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Moral and National Education

Curriculum Guide

(Primary 1 to Secondary 6) Consultation Draft

Prepared by

The Curriculum Development Council

May 2011

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(Blank page)

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Acronyms

APASO Assessment Program for Affective and Social Outcomes

APET Actor, Place, Event and Time

EDB Education Bureau

HKSAR Hong Kong Special Adminstrative Region

KLA Key Learning Area

KS1/2/3/4 Key Stages 1/2/3/4

MCE Moral and Civic Education

MNE Moral and National Education

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

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Contents

Page

Acronyms iii

Foreword ix-xi

Chapter I Introduction

1.1 Background 1

1.2 Curriculum Aims 3

1.3 Positioning of MNE in school curriculum 4

1.4 Principles and directions 9

1.4.1 Identity-building 9

1.4.2 Cultivating positive values 9

1.4.3 Catering for developmental needs 14

1.4.4 Covering various domains 15

1.4.5 Relation between moral education and national education 16 1.4.6 Relation between national education and civic education 17

1.4.7 Learning materials from life events 18

1.4.8 Diversified assessment strategies 18

Chapter II Curriculum Framework

2.1 Design principles 20

2.2 Curriculum framework 21

2.2.1 Learning objectives in the personal domain 22

2.2.2 Learning objectives in the family domain 22

2.2.3 Learning objectives in the social domain 23

2.2.4 Learning objectives in the national domain 24

2.2.5 Learning objectives in the global domain 27

2.3 Linkage between MNE and KLAs/subjects 28

2.4 Connections among various domains 29

2.5 Curriculum contents of different Key Stages 30

2.5.1 Key Stage One 31

(a) Personal domain 31

(b) Family domain 32

(c) Social domain 33

(d) National domain 35

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Page

(e) Global domain 40

2.5.2 Key Stage Two 42

(a) Personal domain 42

(b) Family domain 43

(c) Social domain 44

(d) National domain 47

(e) Global domain 55

2.5.3 Key Stage Three 57

(a) Personal domain 57

(b) Family domain 58

(c) Social domain 59

(d) National domain 61

(e) Global domain 66

2.5.4 Key Stage Four 68

(a) Personal domain 68

(b) Family domain 70

(c) Social domain 71

(d) National domain 73

(e) Global domain 80

2.6 Suggestions on curriculum time arrangement 82

Chapter III Curriculum Planning

3.1 Principles for planning 86

3.2 Planning strategies 87

3.2.1 Close connection between MNE and KLAs/subjects 87

3.2.2 Coordination with other learning experiences and life-wide learning 88

3.2.3 Value-based learning experiences 90

3.2.4 “Student-centred” and “school-based” curriculum planning 91 3.2.5 Dealing with differences in races and cultural backgrounds among

students 96

3.2.6 Integrating learning with assessment 97

3.3 Curriculum design 97

3.4 Roles of stakeholders 100

3.4.1 School heads/principals 100

3.4.2 Curriculum coordinator 101

3.4.3 MNE teachers 102

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Page

3.4.4 Other teachers 102

3.4.5 Parents 103

Chapter IV Learning and Teaching

4.1 Developing moral and national qualities by building up values 105

4.2 Guiding principles 106

4.3 Suggested strategies for building up positive values and attitudes 106

4.3.1 Valuing “school-based” practical experience 106

4.3.2 Promoting “student-centred” learning experiences 107 4.3.3 Adopting learning materials that relate to daily life and interest 110

4.3.4 Creating a favourable learning atmosphere 110

4.3.5 Providing learning experiences that integrate both experience and action 111 4.3.6 Expanding understanding of various life domains in diversified ways 114 4.4 Strategy suggestions for the learning and teaching of national education 117

4.4.1 The basis for the learning and teaching of national education: to be

triggered by “Passion” 117

4.4.2 Lesson organisation for national education: the APET national situations learning model and multiple-perspectival learning approach 120 4.4.2.1 The APET national situations learning model 120 4.4.2.2 A Multiple-perspectival learning approach 123

4.4.3 Promotion of national education: complementing classroom learning with visits, exchange programmes and learning activities 129

Chapter V Assessment

5.1 Aims of Assessment 134

5.2 Formative assessment and summative assessment 135

5.3 Relation between the characteristics of MNE and assessment modes 135

5.4 Assessment principles 139

5.4.1 Cognitive level 139

5.4.2 Affective level 140

5.4.3 Practice level 144

5.5 Remarks 145

5.6 Assessment strategies 146

5.6.1 During the course of learning 146

5.6.2 Inviting participation of stakeholders 147

5.6.3 Demonstrating outcomes in different ways 149

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Page

5.6.4 Emphasising positive feedback 150

Chapter VI Learning and Teaching Resources

6.1 Selection criteria for learning and teaching resources 154

6.2 Different types of learning and teaching resources 156

6.2.1 Textual materials 156

6.2.2 Multimedia and objects 157

6.2.3 Learning scenes 158

6.2.4 Others’ sharing 158

6.2.5 Curriculum resources and support services 158

6.2.5.1 Curriculum resources and support services provided by the

Education Bureau 159

6.2.5.2 Other related curriculum resources and support services 162 6.3 Management and development of learning and teaching resources 163 6.3.1 Diffusion at points: Whole school participation 163 6.3.2 Inter-school collaboration: More points to meet together 164 6.3.3 Inter-organisational collaboration: From one surface to more surfaces 164 6.3.4 Inter-regional connections: From one surface to more surfaces 165

