Examples of Learning and Teaching Strategies / Learning Activities on the

Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

Kindergarten In the learning area “Self and Society” of the Kindergarten Education Curriculum Guide, the learning expectations include enabling children to Education understand and recognise their identities and roles in different social groups, as well as to have a basic understanding of and to respect Chinese culture. Children should learn from a young age to behave in a solemn and respectful manner when the national anthem is being played. In accordance with

Learning Target: To recognise the national anthem and  Through storytelling, teachers introduce to children some Kindergarten Kindergarten learn about the proper attitude occasions where the national anthem is played and sung as well Stage Education  To be able to recognise the national anthem as its meaning (such as the National Day, anniversary of the Curriculum Guide  To learn to behave in a solemn and respectful manner establishment of the HKSAR, awards ceremonies of the (2017) when the national anthem is being played Olympic Games, other major ceremonies).

 Teachers guide children to observe people’s attitude and behaviour in pictures, photos or newspaper clippings so as to help them understand it is necessary to behave in a solemn and respectful manner when the national anthem is being played.

 Teachers introduce the national anthem to help children learn to behave in an appropriate manner while listening to it.

 Schools play the national anthem at important ceremonies to foster among children an initial understanding of the national anthem as well as observing appropriate attitude therein.

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

General Studies for The learning elements related to the national anthem are included in the General Studies curriculum for primary schools. Under the learning Primary Schools strands of “National Identity and Chinese Culture”, “Community and Citizenship” and “Global Understanding and the Information Era”, students gain knowledge of the national anthem, develop a sense of national identity and show full respect to our country. In accordance with

General Studies Learning Target: To recognise the occasions on which  Watching the video clips on the flag-raising ceremony during the 1 Curriculum Guide the national anthem is played and sung and the proper celebration activity for the 20th anniversary of the establishment for Primary Schools etiquette and attitude. of the HKSAR (i.e. Flag-raising marks 20th anniversary); and (Primary 1 –  The core learning element in Strand 5, “National  Observing and describing the participants’ etiquette, and then Primary 6) (2017) identity and Chinese Culture”, comprises “my home performing a role-play on the flag-raising ceremony so as to country”, in which students recognise the national flag, experience the proper etiquette and respectful attitude, such as the national emblem, the national anthem and some standing solemnly, facing the national flag and singing the important dates of the country. national anthem in a respectful way, when the national anthem is  The core learning elements in Strand 4, “Community played and sung. and Citizenship”, comprise “Origin of the Basic Law and ‘One Country, Two Systems’” and “local symbols of the HKSAR (e.g. the regional flag and the regional emblem) and their meanings”.

Learning Target: To recognise the origin of the national Reading stories and articles, and watching multimedia (e.g. animations 1 anthem. or video clips) on the origin of the national anthem so as to understand The core learning element in Strand 5 “National identity and the reason for adopting March of the Volunteers as the national anthem Chinese Culture” comprises “figures and stories that have of the People’s Republic of . had an important impact on Chinese history”, in which students recognise the origin of the national anthem.

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

Learning Target: To recognise the symbols of our home  Recognising the symbols of the school (e.g. the school emblem 1 country (the national flag, the national emblem, the and school song) and their meanings and understand that they national anthem) and the HKSAR and their meanings. should be respectful when the school song is played and sung;  The core learning element in Strand 5, “National  Recognising the symbols of the HKSAR and their meanings; and Identity and Chinese Culture”, comprises “my home  Watching an animation in the “Audio Picture Book ‘Our National country”, in which students recognise the national flag, Flag, National Anthem and Regional Flag’ (for primary schools)” the national emblem, the national anthem and some and discussing so as to recognise the symbols of the country and important dates of the country. their meanings.  The core learning element in Strand 4, “Community and Citizenship”, comprises “local symbols of the HKSAR (e.g. the regional flag and the regional emblem) and their meanings” in which students recognise the symbols of the HKSAR.

