - integrity - simplicity - sensitivity - modesty - perseverance
Core Values:
Social - equality - kindness - benevolence - love
- freedom - common good - mutuality - justice - trust
- interdependence - sustainability
- betterment of human kind
Sustaining Values:
Social - plurality
- due process of law - democracy
- freedom and liberty - common will - patriotism - tolerance
- equal opportunities - culture and civilization heritage
- human rights and responsibilities - rationality
- sense of belonging - solidarity
Attitudes - optimistic - participatory - critical - creative - appreciative - empathetic
- caring and concerned - positive
- confident - cooperative - responsible
- adaptable to changes - open-minded
- with a respect for
•self
•life
•quality and excellence
•evidence
•fair play
•rule of law
•different ways of life, beliefs and opinions
•the environment - with a desire to learn - diligent
- committed to core and sustaining values
(Appendix III) Moral and National Education: Review Tools
Moral and National Education (MNE) Curriculum is developed basing on the foundation of the relevant learning contents of Key Learning Areas and subjects, as well as the Revised Moral and Civic Education Curriculum Framework (2008). To facilitate schools having a better understanding on the existing curriculum, the following tool is provided for curriculum planning. Teachers can plan the MNE curriculum by using this tool flexibly to review whether the learning objectives suggested in MNE curriculum are covered in the school curriculum and relevant learning experiences.
Key Stage 1 (Primary 1 to 3)
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Appreciate oneself, accept one’s differences
from others, learn Chinese virtues and enhance personal and national qualities
Personal
Domain Differentiate the right from the wrong, uphold the good and detest the evil, and preserve integrity
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Recognise the responsibility as a son/daughter
and junior to foster family harmony Family
Domain Show love and concern for family members, and establish and maintain harmonious relationships Establish a loving and inviting campus and learn actively
Respect others and be able to demonstrate the right etiquette on different occasions
Social Domain
Take on responsibilities towards the society, e.g.
cherishing public property, obeying rules and abiding by the law
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Appreciate the richness and beauty of the
country through observing its landscape and antiquities
Cultivate national identity through understanding and respecting the emblems of the country such as the National Day, national flag, national emblem and national anthem
Trace traditional Chinese customs and one’s ancestral home, and foster a sense of belonging towards the country and one’s ancestral home National
Domain
Learn the admirable qualities and virtues of outstanding figures from various fields such as politics, technology, culture, art and academic studies in the country
Get along with peoples of different cultures with sincerity, acceptance and a liberal attitude
Global
Domain Develop an awareness of sustainability and an environmentally-friendly lifestyle
* For example:
Lessons for Chinese Language and General Studies, etc. in primary schools; lessons for Chinese Language, Chinese History, Liberal Studies, Geography, Visual Arts, Ethics & Religious Studies, Health Management and Social Care, etc. in secondary schools
** For example:
Class teacher periods, lessons for Life Education, Moral Education, Civic Education, National Education, Personal Growth Education, etc.
Key Stage 2: (Primary 4 to 6)
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Accept with optimism both the physical and
mental changes in the course of their growth Personal
Domain Develop a healthy lifestyle, resist temptation, and not commit any inappropriate behaviour like smoking, gambling, drinking, taking drugs, etc.