Appendix

I Comparison of Revised Moral and Civic Education Curriculum Framework (2008) and Moral and National Education Curriculum Guide (2012) 167 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

168

III Moral and National Education: Review Tools 170

IV Moral and National Education: Teacher’s Observation Form 186

V Moral and National Education: Peer Assessment Form 187

VI Moral and National Education: Parent Assessment Form 188

VII Moral and National Education: Assessment Report on Student’s Performance

(Sample) 189

VIII List of teaching plans for life events 192

IX Examples of MNE learning and teaching resources available online from the

Education Bureau 251

References 270

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Page

References and Resources for Teachers 275

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

Curriculum Development Council 293

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Foreword

Cultivating students’ moral and national qualities has always been the main objective of school education. After the return of Hong Kong to China, promoting national education and increasing students’ understanding of their country and national identity have become the common goals of primary and secondary schools in Hong Kong.

Moral and Civic Education is one of the Four Key Tasks in the curriculum reform led by the Education and Manpower Bureau (Education Bureau) in 2001 and developing students’ positive values and attitudes has become an integral part of the curriculum framework for primary and secondary schools. Learning elements of Moral and National Education (MNE) have been embedded in respective Key Learning Areas (KLAs) and subjects to facilitate whole-person development.

With the rapid development of Hong Kong society, the need to enhance the moral and national qualities of our youth has become stronger. In response to this, the Education Bureau introduced the Revised Moral and Civic Education Curriculum Framework in 2008 and enriched the contents of national education in relevant KLAs and subjects to further strengthen the implementation of moral and national education.

Primary and secondary schools in Hong Kong have been very supportive of MNE. It is taught in the classroom, during morning assemblies and class teacher periods.

Elements of MNE are also incorporated into other relevant learning experiences such as mainland exchange programmes, visits, service learning and project learning to provide students with comprehensive and diverse learning experiences to cultivate their moral and national qualities.

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

The “Curriculum Guide on Moral and National Education (Primary 1 to Secondary 6)”, prepared by the Curriculum Development Council of Hong Kong, sets out the objectives and vision of the curriculum and elucidates the curriculum framework, curriculum planning, learning and teaching, assessment and the use of learning and teaching resources. The key messages in each chapter are as follows:

Chapter I Introduction

 The Education Bureau attaches great importance to developing students’ moral and national qualities, and primary and secondary schools in Hong Kong have been very supportive of MNE

 The subject is built on the existing foundation and strengths of schools and aims to enhance the provision of MNE to students in a systematic and sustainable manner

 The subject is student-oriented and is based on cognition, affection and action. The subject seeks to make use of current issues and life events to develop students’

moral and national qualities through the establishment of positive values and attitudes and identity-building

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Chapter II Curriculum Framework

 This subject embodies learning experiences of MNE across the four Key Stages.

The curriculum covers five domains, i.e. personal, family, social, national and global domains

 The flexible curriculum framework enables the systematic integration of learning elements of MNE in various KLAs and subjects

 Schools are suggested to arrange MNE sessions (one to two sessions per week) flexibly to ensure that continuous and comprehensive learning experiences are provided to students

Chapter III Curriculum Planning

 The learning goals of this subject are embodied in various KLAs and related learning experiences. Schools should aim at developing students’ positive values and attitudes and adopt the mode of implementation and learning content that suit both the school context and students’ needs

 As lesson time has been provided in most schools, schools are suggested to adopt their existing mode to arrange corresponding lesson time for MNE

 The subject focuses on the development of moral and national qualities.

Stakeholders, including school heads/principals, teachers and parents, are encouraged to participate actively to create an environment for the holistic development of moral and national qualities for our youth

Chapter IV Learning and Teaching

 The subject emphasises school-based experience. Schools are encouraged to build on their existing strengths and experience to adopt a student-oriented approach to raise students’ awareness of , thinking and critical abilities on related issues

 The subject aims at helping students learn to identify and judge life events, uphold positive values and put them into practice

 It is suggested complementing classroom learning with other relevant learning experiences in order to enhance students’ understanding of life events from different perspectives and put them into practice

Chapter V Assessment

 The assessment of the subject stresses the provision of positive feedback to students to recognise their achievements and facilitate their learning. It also provides teachers and other stakeholders with information that can form the basis for modifying and refining the curriculum

 It is proposed that assessment should be conducted at different stages of learning using diverse strategies to provide students with descriptive and directional comments

 Stakeholders are encouraged to join hands to recognise students’ achievement in this subject through various different means

Chapter VI Learning and Teaching Resources

 The use of an array of learning materials embracing different perspectives, views and stances is strongly encouraged so that students can learn through life events from multiple perspectives

 There are a variety of learning resources for this subject, including texts,

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multimedia materials, real-life exhibits, learning scenarios and personal experience sharing. Different kinds of resources have their own advantages and are complementary to each other

 The Education Bureau has been providing various kinds of teaching support, including teaching materials, lesson plans, professional development programmes, exchange programmes and experiential learning activities, to enhance teachers’

knowledge and skills in teaching MNE

The Curriculum Development Council of Hong Kong is an advisory body that gives advice to the HKSAR Government on matters relating to curriculum development from kindergarten to senior secondary stage. Its members include school heads/principals, in-service teachers, parents, employers, and scholars from post-secondary institutions, professionals from relevant sectors or organisations, representatives from the Hong Kong Examinations and Assessment Authority and Vocational Training Council of Hong Kong, and personnel from relevant departments of the Education Bureau.