Learning Target: To understand the history of the Reading stories of Chinese history and related historical figures (e.g. 2 country and recognise the significance of playing and Dr SUN Yat-sen and the Chinese Revolution of 1911, Chinese singing the national anthem. people’s war of resistance against Japanese aggression and the origin The core learning element of Strand 5, “National Identity of the national anthem, establishment of the People’s Republic of and Chinese Culture”, comprises “some major historical China) so as to understand the historical background and recognise events that have had an impact on today”, in which students that the national anthem represents the courage, resolution and unity recognise the history of the country. of the people in fighting against foreign aggression during the war.

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

Learning Target: To understand the historical  Comparing the video clips of the award ceremonies when 2 background of and recognise the Kong athletes won gold medals at different times (e.g. LEE Lai- significance of playing and singing the national anthem. shan – 1996 Olympic Windsurfing; LEE Wai-sze – 2013 UCI The core learning elements of Strand 4, “Community and Track Cycling World Championships).

Citizenship”, comprise “the history and development of  Watching the video clip “CHAN King-yin – Son of the Wind, Hong Kong” and “the constitutional background of the Hong Kong” and discussing in groups so as to understand that Basic Law and ‘One Country, Two Systems’ (e.g. sports)”, under the protection of the Basic Law, HKSAR practises a high in which students recognise the historical background of degree of autonomy and is allowed to carry out policies on sports Hong Kong and the significance of playing and singing the on its own and Hong Kong athletes can use the name “Hong national anthem on the sports ground. Kong, China” to join international sports events.

Learning Target: To understand the significance of Watching video clips of award ceremonies of various sports 2 respecting symbols (including the national anthem and competitions for athletes from different countries and observing the national flag) of different countries behaviours of the winning athletes on the award podium (e.g. The core learning element of Strand 6, “Global swimmers wear neat and tidy sportswear before being escorted to the Understanding and the Information Era”, comprises award podium) and the attitudes and etiquette of the audience (e.g. “common elements in different cultures”, in which students being quiet, standing solemnly) so as to understand that athletes should learn to appreciate and respect the symbols of different deport themselves with dignity, as well as respecting themselves and countries. other athletes. As audience, we should be respectful when the national flag is raised and the national anthem is played in the competition venues during award ceremonies.

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

Moral, Civic and Students explore the historical background and nurture mutual respect of the national anthem through moral and civic education and life-wide National Education learning activities, such as conducting flag-raising ceremonies, playing and singing the national anthem on schools’ important events and occasions, theme day learning activities, project learning and seminars. In accordance with

The Revised Moral 1. Learning element: Students recall their experience of attending schools’ important events 1/2 and Civic Education To observe the etiquette when the national anthem is (such as the school opening ceremony, graduation ceremony and flag- Curriculum played and sung in daily life and nurture mutual raising ceremony) and reflect on their etiquette while the national Framework (2008) respect. anthem is being played and sung. Students then create a slogan to (Chinese only) remind their classmates to observe the etiquette when attending the flag-raising ceremony and convey the message of mutual respect. Basic Education Curriculum Guide (P1-P6) (2014) - 3A

Moral and Civic 2. Learning element:  Students select their own videos in which national anthems of 1/2 Education To understand and follow the etiquette as a national different countries are played (e.g. award presentation anthem is played in daily life. ceremonies of major world sports events) and then describe how Secondary participants (e.g. athletes) behave in those occasions.

Education  Students watch videos showing the official flag-raising ceremony Curriculum Guide held by the Hong Kong SAR (e.g. the anniversary of the (2017) - Booklet 6A: establishment of the HKSAR) and discuss in class the etiquette Moral and Civic of the participants. Education: Towards Values Education

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

3. Learning element:  Students work in groups to research and present on the 3 To understand the historical background and spirit of comparison of the historical background, spirit, and the national anthem of different countries and reflect musical arrangements of different national anthems.

on the appropriate etiquette when the national anthem  Students watch videos of a flag-raising ceremony (e.g. in some is played in daily life. major world sports events or the official flag-raising ceremony in Hong Kong) and discuss in class the participants’ behaviour and attitude along with the reasons in association with the historical background and spirit of the national anthem.

