Moral and National Education

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Moral and National Education

Curriculum Guide

(Primary 1 to Secondary 6)

Prepared by

The Curriculum Development Council April 2012

The Government accepted the recommendation of the Committee on the Initiation of Moral and National Education Subject to formally shelve the Moral and National Education Curriculum Guide (Primary 1 to Secondary 6) (the Curriculum Guide) on 8 October 2012. The Education Bureau would not request schools to adopt the Curriculum Guide and would not use it as the basis for school inspection.

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The Government accepted the recommendation of the Committee on the Initiation of Moral and National Education Subject to formally shelve the Moral and National Education Curriculum Guide (Primary 1 to Secondary 6) (the Curriculum Guide) on 8 October 2012. The Education Bureau would not request schools to adopt the Curriculum Guide and would not use it as the basis for school inspection.

Reference:

Government Press Releases

1. Transcript of Remarks on “Moral and National Education Subject” by the Chief Executive, Mr C Y Leung and the Chief Secretary for Administration, Mrs Carrie Lam, at a media session (Chinese version only)

http://www.info.gov.hk/gia/general/201210/08/P2012 10080509.htm

2. Curriculum Guide of Moral and National Education subject formally shelved

http://www.info.gov.hk/gia/general/201210/08/P2012

10080622.htm

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6.2.5 Curriculum resources and support services by the Education Bureau 119 6.2.6 Other related curriculum resources and support services 121 6.3 Management and development of learning and teaching resources 121 6.3.1 Whole school participation (Diffusion at points) 122 6.3.2 Inter-school collaboration (Extension of lines) 122 6.3.3 Inter-organisational collaboration (Widening of surfaces) 123 Appendix

1 Generic Elements in the School Curriculum: Values and Attitudes (Extracted from Learning to Learn – Life-long Learning and Whole-Person Development by Curriculum Development Council (2001))

125

2 Moral and National Education: Review Tools 127

3 Key Issues on Learning and Teaching through Life Events 140

4 Learning and Teaching of Controversial Issues 142

5 Discussion of Controversial Issues: Examples of Questions for Consideration 148

6 Suggestions for Modes of National Education 149

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Page

Glossary 157

References 161

Membership of the Ad Hoc Committee on Moral and National Education, Curriculum Development Council

204

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Preamble

Cultivating students’ moral and national qualities has always been one of the main objectives of school education in Hong Kong. Since the return of sovereignty, promoting national education and enhancing students’ understanding of their country and national identity have become a common goal of primary and secondary schools.

Moral and Civic Education (MCE) was made one of the Four Key Tasks in the curriculum reform undertaken by the Education and Manpower Bureau (Education Bureau) in 2001. To develop students’ positive values and attitudes has become an integral part of the curriculum framework for primary and secondary schools since then.

In response to growing calls for enhancing the moral and national qualities of our youth, the Education Bureau (EDB) introduced the “Revised Moral and Civic Education Curriculum Framework” in 2008 and the contents of national education in relevant Key Learning Areas (KLAs) and subjects were enriched to strengthen the implementation of moral and national education.

A considerable number of primary and secondary schools in Hong Kong have been actively promoting moral and national education. Apart from classroom learning and teaching, elements of MNE are also incorporated into related learning experiences/activities such as Mainland exchange programmes, visits, service learning and project learning. Students are provided with comprehensive and diversified learning experiences so as to cultivate their moral and national qualities.

Building on the above favourable conditions and strengths in the curriculum, the Chief Executive stated in the “Policy Address 2010-11” in October 2010 that the Curriculum Development Council (CDC) would be invited to review the curriculum framework of moral and civic education at primary and secondary levels. To strengthen national education, the “Moral and National Education” (MNE) subject would be introduced to cultivate students’ moral and national qualities in a systematic and sustainable manner.

The “Moral and National Education Curriculum Guide (Primary 1 to Secondary 6)”, prepared by the CDC of Hong Kong, sets out the aims and rationale of the curriculum and illustrates the curriculum framework, curriculum planning, learning and teaching, assessments and the use of learning and teaching resources to assist teachers in their preparation and implementation of this subject.

The CDC of Hong Kong is an advisory body for the HKSAR Government on matters relating to curriculum development from pre-primary to senior secondary levels. Its members include school heads/principals, in-service teachers, parents, employers, and scholars in post-secondary institutions, professionals from relevant sectors or organisations, representatives from the Hong Kong Examinations and Assessment Authority and the Vocational Training Council of Hong Kong, and personnel of relevant departments of the EDB.

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Guide when implementing the MNE subject. The CDC will review the curriculum pursuant to its actual circumstances of implementation. Comments and suggestions on this Curriculum Guide could be sent to Moral, Civic and National Education Section, Curriculum Development Institute, Education Bureau, (Room 402, 4/F, Kowloon Government Offices, 405 Nathan Road, Yau Ma Tei, Kowloon) by mail, or via email (mcne@edb.gov.hk).