The Education Bureau suggests that primary and secondary schools should adopt this Curriculum Guide when implementing MNE subject. The Curriculum Development Council will review and revise the curriculum pursuant to actual circumstances in order to meet the changes and expectations of the society. Comments and suggestions on this Curriculum Guide can be sent to Moral, Civic and National Education, Curriculum Development Institute, Education Bureau, Room 402, 4/F, Kowloon Government Offices, 405 Nathan Road, Yau Ma Tei, Kowloon by mail, or to mcne@edb.gov.hk by email.

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Chapter I Introduction

This chapter aims to introduce the background of implementing the MNE subject (P1-S6), its position in the school curriculum, rationale and aims.

1.1 Background

 Since the return of Hong Kong to China, the Hong Kong Special Administrative Region (HKSAR) Government has spared no effort in promoting national education.

In the curriculum document Learning to Learn – Life-long Learning and Whole-person Development1 issued by the Curriculum Development Council in 2001, being able to “understand their national identity and be committed to contributing to the society, the nation and the world” is specified as one of the seven learning goals. Essential elements of moral and national education are incorporated into the respective KLAs and other related learning experiences.

 Subsequently, the importance of developing students’ moral and national qualities is emphasised in relevant curriculum documents: Basic Education Curriculum Guide – Building on Strengths (2002)2 puts developing students’ recognition of their national identity as one of the priority values to be developed in basic education; the Senior Secondary Curriculum Guide – The Future is Now: from Vision to Realisation (Secondary 4 - 6) (2009)3 also puts “to be an informed and responsible citizen with a sense of global and national identity” as one of the seven learning goals of the senior secondary curriculum.

 The Education Bureau (EDB) has been actively promoting MNE. Relevant learning elements are embedded in KLAs or subjects at different Key Stages, such as General Studies at primary level; Civic Education, Integrated Humanities, Religious Education at junior secondary level; and Liberal Studies at senior secondary level, so that students can have a better understanding of positive values as well as the history, culture and situations of the nation from different dimensions and perspectives.

There are also plans to organise exchange learning programmes to the mainland to enable students to develop a sense of belonging to the country through authentic learning contexts.

1 Learning to Learn – Life-long Learning and Whole-Person Development, Curriculum Development Council (2001). Hong Kong: Government Printer.

2 Basic Education Curriculum Guide – Building on Strengths (Primary 1 - Secondary 3), Curriculum Development Council (2002). Hong Kong: Government Printer.

3 Senior Secondary Curriculum Guide – The Future is Now: from Vision to Realisation (Secondary 4 -

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 MNE is continuously being promoted in primary and secondary schools. Besides learning opportunities such as morning assemblies, school assemblies, class teacher periods and co-curricular activities, schools also make use of other comprehensive learning experiences, including community services, visits, mainland exchange programmes and project learning to enhance students’ understanding of the society and the nation, and at the same time help students understand and practise desirable moral and national qualities in different domains (e.g. family, society, nation and the world).

 With the continuous development of the society, the values and behaviour of our youth are influenced by various cultures and information, which results in an increasing demand for enhancing the development of personal qualities and positive values among students in schools. The rapid development of the nation also leads to a general consent in the society that national education is important to the future development of our youth and society.

 In response to the demand for strengthening MNE in the society, the Curriculum Development Council revised the Moral and Civic Education curriculum and issued the Revised Moral and Civic Education Curriculum Framework (2008)4, in which in addition to using life events as learning contexts, the importance of national education in the development of students’ values is further stressed. Moreover, the EDB has enriched the General Studies Curriculum at primary level by enhancing the contents relating to the development of modern China so that students can have a comprehensive understanding of the current situations and developments of the nation. Life and Society at junior secondary level will also be introduced in 2012, the contents of which include the political, social and economic systems and the present situations of China.

 Achievements in implementing MNE are becoming evident. According to the

“International Civic and Citizenship Education Study (ICCS) 2009” conducted by the International Association for the Evaluation of Education Achievement (IEA) in which 140,000 junior secondary students from 38 countries or regions were surveyed, Hong Kong students were ranked number five among the 38 participating countries or regions in terms of knowledge and performance in civic education and qualities while the respect for the national flag and anthem and sense of responsibility towards

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

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the nation were significantly higher than those of ten years ago. In addition, over 90% of the students showed concern about social issues; over 80% agreed that “I love my country”; nearly 75% believed they had responsibility for the development of the country; and more than half of them thought demands should be expressed in a peaceful and rational manner.

 To date, the society generally agrees that the government is committed to implementing National Education. Based on the existing solid foundation in the curriculum, the Chief Executive stated in the “Policy Address 2010-11” in October 2010 that the Curriculum Development Council would be invited to review the curriculum framework for moral and civic education at primary and secondary levels.

To further strengthen national education, the “Moral and National Education” subject will be introduced to cultivate students’ moral and national qualities in a systematic and sustainable manner (Figure 1).

Figure 1: Development of MNE

1.2 Curriculum Aims

 Rationale: With positive values and attitudes as the basis, to facilitate identity-building through developing an affection for the country

Objectives:

Cultivating students’ positive values and attitudes through systematic learning;

enabling each student to acquire desirable moral and national qualities with

Make

“develop ment of national identity”

as one of the 7 learning goals

Revise existing Civic and National Curriculu

m to

further enhance National Education

Formulate Curriculum Guide on MNE Make

“recognitio

n of

national identity” as one of the priority values to be developed

Make

“developm ent of recognition of national identity” as one of the learning goals in senior secondary curriculum

Introduce MNE in primary curriculum

Introduce MNE in secondary curriculum

2001 2002 2008 2009 2010 2012/13

school year

2013/14 school year

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students’ identity-building in the domains of family, society, nation and the world; as well as fostering in students an aspiration to make contribution in the respective domains.