4. Learning element:  Students learn the origin and changes of the national anthem from 3/4 To understand the meaning and spirit of a national the cultural and historical perspectives by researching on the anthem to a country from the cultural and historical historical information of the national anthem.

perspectives as well as reflect on the appropriate  Students imagine as if they were in the historical environment attitudes and etiquette when the national anthem is where the national anthem was created and try to think and feel played or sung. the citizens’ state of mind and their national sentiments at that time so that they would deepen their understanding of the meaning and spirit of a national anthem to a country as well as reflect on the appropriate attitudes and etiquette when the national anthem is played or sung.

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

5. Learning element:  Students work in groups and introduce to other schoolmates the 4 To further cultivate mutual respect and a caring mind culture, national flags and national anthems of different countries Whole- through understanding the culture of different by planning and manning an interesting booth on a school activity school countries. day (e.g. on the “International Fun Day” at school, as an after- activities school activity, a service learning activity) so as to help other students understand mutual respect and the appropriate attitudes and etiquette when a national anthem is played.

 Students can also work in groups to submit a short video about a chosen country including its national flag, national anthem and the appropriate attitudes and etiquette when its national anthem is played to promote mutual respect.

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

Music In Music lessons, students learn to sing the national anthem and the related etiquette, which can help cultivate the attitude of respecting the national anthem. Students can also learn about the musical features, composer and compositional background of the national anthem, March In accordance with of the Volunteers. Through appreciation with analysis of the relationship between the lyrics and the music, students’ understanding of the national anthem can be deepened. Arts Education Key Learning Area – Learning Target: Developing Singing Skills  Students listen to and sing the national anthem with teachers’ 1/2 Learning and  One of the Learning Objectives is “develop basic guidance. Teaching of the singing skills”. Students learn to sing the national  In the celebration of important days and special occasions, National Anthem: anthem and familiarise themselves with the melody students sing the national anthem during the flag-raising Supplement to the and the lyrics, so as to cultivate an atmosphere of ceremony. Music Curriculum singing in school. Guide (Primary 1 – Secondary 3) Learning Target: Understanding Music in Context  Regarding the compositional background, composer and lyrics 2/3 (2020)  One of the Learning Objectives is “describe music in writer of the national anthem, students search for and read relation to its contexts”. Students know the history relevant information to understand the origin and background of Arts Education Key and spirit of the national anthem through the national anthem. Learning Area understanding its compositional background, thereby Curriculum Guide cultivating the attitude of respecting the national (Primary 1 – anthem.

Secondary 6) (2017) Learning Target: Cultivating Appreciation in Music  Discuss how the music elements (e.g. tempo, rhythm, dynamics) 3/4  One of the Learning Objectives is “describe and are related to the lyrics in creating the atmosphere of the national Arts Education Key analyse music in chosen style”. Students understand anthem.

Learning Area the elements of music through describing the musical  Compare March of the Volunteers and the national anthem of Music Curriculum features of the national anthem, and analyse the another country regarding the application of music elements. Guide (Primary 1 – relationship between the lyrics and music. Secondary 3) (2003)

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

Chinese History 中國歷史科在談及相關歷史課題時，能讓學生學習國歌的歷史，進而了解國歌能凝聚人心和提升士氣。 (Chinese only) 初中中國歷史科

學習目標： 學生觀看《風雲兒女》電影片段及海報，認識抗戰歌曲《義勇軍 第三學習 根據： 從抗日戰爭的歷程認識國歌《義勇軍進行曲》的源起及 進行曲》的由來及其抗戰期間發揮的作用，從歷史角度認識國歌 階段 《個人、社會及人 作用。 的源起與精神，並能尊重歌曲的作用與價值。 中三級 文教育學習領域中 歷史時期： 中華民國 國歷史科﹙中一至 課題： 日本侵華與抗日戰爭 中三﹚修訂課程大 學習內容： 日本侵略中國的背景、抗日戰爭的經過與 綱》（2018 年 5 結果 月）

《中國歷史課程及 學習目標： 學生能從文本資料（如歌詞的演變）認識《義勇軍進行曲》由代 評估指引（中四至 從中華人民共和國成立的基本資料及發展歷程，了解國 國歌到正式成為國歌，納入憲法的訂定歷程。 中六）》 (2007) 歌訂定的歷程。 （2015 年 11 月更 歷史時期： 中華人民共和國 新） 課題： 建國至1978年間的內政與外交 學習內容： 中華人民共和國的成立

