Understanding the Law, Access to Justice. Basic Law Learning Package (Junior Secondary) Introductory Booklet. Basic Law

Transcription

1 Understanding the Law, Access to Justice Basic Law Learning Package (Junior Secondary) Introductory Booklet Basic Law Personal, Social and Humanities Education Section The Education Bureau HKSARG First published in 2012 Reprinted with minor amendments in 2015

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3 Table of Contents p.2 p.4 p.6 p.7 p.9 p.12 p.14 p.16 p.22 p.24 p.26 Foreword Editor s Note Special Acknowledgements Overview of the Units and Resources Design Principles Design and the Use of PowerPoint Design of Question Database (Junior Secondary) on the Basic Law How to Practise the Basic Law Education at School? The Benefits of the Basic Law Education for Junior Secondary Students in their Learning of Senior Secondary Curriculum Resources on the Basic Law from Government Websites Acknowledgements

4 Foreword The Basic Law is a constitutional document of the HKSAR. It codifies important concepts such as one country, two systems, a high degree of autonomy and Hong Kong people governing Hong Kong. It also sets out in macro terms the principles relating to the various systems practised in the Hong Kong Special Administrative Region (HKSAR). Hong Kong is a Special Administrative Region directly under the Central People s Government. Except for defence and foreign affairs, Hong Kong enjoys a high degree of autonomy in the exercise of its executive, legislative and judicial powers, including that of an independent judiciary with the power of final adjudication, all of which are derived from authorisation by the Central People s Government. Given that Hong Kong practises common law (which differs from continental law or the legal system of the statutory law on the mainland), the Basic Law is clearly an unprecedented innovation in history. It embodies the principle of one country, two systems, and serves as the nexus between the two systems. The successful implementation of the Basic Law for over 10 years has contributed much to maintaining the stability and prosperity of Hong Kong. Under the principle of one country, two systems guaranteed by the Basic Law, our social, economic and legal systems shall remain unchanged for 50 years. There is a need for every Hong Kong citizen to understand the Basic Law as its provisions are relevant to our everyday life. Since China s resumption of the exercise of sovereignty over Hong Kong and with the support from many sectors and cross-bureau/department cooperation, the Education Bureau has been proactive in promoting the Basic Law through the school curriculum and organization of exhibitions, exchange visits and teacher training with a view to enhancing Hong Kong citizens understanding of the Basic Law. The Chief Executive proposed in his 2010 Policy Address that on the basis of the current school curriculum, the Education Bureau should further deepen students understanding of the principle of one country, two systems, enhance support for the teaching of the Basic Law and increase study hours in primary and secondary schools. To help achieve this, we have developed a series of learning and teaching packages for senior primary and junior secondary students and put in place a Basic Law assessment database. These resources will facilitate not only teachers teaching and assessment work but also students understanding of the background to the Basic Law and the related provisions and concepts. p.2

5 The publication of these Basic Law learning packages would not have been possible without the collaboration of scholars, law professionals, frontline teachers, designers, philologists and our colleagues in the Curriculum Development Institute. I would like to take this opportunity to express my special thanks to Miss Elsie LEUNG, Deputy Director of the HKSAR Basic Law Committee; The Hon Mr. Justice Patrick CHAN, Permanent Judge of the Court of Final Appeal and Professor Johannes CHAN, Dean of the Faculty of Law, The University of Hong Kong. As honorary advisers, they provided us with invaluable advice. I would also like to express my sincere gratitude to the many expert scholars and law professionals who assisted in the drafting and compilation of the packages. My deep appreciation also goes to those secondary and primary schools whose trial lessons provided useful insights. I earnestly hope that this Basic Law learning package will prove itself an effective tool for Basic Law education, supporting our senior primary and junior secondary students to become positive persons and responsible citizens contributing to the betterment of our society, our country and the world. Mrs TSE LING Kit-ching, Cherry Permanent Secretary for Education p.3