The curriculum aims cover values and attitudes, knowledge and skills, and focus on:

 Development of moral qualities: preserve Chinese virtues, develop an affection for the country, and help students develop positive values and attitudes (e.g. sense of responsibility, respect for others and integrity).

 Recognition of identity: raise students’ recognition and sense of belonging towards their family, society, nation and the world and help them to be informed and responsible family members, citizens, nationals and world citizens.

 Leading a meaning life: by following the direction of “knowing oneself and facing the world with a foothold in Hong Kong but receiving support from the motherland”, students can experience and practise positive values and attitudes, be willing to care about their families and serve the society; recognise their national identity, be willing to act in the interests of the country and the public, be committed to contributing to the country and the world and establish a belief in meaningful life.

 Growth in knowledge: enhance students’ knowledge of themselves as well as their roles and responsibilities in their family, society, nation and the world.

 Judging reasonably: help students develop the habit of independent thinking and the ability to discern the meaning and values embedded in life events in an objective and rational way, and make reasonable judgments.

 Being responsible and rational: help students develop desirable personal ethics and behaviour to face life events (including personal, family, social, national and global ones) actively and positively and react to them rationally and responsibly.

1.3 Positioning of MNE in school curriculum

 The MNE subject is based on the existing curriculum of different KLAs at primary and secondary levels and the curriculum framework of Moral and Civic Education. It aims at further enhancing moral, civic and national education and providing a systematic but flexible curriculum to develop students’ moral and national qualities.

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 This subject emphasises the development of values and attitudes. The content of the subject complements those in the existing KLAs and subjects (e.g. General Studies, Chinese Language and Liberal Studies) as well as Life and Society to be implemented in 2012, providing foundation on knowledge, skills and values.

Matching life experiences gained from relevant learning experiences (e.g. mainland exchange programmes, project learning and community service) (Figure 2), positive values and attitudes of students towards different domains and identity recognition can be built to ensure the enhancement of their moral and national qualities.

Figure 2: Close linkage with different KLAs and learning experiences

 Moral education and national education are integrated into one subject as they both aim at developing national qualities and the values involved are closely connected to each other. In particular, the positive values and attitudes towards individual, family and society developed in moral education, such as sense of responsibility and respect for others, are desirable qualities as nationals, and coincide with the values of national identity and commitment promoted in national education.

 The objectives of MNE are to develop students’ moral and national qualities and help them develop positive values and attitudes. This subject is intended to consolidate and strengthen the relevant basic knowledge, skills and values related to the individual, family, society, nation and the world in various KLAs and subjects.

It is not intended to replace other subjects and relevant learning experiences. In doing so, it helps students develop positive values, attitudes, nurture affection and recognize their identities in family, society and nation, and take up the responsibility as world citizens. To ensure that students can receive MNE in a comprehensive and systematic manner, they should study this subject at every Key Stage (Figure 3).

Various KLAs

and subjects

Relevant learning experience

s MNE

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Figure 3: Implementing MNE at different Key Stages

 MNE has been actively promoted in primary and secondary schools in Hong Kong.

On this basis, it is further strengthened as a subject due to the following reasons:

 Providing organised learning objectives based on development of student’s positive values and attitudes as the framework to ensure they can have comprehensive and sufficient learning experiences so as to develop moral qualities, nurture affection, enhance knowledge and skills.

 Stressing the continuity and consistency of learning to ensure that every student receives learning experiences in MNE for the development of moral and national qualities at each Key Stage from junior primary to senior secondary levels.

 Connecting the learning elements of MNE and related learning experiences in various KLAs and making use of the development of moral and national qualities to further enhance learning effectiveness.

 The curriculum framework and contents of this subject are based on the Revised Moral and Civic Education Curriculum Framework (2008) to further refine and implement MNE in schools in an organised way. (For information about the differences between the present Moral and Civic Education and MNE, please refer to

Develop moral and national qualities

Key Stage 4

Key Stage 3

Key Stage 2

MNE

MNE

Key MNE Stage 1

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“Appendix I”).

Implementing MNE

Experience and Strengths of Schools

Key Task with priority accorded

 The curricula of Hong Kong have always placed emphasis on MNE.

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 in order to achieve whole-person education

 According to the “Survey on the Reform of the School Curriculum and the Implementation of Key Learning Area Curricula in Schools” (2004), over 90% of primary and 80% of secondary schools used Moral and Civic Education as the entry point to enhance learning and teaching effectiveness

 The Revised Moral and Civic Education Curriculum Framework in 2008 better accommodated the needs for student development and responded to the demands of the society

 The Chief Executive also mentioned in his four Policy Addresses from 2007 to 2010 that the government would further promote national education. It can be seen that both the schools and the society place emphasis on MNE, and schools have accumulated valuable experiences which formed a solid basis for MNE

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Ample learning opportunities

 Primary and secondary schools have placed emphasis on MNE and managed to implement it with the participation of the whole school across groups and subjects. Lesson time is also adjusted accordingly

 Schools are accustomed to making use of various learning opportunities such as morning assemblies, school assemblies, class teacher periods, experiential activities, service learning, visits and exchanges to develop in students values like perseverance, responsibility, care and respect for others, so that students can contribute to their family, society, nation and the world