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Acronyms

APASO Assessment Program for Affective and Social Outcomes CDC Curriculum Development Council

CPET Character, Place, Event and Time EDB Education Bureau

HKSAR Hong Kong Special Administrative Region KLA Key Learning Area

KS1/2/3/4 Key Stages 1/2/3/4 LegCo Legislative Council LEL Life Education Lesson MCE Moral and Civic Education MNE Moral and National Education OLE Other Learning Experiences

P.A.T.H.S. Positive Adolescent Training through Holistic Social Programmes to Adulthood: A Jockey Club Youth Enhancement Scheme

P1/2/3/4/5/6 Primary 1/2/3/4/5/6 S1/2/3/4/5/6 Secondary 1/2/3/4/5/6 UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organization

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Chapter I Introduction

This chapter aims to introduce the background of implementing the MNE subject, its position in the school curriculum, rationale and aims.

1.1 Background

Curriculum development is an ongoing process of enhancement. The position of MCE has been set out in relevant curriculum documents. In the General Guidelines on Moral Education (1981)¹, the status of moral education was established in the school curriculum and it was proposed that moral education be integrated into the school curriculum. With the publication of the Guidelines on Civic Education in Schools (1985)² and the Guidelines on Civic Education in Schools (1996)³, it was suggested that civic education be incorporated into the school curriculum and that the modes of implementation be school-based.

Since the return of sovereignty, apart from the emphasis put on MCE, the school curriculum in Hong Kong has also stressed the development of students’ national identity. In 2001, the CDC published the report Learning to Learn – The Way Forward in Curriculum Development⁴, which highlighted the aim of “understanding their national identity and contributing to the nation and society” as one of the seven learning goals and suggested including MCE as one of the five essential learning experiences. In Basic Education Curriculum Guide – Building on Strengths (2002)⁵, MCE was made one of the Four Key Tasks, and schools were encouraged to incorporate MCE into their curriculum planning. The five priority values and attitudes were proposed⁶, and one of them was national identity. The Senior Secondary Curriculum Guide – The Future is Now: from Vision to Realisation (Secondary 4-6) (2009)⁷ also makes “to be an informed and responsible citizen with a sense of global and national identity” one of the seven learning goals in the senior secondary curriculum.

Moral and national education is an essential element in the school curriculum, KLAs/subjects such as General Studies at primary level, Life and Society at junior secondary level and Liberal Studies at senior secondary level. Through learning in different areas and dimensions of the school curriculum, students can acquire and master relevant knowledge, skills, values and attitudes in greater depth. The value system of our youth has come under the influence of various forms of culture and the information available in the ever-changing society. There is an increasing demand

1 General Guidelines on Moral Education, Education Department (1981). Hong Kong: Education Department.

2 Guidelines on Civic Education in Schools, Curriculum Development Committee (1985). Hong Kong: Curriculum Development Committee.

3 Guidelines on Civic Education in Schools, Curriculum Development Council (1996). Hong Kong: Curriculum Development Council.

4 Learning to Learn–The Way Forward in Curriculum Development, Curriculum Development Council (2001). Hong Kong:

Curriculum Development Council.

5 Basic Education Curriculum Guide–Building on Strengths (Primary 1-Secondary 3), Curriculum Development Council (2002).

Hong Kong: Curriculum Development Council.

6 The Five Priority Values and Attitudes: perseverance, respect for others, responsibility, national identity and commitment.

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from society for enhancing the development of moral qualities among students in schools. The rapid development of the country and the impact of globalisation also lead to a general consensus in society that moral and national education has a great impact on the future development of students.

In response to the calls from society for MNE, upon the completion of the review of the MCE curriculum, the CDC introduced the Revised Moral and Civic Education Curriculum Framework (2008)⁸, in which “integrity” and “care for others” were included as the priority values (other priority values include “perseverance”, “respect for others”, “responsibility”, “national identity” and “commitment”). The framework aligned with students’ developmental needs, and enumerated learning expectations at respective Key Stages. At the same time, the curriculum has expanded the learning contents of different domains with the inclusion of more life events, thereby providing a holistic and systematic curriculum framework to further strengthen the implementation of MNE.

The Chief Executive of the HKSAR stated in the “Policy Address 2010-11” in October 2010 that the CDC would be invited to review the curriculum framework for MCE at primary and secondary levels. To further strengthen moral and national education, the MNE subject will be introduced to provide students with a systematic and sustainable learning experience that can cater for their developmental needs, and cultivate their moral and national qualities through a values-based curriculum.