6 Editor s Note The Chief Executive announced in his Policy Address of October 2010 that the education of the Basic Law should be reinforced in primary and secondary schools. The Education Bureau started to compile - Basic Law Learning Package (Junior Secondary) and the question database on it in November Following this, trial lessons and assessments were carried out in more than 30 secondary schools between February and June After summing up the experience on the trial lessons with the trial edition of the Package at school, the contents were revised wherever necessary to adapt to the available in teacher and student versions to facilitate adaptation by teachers to better serve their students. Legal and political terms in Chinese and English differ in form. They also, in many intended to be simpler than that of the Chinese version. The language of the English version, wherever possible, will be made simpler and comprehensible to the majority of local junior secondary students using English as the learning medium. However, the basic concepts of the Basic Law will not be compromised. Teachers may apply this learning and teaching package or any revised self-edited, school-based teaching materials according to the capability and interest of individual classes. In order to save resources, we suggest schools store the package properly package, we have designed a separate set of answer sheets for class use. p.4 Basic Law Learning Package Introductor Booklet

7 Basic Law education in junior forms can be done as one of several different disciplines of learning, such as History, Chinese History, Geography, Life and Society. Teachers may also incorporate certain units of the Basic Law package into Moral, Civic and National Education and other integrated subjects or class teacher periods. In this way, the content of the Basic Law is understood in its multi-level relationships with politics, economy and the everyday life of Hong Kong people. Please refer to Part 5 How to Practise the Basic Law Education at School? on pages in the Introductory Booklet for details. In support of the package, an online question database is available with the title of Basic Law On-line Assessment (Junior Secondary) ( assessment). Students can answer the questions online to test their understanding of the provisions of the Basic Law. We have also designed examination papers for assessment and schools may download them for test at school. For details, please refer to Part 4 Design of Question Database (Junior Secondary) on the Basic Law on pages in the Introductory Booklet. The copyright of the entire learning and teaching package is reserved for the Education Bureau. Schools may reproduce or revise the contents for teaching purposes. No reproduction or reprint of the contents of the learning and teaching package is allowed for commercial applications. Opinions and suggestions concerning the package should be addressed to: Chief Curriculum Development Officer (Personal, Social and Humanities Education), Curriculum Development Institute, Education Bureau; or Fax: / ccdopshe@edb.gov.hk p.5

8 Special Acknowledgements The Education Bureau would like to express our heartfelt gratitude to the following honorary advisers to the Basic Law Learning Package (Junior Secondary). (In alphabetical order) Prof. CHAN Man-mun, Johannes The Hon Mr. Justice CHAN Siu-oi, Patrick The Hon Ms. LEUNG Oi-sie, Elsie Dean, Faculty of Law, The University of Hong Kong Permanent Judge of the Court of Final Appeal Deputy Director of the Hong Kong Special Administrative Region Basic Law Committee The first Secretary for Justice of Hong Kong Special Administrative Region Special Advisor Dr LEE Hoey, Simon Doctor of Laws, Tsinghua University Consultant to Program on International Financial System of the Harvard Law School English-language Advisor Mr. FUNG Wai-man, Raymond Published Author (Geneva, New York, Hong Kong) Simultaneous interpreter p.6

9 1 Overview of the Units and Resources Basic Law Learning Package (Junior Secondary) comprises ten units and three enrichment units. The ten units cover the Preamble, Articles and Annexes of the Basic Law. The content of the enrichment units is related to the Basic Law. They are designed to cater for the diverse interest of students. The title and number of lessons of each unit are summarised as follows (the duration of each lesson is 40 minutes). Level Unit Title No. of lessons required S1 Unit 1 The Historical Background of the Basic Law 4 Unit 2 Basic Ideas of the Basic Law 2 Unit 3 Relationship between the Central Authorities and the Hong Kong Special Administrative Region 3 Unit 4 The Fundamental Rights and Duties of Hong Kong Residents 4 S2 Unit 5 The Basic Law and Hong Kong s Economy (1) 6 Unit 6 The Basic Law and Hong Kong s Economy (2) 4 Unit 7 The Basic Law and Daily Life 3 Enrichment Travel and the Basic Law Unit 1 3 S3 Unit 8 The Governance and Political Development of Hong Kong 6 Unit 9 The Basic Law and External Affairs 3 Unit 10 Interpretation and Amendment of the Basic Law 2 Enrichment Freedom of Religion and the Basic Law Unit 2 4 Enrichment The Rule of Law and the Basic Law Unit 3 4 p.7