 Relevant government departments and non-governmental organisations strengthen the implementation of MNE by providing various learning programmes, supporting services at schools and different kinds of local and mainland visits and exchange programmes to strengthen the implementation of MNE

Quality resources and professional teams

 The EDB has been actively working with schools and various organisations to design rich and quality learning and teaching resources on MNE, such as teaching kits, resources websites and multimedia Audio visual resources. Schools are able to make use of the resources in light of their own situations. School sponsoring bodies and schools themselves are also developing their own resources to suit the needs of students and the school context to enhance learning effectiveness

 The EDB have been consistently organising various thematic professional development programmes for school heads/principals and teachers, including curriculum leadership and enrichment programmes conducted by local and mainland experts to enable their professional teams to keep abreast of the latest developments

 Extensive experiences in implementing moral, civic and national education accumulated by school heads/principals, middle management personnel and frontline teachers of primary and secondary schools constitute a favourable environment for the introduction of the MNE subject

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1.4 Principles and directions

The curriculum is developed based on the following principles and directions:

1.4.1 Identity-building

The focuses of the subject are on cultivating students’ moral and national qualities as well as identity-building in different domains. The curriculum is designed to meet the features and developmental needs of students at different Key Stages. Through developing their moral qualities and establishing their identity in the domains of family, society (including friends, school, society and work), nation and the world, students will be able to lay a solid foundation for their growth and development.

With enhanced understanding of the country and her culture together with a heightened sense of belonging to the country, students will be well prepared to practise what they believe and enthusiastically contribute to the future development of Hong Kong, nation and the world (Figure 4).

Firgure 4: Cultivating values and identity building in different domains

1.4.2 Cultivating positive values

 Values are the indicator of what is attributed to an object by individuals. Though hard to realise by our own selves, it directs the way we think and behave (Baier,

Nation World

Society

Including family, friends, school, society and work

Cultivating values

Cultivating values

Global qualities

Personal qualities National

qualities

Civic qualities

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19695; Rokeach, 19736). We tend to use our own values as the criteria and basis for judgment in the decision-making process.

 Positive values such as caring for others, pursuing justice and assuming responsibility not only comply with moral principles, legal provisions and social norms, but are recognised and supported by the general public. They are also the foundation of personal growth and the basis for the development of a sense of belonging in different social groups. Persons with positive values tend to consider factors beneficial to personal growth and the community interests as basis for making decisions.

 Dewey7, an American educational philosopher suggests that the establishment of values is the outcome of one’s interaction with others and environment. As such, in order to develop positive values, not only do we need to help students obtain a good grasp of different values so that they can make reasonable value judgment (cognition), but we also need to help them learn to be steadfast in upholding their belief in positive values (affection) when facing different circumstances (action) (see Figure 5).

 Following the direction of the curriculum reform in 2001, the positive values and

5 Baier, K. (1969) What is value? An analysis of the concept. In K. Baier and N. Rescher (eds) Value and the Future. New York: The Free Press, pp 33-67.

6 Rokeach, M. (1973), The Nature of Human Values. New York: The Free Press.

Figure 5: Holistic learning experience and cultivation of moral and national character

Cultivate moral and national character

Affection

Cognition

Action

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attitudes promoted in this subject, including the core values (i.e. perseverance, respect for others, responsibility, national identity, commitment, care for others and integrity) and sustaining values embedded in different domains8, the subject MNE emphasises the cultivation of students’ perseverance in upholding positive values and attitudes and applying them in different life events (see Figure 6 for the positive values and attitudes suggested to be cultivated in various domains).

8 In the curriculum document “Learning to Learn – Life-long Learning and Whole-person Development” issued by the Curriculum Development Council in 2001, certain “core values” and

“sustaining values” are suggested to be included in school curriculum. Please refer to “Appendix II”

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Cultivation of positive values and attitudes

Core values Sustaining values and attitudes (examples)*

accepting optimistic enterprise self-discipline honesty modesty integrity

Personal domain

Cultivating personal qualities through

cognition,

affection, health and morality

cautious when being alone filial piety

trust solidarity mutuality forgiveness appreciative positive Family

domain

Building identity as family member through the values of rights and

responsibilities, communication and concern and responsibility undertaking

optimistic

forgiveness plurality open-minded equality altruism services law-abiding Social

domain

Building civic identity through the context of friends, school, society and work

mutuality appreciative rationality solidarity

broadmindedness participatory culture heritage sense of belonging National

domain

Building national identity through respective areas about natural resources,

humanities, history and contemporary

development patriotism peace freedom democracy human rights plurality

mutually beneficial sustainable development Global

domain

Building

world-citizenship through universal values, concern for universal

issues and

world-citizen

obligations betterment of human kind Figure 6: Suggested positive values and attitudes to be cultivated in various domains

* The values suggested to be cultivated in various domains are not limited to the given domains.

