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Moral and National Education Curriculum Guide (Primary 1 to Secondary 6) (The Curriculum Guide) on 8 October 2012

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Moral and National Education Curriculum Guide (Primary 1 to Secondary 6) (The Curriculum Guide) on 8 October 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. 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. 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 Contents Page Preamble i Acronyms iii Chapter I Introduction 1 1.1 Background 1 1.2 Curriculum Aims 2 1.3 Positioning of MNE in the school curriculum 3 1.4 Connection between MNE and KLAs/subjects and related learning experiences/ 6 activities 1.4.1 Consideration for the whole-school curriculum 7 1.4.2 Enhancement of related learning experiences/activities 7 1.5 Design principles of the curriculum 10 1.5.1 Identity-building 10 1.5.2 Cultivating values and attitudes 11 1.5.3 Learning and practice of values and attitudes 12 1.5.4 Catering for developmental needs 14 1.5.5 Relation between moral education and national education 14 1.5.6 Relation between national education and civic education 15 1.5.7 Learning materials from life events 15 1.5.8 Diversified assessment 15 Chapter II Curriculum Framework 17 2.1 Design principles 17 2.2 Curriculum framework 17 2.2.1 Learning objectives for the personal domain 18 2.2.2 Learning objectives for the family domain 19 2.2.3 Learning objectives for the social domain 20 2.2.4 Learning objectives for the national domain 21 2.2.5 Learning objectives for the global domain 22 2.3 Linkage between the MNE subject and KLAs/subjects 23 2.4 Connections among various domains 23 2.5 Curriculum contents at different Key Stages 25 2.5.1 Key Stage One 26 (a) Personal domain 26 (b) Family domain 27 (c) Social domain 28 (d) National domain 30 (e) Global domain 33 2.5.2 Key Stage Two 34 (a) Personal domain 34 (b) Family domain 35 (c) Social domain 36 (d) National domain 38 (e) Global domain 42 Page 2.5.3 Key Stage Three 43 (a) Personal domain 43 (b) Family domain 45 (c) Social domain 46 (d) National domain 48 (e) Global domain 52 2.5.4 Key Stage Four 53 (a) Personal domain 53 (b) Family domain 54 (c) Social domain 55 (d) National domain 57 (e) Global domain 61 2.6 Suggestions on lesson time arrangement 63 Chapter III Curriculum Planning 65 3.1 Principles for planning 65 3.2 Direction of planning 66 3.2.1 Modes of implementation 66 3.2.2 Coordination with other KLAs/subjects 67 3.2.3 Coordination with related learning experiences/activities and life-wide 68 learning 3.2.4 “Student-centred” and “school-based” curriculum planning 70 3.2.5 Allocation of sufficient lesson time 71 3.2.6 Building a professional team 74 3.2.7 Consideration of races and cultural backgrounds among students 74 3.2.8 Integrating learning with assessment 74 3.3 Suggested modes of curriculum planning 75 3.3.1 Suggestions for subject planning 75 3.3.2 Suggestions for overall planning 77 3.4 Roles of stakeholders 79 3.4.1 School heads/principals 79 3.4.2 Curriculum coordinator/ MNE subject coordinator 79 3.4.3 MNE teachers 80 3.4.4 Other teachers 81 3.4.5 Parents 81 Chapter IV Learning and Teaching 82 4.1 Guiding principles 82 4.1.1 Integration of cognition, affection and action 82 4.1.2 Student-centred 83 4.1.3 Cultivation of values and attitudes 83 4.1.4 Independent thinking and judgement 84 4.1.5 School-based curriculum planning and practical experience 84 4.1.6 Learning materials from life events 85 4.1.7 Experiential learning experiences 86 4.1.8 Conducive learning environment 87 4.2 Learning and teaching process 88 4.2.1 Roles of stakeholders 88 (a) Teachers 88 Page (b) Parents 88 (c) Students 88 (d) Other stakeholders 89 4.2.2 Suggestions on learning and teaching strategies 89 (a) Clarifying related values 89 (b) Discussion of controversial issues 90 (c) Diversified modes of learning 96 (d) Provision of authentic learning contexts 96 (e) Project learning 97 (f) Discerning events and topics for discussion from multiple 99 perspectives (g) Complementing “teaching by words” with “teaching with deeds” 101 Chapter V Assessment 102 5.1 Assessment principles 102 5.2 Assessment direction 103 5.2.1 Cognitive dimension 103 5.2.2 Affective dimension 103 5.2.3 Action dimension 104 5.2.4 Holistic assessment 104 5.3 Assessment strategies 105 5.4 Demonstration of learning outcomes 110 5.5 Modes of assessment and demonstration of learning outcomes 111 Chapter VI Learning and Teaching Resources 116 6.1 Selection criteria for learning and teaching resources 116 6.2 Different types of learning and teaching resources 118 6.2.1 Textual materials 118 6.2.2 Non-textual materials 118 6.2.3 Learning scenes 119 6.2.4 Experience sharing 119 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 125 from Learning to Learn – Life-long Learning and Whole-Person Development by Curriculum Development Council (2001)) 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 7 Moral and National Education - Key Stages Two/Three: Assessment Form 155 (Example) Page Glossary 157 References 161 Membership of the Ad Hoc Committee on Moral and National Education, 204 Curriculum Development Council 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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