1.2 Curriculum Aims

The MNE subject aims at cultivating students’ positive values and attitudes through a continuous and systematic learning experience. It enables students to acquire desirable moral and national qualities, enriching their life and facilitating their identity-building in the domains of family, society, the country and the world.

Apart from fostering in students’ aspirations and commitment to making contributions in the domains of family, society, the country and the world, the subject emphasises the development of students’ independent thinking and autonomy so that they are able to distinguish right from wrong, and make informed decisions in a caring and reasonable manner.

The subject aims at developing students’ moral and national qualities, including:

 Development of moral qualities: to preserve Chinese virtues, including benevolence, righteousness, courtesy and wisdom; to foster universal values, including peace, benevolence, justice, freedom, democracy, human rights, responsibility, respect for others, etc.

 Development of a positive and optimistic attitude: to follow the direction of

“Knowing oneself, Finding one’s niche in Hong Kong, Leveraging on the Mainland, Engaging ourselves globally” and put the desirable qualities into practice; to be willing to care about one’s family and to serve society; to be willing

8 Revised Moral and Civic Education Curriculum Framework, Education Bureau (2008). Hong Kong: Education Bureau.

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to act in the interests of the country and the people of the world; and to develop a positive and meaningful life attitude

 Self-recognition: to enhance recognition of oneself and understanding of one’s roles, responsibilities, rights and obligations in family, society, the country and the world

 Judging in a caring and reasonable manner: to develop the skills of independent and critical thinking⁹ from multiple perspectives, and the ability to discern the meaning and values embedded in relevant life events in an objective and rational way, and make caring and reasonable judgements

 Recognition of identity: to build identities in different domains; to care for family, society, the country and the world; to become informed and responsible family members, citizens, nationals and global citizens

 Practice: to develop desirable habits of making rational and responsible decisions with an enthusiastic attitude in various domains, and to be committed to living out them

1.3 Positioning of MNE in the school curriculum

The MNE curriculum is built on the “Revised Moral and Civic Education Curriculum Framework” (2008) and the successful experiences in promoting MNE in schools. It advocates a subject-based approach for further implementation of MNE.

The MNE curriculum, which covers the four Key Stages in primary and secondary schools, is designed as a holistic twelve-year curriculum. By adopting a spiral learning approach, it facilitates students to learn progressively across different Key Stages so as to enhance their mastery of the depth and breadth of the curriculum (Figure 1.1).

9 “Critical thinking skills”, one of the “Nine Generic Skills”, aims at helping “students to draw out meaning from given data or statements, generate and evaluate arguments, and make their own

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Figure 1.1: Implementing MNE progressively at different Key Stages The advantages of implementing MNE through a subject-based approach are:

 providing a continuous, daily-life and close-knit curriculum to ensure that students have a complete and systematic learning experience;

 catering for students’ developmental characteristics and needs at different stages;

 connecting various KLAs/subjects and related learning experiences/activities to facilitate the learning and teaching of MNE holistically; and

 facilitating a more systematic and holistic planning and review of the implementation of MNE, including curriculum planning, learning and teaching strategies, assessment, etc.

Implementing MNE in Schools Experience and Strengths Key Task with priority accorded

 Moral and Civic Education is one of the Four Key Tasks under the curriculum reform. It stresses the development of students’ positive values and attitudes and recognition of their national identity in order to promote whole-person development.

 The Chief Executive mentioned in his Policy Addresses from 2007 onwards that the government would further promote national education, which formed a solid foundation for the MNE subject.

 The Revised Moral and Civic Education Curriculum Framework released in 2008 further emphasised the importance of MNE, which could better cater for the needs of student development and responded to the demands of society.

Develop moral and national qualities

Key Stage 4

Key Stage 3

Key Stage 2

MNE

MNE Key

Stage 1

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Flexible and diverse learning opportunities

 Primary and secondary schools in Hong Kong have been very supportive of MNE to cultivate students’ positive values, sense of belonging towards and recognition for the country.

 Schools are making good use of various learning opportunities such as morning assemblies, weekly assemblies, class teacher periods, experiential activities, service learning and exchange programmes to promote MNE.

 Relevant government departments and non-governmental organisations have strengthened the implementation of MNE by providing various types of learning experiences such as personal development programmes, school-based onsite support and exchange programmes.

Ample resources and professional teams

 The EDB has been actively working with schools, government departments and non-governmental organisations to design learning and teaching resources such as teaching kits, learning resources websites and multimedia resources to support the implementation of MNE in schools.

 Many school sponsoring bodies and schools have developed related learning resources according to their school missions and school contexts. These resources can better cater for the needs of schools and students to enhance learning effectiveness.

 The EDB has been regularly organising various thematic professional development programmes for school heads/principals and teachers, including curriculum leadership, learning and teaching, assessments, knowledge enrichment, etc. The programmes are conducted by local and Mainland experts to equip teachers with related knowledge and teaching skills.

