1.簡介:essential element of whole-person education which aims at fostering students' positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences.
2. 目標之一:nurturing in their students the seven priority values and attitudes: “Perseverance”, “Respect for Others”, “Responsibility”, “National Identity”, “Commitment”, “Integrity” and “Care for Others”.
3. 目標之二:students may encounter various life events and issues in which various and even conflicting values are embedded. We encourage schools to analyse them in a rational and objective manner, and adopt positive values and attitudes as one of the guiding principles to make judgements and decisions.
4. 內容1: Schools are encouraged to continue nurturing students’ positive values through incorporating related elements into various KLAs/subjects, cross-curricular domains in values education (e.g. moral and ethical education, sex education, Basic Law education and life education), and other relevant learning experiences.
5. 內容2: Schools are encouraged to choose appropriate life events and issues from the five domains, i.e. (i) personal development and healthy living; (ii) family; (iii) school; (iv) social life; and (v) community and national domains, as the learning content along the key stages of learning.
6. 策略 1: Schools are encouraged to provide holistic learning experiences to students through integrating the elements of cognition, affection and action for MCE promotion.
7. 策略 2:The implementation of MCE should provide students with holistic and balanced learning experiences through integrating classroom learning, practical experience and the learning environment.
8. 策略3:Schools should strengthen the coordination among the learning activities of various cross-curricular domains in values education, including moral and ethical education, Basic Law education, sex education, education for sustainable development, so that students are provided with holistic learning experiences for their whole-person development.
9. 策略4: All along, schools in Hong Kong have developed MCE curriculum and implementation strategies based on the consideration of the school’s strengths and directions (school-based), the students’ performance and needs in development (student-centred) and the expectations from the stakeholders.
10. 策略5:At primary level (Key Stages 1 and 2), young children enter their childhood/adolescence. Schools should develop students’ understanding and recognition of positive values and attitudes, as well as healthy living habits.
At secondary level (Key Stages 3 and 4), sophistication in students’ cognition provides a solid foundation for schools to develop students’ rational thinking and moral judgement skills through teaching them to analyse some complicated or controversial life events and social issues.
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