Chapter 6 Learning & Teaching Resources
4. The school culture
Nam Wah Catholic Secondary School has a strong supportive school culture. The school organises two fund-raising activities each year to help students in financial need. The activities are well supported by students, teachers, parents and alumni. The funds thus raised provide financial support to students and often meet urgent needs – for example, the buying of sweaters in winter.
Appendix 5
Examples of Schemes of Work on Cross-modular Topics
Example 1: Avian Flu
Effect of Avian Flu on Hong Kong Residents‘ Quality of Life (Suggested lesson time: 2 hours)
With respect to the threat of Avian Flu, which aspects of the quality of life are seen to be more important, and by whom?
Module 2, Theme 1
Which aspects of the quality of life are seen to be more important?
Which are seen to be immediate needs?
How, and to what extent, have Hong Kong residents and related organisations contributed to the prevention of the spread of Avian Flu?
Module 2, Theme 1
How can individuals or organisations contribute to the maintenance and improvement of the quality of life?
What are the obstacles to their efforts? Which groups of people are the most affected if these obstacles are not removed?
Avian Flu and Globalization (Suggested lesson time: 2 hours)
To what extent does Avian Flu lead to international cooperation?
Module 4
What are the characteristics and trends in the development of globalization in the economic and cultural aspects?
Reflection on Public Health Issues Arising from Avian Flu
(Suggested lesson time: 6 hours)
How is the understanding of Avian Flu and related precautionary measures affected by health information, social expectations, personal values and beliefs in different cultures?
Module 5, Theme 1 In what ways is people’s understanding of public health affected by health information, social expectations, personal values and beliefs in different cultures?
Should the patent for Tamiflu be compromised for the sake of preventing the spread of Avian Flu in certain countries?
Module 5, Theme 2
In the area of public health, how is the development of science and technology affected by various factors, and what issues are triggered by this development?
To what extent is the information-sharing system among different countries effective with respect to the control of the spread of Avian Flu? Why?
Module 5, Theme 2
What challenges do different sectors of society, the government and international organisations have in maintaining and promoting public health?
Example 2: Shenzhou VI
Shenzhou VI and Aspirations (Suggested lesson time: 4 hours)
With reference to sharing of the Shenzhou VI astronauts, how would you strike a balance among national commitment, family responsibilities and one‘s aspirations?
Module 3, Theme 2
To what extent have the traditional concepts and functions of the family been maintained in modern Chinese life? Why?
Module 1, Theme 1 What factors influence the
self-esteem of adolescents? How is it related to adolescents’ behaviour and aspirations for the future?
Module 2, Theme 2
What factors determine the level and form of socio-political participation by Hong Kong residents?
Shenzhou VI and National Identity (Suggested lesson time: 2 hours)
To what extent did the launching of Shenzhou VI and related media reports promote the national identity of Hong Kong residents?
Module 2, Theme 3
To what extent do Hong Kong residents regard themselves as local, national and global citizens? How are their identities shaped? In what ways have their different identities affected their daily lives?
Shenzhou VI and the Development of China (Suggested lesson time: 9 hours)
Why is there a series of ―Shenzhou‖ projects in China? What are the factors promoting the development of aerospace technology in China?
What are the effects of the series of ―Shenzhou‖
projects on economic and social development in China? To what extent has the overall national strength been changed?
What factors facilitate or impede female participation in the development of aerospace technology in China?
How do different stakeholders in China benefit from the development of aerospace technology?
What are the costs and who bears them? Are they worth it?
Module 3, Theme 1
How have the changes in living standards and the way of life been viewed across the whole country?
To what extent have the reform and opening-up affected the overall national strength of the country?
What are the challenges and opportunities to environmental conservation and cultural conservation in such a rapidly
Shenzhou VI and International Relations (Suggested lesson time: 3 hours)
Premier Wen Jiabo emphasised, ―Our human space activities are to contribute to humankind‘s undertakings of sciences and peace… We are willing to join hands with people all over the world for peaceful use of space.‖ To what extent has Premier Wen‘s aspiration been realised?
Module 3, Theme 1 In what ways has China’s
participation in international affairs affected the overall development of the country?
Shenzhou VI and Sustainable Development (Suggested lesson time: 2 hours)
Does the development of aerospace technology contribute to the well-being of human beings or make human life more miserable? Who enjoys the benefits and who should bear the costs?
Module 5, Theme 2
Can science and technology provide effective solutions in the prevention and control of diseases?
Module 6, Theme 2
How do science and technology match with sustainable
development? What are the constraints?
Example 3: Beijing Olympic Games
The Olympic Games in Beijing and National Development (Suggested lesson time: 6 hours)
● What kind of benefits can the country gain from the Games? Who will gain?
● What are the costs involved in organising the Games? Who pays them?
● How is the Beijing Olympics being perceived internationally? How does it affect the overall development of the country?
● To what extent has the preparation for the Beijing Olympics been consistent with international standards?
Module 3, Theme 1
What are the challenges and opportunities to environmental conservation and cultural conservation in such a rapidly developing country?
In what ways has China’s
participation in international affairs affected the overall development of the country?
How has the Central People’s Government dealt with the effects of reform and opening-up?
Beijing Olympic Games and Chinese Culture (Suggested lesson time: 2 hours)
To what extent have Chinese traditional customs been embedded in the Beijing Olympics? Why?
Module 3, Theme 2
To what extent are these traditional customs of significance to modern Chinese society?