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1.4 Connection between MNE and KLAs/subjects and related learning experiences/activities

In 2001, the CDC published the report Learning to Learn – The Way Forward in Curriculum Development, in which the Council proposed seven learning goals in the school curriculum. Among the goals, students should be able to “recognise their roles and responsibilities as members in the family, the society, and the nation; and show concern for their well-being”, “understand their national identity and be committed to contributing to the nation and society”. The Council also suggested including MCE as one of the five essential learning experiences. Thus, the MNE subject should be integrated with different KLAs/subjects, related learning experiences/activities, student enhancement programmes, the school environment, etc. All these will work together to cultivate knowledge, skills, values and attitudes of students so as to achieve the overall curriculum aims and promote whole-person development (Figure 1.2).

Figure 1.2: Connection between the MNE subject and KLAs/subjects and related learning experiences/activities

Whole-person development

Learning goals of the school curriculum, including:

 “to recognise their roles and responsibilities as members in the family, the society, and the nation;

and show concern for their well-being”

 “to understand their national identity and commit to contributing to the nation and society”

Knowledge, skills, values and attitudes

KLAs and subjects

(e.g. Chinese Language, General Studies, Liberal Studies, Life and Society, etc.)

Learning activities (e.g. Mainland exchange programmes, community services, leadership training, project learning, internship, etc.)

Student enhancement programmes (“Understanding Adolescent Project” of the EDB; “Adolescent Health Programme” of the Department of Health, “P.A.T.H.S. to Adulthood - A Jockey Club Youth Enhancement Scheme” funded by The Hong Kong Jockey Club Charities Trust, etc.)

School environment (e.g. school management, professional leadership, student support, school partnership, etc.)

The Moral and National Education subject

provides a systematic and sustainable learning platform to strengthen the cultivation of moral and national qualities

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1.4.1 Consideration for the whole-school curriculum

The contents of the MNE curriculum should be complementary to the knowledge, skills, values and attitudes embodied in various KLAs/subjects (e.g. Chinese Language, General Studies, Liberal Studies, and Life and Society) and related learning experiences/activities (e.g. Mainland exchange programmes, community services, leadership training, project learning and internship). The curriculum could also be tied in with student enhancement programmes provided by schools, related government departments and non-governmental organisations (e.g. “Understanding Adolescent Project” of the EDB, “Adolescent Health Programme” of the Department of Health, and “P.A.T.H.S. to Adulthood - A Jockey Club Youth Enhancement Scheme” funded by The Hong Kong Jockey Club Charities Trust) to nurture the growth of students.

The MNE subject is characterised by the cultivation of values that serve as the core of learning. The curriculum focuses on the implementation of MNE with life events as learning contexts. The MNE subject will also be encompassed in the learning of different KLAs/subjects and learning activities inside and outside school to help students understand, identify and clarify values before these values are internalised and put into practice in daily life for the cultivation and consolidation of their moral and national qualities.

1.4.2 Enhancement of related learning experiences/activities

The MNE subject, characterised by its (i) curriculum structure; (ii) curriculum aims; (iii) learning and teaching strategies; and (iv) curriculum contents, can enhance the learning experiences of relevant KLAs/subjects (e.g. Personal, Social and Humanities Education, General Studies for primary schools, and Liberal Studies at senior secondary level), and further enhance the cultivation of students’ moral and national qualities.

Characteristics of the MNE Curriculum Curriculum

Structure

Curriculum Aims

Learning and Teaching Strategies

Curriculum Contents

 Cater for students’

developmental needs and whole-person development.

 Cover four Key Stages across the twelve years at primary and secondary levels, providing

sustainable and

 Cultivate values and attitudes of students for improvement of their moral and national qualities as well as

identity-building in different domains.

 Help students understand,

 Emphasise teachers’

role as a facilitator for learning.

Teachers can have subtle influence on students by acting as their role model and through daily contact with them.

 Stress students’

autonomy, respect their feelings, and

 Deliver values

education through life events and issues in the personal, family, social, national and global domains.

 Use examples from the direct or indirect experiences of

students in life events as the entry point for them to understand

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Characteristics of the MNE Curriculum Curriculum

Structure

Curriculum Aims

Learning and Teaching Strategies

Curriculum Contents

 Based on students’

life experiences and centred on relevant life events, with a focus on students’

feelings and reflection.

core values for practice in daily life.

self-reflection.

 Help students resolve value conflicts with multi-perspectival, independent and rational thinking to make caring and reasonable judgements.

opinion and decision.

 Help students deepen their exploration of values through learning from

authentic contexts for consolidation of learning outcomes.