10 This package comprises the following items: 1 Printed version Learning units (Teacher and Student Versions) Introductory Booklet 2 DVD Learning units (Teacher and Student Versions) (pdf and MS Word version) Introductory Booklet (pdf and MS PowerPoint version) Student answer sheets (pdf and MS Word version) PowerPoint (Sound-auto-play version) PowerPoint (Sound-manual-play version) 3 Web version Basic Law Learning Package (Junior Secondary) (All files included in the DVDs, Basic Law On-line Assessment (Junior Secondary) ( Question database (For teachers use only) p.8

11 2 Design Principles Besides helping students to grasp the knowledge of the Basic Law, the learning and teaching package also fosters their generic skills of thinking and problem solving. The design principles of teaching materials on the Basic Law are similar to those of other humanities disciplines, which are also based on the following principles: adapting to curriculum reform making full use of assessment in pace with student development 1 modelling on daily living In pace with student learning and development flexible design for application adjusting to the humanities subjects Most students have learned about the basic knowledge of the Basic Law in primary schools. Therefore, the Basic Law education for junior secondary schools should be developed and designed according to their capability and learning skills. Units of the learning and teaching package are designed within the scope of the designated chapters or sections of the Basic Law. The emphasis is on helping the students to understand the ideas behind different articles, for example, the ideas of one country, two systems, a high degree of autonomy and the maintenance of previous capitalist system and way of life, among others, in Hong Kong, rather than rigidly demanding them to memorise the exact articles. On the other hand, students in the junior forms will also come across different social topics. They have to think about different questions that come up in everyday life. Different units of the learning and teaching package will also introduce corresponding social characteristics and core values of Hong Kong and let the students think about questions like how the Basic Law protects human rights, rule of law and a diversified society. The package is designed to help the students to understand more deeply the Basic Law and to develop their ability to apply the Basic Law in their daily living. p.9

12 2 Flexible design that facilitates application The schools of Hong Kong are different in their curriculum organization, student capabilities and teaching manpower. Therefore, the learning and teaching package is basically designed on units. This allows the schools to adapt to different modes of teaching in their existing curriculum. The schools may allocate certain amount of teaching hours to teach the Basic Law in the order of the units. They may also integrate different units into the teaching of other subjects. Please refer to pages for details on the introduction of how to use the learning and teaching package. 3 Adjusting to the knowledge and concepts of different humanities subjects The Basic Law involves the history of the establishment of the HKSAR and the city s political, economic and social systems. If the knowledge and concepts of the humanities subjects at junior forms are introduced at appropriate parts of the units, students will be able to understand the Basic Law more deeply and effectively. Examples include methods for history study, the importance of human rights and rule of law, the capitalist system, private property rights, free markets, legislation and the implementation of government policies, citizen participation, the judicial system and the spirit of rule of law. This way, when students are learning the Basic Law, they may also learn and consolidate the knowledge, concepts and skills they acquire in other humanities subjects. 4 Modelling on our daily living In order to arouse students interest towards learning the Basic Law, themes in the nature of our daily life have been selected to serve as their learning environment. For instance, when it comes to teach about the fact that Hong Kong people still enjoy freedoms like the freedom of speech and assembly after Hong Kong was returned to China, one of the class activities lets students consider whether they will join the protests and demonstrations. When it comes to teach about the freedom of movement that the residents of the HKSAR enjoys, and the power of the HKSAR Government to arrange for external affairs, students will be provided with different scenarios of travelling abroad to inspire further thinking. p.10

13 5 Adapting to curriculum reform This learning and teaching package has embodied the spirit of curriculum reform. Some parts of the package may be used for direct teaching but quite a number of the units will require students to learn through exploration in class which fosters their learning skills. For example, one of the learning activities of Unit 1 requires students to explore whether Hong Kong was part of China since the old days. The activity pays equal regard for knowledge and learning skills. On the other hand, many of the learning activities of the package can also train students on the skills of critical thinking, problem-solving, multiple perspectives and data processing. It aims to develop students ability of lifelong learning. The package also has focus on the diversity of students learning. Various extended learning activities are given so that teachers may broaden students horizon in learning. 6 Making full use of assessment to promote learning Each unit of the learning and teaching package has incorporated a number of learning activities like Think! and Check it out. Teachers may assess the outcomes of students learning and the effectiveness of the teaching from student responses. This will serve as reference for the next stage of teaching strategy and teaching progress in order to promote students learning. Question database (for teachers) are attached to the package to provide teachers with questions of different levels of difficulty for each unit. It will help assess and promote students' understanding and knowledge of the Basic Law. Other design features The learning and teaching package is available not only in printed format, but also provided in PowerPoint to help teachers to design their own teaching strategy. Video clips are attached to some units for use by teachers whenever necessary. Moreover, the Personal, Social and Humanities Education Section of the Education Bureau has also set up the website Basic Law On-line Assessment (Junior Secondary) ( for students and the general public to test their knowledge of the Basic Law. Further introduction of PowerPoint and the assessment website will be given on the next page. p.11

