Basic Education Curriculum Guide - To Sustain, Deepen and Focus on Learning to Learn (Primary 1-6)- Chapter3A

Contents

Four Key Tasks- Achieving Learning to Learn

3A Moral and Civic Education

This is one of the chapters of the Basic Education Curriculum Guide - To Sustain, Deepen and Focus on Learning to Learn (Primary 1 - 6). Its contents are as follows:

3.1 Background
3.2 Purposes of the Chapter
3.3 Learning Objectives of Moral and Civic Education
	3.3.1	Seven Priority Values and Attitudes
	3.3.2	Integration of Cognition, Affection and Action
	3.3.3	Provision of Holistic and Balanced Learning Experiences
	3.3.4	Strengthening the Connection among Different Values Education Domains
3.4 Learning Contents of Moral and Civic Education
	3.4.1	Adopting the Life Event Approach
	3.4.2	Considerations for Selecting Life Events
	3.4.3	Features of Adopting the Life Event Approach in Teaching and Learning
3.5 Implementation Strategies of Moral and Civic Education
	3.5.1 Holistic Curriculum Planning
	3.5.2 Diversified Modes of Learning
	3.5.3 Close Connection with KLAs/Subjects
	3.5.4 Creation of a Conducive Atmosphere
3.6 Roles of Stakeholders
	3.6.1	School Head/Deputy Head
	3.6.2	Primary School Curriculum Leader/Moral and Civic Education Coordinator
	3.6.3	KLA Coordinators/Subject Panel Heads
	3.6.4	Teachers
	3.6.5	Parents
	3.6.6	Students
3.7 Assessment
	3.7.1 Objectives
	3.7.2 Directions
3.8 Support to Schools and Teachers
References

3.1 Background

Hong Kong is an international city with rapid development in information technology. Various media and information platforms promptly convey an enormous amount of information, different values and divergent opinions. The implementation of Moral and Civic Education (MCE) helps students develop positive values and attitudes, which is one of the main learning goals of the school education in Hong Kong. Primary students of Key Stages (KS) 1 and 2 are developing from the “heteronomous stage”, at which they are obedient to the rules so as to avoid being punished, to the “autonomous stage”, at which they would think about the rationale of the rules. This is an important period to nurture in students positive values and attitudes. Therefore, schools should implement MCE by adopting a holistic and systematic approach that is sustainable and caters for students’ developmental needs.

With a view to achieving the overall aims of Basic Education, MCE has been emphasised as one of the Four Key Tasks since 2001. Students’ whole-person development can be achieved through the provision of a broad, balanced and holistic school curriculum. Nurturing in students the five priority values and attitudes has been proposed as the principal aim of implementing MCE in the Basic Education Curriculum Guide - Building on Strengths (Primary 1 – Secondary 3) (2002).

The Education Bureau revised and enriched the Moral and Civic Education Curriculum Framework in 2008. The number of priority values and attitudes was increased to seven and the connection among MCE, different KLAs/subjects and values education domains across subjects was also recommended to be further strengthened. This recommendation has been supported by schools. Promotion of whole-person development through nurturing in students positive values and attitudes has become one of the learning objectives of different KLAs/subjects and values education domains across subjects. The implementation of MCE in the school-based curriculum is, in general, effective.

Most schools allocate fixed lesson time to implement the school-based MCE curriculum. Diversified modes of learning are adopted at schools to promote the important messages of MCE. Government departments, local communities, voluntary groups and social welfare organisations also provide students with life-wide learning experiences through different relevant learning activities so as to nurture in them moral values and civic qualities.

According to the International Civic and Citizenship Education Study (ICCS) 2009 conducted by the International Evaluation of Educational Achievement (IEA), the performance of Hong Kong students in civic and citizenship education ranked top 5 among various education systems.

For the result of the International Civic and Citizenship Education Study (ICCS) 2009, please refer to:
http://www.edb.gov.hk/attachment/tc/curriculum-development/kla/pshe/iccs_report_20110119.pdf

3.2 Purposes of the Chapter

	Review the experience and achievements in implementing MCE since the curriculum reform
	Encourage schools to continue with the implementation of MCE
	Provide suggestions for planning and implementing the MCE curriculum

3.3 Learning Objectives of Moral and Civic Education

3.3.1 Seven Priority Values and Attitudes

According to the recommendations of the Basic Education Curriculum Guide – Building on Strengths (Primary 1 – Secondary 3) (2002), schools should adopt the nurturing of the five priority values and attitudes, i.e. “perseverance”, “respect for others”, “responsibility”, “national identity” and “commitment” as the direction for promoting MCE. The Revised Civic and Moral Education Curriculum Framework (2008) recommends schools to nurture in their students the seven priority values and attitudes, which are “perseverance”, “respect for others”, “responsibility”, “national identity”, “commitment”, ”integrity”, and ”care for others”. Building on the good experience, schools should continue to nurture in their students these seven priority values and attitudes and implement MCE through the adoption of a holistic curriculum.