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Some examples of life events on learning of the MNE subject are as follows:

Life Event Exemplar (1):

 Personal domain (lower primary): “The first time I got my test result”

 Through this life event, students can learn to accept their performance and also reflect on continuous efforts for improvement. They also learn to realise the meaning behind any test results and work out improvement strategies.

 Teachers can help cultivate good learning attitudes so that students can become self-reflective, active and enterprising learners.

 Family domain (upper primary): “Doing housework is fun”

 Through life events related to doing housework, students can understand and apply relevant knowledge. For example, they can learn about the roles, rights and responsibilities of family members, sharing of housework, home safety, etc, and understand the joy and meaning involved.

 Teachers can encourage students to show concern for the needs and feelings of their family members and cultivate in them the values and attitudes of broadmindedness and care for others. This can also enhance their sense of identity and commitment as a member of their family.

 Social domain (junior secondary): “Participating in current affairs discussion on the Internet”

 Through this life event, students can learn to apply relevant knowledge, e.g. the right of privacy, netiquette, methods of thinking and analysing, etc.

 Students can develop an awareness of current affairs, clarify their rights and obligations as citizens, and learn to make thoughtful, reasoned and responsible analyses and judgements with due regard to freedom of speech and legal responsibilities.

 Teachers can help students discern different standpoints and orientations and the underlying values so as to enhance their social identity and commitment.

 Global domain (junior secondary): “Witnessing Japan’s earthquake and tsunami on TV”

 Through this life event, students can apply relevant knowledge, e.g. dealing with natural disasters, international cooperation, contingency plan for natural calamities, etc. They can learn about humanitarianism revealed in the relief work and the civic consciousness shown by the victims of the earthquake and tsunami in Japan.

 Teachers can make use of this life event to guide students to analyse the impact of international affairs on different regions. Students can realise the rights and obligations of social and global citizens, and their identity and commitment as civic and global citizens will be enhanced.

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 National domain (senior secondary): “Mainland exchange experience – traffic jam”

 Through this life event, students can acquire relevant knowledge, e.g. urban planning, road management, enforcement of traffic regulations in the Mainland, etc. Through understanding the development of transportation in the Mainland, they can realise the opportunities and challenges facing China in its development.

 Teachers can make use of this life event to help students learn how to make caring and reasonable judgements in the face of potential conflicts between individual’s convenience and the general public’s betterment. It will also enhance their recognition and commitment to identities as civic citizens and nationals.

1.5 Design principles of the curriculum

The curriculum is developed on the following concepts:

1.5.1 Identity-building

Every person has multiple identities; e.g. sons and daughters, students, citizens, nationals, and global citizens. Individuals in different identities have corresponding rights and obligations. The contents of the MNE curriculum are designed to meet the features and developmental needs of students at different Key Stages. Through establishing their identities in the family, social, national and global domains, students will be able to lay a solid foundation for their growth with enhanced moral and national qualities, take action, enthusiastically participate and get well-prepared to make contributions to family, society, the country and the world through action and active participation (Figure 1.3).

Personal qualities Cultivating

values

Country

_qualities^Global

World

Cultivating values

Society

National qualities

Civic qualities

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1.5.2 Cultivating values and attitudes

The cultivation of positive values and attitudes such as benevolence, peace, equality, justice, rule of law, responsibility, commitment and respect for others constitutes good character. These values, recognised and supported by the general public, do not only comply with moral principles, but also form an important basis for personal growth and identity-building.

The cultivation of values and attitudes serves as the guiding principle of the MNE subject.

Students would learn how to think and make thoughtful and reasoned decisions in different life situations, taking into consideration both personal and social betterment.

The MNE subject proposes the cultivation of positive values and attitudes¹⁰ as illustrated in the following table:

* Apart from the values and attitudes listed in the table, teachers can also incorporate other related values and attitudes according to the learning contents and students’ needs as the main direction of their cultivation.

10 Curriculum Development Council published Learning to Learn – The Way Forward in Curriculum in

Domains Positive Values and Attitudes (Examples)*

Personal Domain

Attitudes in doing things

perseverance, self-discipline, optimistic, enterprise, positive, open-minded, rationality, integrity, responsibility, law-abiding, participatory

Attitudes towards people

respect for others, care for others, accepting, honesty, filial piety, trust, broadmindedness, altruism, willingness to serve, appreciative Betterment for the community

commitment, mutuality, sense of belonging, national identity, patriotism, solidarity, cultural heritage

Universal betterment

plurality, mutually beneficial, sustainable development, betterment of humankind

Ideals

benevolence, peace, equality, justice, freedom, democracy, human rights, rule of law

Family Domain

Social Domain

National Domain

Global Domain

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1.5.3 Learning and practice of values and attitudes

The MNE curriculum, which attaches great importance to the learning and practice of values and attitude, has the following characteristics: (Figure 1.4)

Figure 1.4 Characteristics of the MNE curriculum

(a) Curriculum Aims: to cultivate moral and national qualities (Please refer to Chapter 1.2 for details).