14 3 Design and the Use of PowerPoint All the units of the learning and teaching package are provided with PowerPoint to facilitate the teaching of the Basic Law in class. The PowerPoint not only makes teaching more flexible, but also arouses students interest, thus helping them to follow the flow of learning in class and fulfilling the following aims: 1 Helping teachers adjust contents of lessons for teaching needs The PowerPoint covers the main points of the units. It helps teachers to select these main points for detailed explanation. In order to adjust to the schedule of the lessons and students abilities, teachers may need to adjust the contents by adding or omitting some of the slides to design the flow of learning that is suitable to the class. For example, if the class is unfamiliar with people s living and the social condition of the mainland in the early 1980s, and so find it harder to feel the concern of the Hong Kong people at that time about Hong Kong's returning to China and the importance of one country, two systems, then the teachers may include relevant pictures or videos to the PowerPoint for display in class. On the other hand, the design of the package also helps the teachers to integrate teaching of the Basic Law into the learning of other humanities subjects for the junior secondary students. Teachers may use the relevant slides in joint application with the other teaching materials in class. p.12

15 2 Adapting to students' learning style to enhance the learning effectiveness Students learning is diverse. They tend to be more interested in some of the media like graphics, texts and sounds and they are more ready to understand the messages with these media. Animation clips and voices are added to the PowerPoint to help teachers explanation and cater for different students learning interests and styles. The PowerPoint not only displays texts and symbolic graphics, but also includes sound clips to read out important questions for thinking, the viewpoints of different stakeholders, and some concluding key points to enhance the learning effectiveness. 3 Helping students understand teachers' instructions Learning activities like Think! and Check it out of the units are added into the PowerPoint to help teachers and students carry out these activities in class. With the help of the PowerPoint, students will find it easier to understand the questions and main points for discussion. Teachers may also provide some reference materials for discussion to encourage student participation in various class activities and in-depth discussion. Moreover, the PowerPoint also displays suggested answers to the activities or questions. This helps teachers provide feedback in class in order to enhance interaction between students and teachers. version 1 version 2 Two versions of the PowerPoint Two different versions of the PowerPoint are provided for each unit to match with teachers teaching strategies. One of the versions includes the animation, voice effect and other functions mentioned above. Teachers have to click the mouse to display the effects. Another version lets these special effects to be played automatically. Teachers may choose between both versions according to students interest and abilities and in pace with their teaching progress. The digital versatile disc (DVD) provided with the package contains these PowerPoint files. Teachers are welcome to refer, revise or select them for use. Teachers will also find the DVD handy for teaching in class. p.13

16 4 Design of Question Database (Junior Secondary) on the Basic Law Question Database on the Basic Law (Junior Secondary) consists of two parts. One is the Basic Law On-line Assessment (Junior Secondary) website ( hkedcity.net/js/assessment). Teachers, students and the general public may log in to this website to assess their knowledge of the Basic Law. The other part, which is accessible only to teachers, provides different types of questions that help teachers set the test and examination papers at school and assess students learning outcomes in the units. 1 The website of Basic Law On-line Assessment (Junior Secondary) The website of Basic Law On-line Assessment (Junior Secondary) carries ten topics with almost 300 multiple choice questions to cover the Preamble, the Articles, and Annexes of the Basic Law in its entirety. The website provides two types of questions: basic questions and challenging questions. Students may select questions to answer according to the levels of difficulty they prefer. The website also provides two modes of assessment: selected topics and time-limited test. For selected topics, the database generates the questions at random for students to answer according to the topics and levels of difficulty that students choose. The answering time is unlimited. When students have answered all the questions of that type, they may attempt the questions on other topics and levels of difficulty. For time-limited test, the website selects the questions at random for students to answer on any topic according to the levels of difficulty and answering time (15 or 30 minutes) that students choose. No matter which modes of assessment they select, students will immediately know the results of their performance, which will be printed out once they leave the website. Teachers may instruct students to answer the questions on the website on their own after class or arrange them to answer the questions all at the same time during class in the computer room. Students may choose the questions to answer from different chapters and sections of the Basic Law. Teachers may also let them take the challenge of answering the largest number of questions in specified time to arouse their interest in learning. p.14

