3A Moral and Civic Education

3.3 Learning Objectives of Moral and Civic Education

3.3.1 Seven Priority Values and Attitudes

According to the recommendations of the Basic Education Curriculum Guide – Building on Strengths (Primary 1 – Secondary 3) (2002), schools should adopt the nurturing of the five priority values and attitudes, i.e. “perseverance”, “respect for others”, “responsibility”, “national identity”

and “commitment” as the direction for promoting MCE. The Revised Civic and Moral Education Curriculum Framework (2008) recommends schools to nurture in their students the seven priority values and attitudes, which are “perseverance”, “respect for others”, “responsibility”, “national identity”, “commitment”, ”integrity”, and ”care for others”. Building on the good experience, schools should continue to nurture in their students these seven priority values and attitudes and implement MCE through the adoption of a holistic curriculum.

For the result of the International Civic and Citizenship Education Study (ICCS) 2009, please refer to:

http://www.edb.gov.hk/attachment/tc/curriculum-development/kla/pshe/iccs_report_2 0110119.pdf

In response to the rapid societal changes and the developmental needs of students, schools should put emphasis on promoting students’ independent thinking and self-directed learning capabilities.

When students are facing difficulties, they should be able to identify the values involved, analyse the issues objectively, make reasonable judgements and take action accordingly. Then they are prepared for different challenges in their future life.

Diagram 3.1 Seven Priority Values and Attitudes


At KS1 and 2, students face various changes and challenges in the course of their personal and social development. The ever-changing society and the emergence of new concepts and ideas will also challenge students’ values.

We hope that students will display perseverance when coping with stress, adversities and failures and will adhere to their principles and strive in the face of hardship so as to demonstrate their positive values and attitudes towards life.

Respect for Others

In a city with great diversity, people in Hong Kong meet and get in touch with people from all walks of life. They have their own thinking, beliefs and lifestyles.

Students should learn to show their respect for and acceptance to others from a young age.

peaceful and friendly relationships so as to foster harmony in the society.


Everyone has different roles to play in their lives. Their identities, roles and rights vary and they also assume relevant responsibilities.

Despite the fact that primary students are young and have little social experience, they are expected to realise that the collective well-being of the community is built upon an individual’s sense of responsibility. Understanding others’ expectation on one’s identity and role can also develop the attitude of being caring, helpful and responsible.

National Identity

There is a close relationship between one’s identity, citizenship and national identity. The sustainable development of a society and a country hinges highly on the sense of belonging among the citizens and nationals, which creates the sense of unity.

Hong Kong is a part of China. Helping students understand the place they have been living in and develop the sense of national identity at an early age is one of the major learning goals of the Hong Kong school curriculum. However, it does not mean to impose national sentiments on them.

In view of the country’s continuous development, enhancing students’ understanding of the country, the “Basic Law” as well as the concept of “One Country, Two Systems” and strengthening the sense of national identity benefit both an individual’s future development and the betterment of the whole society.

The Non-Chinese Speaking students should also improve their understanding of China so as to cultivate mutual respect and establish a harmonious community.


Being committed is not only about fulfilling one’s own duties, but also taking the initiative to perfect the tasks given to them and persevere in what they do. A person showing commitment is not afraid of difficulties and will take on challenges with courage. When he makes a mistake, he has the courage to admit it and strives to improve.

If students can develop a sense of commitment at an early age, they can be guided to commit themselves to striving for the society’s future and the well-being of others.


Integrity is a valuable asset to an individual. It facilitates truthful communication and helps to establish mutual trust. It is also an important value for character development and life. A person with integrity will keep the promise made, do what he/she says and try his/her best to live up to others’ expectations.

Integrity has always been a core value of Hong Kong and an important pillar that supports Hong Kong as an international metropolitan and financial centre. Hong Kong needs to sustain its strengths and development by cultivating integrity among the young generation.

Care for Others

The care for others is embodied through one’s concern about others’ situations, feelings and needs. A caring person will also show empathy for others and think from others’ perspectives, understand others’ situations and offer timely support to others.

Developing a sense of care among students at an early age helps them establish good interpersonal relationships and develop a spirit of mutual support and love.

In addition to the above seven priority values and attitudes, schools can select other values and attitudes as the direction for the development of MCE in accordance with the school mission and students’ needs.

For Reflection and Action

In addition to the seven priority values and attitudes, what other values or attitudes does your school emphasise to cater for the needs of your school?

To nurture students’ values and attitudes holistically, MCE should be implemented through the integration of cognition, affection and action.

Diagram 3.2 Integration of Cognition, Affection and Action


To deepen students’ understanding of positive values and attitudes, as well as the difficulties and challenges they will face at different stages of life or when they play different roles in the society;

and to enhance their independent thinking and critical thinking skills so that they can identify the values and meanings embedded in different life events and issues, and make rational analysis and judgments.


To nurture students’ empathy so that they will be considerate; and to cultivate in students positive attitudes towards life and to help them express their emotion through appropriate means, and to uphold their principles and respond bravely and with positive values and attitudes in the face of difficulties and challenges.

Cognition: To enhance students’ understanding of positive values and attitudes and the ability to make judgements

Nurturing students’

positive values and attitudes

Affection: To cultivate care for others and willingness to help

Action: To apply positive values and attitudes in authentic situations


To provide authentic learning experience for students to learn how to tackle different constraints, resist the temptations in real life situations and put positive values and attitudes into practice.

In document Direction of Schools’ Curriculum Development – Balanced Development, Continuous Enhancement (Page 93-98)