(b) Learning Contents: life events and issues relating to direct or indirect life experiences of students in the personal, family, social, national and global domains.

(c) Learning and Teaching Strategies: through student-centred and diversified learning models, students are helped to clarify and handle values, and build their identities in the personal, family, social, national and global domains. The main strategies include:

 Classroom learning: teachers can guide students to discuss and reflect on life events and related issues. Students will learn to clarify their values and resolve value conflicts so as to make caring and reasonable judgements and act accordingly.

Learning Contents life events and issues;

Chapter II Curriculum Framework

This chapter aims to illustrate the curriculum framework of the MNE subject (P1-S6), including the design principles, overall curriculum framework, curriculum contents for each Key Stage, suggested lesson time arrangement, etc. It aims at providing a holistic and systematic curriculum framework for teachers to plan the curriculum and design related learning activities to achieve the learning objectives of the subject.

2.1 Design principles

The MNE curriculum framework is designed to cultivate students’ moral and national qualities by building on knowledge related to the topics covered in the various domains of the subject and including everyday life events in the learning contents. It is also developed on the basis of the knowledge, skills, values and attitudes that students acquire from different KLAs/subjects and related learning experiences/activities.

The design principles of this curriculum framework are as follows:

 To use life events as an entry point to enhance student learning of related knowledge so as to cultivate their positive values and attitudes, facilitate identity-building and commitment of the individual in various domains (personal, family, social, national and global domains).

 To provide a flexible curriculum framework that facilitates the provision of a curriculum relevant to students’ daily life and developmental needs, taking into consideration the school contexts and students’ needs.

 To provide a systematic and coherent curriculum which progresses in complexity across the four Key Stages in primary and secondary education.

 To provide students with a holistic learning experience by establishing appropriate connections with different KLAs/subjects and related learning experiences/activities.

 To enhance students’ moral and national qualities by helping them learn how to review and assess life events and related topics under different domains of the subject.

2.2 Curriculum framework

The MNE subject, covering four Key Stages from P1 to S6, is designed as a twelve-year coherent and holistic curriculum.

Each Key Stage comprises the same five domains: personal, family, social, national and global domains.

Based on the “Learning Objectives” for different domains, “Examples of Learning

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curriculum contents.

“Examples of Extended Learning Contents” aims at enriching the “Examples of Learning Contents”, with extensive coverage of life events and social issues to address the diversity among schools and students in their mastery of the related values and attitudes, knowledge and skills in terms of breadth and depth.

Schools can make reference to the learning objectives of the MNE subject while taking into consideration the school contexts and students’ needs in the implementation of the MNE subject. Designated periods should be allocated to the MNE subject and lessons should be well-coordinated with related KLAs/subjects, learning experiences/activities, student enhancement programmes, etc.

The common characteristics and needs of the youth are listed under different Key Stages below and could be made reference to when adapting the learning contents and teaching strategies.

Key Stage Developmental Characteristics and Needs KS1

(P1 - P3)

 More self-centred, and usually interpret issues and make judgements from one’s own perspective

 Interpret rules as “regulations”, and adhere to rules to avoid punishment

 Use a quantitative approach in interpreting some abstract ideas, e.g. equating “fairness” to “an exchange of equal amounts”

KS2 (P4 - P6)

 Seek a sense of belonging in a social group, hoping to gain acceptance and recognition from peers

 Become concerned about sexual differences, and curious and interested in issues related to different genders

 Start to develop social, national and global concepts and are interested to know more

KS3 (S1 - S3)

 Emphasise individualities, and want to establish personal values and life attitudes

 Care about how they are perceived by others, and may become confused while building personal identity

 Influenced easily by peers, and may follow their values and behaviour

KS4 (S4 - S6)

 Aware of the need to learn how to make plans and decisions about important issues in life such as further studies, course selection and careers

 Think about one’s roles and responsibilities while getting increasingly higher expectations from family, society and the country during growth

 Interested in issues related to society, the country and the world, and take the initiative to find solutions

2.2.1 Learning objectives for the personal domain

The overall learning objective for this domain is to help students develop the personal qualities of autonomy, self-love, self-discipline, self-confidence, etc, as well as positive

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make reasonable judgements and put them into practice when facing adversities, doubts and challenges.