In response to the rapid societal changes and the developmental needs of students, schools should put emphasis on promoting students’ independent thinking and self-directed learning capabilities. When students are facing difficulties, they should be able to identify the values involved, analyse the issues objectively, make reasonable judgements and take action accordingly. Then they are prepared for different challenges in their future life.

Diagram 3.1 Seven Priority Values and Attitudes

Perseverance
	At KS1 and 2, students face various changes and challenges in the course of their personal and social development. The ever-changing society and the emergence of new concepts and ideas will also challenge students’ values.
	We hope that students will display perseverance when coping with stress, adversities and failures and will adhere to their principles and strive in the face of hardship so as to demonstrate their positive values and attitudes towards life.
Respect for Others
	In a city with great diversity, people in Hong Kong meet and get in touch with people from all walks of life. They have their own thinking, beliefs and lifestyles.
	Students should learn to show their respect for and acceptance to others from a young age. When they get along with different people, such as relatives, teachers, classmates, friends, strangers, they should show their respect for others, accept individual differences and establish peaceful and friendly relationships so as to foster harmony in the society.
Responsibility
	Everyone has different roles to play in their lives. Their identities, roles and rights vary and they also assume relevant responsibilities.
	Despite the fact that primary students are young and have little social experience, they are expected to realise that the collective well-being of the community is built upon an individual’s sense of responsibility. Understanding others’ expectation on one’s identity and role can also develop the attitude of being caring, helpful and responsible.
National Identity
	There is a close relationship between one’s identity, citizenship and national identity. The sustainable development of a society and a country hinges highly on the sense of belonging among the citizens and nationals, which creates the sense of unity.
	Hong Kong is a part of China. Helping students understand the place they have been living in and develop the sense of national identity at an early age is one of the major learning goals of the Hong Kong school curriculum. However, it does not mean to impose national sentiments on them.
	In view of the country’s continuous development, enhancing students’ understanding of the country, the “Basic Law” as well as the concept of “One Country, Two Systems” and strengthening the sense of national identity benefit both an individual’s future development and the betterment of the whole society.
	The Non-Chinese Speaking students should also improve their understanding of China so as to cultivate mutual respect and establish a harmonious community.
Commitment
	Being committed is not only about fulfilling one’s own duties, but also taking the initiative to perfect the tasks given to them and persevere in what they do. A person showing commitment is not afraid of difficulties and will take on challenges with courage. When he makes a mistake, he has the courage to admit it and strives to improve.
	If students can develop a sense of commitment at an early age, they can be guided to commit themselves to striving for the society’s future and the well-being of others.
Integrity
	Integrity is a valuable asset to an individual. It facilitates truthful communication and helps to establish mutual trust. It is also an important value for character development and life. A person with integrity will keep the promise made, do what he/she says and try his/her best to live up to others’ expectations.
	Integrity has always been a core value of Hong Kong and an important pillar that supports Hong Kong as an international metropolitan and financial centre. Hong Kong needs to sustain its strengths and development by cultivating integrity among the young generation.
Care for Others
	The care for others is embodied through one’s concern about others’ situations, feelings and needs. A caring person will also show empathy for others and think from others’ perspectives, understand others’ situations and offer timely support to others.
	Developing a sense of care among students at an early age helps them establish good interpersonal relationships and develop a spirit of mutual support and love.

In addition to the above seven priority values and attitudes, schools can select other values and attitudes as the direction for the development of MCE in accordance with the school mission and students’ needs.

For Reflection and Action

In addition to the seven priority values and attitudes, what other values or attitudes does your school emphasise to cater for the needs of your school?

3.3.2 Integration of Cognition, Affection and Action

To nurture students’ values and attitudes holistically, MCE should be implemented through the integration of cognition, affection and action.

Diagram 3.2 Integration of Cognition, Affection and Action

Cognition

To deepen students’ understanding of positive values and attitudes, as well as the difficulties and challenges they will face at different stages of life or when they play different roles in the society; and to enhance their independent thinking and critical thinking skills so that they can identify the values and meanings embedded in different life events and issues, and make rational analysis and judgments.