17 2 Question database (for teachers only) The question database provides teachers with questions at different levels of difficulty for every unit in the learning and teaching package. The questions assess students understanding and knowledge of the Basic Law. The questions are divided into two levels of difficulty: elementary and advanced. Each question will be indicated with the unit it belongs to and attached with suggested answers. The question database is divided into three respective files for levels of Form 1, Form 2 and Form 3. Each file is subdivided into three sections: Section One All the questions are listed. Each question will be indicated with the unit and level of difficulty it belongs to and attached with suggested answers. Section Two Questions in Section One will be complied into a sample test paper (student version) to be answered in 30 minutes. Answer sheets are attached. Section Three Answer sheets for the sample test papers will be attached with suggested answers. Teachers may select these questions with flexibility as necessary. They may also select questions from different levels of difficulty according to students' ability. The questions can be incorporated into tests and examination papers of relevant subjects at school. The questions may also be used to compose a test or examination paper specifically to assess students' level of knowledge of the Basic Law. On the whole, besides using the questions in the database to test students knowledge of the Basic Law, schools may also introduce questions on different chapters and sections of the Basic Law based on the curriculum organization of individual schools to test students understanding and knowledge on the Basic Law. p.15

18 5 How to Practise the Basic Law Education at School? Schools need to consider many factors in planning how to conduct the Basic Law education, for example, questions like how to allocate the lessons from the existing school timetable to We will introduce two modes of implementation, namely the modes of breaking the package into parts and designating lessons for the package below. The mode of breaking the package into parts will be explained in greater details on pages A. Teaching in the mode of breaking the package into parts in lessons for the humanities subjects and other lessons at junior secondary level The mode of breaking the package into parts means to incorporate the teaching of the units of the package in lessons of different subjects, such as the humanities subjects, National, Civic and Moral Education, Life Education or class teacher periods at junior secondary level. Since this learning and teaching package covers a good deal of topics like the occupation of Hong Kong under the unequal treaties, the basic policy adopted by the Central People s Government towards the HKSAR, the relationship between the Central Authorities and the HKSAR, the rights and duties of Hong Kong residents, the political and economic systems of Hong Kong, and so on. These contents are closely related to different subjects in the Personal, Social and Humanities Education Key Learning Area. On the other hand, the package is also closely related to the contents of National, Civic and taught at school in coordination with related topics of the humanities subjects and National, Civic and Moral Education at junior secondary level in the mode of breaking the package into parts. This way, students may understand the connection between the Basic Law and the curriculum time at school. p.16 Basic Law Learning Package Introductor Booklet

19 B. Teaching in the mode of designating lessons for the package by allocating specific curriculum time to teach the entire package unit by unit The mode of designating lessons for the package : allocate specific lessons in the National, Civic and Moral Education 1 for the implementation of Basic Law Education Curriculum time of subjects share 92% of the total curriculum time Method Two 8% of the total curriculum time may be set aside for flexible teaching arrangement. A portion of the total may be used to implement National, Civic and Moral Education. Method One Allocate specific lessons in the National, Civic and Moral Education to teach the units of the package. The education of the Basic Law is an essential element of the National, Civic and Moral Education. According to the Basic Education Curriculum Guide (2002), 8% of the total curriculum time at junior secondary level may be set aside for flexible teaching arrangement. This curriculum time includes the implementation of National, Civic and Moral Education. After deducting the time for examination, 8% of the curriculum time is equivalent to 80 to 110 lessons of each academic year with 40 minutes for each lesson. Schools only have to allocate some of these lessons to teach all the units (including the enrichment units) of the package. Designate a few school days to teach the units of the package The school will arrange uniform tests, mid-term and final examinations for the junior secondary students every year. The school may teach different units of the package in stages after the tests and examinations. It may also set aside a Basic Law Day or Basic Law Week before or after long holidays and organise activities like seminars, singing contests, dramas, stall games, quiz competitions in coordination with the teaching of different units to enrich the elements of learning the Basic Law. Basic Law Week with programmes like seminars, singing contests, dramas, stall games and quiz competitions 1 Civic and Moral Education is one of the five essential learning experiences emphasised in the curriculum reform p.17