The learning objectives for the personal domain at different Key Stages are as follows:

Domain Key

Stage Learning Objectives

Personal Domain

KS1

 Appreciate oneself, accept one’s differences from others, enhance moral and national qualities by learning from Chinese virtues

 Distinguish right from wrong, uphold righteousness and preserve integrity

KS 2

 Accept with optimism both the physical and mental changes in the growth process

 Develop a healthy lifestyle, resist temptations, and refrain from any inappropriate behaviour such as smoking, gambling, drinking and taking drugs

KS 3

 Adopt a positive attitude and face adversities with broadmindedness

 Uphold the good, make reasonable judgements and act accordingly even when caught in dilemmas of conflicting values KS 4

 Actively develop one’s interests, build up strengths, set goals and expectations for oneself, and strive for the future

 Uphold principles and integrity, and be consistent in words and deeds

2.2.2 Learning objectives for the family domain

The overall learning objective for this domain is to enhance students’ recognition of their identity as a family member and understanding of their roles in the family, as well as help them maintain good relationships with family members and face family changes and challenges through developing their positive values and attitudes of care, sincerity and mutual respect, which are essential to leading a harmonious family life.

The learning objectives for the family domain at different Key Stages are as follows:

Domain Key

Family Domain

KS 1

 Recognise the responsibilities as a son/daughter and a member of the younger generation in fostering family harmony

 Show love and concern for family members, and establish and maintain harmonious relationships

KS 2

 Show concern for the feelings and needs of family members and be willing to shoulder responsibilities as a member of the family

 Show concern for senior family members in a respectful and sincere manner

KS 3  Actively share responsibilities for taking care of senior and

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Domain Key

optimism

KS 4

 Be willing to communicate with family members in a rational, respectful and caring manner

 Strengthen family ties and foster family harmony; bravely undertake responsibilities to solve problems when the family is in adversity

2.2.3 Learning objectives for the social domain

The overall learning objective for this domain is to help students recognise their roles, rights and responsibilities in different situations, including contexts where they get along with friends, schoolmates and various people in the workplace and society, and be able to communicate and stay in harmony with them. Students are also enabled to show concern for society, actively participate in its development, and become informed citizens with independent thinking, insights and responsibility.

The learning objectives for the social domain at different Key Stages are as follows:

Domain Key

Social Domain

KS 1

 Establish a loving and inviting campus and learn actively

 Respect others and be able to demonstrate appropriate etiquette on different occasions

 Understand the “Basic Law” and the spirit of "One Country, Two Systems", respect the regional flag and regional emblem of Hong Kong and the Hong Kong Special Administrative Region Establishment Day

KS 2

 Be willing to take on the responsibilities as a student, serve schoolmates and the school with a sense of belonging to the school and establish good teacher-student relationships

 Speak cautiously, practise self-discipline and get along well with others in a rational and respectful manner

 Assume responsibilities towards society, e.g. taking good care of public property, obeying rules and abiding by laws

KS 3

 Discuss various social issues in a rational and practical manner and show concern for the long-term betterment of Hong Kong

 Learn to cope with peer pressure and refrain from any inappropriate behaviour

 Understand the importance of the “Basic Law” in maintaining the prosperity and stability of Hong Kong, thereby recognising the essence of “Rule of Law” and “Human Rights” as foundation for the development of Hong Kong

KS 4

 Develop an acute sense and discern the values embedded in social issues

 Undertake civic responsibilities, maintain a balance between individual and public interests by adopting a macro perspective

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Domain Key

 Actively develop and adopt proper attitudes required for working in society, such as punctuality, honesty, sense of responsibility, as well as those required for maintaining harmonious relationships with colleagues

2.2.4 Learning objectives for the national domain

The overall learning objective for this domain is to help students enhance their national identity, understand their roles, rights and responsibilities as nationals, foster a sense of affection for the country, actively learn about the national situation and explore the opportunities and challenges of the country’s development such as achievements, difficulties, constraints and directions for improvement. It also helps students enhance national qualities such as the ability to distinguish right from wrong and to think independently. It encourages them to stay closely connected with the motherland, stand together in adversity, and contribute to the development and betterment of the country and its people.

This domain consists of four dimensions, namely natural resources, contemporary development, humanities and history, which are all interrelated and equally important.

The learning objectives for the national domain at different Key Stages are as follows:

Domain Key

National Domain

KS 1

 Enhance the sense of belonging towards the country through understanding its landscape, natural resources and antiquities

 Learn about the country’s contemporary development, and develop a sense of self-reflection and national identity

 Foster a sense of belonging towards one’s country, ancestral home and place of residence through tracing traditional Chinese customs and one’s/peers’ native and ancestral home

 Realise the importance of continuation and inheritance through learning the admirable qualities and virtues of outstanding personalities from various fields in the country

KS 2

 Develop an awareness of and concern for nature and environmental conservation through caring about the use of natural resources and environmental conservation in the country

 Learn about the close relationship between the country and Hong Kong in their development, understand the difficulties in the course of collaboration, explore the solutions, and develop a common sense of belonging