Instead, they can be applied to other domains and exist in appropriate learning scenarios. In addition to the above values and attitudes, teachers can also arrange to cultivate other related values flexibly according to different learning content such as justice, simplicity and trust to achieve more focused learning that caters for students’ needs.

perseverance, respect for others,

responsibility, national identity, commitment, care for others and integrity

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 Take cultivating students to respect others as an example, teachers should focus on helping students learn how to apply and realise the positive values of “respect for others” in different domains:

 keep one’s word and respect other’s feelings (moral education)

 treat the growth changes and changes arising from physiological growth with respect (sex education)

 respect one’s own body, not to do things that are harmful to one’s health and stay away from smoking, gambling and drug taking (health education)

 abide by the law, respect other’s rights and undertake civic responsibilities (civic education)

 respect the environment and the ecological balance of nature (environmental education)

 respect and cherish the sanctity and uniqueness of life (life education)

 be a person with principles and integrity, and be consistent in words and deeds (personal domain)

 respectfully and whole-heartedly take care of the senior family members (family domain)

 speak cautiously, exert self-discipline and get along with others in a rational and respectful manner (social domain)

 cultivate national identity through understanding and respecting the emblems of the country such as the National Day, national flag, national emblem and national anthem (national domain)

 respect different cultures and their peoples and nurture the spirit of inclusion (world domain)

 MNE also emphasises the enhancement of generic skills throughout different Key Stages, including collaboration skills, critical thinking skills, problem-solving skills and self-management skills, so that students know how to make judgment and put them into practice while upholding positive values.

 The above curriculum objectives are transformed into learning goals of various Key Stages according to students’ developmental features and needs at different stages to help teachers plan a holistic and structured MNE curriculum so that integrated and effective learning experience can be delivered to students (see

“Chapter II: Curriculum Framework” for the learning goals of each Key Stage).

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1.4.3 Catering for developmental needs

 MNE emphasises the balanced development of students in various aspects.

Besides cultivating their qualities in different domains, the curriculum also develops students’ abilities in objective thinking, deepens their understanding of family, social, national and global issues, establishes their identity in the family, society, nation and the world, and teaches them to be willing to make commitment and contribution. This subject makes reference to theories relating to youth development to provide a solid foundation for the curriculum framework and learning content, including:

 Bandura’s9 social learning theory which points out that parents, teachers and the society can be role models for students to understand the society and establish values

 Erikson’s10 Stages of psychosocial development theory which describes the identity crisis faced by the youth in the course of growth

 Gilligan’s11 theory of moral development which points out the importance of

“caring” and “human relationships” in moral development

 Kohlberg’s12 theory of moral development which points out the changes in moral judgment competency at different developmental stages

 Marcia’s13 theory of identity formation which points out that young people hope and actively explore and commit to an identity in different life domains during identity development

 Maslow’s14 theory of hierarchy of needs which points out that throughout different stages, young people hope to be loved and respected. They also long for a sense of belonging and self-actualisation

9 Bandura, A. (1977) Social Learning Theory. New Jersey: Prentice Hall.

10 Erikson, E. H. (1982) The Life Cycle Completed. New York: Norton.

11 Gilligan, C. (1982) In a Different Voice. Cambridge: Harvard University Press.

12 Kohlberg, L. (1969) Stage and Sequence. In D.A. Goslin (Ed.), Handbook of Socialization Theory and Research. Chicago: Rand-McNally, pp.347-480.

13 Marcia, J.E. (1966) Development and validation of ego identity status. Journal of Personality and Social Psychology 3, pp.551-558.

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 Rest’s15 theory of moral development which points out the importance of

“context”, “cognition”, “judgment” and “courage” to the practice of moral actions

 Taylor’s16 social identity theory which points out that the building of identity of individuals in a community can constitute their orientations towards the society and the world, and form their moral views and criteria to distinguish between right and wrong

 Ma’s17 theory of Chinese perspectives on moral development which points out the importance of “altruism” and “human relationships” in moral judgment

 In formulating the direction and implementation strategies of MNE, reference has been made to relevant literature (see “References” for details) in various countries and regions (including the mainland, Taiwan and Hong Kong) to understand the experience of the implementation of moral and national education in these places, so that the MNE curriculum can cater for the society of Hong Kong and the needs of students.

1.4.4 Covering various domains

 In preparing the curriculum framework of MNE, reference has been made to the Revised Moral and Civic Education Curriculum Framework (2008). The subject aims at cultivating students’ positive values and attitudes and identity recognition in different domains (i.e. personal, family, social, national and the global domains) (Figure 7) according to their development and competencies at different Key Stages.

15 Rest, J. R. (1986) Moral Development: Advances in Research and Theory. New York: Praeger.

16 Taylor, C. (1989) Sources of the Self: The Making of Modern Identity. Cambridge, Mass: Harvard University Press.

17 Ma, H.K. (馬慶強). (1988) The Chinese perspectives on moral judgment development.

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Figure 7: Developing students’ moral and national qualities through establishing positive values and attitudes and identity recognition

 For example, with respect to the national domain at Key Stage One, students are suggested to “trace traditional Chinese customs and one’s ancestral home, and foster a sense of belonging towards the country and one’s ancestral home”. This is to arouse students’ interest in learning with understanding their own ancestral home as an entry point. As for the national domain at Key Stage Four, students are suggested to “understand the major contemporary achievements in the country in areas such as economy, diplomatic relations and technology to explore the role one can play in the development of the country, to strive for the well-being of the country and its people, and strengthen national unity and develop affection for the country”. This is to encourage students to think about their future career and life, so that they would plan for their own future and contribute to the development of the country.

1.4.5 Relation between moral education and national education

 The subject emphasises the establishment of students’ identity in different domains (including family, society, nation and the world) and focuses on the development of their moral and national qualities. Moral education and national education are closely related. Moral education cultivates and fosters students’

moral and national qualities while national education gives students the opportunities to learn about the country and establish their national identity to further enhance their national qualities.