高中中國歷史科

學習目標： 學生觀看抗日期間有關團體及組織歌唱抗日歌曲的歷史照片及 第四學習 從歷史角度認識國歌《義勇軍進行曲》原本是抗日戰爭 片段，了解和體會抗戰歌曲在抗戰時的角色，並認識國歌（即《義 階段 期間的一首抗戰歌曲，進而了解該歌曲在抗戰期間凝聚 勇軍進行曲》）的由來及其凝聚人心、鼓舞士氣的作用。 人心及鼓舞士氣的作用。 歷史時期： 辛亥革命至中華人民共和國成立 課題： 抗日戰爭 學習內容： 抗日戰爭的背景、過程及結果

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem 學習目標： 分析及比對不同的文獻資料，析論《義勇軍進行曲》自建國開始， 認識中華人民共和國成立的基本資料，了解國歌訂定的 由暫代國歌到最終由人大正式通過成為國歌的曲折歷程。通過了 歷程。 解國歌訂定的歷程，進而認識國歌能建構國民身份認同的角色。 歷史時期： 中華人民共和國成立至二十世紀末 課題： 社會主義建設 學習內容： 中華人民共和國建立初期，政府提出社會 主義建設的目標，開展的政治運動及經濟 改革。

Liberal Studies In Liberal Studies, the theme “Identity” of the module of “Hong Kong Today” includes elements concerning the national anthem, for enhancing students’ understanding of the national anthem, and acquisition of the relationship between the national anthem and identity. In accordance with Module 2: Hong Kong Today Through different learning experiences, students will be able to 4

Theme 3: Identity understand the historical background and the lyrics of the national Liberal Studies  To what extent do Hong Kong residents regard anthem, as well as acquire the knowledge and develop the related Curriculum and themselves as local, national and global citizens? How values below: Assessment Guide are their identities shaped? In what ways have their  factors affecting the sense of belonging and identity; (Secondary 4-6) different identities affected their daily lives?  national symbols (e.g. the national flag, the national emblem and (2007) (with  What is the interrelationship of the multiple identities the national anthem), and national historical events, culture and updated in of Hong Kong residents in local, national and global landscape are able to show national identity and the sense of November 2015) context? belonging.

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Examples of Strategies and Learning Activities Subject / KLA Existing Learning Content / Learning Elements Key Stage for the Learning and Teaching of the National Anthem

Citizenship and In Citizenship and Social Development, the theme “Hong Kong under ‘One Country, Two Systems’” includes topics and learning focus Social concerning the national anthem, thereby enhancing students’ understanding of the national anthem, and acquisition of the relationship between Development the national anthem and identity.

In accordance with

Theme 1: Hong Kong under “One Country, Two Systems” Through different learning experiences, students will be able to 4 Citizenship and Topic: Situation of the country and sense of national identity understand the historical background and the lyrics of the national Social Development Learning Focus: The national symbols (the national flag, the anthem, as well as acquire the knowledge and develop the related Curriculum and national emblem, the national anthem) and stipulations as values below: Assessment Guide stated in Annex III to the Basic Law.  the national sentiments embodied in the national anthem; (Secondary 4-6)  stipulations as stated in Annex III to the Basic Law; (2021) (Effective  suggestions to promote Hong Kong residents to understand and from S4 in the respect the national emblem. 2021/22 school

year) (Chinese

Only)

Curriculum Development Institute, Education Bureau September 2021

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Reference

 The Central People’s Government, the People’s Republic of China – National Anthem – March of the Volunteers – Musical score and audio tracks english.gov.cn/audio

 Education Bureau – Moral, Civic and National Education – Getting to Know the National Flag, the National Emblem, the National Anthem, and the Regional Flag www.edb.gov.hk/en/nationalsymbols

 Government of the Hong Kong Special Administrative Region – news.gov.hk – Flag-raising marks 21st anniversary www.news.gov.hk/eng/2018/07/20180701/20180701_081534_112.html  人民音樂出版社 (2017)。中華人民共和國國歌。北京：作者。〔樂譜〕

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