 Capture the essence of Chinese culture, and put the virtues learnt into practice in daily life

 Acquire a better understanding of the situations of the country from a historical perspective, experience the process of

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Domain Key

national identity

KS 3

 Understand the country’s efforts and achievements made in natural resources conservation, reflect on the constraints and challenges involved, and show concern for the way forward for the country’s sustainable development

 Show concern for the relationship between the Mainland and Hong Kong, realise the constraints in the country’s development and its directions for improvement through understanding the Constitution of the country, the functions of important government organisations and the country’s key projects

 Learn to appreciate Chinese literature and art, and understand the charm and spirit embedded therein to enhance national qualities

 Understand from a historical perspective the development of the country and the features of multiculturalism, learn about the present with reference to past experience, and be committed to taking on one’s responsibilities as a citizen of the country

KS 4

 Understand one’s responsibilities for the sustainable development of the country, and enhance the awareness of protecting natural resources through exploring the relationship between the use of resources and development of the country, as well as examining existing issues, difficulties and solutions

 Understand the impact on people’s livelihood brought about by the development of the country in contemporary politics, economy, diplomatic relations and technology, as well as the exemplification of values such as democracy, rule of law and human rights so as to comprehend the close connection between the country and the world and be willing to strive for the betterment of the country and its people

 Explore traditional thinking and beliefs that shed light on a positive lifestyle and enrich the very essence of life, and exemplify the wisdom and virtues of such thinking and beliefs in contemporary living

 Examine significant events in Chinese history from a macro perspective and make comparisons with major world events, understand, from an objective standpoint, internal hardships and external challenges encountered in the course of reform and opening-up, and realise the adversities, struggles, difficulties, development and accomplishments within

2.2.5 Learning objectives for the global domain

The overall learning objective for this domain is to guide students to recognise their roles, rights and responsibilities as global citizens, respect diverse cultures, and show concern for global issues with a view to enabling them to think from the perspective of a global citizen. It also enables them to make sound judgements in a caring and reasonable manner so as to foster world peace, justice, interdependence and sustainable development.

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The learning objectives for the global domain at different Key Stages are as follows:

Domain Key

Global Domain

KS 1

 Get along with people of different cultures with sincerity, open-mindedness and acceptance

 Develop an awareness of sustainable development, a sense of responsibility towards environmental protection and an environmentally-friendly lifestyle

KS 2

 Establish a global perspective and embody the spirit of humanitarianism by learning about issues of global concern

 Learn and explore core values of the age such as respect, care, equality, democracy, freedom, rule of law and human rights, and develop an awareness of global citizenship

KS 3

 Broaden horizons of the world, understand the interplay between the development of Hong Kong, the country and the world

 Respect the uniqueness of different races and cultures, and embody the spirit of inclusion

KS 4

 Understand the notion of global citizenship, show concern for the betterment of humankind and embody the spirit of respect, care for others, equality, democracy, freedom, rule of law and human rights

 Acknowledge one’s identity as a global citizen, contribute to the world’s sustainable development and make rational decisions on global issues

2.3 Linkage between the MNE subject and KLAs/subjects

The MNE subject further refines the elements of MNE in different KLAs/subjects, for the benefit of students in their whole-person development.

The MNE subject has clear curriculum aims and learning objectives and a well-defined curriculum framework. Schools should make reference to these aims and objectives and make adaptation to the MNE curriculum to cater for their students’ needs, taking into consideration the school mission and contexts, as well as the objectives, contents and teaching arrangements of different KLAs/subjects so as to provide students with a holistic learning experience (for suggestions for curriculum planning of MNE, please refer to

“Chapter III: Curriculum Planning”).

2.4 Connections among various domains

The five domains covered in the MNE subject are not standalone but inter-connected (Figure 2):

 Cultivation of desirable personal ethics lays the foundation for developing desirable national qualities.

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stable society.

 The development of the country has a significant impact on society. In turn, the community’s concern for national affairs plays an active role in national development.

 As the country is a part of the world, the development of the country and that of the world are closely linked.

 Under the impact of “globalisation”, every individual is a member of the global village, and global issues are closely related to the country, society, family and individuals.

Figure 2: Connections among various domains

The MNE subject emphasises the close interconnections among the five domains.

Teachers should guide students to reflect, from multiple perspectives and views, on the interconnections among different domains as well as the value conflicts that might arise, for example:

 Between personal domain and family domain: When planning one’s future, how should a balance be struck between one’s expectations and the family’s?

 Between personal domain and social domain: When getting along and communicating with people holding different opinions, how should one’s stand be maintained while respecting others’?

 Between national domain and global domain: When the country makes economic and social plans for its people, how should it respond to the demands from other countries, regions and organisations?

Personal

Global Family

Social National

Moral and National Education