Affection

To nurture students’ empathy so that they will be considerate; and to cultivate in students positive attitudes towards life and to help them express their emotion through appropriate means, and to uphold their principles and respond bravely and with positive values and attitudes in the face of difficulties and challenges.

Action

To provide authentic learning experience for students to learn how to tackle different constraints, resist the temptations in real life situations and put positive values and attitudes into practice.

For Reflection and Action

What will be the problems if the focus of the MCE curriculum is placed on only one of the three areas, namely cognition, affection or action?

3.3.3 Provision of Holistic and Balanced Learning Experiences

The implementation of MCE should provide students with holistic and balanced learning experience through the integration of classroom learning, practical experience and learning environment.

Diagram 3.3 Integration of learning elements in MCE

Classroom Learning

Elements of MCE should be integrated into all KLAs/subjects, such as Chinese Language, General Studies and Physical Education. In addition, learning experiences in cross-curricular values education domains, such as sex education, health education, education for sustainable development, human rights education and Basic Law education, and other school-based curricula for whole-person development, such as life education, civic awareness, personal development and life skills, can provide students with holistic, diversified and multi-perspective learning platforms to enhance their understanding of positive values and attitudes through discussion, sharing and reflection.

For Reflection and Action
	How can classroom learning complement life-wide learning activities to nurture students’ positive values and attitudes?
	How can schools ensure that elements of MCE are integrated into various KLAs/subjects and relevant learning experience through effective curriculum planning and curriculum management?

Practical Experience

Schools and different groups and organisations can arrange some practical learning experiences, such as class committee/student union elections, uniform group activities, field visits and voluntary services, for students to learn to take up responsibilities, understand others’ needs, feel the joy of helping others through observing, analysing and completing the tasks. They can also learn to uphold their positive values and attitudes in their lives.

Learning Atmosphere

The holistic learning atmosphere in school plays an important role in implementing MCE. Apart from promoting care and mutual respect between teachers and students in daily interaction, schools can also implement policies which align with the learning goals of MCE, by, for instance, incorporating positive values, such as care and respect for others, into the school discipline and guidance policies; or demonstrating accommodation and acceptance in devising schools’ administrative policies. Schools can also solicit participation and support from parents, alumni, community organisations, members of society, etc. to create a learning atmosphere conducive to nurturing students’ positive values and attitudes.

The above three closely-connected learning elements enhance the implementation of MCE. For example, classroom learning can lay a relevant knowledge base as the foundation for practical experience and learning environment, while learning atmosphere can also facilitate classroom learning and practical experience.

3.3.4 Strengthening the Connection among Different Values Education Domains

Schools should continue to follow the directions of the curriculum reform to nurture students’ positive values and attitudes. Schools should make use of authentic topics to strengthen the connection among learning activities of values education in various cross-curricular domains, including moral and ethical education, civic education, Basic Law education, human rights education, national education, anti-drug education, life education, sex education, education for sustainable development, etc. with a view to providing students with holistic learning experience, and enhancing the connection among different domains to facilitate their whole-person development. For example, the major concern of a primary school is to promote “respect for others” and the following learning objectives of values education are included in different cross-curricular domains:
	to nurture politeness and respect for teachers and elders through moral and ethical education;
	to learn to respect others’ freedom of expression in the society through civic education;
	to learn to respect the rule of law through Basic Law education;
	to understand the importance of respecting and loving nature through education for sustainable development ;
	to learn to respect the psychological and physical changes of men and women at different stages of life through sex education; and
	to cultivate the positive attitudes of “respect for lives” and “treasuring lives” through life education

Diagram 3.4 Connection between MCE andValues Education in Various Cross-curricular Domains

3.4 Learning Contents of Moral and Civic Education

As recommended in the curriculum reform, schools should continue to adopt life events, which are the events or topics that students have encountered or may encounter in their daily lives, as the learning contents of MCE. Through learning activities such as discussion, sharing and reflection, schools can deepen students’ understanding of the events and topics, enhance their abilities to analyse, make judgements and deal with the events or topics, and encourage them to uphold the positive values and attitudes towards life and put them into practice.

3.4.1 Adopting the Life Event Approach

In order to cater for the change in society and students’ developmental needs, schools are recommended to select appropriate life events and topics from the five domains (i.e. personal development and healthy living domain, family domain, school domain, social life domain and community and national domain) to be covered in the MCE curriculum. Teachers can also take into consideration students’ development and interests and select some current affairs and global issues, such as personal growth and career planning, elections and the Basic Law, the environment and food waste treatment as topics of the learning materials, so as to provide students with holistic and authentic curriculum contents to examine different values and attitudes and enhance their civic qualities.

For example:

Apart from including the common life events, such as “handing in all the homework”, “making friends”, “doing housework”, “differences between the two sexes”, “protecting our body”, as the contents of the MCE curriculum, a primary school also allocates more learning time to MCE and selects some world news and current issues, which cause heated discussions in the community, to engage students in discussions and sharing.

For Reflection and Action

Taking into consideration students’ development, social context, interests etc., how should teachers select appropriate life events or topics to implement in the MCE curriculum?

3.4.2 Considerations for Selecting Life Events

When schools select life events to be covered in the MCE curriculum, they should consider:

the changes and needs of students at different developmental stages: Examples include learning how to foster self-image and cope positively with changes due to promotion to primary school and onset of puberty, etc.

events relevant to the students’ life experience: Making friends, examinations, conflicts with family members, etc. are events which students commonly encounter. Selecting these events can increase their learning motivation.

current affairs and life events drawing attention of the community: Examples include elections, understanding their country, environmental protection, human rights and rule of law, implementation of “Basic Law”, etc. These allow students to think, discuss and share, as well as to learn to analyse and make judgement rationally from different perspectives.

When schools select and make use of life events, or design school-based MCE curriculum, they may refer to the recommendations and learning and teaching resources provided by the Education Bureau.

The recommendations and learning and teaching resources provided by the Education Bureau can be found at
http://www.edb.gov.hk/cd/mcne

3.4.3 Features of Adopting the Life Event Approach in Learning and Teaching

Focus on Students’ Developmental Experience
At different developmental stages, students face different challenges and pressure. They need teachers’ guidance and advice. Adopting life events as the major learning contents and engaging students in discussions on real life experience can establish a meaningful and systematic connection between students’ learning at school and their experience in personal growth. This enables students to be more interested in reflecting on their own values and attitudes and learning how to overcome the difficulties and challenges in their growth.
Use Authentic Topics in Daily Life
Teachers can make use of topics in daily life and current affairs of public concern to enable students to think from different perspectives, clarify the related values and make thoughtful and reasonable judgements. Students can also learn how to face and deal with various difficulties and challenges in their life with positive values and attitudes.
Promote Thinking and Judgement
Childhood and adolescence are crucial stages in cognitive development and the establishment of self-image, values and attitudes. Encouraging students to discuss and reflect on life events can enhance their abilities to analyse and make judgement. This enables them to learn to identify different value orientations or potential conflicts of values and make rational and objective judgement and choices in complicated social situations.
For example:
Teachers can make use of the life event “Surfing the Net with Self-discipline”, to guide students to reflect on:
	the relationship between the Internet and our daily lives;
	how to differentiate the authenticity of the information on the Internet and refuse access to inappropriate information; and
	students’ self-discipline and responsibility for managing their time for work and rest so as to maintain a healthy life.

Teachers can make use of the life event “Legislative Council Election”, to help students understand:
	the obligations and rights of citizens under the “Basic Law”
	the importance of rational discussion and independent thinking
	how to respect one’s freedom of expression and that of others

Teachers can make use of the life event “Natural Disasters in the Mainland”, to help students learn:
	the causes and impacts of natural disasters in the country, such as floods and earthquakes
	to understand how human factors aggravate or reduce the damage resulted from natural disasters from different perspectives
	to reflect, from the perspectives of care for others and commitment, on how to make a contribution to relieve the victims’ sufferings and the harm done to them

For Reflection and Action
	In response to the ever-changing society, how does your school review and revise the learning contents of MCE?
	How does your school encourage students to make good use of different channels and information platforms to acquire better understanding of the development and contemporary situations of our Nation from different perspectives?

3.5 Implementation Strategies of Moral and Civic Education

3.5.1 Holistic Curriculum Planning

When implementing MCE, schools should adopt holistic and balanced curriculum planning. They should design relevant learning experiences and conduct evaluation with reference to the learning objectives, and refine the curriculum contents continuously. Curriculum planning should cover the following:

Set learning objectives	Schools should take their mission, views of teachers and parents, students’ needs, etc. into consideration holistically in planning the direction of the development of MCE and set specific learning objectives for every Key Stage.
Review existing curriculum	Review the learning elements of MCE in the school-based curricula of different KLAs/subjects, such as life education, service learning, and project learning, as well as life-wide learning activities such as assemblies, co-curricular activity day and uniform group training, so as to provide holistic learning experience for students.
Establish a professional team	Create an exchange platform to encourage teachers to share good practices and teaching experience, and arrange professional development programmes to enhance teachers’ knowledge of the learning contents of MCE and their pedagogical skills.
Tap resources and support	Make reference to resources including the press, magazines, books, electronic media, the Internet, etc. to select appropriate life events and current issues as learning materials. Make good use of learning resources and support services provided by the EDB and related government departments, tertiary institutions and non-governmental organisations, etc.
Evaluate and refine curriculum	With reference to the learning objectives, use diversified and appropriate strategies to gauge changes in students in the learning process, thereby giving them positive feedback and suggestions for improvements, and based on students’ performance, review and refine the curriculum.

For Reflection and Action

How can the elements of MCE be incorporated into various KLAs, the school-based curriculum and related learning experience so as to cultivate students’ positive values and attitudes more effectively?

3.5.2 Diversified Modes of Learning

	Schools should continue to adopt the following diversified modes of learning to sustain the development of MCE:
		Reinforcing the learning elements of values education in the curricula of related KLAs/subjects;
		Introducing the learning resources provided by school sponsoring bodies, tertiary institutions, government departments, non-governmental organisations etc., and making effective use of them at school assemblies, class teacher periods and in the school-based curriculum to actively promote MCE;
		Making reference to or participating in related whole-person development programmes for children and teenagers organised by tertiary institutions, government departments, non-governmental organisations, etc. to flexibly complement the implementation of MCE at school;
	Schools can organise life-wide learning activities, such as field visits, voluntary services, overseas exchange programmes, etc. Through observing, experiencing, reflecting and sharing, students’ positive values and attitudes are fostered and reinforced. Students can also master different life skills in the activities. Senior students can even be responsible for organising the activities so that their organisation skills, leadership skills and sense of responsibility and commitment can be developed.

Exemplar

A primary school has adopted the recommendations in the Basic Law Learning Package (Upper Primary) in the subject-based and the school-based activities to help students to master knowledge of the Basic Law, respect the rule of law, and become good citizens with a sense of responsibility and commitment through the use of stories, anecdotes and social issues, etc.

Primary 4: “I’m a Good Citizen” in Theme 2 entitled “The Law of Living in Hong Kong”

Objectives	Contents	Extended Activities
Enable students to know that the Basic Law and the local legal system protect Hong Kong citizens’ freedom of speech, publication and communication.	Teachers guide students to discuss how the characters’ behaviours in the story, entitled “Adventures in Tsim Sha Tsui”, are protected by the Basic Law and the local legal system.	News clippings
Students agree that they need to exercise civil rights in a lawful and reasonable manner on the basis of mutual respect.	In the learning activity, entitled “Good Places to Go”, students discuss in groups the travel restrictions of different countries and learn to exercise their rights in a lawful and reasonable manner.	News clippings - Design “A Trip to Hong Kong” An overseas trip organised by school

Primary Six: “Whose Duties are these” and “Obeying the Law” in Theme 2 entitled “Being Lawful and Reasonable”

Objectives	Contents	Extended Activities
To enable students to know that the Basic Law states the authority and functions of the Legislative Council and the methods for its formation, to care about social affairs, and to know the responsibilities of both voters and candidates in Legislative Council elections	Learning about the responsibilities of both voters and candidates by students through joining a mock election in the learning activity “Who Makes Laws”	Election for good students/ model students Visiting the Legislative Council Complex
To enable students to know the appointment and requirements of judges of the HKSAR, the principle of “Hong Kong people ruling Hong Kong”, and the judicial independence and the power of final adjudication enjoyed by Hong Kong	Facilitating student-student interaction and helping students to construct knowledge through information search and the story “Kei Kei’s Ambition to Become a Judge”	The learning activity “Test Yourself” - consolidation of knowledge

3.5.3 Close Connection with KLAs/Subjects

The implementation of MCE should be closely connected with KLAs/subjects, such as Languages, General Studies, Physical Education and relevant learning experience such as reading programmes, outdoor learning activities, inter-class competitions and project learning.

Exemplar

One of the major concerns in the annual school plan of a primary school is to enhance students’ moral and affective development. Teachers of various subjects are encouraged to systematically incorporate the elements of moral and affective education into the learning and teaching activities. At the same time, cross-curricular learning activities are held over a span of two years. Cross-curricular learning is conducted in primary 2 to 5 in each school term. The themes include “Individual and Society”, “Healthy Life” and “Be a Good Citizen”. Through the introduction of different themes, moral education is reinforced.

For Reflection and Action

When planning their MCE curriculum, how can schools select authentic topics as learning contents to cater for schools and students’ needs?

3.5.4 Creating a Conducive Atmosphere

School culture, environment and learning atmosphere have subtle influence on students. Therefore, schools should provide students with a learning environment that upholds fairness, harmony and care for others, and encourages students to put these positive values and attitudes into practice.
Apart from classroom learning, the daily interaction between teachers and students, the implementation of school policies, extra-curricular activities, guidance and discipline programmes and so on can also provide opportunities for students to understand, reflect on and apply their positive values and attitudes.
Schools should organise different types of activities, such as talks for parents, school sharing sessions, fun days, to develop partnership among different stakeholders, such as parents, alumni, community members so as to create a learning and living environment conducive to cultivating positive values and attitudes for students and to make concerted efforts to promote MCE.
For example:
	Consistency between the views expressed by the School Head and teachers and their actions may help to exemplify the values and attitudes of “respect for others”, “sense of responsibility” and “integrity”, etc.
	Teachers encourage, support and patiently teach students; staff members care for and cooperate with one another to create a school culture which upholds “care for others” and “respect for others”.
	The school establishes a thoughtful and reasonable system of reward and punishment to demonstrate its emphasis on “care for others” and “respect for others”.
	With an open mind and acceptance, school personnel can flexibly use the following learning and teaching strategies to cultivate students’ positive values and attitudes:
		With an open mind and acceptance, school personnel can flexibly use the following learning and teaching strategies to cultivate students’ positive values and attitudes:
		through peer-tutoring, students learn to share and show care for others
		through participating in community services, students understand the needs of different people in the community and take action to put their positive values and attitudes into practice
		through debating on controversial issues in society, students understand the diversity of views and value conflicts in a pluralistic society and develop their rational and independent thinking

For Reflection and Action
	How could schools’ administrative arrangements facilitate the implementation of MCE to enhance its effectiveness?
	How should schools evaluate and introduce different external resources to support the implementation of MCE?

3.6 Roles of Stakeholders

3.6.1 School Head / Deputy Head

	To promulgate the importance of MCE to teachers and students of the school, build consensus, and provide concrete and consistent action and support in the planning, decision-making and implementation of MCE
	To lead the teachers, students and other stakeholders, and mobilise all parties to work collaboratively and support one another in the setting of the whole-school objectives pertaining to MCE and the relevant development plan
	To appoint a coordinator to take charge of reviewing, planning and developing the MCE curriculum and regularly evaluate the effectiveness of its implementation
	To encourage teachers to actively participate in MCE-related professional development programmes, and to promote internal and external sharing of good practices so as to enhance teachers’ professionalism
	To keep in close contact with parents, alumni, other schools, community organisations, government departments, non-government organisations, etc. and to pool together their concerted efforts and introduce different types of resources to support the promotion of MCE

3.6.2 Primary School Curriculum Leader / Moral and Civic Education Coordinator

	To set the direction of development and concrete learning objectives of MCE taking the school contexts and students’ developmental needs into consideration, as well as to constantly review its implementation
	To plan the MCE curriculum and select appropriate life events as learning contents, and to adopt diversified learning and teaching strategies to promote MCE holistically
	To communicate and collaborate with the coordinators of different KLAs/subjects and administration committees (e.g. committees/teams in charge of discipline, counselling, and student development), and to review the implementation of MCE in various KLAs/subjects and MCE-related learning experience
	To regularly report the progress of the implementation of MCE to the School Head/Deputy Head, and discuss the proposal for development or to explore suitable resources to refine the contents of the MCE curriculum
	To provide teachers with information of professional development programmes for MCE, and to encourage teachers to actively participate in them and arrange sharing with peers to enhance the professionalism

3.6.3 KLA Coordinators / Subject Panel Heads

	To strategically incorporate at different levels the learning elements that can nurture students’ values and attitudes into the curriculum of each level
	To discuss with teachers the learning and teaching strategies that can help students develop their positive values and attitudes at subject panel meetings and sharing sessions, etc.
	To implement the MCE plans in response to the school’s direction of development; to collaborate with other KLAs/subjects and jointly design cross-curricular themes and activities with them, and to regularly evaluate the learning effectiveness
	To arrange teachers’ sharing of experience regarding relevant topics and review the teaching effectiveness

3.6.4 Teachers

	To understand the objectives and strategies for the implementation of MCE, and to recognise that it is the mission and shared responsibility of all teachers of the school to develop students’ positive values and attitudes
	To act as a role model for students in respect of values, attitudes and behaviours by walking the talk, and to give students timely positive feedback or advice and encourage students to conduct self-reflection
	To put emphasis on strengthening students’ positive values and attitudes when designing daily classroom learning activities
	To provide learning opportunities, such as group activities and project learning, to enable students to translate positive values and attitudes into practice
	To encourage students to participate in MCE activities organised inside school and outside to consolidate their learning through post-activity discussions and sharing

3.6.5 Parents

	To keep in touch and collaborate with their children’s schools, and to take the initiative to learn about how the school implements MCE
	To create a good learning environment for their children at home, discuss with their children what they have encountered in their daily life, share their own values and attitudes and encourage their children to be reflective and express their personal opinions
	To mind their words and deeds, and to act as a role model for their children
	To encourage children to actively participate in the MCE activities organised by schools or outside school

3.6.6 Students

	To actively take part in MCE classroom activities, think from multiple perspectives, discuss and express ideas, as well as to listen attentively and respect the views of others
	To pay attention to current affairs concerning society, the nation and the world in order to deepen their understanding of different events and issues, widen their horizons and learn to make judgement and decisions rationally and objectively
	To make good use of leisure time to participate in the learning activities, such as exchange tours, voluntary services and uniform groups organised by schools, government departments and non-governmental organisations to practise a positive and healthy lifestyle
	To love their families, actively help the needy and show concern about current affairs in their everyday life, to uphold positive values and attitudes; to set life goals and plans for future development, and to make contribution to their families, society, nation and the world

3.7 Assessment

3.7.1 Objectives

The assessments of MCE should have the following functions:

Assessment for learning	To provide positive and specific feedback for students to understand what improvement they should make and to highlight their learning outcomes in order to help them to develop positive values and attitudes
Assessment as learning	To encourage students to deepen their understanding of positive values and attitudes through discussion, sharing and application and to reflect on self-enhancement and the direction in which they may improve
Assessment of learning	To provide information for teachers and other stakeholders to understand students’ learning progress and performance and shed light on how to fine-tune and improve the curriculum

3.7.2 Directions

	Provide positive and explicit feedback to students, show them their MCE learning outcomes and facilitate their reflection on what improvement they can make.
	Avoid assessing whether the values held by students meet expected standards or comparing the performances of different students.
	When planning MCE assessments, the following three areas should be covered:
		Encouraging students to reflect more to deepen their self-understanding and enhance their ability to make judgement
		Helping students develop positive attitudes towards learning through good use of teachers’ feedback
		Adopting continuous assessment to enable students to have timely feedback on their performance as well as to help teachers gain a better idea of their students’ learning effectiveness

For Reflection and Action

How can schools avoid the labeling effect on students when conducting MCE assessments?

3.8 Support to Schools and Teachers

The EDB has been providing diversified curriculum resources, including learning materials, learning resources websites, professional development programmes, etc. to primary and secondary schools in Hong Kong for the promotion of MCE.

Learning materials: The EDB has been providing learning materials, like teaching plans and worksheets, which clearly state the teaching objectives, teaching procedures, reference materials, extended activities, etc. for teachers to use flexibly.

Learning resources websites: The EDB has been creating learning resources websites on different themes, which cover current affairs and various cross-curricular domains in values education such as life education, sex education, moral education, Basic Law education, and education for sustainable development. These websites provide suggestions on teaching strategies, learning activities, practical school experiences, etc. Some learning resources websites also include a parents’ corner, which encourages parents to collaborate with the schools to promote the holistic development of their children.

Related learning resources websites are accessible on the EDB’s “Moral, Civic and National Education” website: http://www.edb.gov.hk/cd/mcne
The following are links to the learning resources websites for “Basic Law” Education
1.	The EDB’s individual, Society and Human Education” website: http://www.edb.gov.hk/cd/pshe
2.	The EDB’s “General Studies” website: http://www.edb.gov.hk/cd/gs

Professional development programmes: The EDB regularly provides a series of professional development programmes, including seminars, workshops, etc. for teachers and different stakeholders including school heads, deputy school heads, primary school curriculum leaders, teachers and parents. The EDB also actively collaborates with teacher education institutions to enhance teachers’ professional knowledge and competency.

For details of the professional development programmes, please visit:
http://tcs.edb.gov.hk/tcs/publicCalendar/start.htm

The EDB also provides school-based support services. These include:

Assisting schools in developing plans for implementing MCE.

Creating teachers’ networks to facilitate their exchange of ideas and good practices.

Establishing partnership with tertiary institutions to keep teachers abreast of the latest development of MCE.

Collaborating with schools to pilot new pedagogical approaches and disseminating the findings and experience to schools.

References

The following references are by no means exhaustive and listed for reference only.

Publications

李榮安、徐葉慧蓮主編（2003）。小學公民教育：教學策略的實踐。香港：商務印書館（香港）有限公司。

香港教育工作者聯會編（2004）。青少年成長的價值教育。香港：三聯書店。

教育局（2008）。新修訂Moral and Civic Education課程架構。香港：教育局。

教育署（1981）。學校德育指引。香港：教育署。

課程發展委員會（1985）。學校公民教育指引。香港：課程發展委員會。

課程發展議會（1996）。學校公民教育指引。香港：課程發展議會。

課程發展議會（2001）。學會學習－課程發展路向。香港：課程發展議會。

課程發展議會（2002）。基礎教育課程指引－各盡所能．發揮所長(小一至中三）。香港：課程發展議會。

課程發展議會（2009）。高中課程指引－立足現在．創建未來(中四至中六)。香港：課程發展議會。

劉國強、謝均才主編（2004）。變革中的兩岸德育與公民教育。香港：中文大學出版社；香港教育研究所。

霍瑞次、陳城禮主編（2005）。中國傳統文化與道德教育。香港：香港教育學院。

羅耀珍（2008）。促進學習的評估。香港：香港大學出版社。

Arthur, J.(Eds.). (2010). Citizens of Character: New Directions in Character and Values Education. Exeter: Imprint Academic.

Black, H., & Broadfoot, P. (1982). Keeping Track of Teaching: Assessment in the Modern Classroom. London: Routledge & Kegan Paul.

Brown, K. & Fairbrass S. (2009). The Citizenship Teacher’s Handbook. London: Continuum.

Cheng, R.H.M., Lee J.C.K. & Lo. L. N.K.(Eds.). (2006). Values Education for Citizens in the New Century. Hong Kong: Chinese University Press.

Demers, J. (2008). Character-building Activities: Teaching Responsibility, Interaction, and Group Dynamics. Champaign, IL: Human Kinetics.

DeVitis, J. L. & Yu, T. (Eds.). (2011). Character and Moral Education: A Reader. New York: Peter Lang.

Kennedy, K.J., Lee, W. O., & Grossman, D. L.(Eds.). (2010). Citizenship Pedagogies in Asia and the Pacific. Hong Kong: Comparative Education Research Centre, University of Hong Kong.

Kohlberg, L. (1981). Essays on Moral Development. Volume 1: The Philosophy of Moral Development. San Francisco: Harper & Row.

Ku, A. S. & Pun, N.(Eds.). (2004). Remaking Citizenship in Hong Kong: Community, Nation, and the Global City. London: Routledge.

Leicester, M. (2003). Stories for Classroom and Assembly: Active Learning in Values Education at Key Stages One and Two. London: Routledge Falmer.

Lo, L. N. K. & Man, S. W.(Eds.). (1996). Research and Endeavours in Moral and Civic Education. Hong Kong: Hong Kong Institute of Educational Research.

McCowan, T. (2009). Rethinking Citizenship Education: A Curriculum for Participatory Democracy. London: Continuum.

Nucci, L.P. & Narvaez, D.(Eds.). (2008). Handbook of Moral and Character Education. New York: Routledge.

Oosterhof, A. (2009). Developing and Using Classroom Assessment.(4th ed.). Upper Saddle River, NJ: Merrill/Pearson.

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

Schylz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). ICCS 2009 International Report: Civic Knowledge, Attitudes and Engagement among Lower Secondary School Students in Thirty-eight Countries. Amsterdam: IEA.

Scott, D. & Lawson, H.(Eds.). (2002). Citizenship Education and the Curriculum. Westport, CT: Ablex Publishers.

Shek, D.T.L., Ma, H.K. & Merrick, J. (2007). Positive Youth Development: Development of a Pioneering Program in a Chinese Context. London: Freund Publishing House Ltd.

Tomlinson, P. & Quinton, M.(Eds.). (1986). Values Across the Curriculum. London: Falmer Press.

Wilson, J. (1990). A New Introduction to Moral Education. London: Cassell.

Wilson, J.Q. (1993). The Moral Sense. New York: Free Press.

Websites

International Civic and Citizenship Education Study, ICCS 2009: Hong Kong Report

http://www.edb.gov.hk/attachment/tc/curriculum-development/kla/pshe/iccs_report_20110119.pdf

EDB: Moral, Civic and National Education
http://www.edb.gov.hk/cd/mcne

EDB: Training calendar
http://tcs.edb.gov.hk/tcs/publicCalendar/start.htm