Theme 3: Interconnectedness and Interdependence of the Contemporary World
2.5 Mainland Study Tour
The Mainland study tour, with its related project learning, includes learning elements of Chinese culture and the latest development and achievements of our country. It forms part of the curriculum of Citizenship and Social Development but does not involve any public assessment. The Mainland study tour contributes to the curriculum aims through experiential learning by:
(a) providing an opportunity for students to learn to become self-directed learners responsible for their own learning;
(b) enhancing students’ ability to connect, integrate and apply what they have learnt from the three themes;
(c) helping students develop generic skills, including critical thinking, communication and self-learning skills, through field study and project learning; and
(d) broadening students’ horizons, enhancing their understanding of our country and cultivating a sense of national identity.
2.5.1 Expected learning outcomes
The learning experiences in the Mainland study tour will help students:
(a) enhance their learning effectiveness through studying the themes of Citizenship and Social Development;
(b) enhance their understanding of the achievements of our country to cultivate a sense of national identity and to broaden their perspectives through studying various curriculum-related areas;
(c) present their learning and self-reflection based on facts and evidence, with an objective, fair and empathetic attitude;
(d) become responsible and committed citizens through understanding, appreciating and inheriting Chinese culture; and
(e) gain first-hand understanding of the various aspects of the development of our country, and the interactive relationship between our country and Hong Kong, in order to understand the opportunities and challenges facing the development of our country and Hong Kong, enabling them to conduct life planning and think about how to contribute to our country and Hong Kong.
Chinese culture has a long history with continuity across centuries. It is a treasure of human civilisation. The meaning of Chinese culture can be approached from three dimensions, the material dimension (e.g. architecture, historical sites), the institutional dimension (e.g. folk customs, rituals) and the spiritual dimension (e.g. philosophy, ethics and morality). The three dimensions are interrelated, demonstrating the richness and multifacetedness of Chinese culture. During the modernisation of our country, traditional Chinese culture has naturally evolved. While some cultural practices remain a vital part of the daily life of various ethnic groups in China, some are inherited through different means of conservation.
To accurately understand the meaning of Chinese culture, there is no better way than personal experience. The Mainland study tour of Citizenship and Social Development is linked to the theme of Chinese Culture and Modern Life. It provides Mainland study opportunities for students to experience local customs and ways of life, appreciate precious historical sites and relics, as well as explore the development and changes of Chinese culture in modern society from multiple perspectives. After the tour, students will conduct project learning to demonstrate their learning outcomes.
The table below shows the framework for the theme of the Mainland study tour.
Theme: Chinese Culture and Modern Life
Topic Learning Focus
Nature of traditional Chinese culture
Online self-learning of articles introducing the special characteristics of traditional Chinese culture
Conservation and inheritance of cultural heritage (including tangible and intangible cultural heritage), including applying technology in conservation works
Introduction to the Mainland study tour
Study tour to the Mainland to experience the conservation and inheritance of Chinese culture in society
Detailed planning and reading information before the study tour
Methods of on-site collection of information
Study tour report drafting requirements
2.5.3 Arrangement of Mainland study tour
The EDB will not prescribe standardised requirements for the Mainland study tour.
Based on the school-based situations, schools can decide the details of the study tours, including the number of study tours, number of days, itinerary and routes, and the form(s) involved at the senior secondary level. Schools can appropriately arrange students to join those EDB Mainland study tours that are aligned with the Citizenship and Social Development curriculum.1 The EDB will provide subsidies for students and teachers participating in the Mainland study tours. Schools can also make use of the Life-wide Learning Grant, the Senior Secondary School Students Exchange Programme Subvention Scheme, the Grant for the Sister School Scheme or integrate other appropriate resources2 to organise Mainland study tours for students, or participate in Mainland study tours organised by external organisations.3 However, the premise is that the itinerary should be in line with the curriculum rationale and aims of Citizenship and Social Development.
In accordance with the requirements of the framework of the theme, the itinerary of the Mainland study tour should include site visits or study topics with elements of Chinese culture, such as experiencing the inheritance and development of traditional Chinese culture in modern society, understanding the conservation and revitalisation of cultural heritage, visiting exhibits of Chinese culture in museums, and visiting historical and cultural sites (historical sites, religious or sacrificial buildings, former residences of cultural figures, etc.). Site visits or study topics other than Chinese culture but are relevant to the curriculum content of Citizenship and Social Development, such as the latest national development and the results of innovative technological applications in contemporary times, can also be included to enrich the itinerary, helping students understand the situation of our country from multiple perspectives and broaden their horizons.
The Mainland study tour, with its related project learning, is an integral part of the curriculum of Citizenship and Social Development. It should not be perceived by
1 After the implementation of Citizenship and Social Development in the 2021/22 school year, the EDB will continue to organise Mainland study tours that are in line with the curriculum. Details and updates will be provided for schools for reference in due course.
2 Schools should make reference to the EDB circulars and guidelines, ensuring the use of subsidies is in line with the principles and ambit. Schools should also maintain proper records of different subsidies distributed to the students.
3 Schools should follow the tendering and procurement procedures in accordance with the related circulars/guidelines applicable to the school types when commissioning an external organisation to organise the school-based Mainland study tours or exchange programmes.
students as an optional arrangement, to avoid missing the valuable peer learning experiences.
2.5.4 Project learning of Mainland study tour
Students are required to conduct project learning for the Mainland study tour to demonstrate their learning and self-reflection. Students should set a title for their project, based on those elements in the study tour itinerary that touch on Chinese culture and modern life and taking into consideration their own interests and abilities.
Students are required to collect and study information for the selected title during the Mainland study tour, followed by appropriate analysis, integration and elaboration of the information to complete the study tour report. During project learning, students can collaborate, discuss as well as share information with peers, but eventually they are required to submit the study tour report individually.
The project learning of the Mainland study tour is not part of any public assessment, and there is no standardised presentation format and structure and word limit prescribed for the project report. Regarding the marking criteria, schools may assess students’ performance in project learning in accordance with school-based requirements, and adopt appropriate means, such as Student Learning Profile and school reports, to reflect their performance.
2.5.5 Learning time before and after the tour
It is recommended that students spend about 10 hours of learning time, which is arranged with flexibility and under teachers’ guidance, to:
collect and study the information related to the tour itinerary;
set the title of project learning related to the tour itinerary;
master the skills of conducting field study; and
complete the project report and submit it to schools for assessing their learning performance according to school-based requirements.
The above suggested learning time can be increased if considered necessary, depending on the school situation.