20 Implementing Basic Law education through the mode of breaking the package into parts Religious Ed. Geography History Chinese History Life and Society National, Civic and Moral Ed. 2 Units 9 & 10 S3 Enrich. Unit 2 Unit 8 Enrich. Unit 3 Enrich. Unit 1 S2 Unit 6 Unit Unit 7 Unit S1 Unit 4 Units 2 & 3 Unit 1(b) Unit 1(a) Fig. 1 Implementing Basic Law education through the mode of breaking the package into parts p.18 2 National, Civic and Moral Education includes Life Education and class teacher periods.

21 When the Basic Law education is implemented in the mode of breaking up the package into parts, schools have to examine different topics of the humanities subjects of different forms to see which of the topics best connected with the units of the package. For example, the main points of teaching Introduction to history study in History for Secondary One that cover Why do we study history? and How do we study history? may be taught in coordination with Unit 1(a) on The Historical Background of the Basic Law. This way, schools may adjust the lessons on that topic in History for Secondary One and allocate some of the lessons for students to apply their knowledge when discussing the question on which country Hong Kong belongs to. Apart from that, when teachers come to teach the module on Rights and responsibilities of citizens in Life and Society, they may also teach Unit 4 on The Fundamental Rights and Duties of Hong Kong Residents so that students may further understand that the rights and duties that residents enjoy are protected by the Basic Law. Thus, schools may give students the opportunity to relate their knowledge across different subjects when teaching the Basic Law to deepen their learning and arouse their interest in learning. Coordination among the contents of each unit of the package and the topics of the junior secondary humanities subjects is shown in Fig. 2. As for the schools that adopt school-based Integrated Humanities in the junior forms, they may also apply the above principles to examine which of its topics may be used in coordination with different units of this package, so as to make any necessary adjustment and integration. For example, a school has set a teaching topic on one country, two systems and its learning objectives are to let students understand the concepts of sovereignty, one country, two systems, rule of law, accountability, justice, equality and division of powers. The school may make appropriate adjustment to integrate related units of this package with the above topics. For example: Sovereignty, one country, two systems Units 1 and 2 Rule of law Enrichment Unit 3 Accountability, division of powers Unit 8 Equality, human rights Unit 4 p.19

22 Secondary 1 1(a) 2 1(b) 2 lessons lessons 2 lessons 3 lessons 4 lessons History Why do we study History? Integrate the learning content of Topic 1 of S1 History Introduction to history study with that of Unit 1(a) The Historical Background of the Basic Law. History Adjust topic 1 (Introduction to history study) Unit 1(a) p.20 National, Civic and Moral Education Social and National Domains Unit 1(b) Basic Law Learning Package ( Junior Secondary) Introductory Booklet Unit 2 Unit 3 Life and Society Integrate with core module 21 and use the curriculum time for the extended part Unit 4

23 Secondary 2 6 lessons 4 lessons Integrate with core module 12 (2 lessons) 3 lessons Life and Society 3 lessons Use the curriculum time for the extended part of core module 16 (2 lessons) National, Civic and Moral Education Social and National Domains Unit 7 Unit 5 ( ) Unit 6 (6.1) Integrate with core module 18 (1 lesson) Unit 5 (5.6) Unit 5 ( ) Use the curriculum time for the extended part of core module 18 (2 lessons) Unit 6 (6.2) Geography Adjust Elective Module (Tourists Friends or Foes?) Enrichment Unit 1 Secondary 3 6 lessons Unit 10 Unit 9 3 lessons Chinese History 2 lessons Adjust topic 2 Introduction to Religion of Part B (2 lessons) & topic 9 Internal affairs and external relations of People s Republic of China of Part A (2 lessons) 4 lessons Life and Society Arrange core module 22 to be taught in S3; integrate with core module 22 and use the curriculum time for the extended part of this module 4 lessons Religious Education Integrate with the area of Social Action and Moral Responsibilities Unit 8 Enrichment Unit 2 National, Civic and Moral Education Social and National Domains Enrichment Unit 3 Fig. 2 Coordination among contents of each unit of the package and the topics of the junior secondary humanities subjects. p.21