Show concern for the feelings and needs of family members and be willing to shoulder the responsibilities as a member of the family
Family Domain
Respectfully and whole-
heartedly take care of the senior family members
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Be willing to take on responsibilities as a student
through proactively serving schoolmates and the school, thus showing a sense of belonging to the school, and establishing good teacher-student relationships
Speak cautiously, exert self-discipline and get along with others in a rational and respectful manner
Social Domain
Understand the “Basic Law” and the essence of
“One Country, Two Systems”, and respect the emblems of Hong Kong such as the regional flag, regional emblem, Hong Kong Special Administrative Region Establishment Day
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Develop an awareness and concern towards the
nature and environment conservation through caring about changes in climate, use of natural resources and environment conservation in the country
Acknowledge the close relationships in the development between our country and Hong Kong, and care about our counterparts, reflecting that we are of the same family
Capture the essence of the Chinese culture, practise virtues such as love, filial piety, integrity and thrift
Trace the development of the Chinese race, understand, respect and appreciate the cultures of ethnic minorities, and foster an open attitude to promote national unity
National Domain
Acquire a better understanding of the situations of the country from a historical perspective and broaden horizons to affirm national identity
Implementation Modes
(More than one can be selected by“”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Get to know the issues of global concern so as to
gain a global perspective and embody the spirit of humanitarianism
Global Domain
Acknowledge and support core values of the age such as equality, respect, democracy, freedom, rule of law and human rights, and develop an awareness of world-citizenship. Promote integration of these values with the Chinese culture
* For example:
Lessons for Chinese Language and General Studies, etc. in primary schools; lessons for Chinese Language, Chinese History, Liberal Studies, Geography, Visual Arts, Ethics & Religious Studies, Health Management and Social Care, etc. in secondary schools
** For example:
Class teacher periods, lessons for Life Education, Moral Education, Civic Education, National Education, Personal Growth Education, etc.
Key Stage 3: (Secondary 1 to 3)
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Adopt a positive attitude and face adversities
with openness Personal
Domain Uphold the good and make reasonable judgments even when caught in dilemmas of conflicting values
Actively share responsibilities to take care of senior and junior family members
Family
Domain Be able to face family changes and challenges with perseverance and optimism
Discuss varied social issues in a rational and reasonable manner and show concern for the well-being of Hong Kong
Learn to deal with peer pressure and resist having any inappropriate behaviour
Social Domain
Recognise the importance of the “Basic Law” to the prosperity and stability of Hong Kong, and respect the essence of “Rule of Law” and
“Human Rights”
Implementation Mode
(More than one can be selected by“”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Understand the country’s achievements and
efforts made in natural resources conservation, and care about the way forward of the country’s sustainable development
Explore the relationship between the constitution of the country and its important government organisations and the Hong Kong Special Administrative Region, and enhance
understanding of the concepts of the state and
“One Country, Two Systems”
Understand the opportunities and challenges facing the country through rendering concern for its important developments and plans
Learn to appreciate the Chinese culture and understand the interest and essence embedded therein to enhance national qualities
National Domain
Understand the development of the country from a historical perspective and commit to taking up one’s responsibilities for the country
* For example:
Lessons for Chinese Language and General Studies, etc. in primary schools; lessons for Chinese Language, Chinese History, Liberal Studies, Geography, Visual Arts, Ethics & Religious Studies, Health Management and Social Care, etc. in secondary schools
** For example:
Class teacher periods, lessons for Life Education, Moral Education, Civic Education, National Education, Personal Growth Education, etc.
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Broaden horizons of the world, understand the
interplay between the development of Hong Kong, the country and the world
Global Domain
Respect different cultures and their peoples, and embody the spirit of inclusion
Key Stage 4: (Secondary 4 to 6)
Implementation Mode
(More than one can be selected by “”)
Periods within the timetable
Domain Learning Objectives
Lesson for Key Learning Areas / subjects* School-based lesson ** Assembly (e.g. morning assembly, weekly assembly) Others Special activities
Describe briefly here if “Lesson for Key learning Areas / subjects” is selected.
(e.g. Related Key Learning Areas / subjects / modules / learning objectives / issues, lesson time, etc.)
Describe briefly here if “Others” or
“Special activities”
is selected.
(e.g. Thematic learning week, voluntary services, project learning, local visits, cross-border exchange
programmes, etc.) Develop one’s interests, build up strengths,
establish objectives and expectations for one’s life, and strive for the future
Personal Domain
Be a person with principles and integrity, and be consistent in words and deeds
Be willing to communicate with family members in a rational, respectful and caring manner
Family
Domain Strengthen family ties and foster family harmony; bravely undertake responsibilities to solve problems when the family is in adversity Develop an acute sense and discern the values embedded in social issues
Undertake civic responsibilities and be willing to improve the well-being of Hong Kong
Social
Domain Actively cultivate the attitude required for working in the society, such as punctuality, honesty, responsibility, and acquire the skills to get along with colleagues