 Personal and national developments are not two independent concepts. People are

Personal domain

Family domain

Social domain (including school, friends and

society)

National

domain Global domain

Personal Qualities

Identity as family

member

Identity as social citizen

Identity as national

Identity as world

citizen Developing students’ moral and national qualities through establishing positive values and attitudes and identity recognition

Developing moral and national character

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important assets of the country and desirable personal qualities help promote the country’s advancement and development, which are, in turn, beneficial to the people themselves. Moral qualities and national qualities are closely related in that they both are people-centred. Desirable personal qualities are the cornerstone of national qualities. Enhancing national qualities can promote whole-person development, so that individuals can make contribution to family, social, national and global domains.

 As stated in “Mencius, Li Lou”, “The Empire has its basis in the state, the state in the family, and the family in one’s own self.” Mencius concluded, “The principles an honourable man upholds are those of personal cultivation and Empire tranquility,” and suggested a people-centred approach that begins with the cultivation of personal qualities, then the enhancement of national qualities and establishment of global connection to embody the stages of whole-person development. Similarly, through the integration of moral and national education, this subject delivers a systematic and structured learning experience to enhance students’ moral and national qualities.

1.4.6 Relation between national education and civic education

 In the report issued by the Task Group on National Education of the Commission on Strategic Development, HKSAR Government in April 200818, a number of suggestions were proposed for the implementation of national education along with examples from France, the US and Australia. Generally speaking, these countries focus on the cultivation of national identity and civic values among the youth when implementing national education. For instance, the French government places emphasis on deepening students’ understanding of the country and affirming their national identity to develop the youth into citizens who are equipped with a sense of responsibility, are familiar with the situations of the country and love their own country. The US government raises its nationals’

recognition and support for core values such as freedom, equality, democracy and justice through promoting civic knowledge and encouraging citizens to participate.

The Australian government deepens students’ understanding of the country as well as fosters the development of its nationals into responsible citizens and world citizens.

18 Task Group on National Education of the Commission on Strategic Development (2008):

“Promotion of National Education in Hong Kong – Current Situation, Challenges and Way Forward”. Hong Kong: Commission on Strategic Development, HKSAR Government. 24

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 The direction of national education in Hong Kong is similar to those in other countries and regions. National education covers the learning elements of civic education. In addition to deepening students’ understanding of and sense of belonging to the country, it focuses on heightening their sense of responsibility as citizens, nationals and world citizens and developing their generic skills so that they can understand social, national and global issues from multiple perspectives and make rational analysis and objective judgment.

1.4.7 Learning materials from life events

 The curriculum of this subject is based on the existing Moral and Civic Education Curriculum Framework for primary and secondary levels. Learning and teaching resources of MNE are readily available in schools, school sponsoring bodies, various government departments and non-governmental organisations.

Considering the fact that personal qualities and identity building are cultivated imperceptibly, it is suggested that schools adopt different learning strategies and select learning content from life events to provide authentic learning contexts for the development of moral and national qualities.

 Teachers can also make use of the learning resources provided by the EDB and other organisations as supplementary teaching materials and collaborate with families, the community and the society to enhance the effectiveness of learning and teaching (please see “Chapter IV: Learning and Teaching” and “Chapter VI:

Learning and Teaching Resources” for suggestions on learning and teaching strategies and the use of resources of this subject).

1.4.8 Diversified assessment strategies

 Diversified assessment strategies such as questioning, observation, self/peer assessment and project learning are suggested in order to understand students’

learning performance and outcomes. Teachers can also modify their teaching strategies based on the assessment and provide timely and appropriate feedback to students to encourage reflection and growth to enhance learning and teaching effectiveness.

 Regarding the assessment of national education, school examinations of KLAs and subjects and relevant public examination questions can be used to assess students’ knowledge about the country. The assessment of students’ values and attitudes is included in the “Assessment Program for Affective and Social

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Outcomes” (APASO) which has all along been used in schools.

 MNE subject is about enhancing students’ moral and national qualities. The curriculum covers the cultivation of individuals’ values and attitudes, knowledge and skills in the domains of family, society, nation and the world. It is difficult to use traditional tests and examinations to fully reflect students’ performance in this subject. It is suggested that schools adopt diversified assessment strategies and invite different stakeholders (e.g. teachers, peers and parents) to participate in the assessment so that students’ learning outcomes can be fully reflected and positive feedback provided to enhance learning effectiveness (please see “Chapter V:

Assessment” for suggestions on assessment of this subject).

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Chapter II Curriculum Framework

This chapter elucidates the curriculum framework of MNE (P1-S6), including design principles, learning content of each Key Stage, the linkage between MNE and various Key Learning Areas (KLAs) and subjects, as well as suggested modes of curriculum time arrangement. It aims at providing schools with the direction and framework for the implementation of this subject and assisting teachers in curriculum planning and the development of related learning activities, to ensure that students can achieve the curriculum aims.

2.1 Design principles

 The curriculum framework of MNE is in line with the direction of existing moral and civic education in schools to provide a student-centred curriculum that helps students develop positive values and attitudes through different learning contexts such as life events and topical issues. It also provides coherent and systematic learning experiences to students by making reference to the Revised Moral and Civic Education Curriculum Framework (2008).

 Although part of its learning objectives and contents are being covered in other KLAs and subjects as well as relevant learning experiences, this subject is not meant to replace any existing KLAs/subjects nor any relevant learning experiences at primary and secondary levels. Instead, it aims to establish a closer connection among the learning elements of MNE embedded in different KLAs, subjects and relevant learning experiences by providing a systematic and sustainable curriculum framework and a learning platform to further strengthen moral and national education in schools.