24 6 The Benefits of the Basic Law Education for Junior Secondary Students in Their Learning of Senior Secondary Curriculum Besides helping students to grasp the knowledge of the Basic Law and develop generic skills, the Basic Law Education for junior secondary students also fosters their local and national identities. Furthermore, the Basic Law Education for the junior secondary students may provide them with important relevant knowledge that would better prepare them for the learning of the humanities subjects and Liberal Studies at senior forms. The following table shows the relevant knowledge that different units of this package provide in relation to the topics in the curriculum of the senior forms. This serves as a reference for school curriculum planning. Unit Title Providing basic knowledge for the following topics / themes of the senior secondary curricula Liberal Studies PSHE Subjects (S4-6) Unit 1 The Historical Background of the Basic Law Identity Rule of law and socio-political participation Chinese History: method of history study; (Part B) Invasion of strong powers, Reform and opening-up (relationship between the mainland and Hong Kong, Macao and Taiwan) History: method of history study Unit 2 Basic Ideas of the Basic Law Identity Rule of law and socio-political participation Chinese History: (Part B) Reform and opening-up (relationship between the mainland and Hong Kong, Macao and Taiwan) Unit 3 Relationship between the Central Authorities and the Hong Kong Special Administrative Region Identity Rule of law and socio-political participation Unit 4 The Fundamental Rights and Duties of Hong Kong Residents Quality of life Rule of law and socio-political participation Identity History: (Theme A) Modernisation and transformation of Hong Kong Ethics and Religious Studies: Personal and social Issues (human rights) p.22

25 Unit 5 The Basic Law and Hong Kong s Economy (1) Quality of life Rule of law and socio-political participation History: (Theme A) Modernisation and transformation of Hong Kong Economics: Basic economic concepts (private property rights, market economy), importance of trade to the Hong Kong s economy, Hong Kong as an international financial centre Unit 6 The Basic Law and Hong Kong s Economy (2) Quality of life Rule of law and socio-political participation Economics: Hong Kong as an international financial centre, fiscal policy Unit 7 The Basic Law and Daily Life Quality of life Rule of law and socio-political participation Ethics and Religious Studies: Personal and social Issues (human rights) Enrich Unit 1 Travel and the Basic Law Rule of law and socio-political participation Tourism and Hospitality: (Part III) Destination Geography Unit 8 The Governance and Political Development of Hong Kong Quality of life Rule of law and socio-political participation History: (Theme A) Modernisation and transformation of Hong Kong Unit 9 The Basic Law and External Affairs Identity Rule of law and socio-political participation Chinese History: (Part B) Reform and opening-up (relation between the mainland and Hong Kong, Macao and Taiwan) Unit 10 Interpretation and Amendment of the Basic Law Rule of law and socio-political participation Enrich. Unit 2 Freedom of Religion and the Basic Law Quality of life Rule of law and socio-political participation Ethics and Religious Studies: Personal and social Issues (human rights) Enrich. Unit 3 The Rule of Law and the Basic Law Quality of life Rule of law and socio-political participation Ethics and Religious Studies: Personal and social Issues (human rights) p.23

26 7 Resources on the Basic Law from Government Websites The Government of the HKSAR has been promoting the Basic Law among Hong Kong residents and has developed over the years resources and websites for this purpose. The following is a list of the websites and other related resources. Teachers may use them in coordination with their teaching in class: Websites for Basic Law education Basic Law Learning Package (Junior Secondary) All materials of this Learning Package including learning units, PowerPoints, students answer sheets and Seminar Series on Basic Law Education 2010 (Chinese version only) Basic Law On-line Assessment (Junior Secondary) Assessment tasks supplementary to this Learning Package The Basic Law Homepage Full text of the Basic Law, information on the process of promulgation and implementation of the Basic Law and promotional videos for the understanding of the Basic Law Constitutional and Mainland Affairs Bureau Information on the Sino-British Joint Liaison Group and HKSAR s participation in international organizations Department of Justice The Laws of HKSAR and the international agreement applicable in HKSAR p.24