What kinds of values and cultural practices have influenced the preparation for the Olympic Games? What impact have they had?
Module 4
Does globalization promote homogeneity or diversity in culture and values? Does it bring mutual rejection or integration and evolution?
Beijing Olympic Games and Hong Kong (Suggested lesson time: 6 hours)
To what extent have Hong Kong adolescents been motivated to participate in local events by the Beijing Olympics and the 2008 Olympic Equestrian Events to be held in Hong Kong?
Module 2, Theme 2
What factors determine the level and form of socio-political participation by Hong Kong residents?
With respect to the 2008 Olympic Equestrian Events, which aspects of the quality of life are seen to be more important, and by whom?
Module 2, Theme 1
Which aspects of the quality of life are seen to be more important?
Which are seen to be immediate needs?
How do the Beijing Olympics and the 2008 Module 2, Theme 3
Example 4: Disney: Can the dream come true?
The ―Disney‖ Dream
(Suggested lesson time: 7 hours)
With respect to the quality of life, what are the actual and perceived costs and benefits for Hong Kong of the construction and running of
Disneyland, and to whom?
Module 2, Theme 1
Which aspects of the quality of life are seen to be more important?
Which are seen to be immediate needs?
How can individuals or
organisations contribute to the maintenance and improvement of the quality of life? What are the obstacles to their efforts? Which groups of people are most affected if these obstacles are not removed?
Does the Walt Disney Company promote
homogeneity in culture and values? How does it engage with Chinese culture?
How do the values and beliefs being promoted by the Walt Disney Company affect adolescents‘
understanding of identity and roles and their relationships with others?
There have been many responses to a young Hong Kong celebrity who acted as Snow White.
How does an event such as this affect the self-esteem, behaviour and aspirations of Hong Kong adolescents?
Module 4
Does globalization promote homogeneity or diversity in culture and values? Does it bring mutual rejection or integration and evolution?
Module 1, Theme 2
How are adolescents’ identities developed and roles embedded within different relationships?
Module 1, Theme 1 What factors influence the
self-esteem of adolescents? How is it related to adolescents’ behaviour and aspirations for the future?
The ―Disney‖ Reality
(Suggested lesson time: 6 hours)
How do the operations of Disneyland affect the environment and the use of energy?
Module 6, Theme 2
How do the living styles of people and social development affect the environment and the use of energy?
How has the Hong Kong Government responded to complaints about suspected government collusion with Disney, exploitation of labour, over-protection by patent, and discrimination by the Disneyland management?
Module 2, Theme 2
How does the government respond to the demands of different social groups? What is the impact of the responses on the governance of Hong Kong, the safeguarding of the rule of law and the promotion of socio-political participation among
Hong Kong residents? Why?
What impact has Disneyland had on Hong Kong?
Is the impact on Hong Kong the same as in other cities with a Disney theme park? Why
Module 4
Is the impact of globalization similar or different between countries and within countries?
The ―Disney‖ Future
(Suggested lesson time: 4 hours)
How has the Hong Kong Government and other organisations responded to the impact of the construction works and operations at Disneyland on habitats, antiquities and
monuments? How should the government plan for extension works at Disneyland? What should be the roles of the company, the general public and NGOs?
Module 6, Theme 2
What responses could be made by different sectors of the society, governments and international organisations regarding the future of sustainable development?
China is planning to construct another Disney theme park in Shanghai. With respect to sustainable development and cultural
conservation, what issues should be considered at the negotiating table?
Module 3, Theme 1
What are the challenges and opportunities to environmental conservation and cultural conservation in such a rapidly developing country?
Appendix 6
The Role of a School Principal in the Introduction of a New Subject
The principal decided to offer Integrated Humanities (IH) (S4–5) in his school starting from 2003. He was glad that students were very interested in IH and it had a positive impact on them. Having studied IH, students had a range of perspectives to share and their interpersonal skills improved. He attributed this to the effort and teamwork of his teachers.
Besides its benefits to students, the principal decided to implement IH at this stage because it could help to prepare teachers and the school for Senior Secondary Liberal Studies and thus benefit future school development. He deployed several young teachers to start teaching IH because it was easier for them to adopt a new mindset and accept a new pedagogy. These teachers will help the school to accumulate knowledge and experience relevant to the teaching of Senior Secondary Liberal Studies.
Reflecting on the implementation of IH, the principal noted that support from the school to the teachers is very important. The tangible resources the school could afford to offer were minimal. However, the principal gave his support through personal involvement. He took up the leadership role in the initial stage of preparation; and he attended seminars with the teachers, studied the curriculum guide with them, and had extensive discussion with them about the implementation of the subject. At a suitable stage, he gave the teachers a free hand to plan and organise their work. In the middle of the term, he reviewed progress with them and gave them feedback and encouragement.
He also emphasised that one of important things a principal must do is to give teachers time and opportunities to participate in professional development activities, because this helps in building up their professional capacities and gradually brings very significant benefits to students and the school.
Appendix 7
Experience Sharing of a Liberal Studies Panel Chairperson
Sha Tin Methodist College offers both Integrated Humanities (IH) (S4–5) and ASL Liberal Studies. A composite subject panel is formed by 12 teachers of these two subjects, who have different subject expertise and years of experience in IH or Liberal Studies teaching. The panel chairperson noted that the following points are vital for maintaining good collaboration and enhancing peer learning among colleagues on the panel: