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Learning and Teaching Resources on Life and Society (S1-3) and Life-wide Learning (LWL)

 

In the 2018 Policy Address, the Chief Executive has indicated that “(t)he EDB has all along been advocating the adoption of diversified pedagogies to enhance students’ motivation in learning and to promote self-directed learning”.  It has been suggested that “a new recurrent Life-wide Learning Grant” will be provided to public sector schools and schools under the Direct Subsidy Scheme so that they can organise “more out-of-classroom experiential learning activities in various curriculum areas such as the humanities…” in order to help students “develop positive values and attitudes, enhance their spirit to serve and sense of responsibility, and foster positive thinking and good character”.

 

LWL can enable students’ learning in real contexts and authentic settings to achieve learning targets that are more difficult to attain through classroom learning. Teachers can enrich students’ learning experiences by integrating learning content of subjects and LWL activities organically.

 

Before designing LWL activities, teachers should consult relevant school activities guidelines (https://www.edb.gov.hk/en/sch-admin/admin/about-activities/sch-activities-guidelines/index.html), including Guidelines on Extra-curricular Activities in Schools and Guidelines on Outdoor Activities.

 

Personal, Social and Humanities Education (PSHE) Key Learning Area (KLA) curriculum at junior secondary level

 

Schools could make reference to the following two broad categories of modes of curriculum organisation for organising core elements/essential content for learning of the PSHE KLA curriculum at junior secondary level:

 

  1. (1)Independent subject mode
    This mode refers to the arrangement that schools separately offer PSHE subjects such as Chinese History (an independent compulsory subject at junior secondary level), History, Geography, Life and Society, as  well as Religious Education in some faith schools, to cover the core elements/essential content for learning and develop subject-specific and generic skills and relevant values and attitudes for achieving the learning objectives of the PSHE KLA curriculum.
  2. (2)Mixed curriculum organisation mode
    This mode broadly refers to the arrangement of combining an independent subject(s) and an integrated curriculum. Chinese History is to be offered as an independent compulsory subject. Schools may develop an integrated curriculum to cover and connect remaining core elements/essential content for learning which have not been covered in Chinese History and/or other independent subject(s) that are offered by the schools.

 

In addition, seven key focuses have been identified in the Personal, Social and Humanities Education Key Learning Area Curriculum Guide (P1-S6) (2017), namely humanistic qualities, entrepreneurial spirit, values education (including Basic Law education), e-learning, generic skills and their integrative use, promotion of national and global understanding, and language across the curriculum. These key focuses can be coherently combined to guide and enhance curriculum development in the PSHE KLA in schools.

 

Irrespective of the curriculum organisation mode adopted by a school, the seven key focuses for curriculum development in the PSHE KLA and LWL can also be promoted and adopted to enrich students’ knowledge base and foster their active involvement in the learning process.

 

Life and Society curriculum-based / Integrated Humanities-based LWL

 

In designing Life and Society curriculum-based / Integrated Humanities-based LWL, efforts could be made to align LWL programmes or activities with the learning elements of the curriculum, with pre-visit preparation work and follow-up tasks for consolidation and extended learning. In recent years, Personal, Social and Humanities Education Section, Curriculum Development Institute, Education Bureau has organised different teacher professional development programmes (PDPs) to facilitate teachers’ understanding on how to link up the learning objectives of the PSHE KLA and students’ learning experiences through LWL activities. The following are relevant learning and teaching resources used in the PDPs. Participants’ opinions have been incorporated to refine the original designs. Teachers may adopt and adapt different parts of the resources according to the lesson focuses of different curricula.

 

In addition, relevant Basic Law articles have been introduced in the last part of the learning resources for each theme. Based on interesting and meaningful LWL activities that link up with the PSHE KLA curriculum organically as well as exposition and summarisation in classrooms, teachers can facilitate students’ deeper understanding of the Basic Law as the constitutional document of the HKSAR and how it is related closely to our daily lives. As a result, students can understand the origin and implementation of the Basic Law through economic, historical, political and legal perspectives.

 

Community Study Series Leaning Resources

Description

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Theme (1): Looking at the Rights of the Child and Diversity and Inclusiveness from Children’s Playgrounds

DOC PDF

Theme (2): Barrier-free Community

DOC PDF

Theme (3): Freedom of Religious Belief

DOC PDF

Theme (4): Bicycle-friendliness

DOC PDF