 The design principles of this curriculum framework are as follows:

 To provide sustainable and holistic learning experiences across the four Key Stages in cultivating students’ positive values and attitudes, and passion to facilitate identity-building in different domains and to enhance their moral and national qualities

 To integrate the learning elements of MNE in various KLAs and subjects as well as related learning experiences in a systematic manner

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 To enhance moral and national qualities in five domains, namely personal, family, social, national and global

 To help students to review, judge and handle life events related to themselves, their family, society, nation and the world with positive values and attitudes

 To provide a flexible curriculum framework that can cater for the school contexts and students’ needs and provide students with curriculum relevant to their daily life and developmental needs

2.2 Curriculum framework

 MNE covers four Key Stages from P1 to S6 across primary and secondary levels.

Each Key Stage comprises five domains, namely personal, family, social, national and global, with a view to promoting the development of positive values and attitudes as well as identity-building in students.

 Each domain consists of “learning objectives”, “examples of learning content”,

“examples of related skills” and “examples of extended learning content”. Positive values as well as essential knowledge and skills in relation to identity-building are covered under “learning objectives” and “examples of learning content” while

“examples of extended learning content” offers extensive coverage of life events and social issues which cater for students’ differences in needs and interests, enabling them to enhance, in depth and breadth, their knowledge, skills as well as values and attitudes as specified under the “learning objectives” and “learning content”.

 Schools may make reference to the learning objectives and content of the MNE curriculum while taking into consideration the school contexts and the needs of students in designing the implementation modes for MNE. Care should be taken to ensure that students are provided with related learning opportunities, e.g. regular lesson time designated for MNE; or regular MNE lessons complementing the class teacher periods, religious education lessons or personal growth programmes; or covering the learning objectives and learning content in the class teacher periods/activities. School should complement MNE with learning opportunities provided by different KLAs, subjects and life-wide learning activities under the

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School Curriculum Annual Plan and maintain good coordination among all these learning activities to strengthen learning effectiveness.

2.2.1 Learning objectives in the personal domain

 To cultivate students’ positive values and attitudes based on their developmental needs, thus enabling them to become an individual with self-love, self-confidence, autonomy, self-discipline, be able to differentiate the right from the wrong, overcome difficulties, make decisions with autonomy, uphold the good, make reasonable judgment even when in doubts and dilemmas of conflicting values, and be committed to upholding and living out positive values.

 The learning objectives of different Key Stages in the personal domain are as follows:

Domain Key

Stage Learning Objectives

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

KS1

(P1-P3)  Differentiate the right from the wrong, uphold the good and detest the evil, and preserve integrity

 Accept with optimism both the physical and mental changes in the course of their growth

KS 2

(P4-P6)  Develop a healthy lifestyle, resist temptation, and not commit any inappropriate behaviour like smoking, gambling, drinking, taking drugs, etc.

 Adopt a positive attitude and face adversities with broadmindedness

KS 3 (S1-S3)

 Uphold the good and make reasonable judgments even when caught in dilemmas of conflicting values

 Develop one’s interests, build up strengths, establish objectives and expectations for one’s life, and strive for the future

Personal Domain

KS 4

(S4-S6)  Be a person with principles and integrity, and be consistent in words and deeds

2.2.2 Learning objectives in the family domain

 Family as one of the main institutions where children and youngsters learn and grow up exerts profound impact on their development of the sense of security and

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self-image. In the family domain, emphasis is placed on cultivating students’

positive attitudes towards their family such as care, sincerity and mutual respect, and enhancing their commitment to taking on responsibilities as members of the family. In addition, it is also important to help students develop positive family values, maintain good relationships with family members, and establish and maintain a harmonious family.

 The learning objectives of different Key Stages in the family domain are as follows:

Domain Key Stage Learning Objectives

KS 1 (P1-P3)

 Recognise the responsibility as a son/daughter and younger generation to foster family harmony

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

KS 2 (P4-P6)

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

 Respectfully and whole-heartedly take care of the senior family members

KS 3 (S1-S3)

 Actively share responsibilities to take care of senior and junior family members

 Be able to face family changes and challenges with perseverance and optimism

Family Domain

KS 4 (S4-S6)

 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 in the social domain

 As students are growing up, they start building identities and interpersonal relationships and social networks in different social domains including friends, school, society and work. Students are encouraged to cultivate positive values and attitudes such as forgiveness, plurality, open-minded, equality, altruism, services, law-abiding and mutuality on the basis of identity and self-image building.

Students are expected to actively understand society and be committed to

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independent thinking.

 The learning objectives of different Key Stages in the social domain are as follows:

Domain Key

Stage Learning Objectives

KS 1 (P1-P3)

 Establish a loving and inviting campus and learn actively

 Respect others and be able to demonstrate the right etiquette on different occasions

 Take on responsibilities towards the society, e.g. cherishing public property, obeying rules and abiding by the law

KS 2 (P4-P6)

 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

 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

KS 3 (S1-S3)

 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

 Recognise the importance of the “Basic Law”, and respect the essence of “Rule of Law” and “Human Rights”

Social Domain

KS 4 (S4-S6)

 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

 Actively cultivate the attitude required for working in the society, such as punctuality, honesty, responsibility, and acquire the skills to get along with colleagues

2.2.4 Learning objectives in the national domain

 To develop students’ affection for the country and help them understand the

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