27 Judiciary Judgments of the Court of Final Appeal Education Bureau Learning and Teaching Resources on Moral, Civic and National Education Multi-media software, learning and teaching resources and references used for implementing Civic Education in schools moral-civic/resources-and-supports.html HKEdCity ETV programmes on Understanding the Basic Law Series Committee on the Promotion of Civic Education The Basic Law Section has information on contests related to the Basic Law Flags and Emblems Brief introduction to the national flag and national emblem, the regional flag and regional emblem, and their usage Registration and Electoral Office Information on Chief Executive election, Legislative Council elections and District Council elections Civil Service Bureau Information on assessment of Basic Law knowledge in civil service recruitment p.25

28 Acknowledgements The publication of this learning and teaching package is attributed to the help of the following schools, educational professionals and related organizations. We would like to extend our sincere gratitude to them for their efforts in the trial teaching, their valuable comments raised in the focus group and the pictures they provided. The Education Bureau would like to express sincere thanks to: (In alphabetical order) Tryout Schools: Assembly of God Hebron Secondary School Buddhist Hung Sean Chau Memorial College Caritas Ma On Shan Secondary School Caritas Tuen Mun Marden Foundation Secondary School C.C.C. Chuen Yuen College C.C.C. Hoh Fuk Tong College Cheung Sha Wan Catholic Secondary School Chiu Lut Sau Memorial Secondary School Christian Alliance S C Chan Memorial College Diocesan Boys School ECF Saint Too Canann College Fukien Secondary School Fung Kai No.1 Secondary School Ho Yu College and Primary School (Sponsored by Sik Sik Yuen) Hon Wah College Hong Kong Taoist Association The Yuen Yuen Institute No.2 Secondary School Kowloon Technical School Kowloon True Light Middle School Leung Shek Chee College Liu Po Shan Memorial College Lok Sin Tong Ku Chiu Man Secondary School Lok Sin Tong Yu Kan Hing Secondary School Newman Catholic College Po Leung Kuk Lee Shing Pik College Pui Kiu Middle School Queen Elizabeth School Old Students Association Tong Kwok Wah Secondary School S.K.H. Chan Young Secondary School p.26

29 S.K.H. Lui Ming Choi Secondary School S.K.H. St. Mary s Church Mok Hing Yiu College St. Paul s Secondary School Stewards MKMCF Ma Ko Pan Memorial College Tang King Po School Tuen Mun Catholic Secondary School United Christian College (Kowloon East) WEO Chang Pui Chung Memorial School Yan Chai Hospital Lim Por Yen Secondary School Yan Chai Hospital Wong Wha San Secondary School Focus Group Interviewees: Mr. CHAN Ka-ki (Shun Lee Catholic Secondary School) Mr. CHAN Yu-kai, Christopher (Carmel Divine Grace Foundation Secondary School) Mr. CHOW Chi-leong (St. Stephen s Girls College) Mr. FOO Yun-wai (Yan Chai Hospital Wong Wha San Secondary School) Mrs. LAU LEUNG Yvetta Ruth (Belilios Public School) Ms. LEONG Yuk-ping (Hoi Ping Chamber of Commerce Secondary School) Mr. LEUNG Gui-sin, Jerry (Caritas Tuen Mun Marden Foundation Secondary School) Ms. LI Che-ping (Shun Lee Catholic Secondary School) Mr. LOUIE Tsz-yan (HKUGA College) Ms. MA Wing-yee (C.C.C. Ming Yin College) Ms. SIN Sze-man (St. Paul s School (Lam Tin)) Mr. TAI Kin-fai (Cheung Sha Wan Catholic Secondary School) Ms. TO Tsz-yan (Christian Alliance S C Chan Memorial College) Mr. TSOI Wing-keung (Chiu Lut Sau Memorial Secondary School) Ms. WONG Wai-lan (Our Lady of the Rosary College) Mr. WONG Wai-kit (Carmel Divine Grace Foundation Secondary School) Mr. WONG Yuen-chi (Wa Ying College) Ms. YEUNG Sau-fung (Wa Ying College) Organizations Providing Pictures Hong Kong Sheng Kung Hui Tung Lin Kok Yuen Xinhua News Agency p.27

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