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THE UNIVERSITY OF HONG KONGLIBRARIES

This book was a giftfrom

Hong Kong (China). Education Dept.The Curriculum Development Council

SYLLABUSES

FOR

SECONDARY SCHOOLS

RELIGIOUS EDUCATION(SECONDARY 1-3)

PREPARED BY

THE CURRICULUM DEVELOPMENT COUNCIL

RECOMMENDED FOR USE IN SCHOOLS BY

THE EDUCATION DEPARTMENT

HONGKONG

1999

Content

Page

Membership List of the Religious / Ethical Education 4Subject Committee (Secondary)

Preamble 5

(I) Introduction 7

(II) Teaching Aims 9

(III) Syllabus Outline

(A) Buddhism 11(B) Christianity 13(C) Confucianism 14(D) Islamism 16(E) Taoism 17

(IV) Curriculum Guide

(A) Buddhism 19(B) Christianity 23(C) Confucianism 27(D) Islamism 33(E) Taoism 49

(V) Suggested Time Allocation 55

(VI) Guidelines on Teaching

(A) Teaching strategy 57(B) Exercises for pupils 62(C) Evaluation 63

Membership List of theReligious / Ethical Education Subject Committee (Secondary)

(From 1 September 1995 To 29 May 1999)

Chairman: Mr WOO Wai-ki

Ex-officio Member: Mr CHAN King-kongInspector, Advisory Inspectorate, Education Department

Mr WONG Ho-chiu (From 18 March 1996)Senior Curriculum Officer, Curriculum Development Institute,Education Department

Mr LEUNG Hing-lokCurriculum Officer, Curriculum Development Institute,Education Department

Teacher Member Mr AU Kam-chan

Mr IU Chi-shing

Mr LI Shu-wing

MrSIUWai-leung

Mr YU Chi-wan (Until 3 1 August 1 997)

Ms Tuet Foon-sang (From 1 September 1997)

Member from Hong Ms Betty Milton (Until 3 1 August 1 996)Kong ExaminationsAuthority Mr LEUNG Yat-sum (From 1 October 1996)

Member from Dr NG Tze-ming (Until 3 1 August 1 997)Tertiary Education

Institute Pan_chiu (prom j September 1 997)

Mr LEUNG Yan-wing

Preamble

This syllabus is one of a series prepared for use in secondaryschools by the Curriculum Development Council, Hong Kong. TheCurriculum Development Council, together with its co-ordinatingcommittees and subject committees, is widely representative of the localeducational community, membership including heads of schools andpractising teachers from government and non-government schools,lecturers from tertiary institutes, officers of the Hong Kong ExaminationsAuthority and those of the Curriculum Development Institute, the AdvisoryInspectorate and other divisions of the Education Department. Themembership of the Council also includes parents and employees.

The syllabus is recommended for use in Secondary 1 to 3 by theEducation Department. Once the syllabus has been implemented, progresswill be monitored by the Advisory Inspectorate and the CurriculumDevelopment Institute of the Education Department. This will enable theReligious / Ethical Education Subject Committee (Secondary) of theCurriculum Development Council to review the syllabus from time to timein the light of teaching and learning experiences.

All comments and suggestions on the syllabus may be sent to:

Principal Curriculum Planning Officer(Secondary and Prevocational),Curriculum Development Institute,Education Department,Wu Chung House, 13/F.,213 Queen's Road East,Wanchai,Hong Kong.

(I) Introduction

These are given below to explain the rationales underlying theguidelines.

Firstly, religion is a universal and supra-historical phenomenonessential in any whole-person education. It is therefore considered to be asubject which all students can profitably study. The subject committeehopes that the guidelines may provide a common basis for the formulationof syllabuses on all major religions.

Secondly, since the understanding of any religion does not comeonly through doctrinal studies, the dimensional approach has been adopted.Through this approach, students can understand the relationship betweenreligion life and society, and can further explore the meaning of life.

Thirdly, religious education develop students' respect for religions.Students can also learn to search for a way for the harmonious coexistenceof different religions in a diverse human society.

It should also be noted that teachers may arrange teaching pointsand apply teaching methodologies in a flexible way according to the needof individual schools.

(II) Teaching Aims

General aims:

1. To enable students to acquire an understanding of religion andreligious ways of living.

2. To enable students to reflect upon their own experience of life andupon mankind's quest to understand the place and significance ofreligions / belief systems.

3. To enable students to appreciate the contributions of religions / beliefsystems to human cultures and individuals in their search for themeaning of life.

4. To give assistance to students in their search for a faith / life stanceby which to live.

(Ill) Syllabus Outline

(A) Buddhism

Content area

What is this religion

The language ofreligion

The FounderThe Believers

Religious communities

Worship

Belief

Social action

Sample Contents

. Actual example of religious activities that arehappening in today's world: BuddhistMonasteries, Buddhist followers and otheractivities and establishments.

• Symbols:Sauvastika rB, dharma wheel, Lotus etc.

• Doctrines and canon:the essence, compilation, translation etc. of thethree Baskets/ Tripitakas: scripture, precepts,and Treatises

• Buddhas' name and incantation of GreatCompassion etc.

• Sakaymuni (life and teaching)• Four groups of followers (life and teaching):

— monks and nuns: Bhiksu and Bhiksuni- the Male and Female Laity

• Theravada Buddhism, Chinese Buddhism,Tibetan Buddhism and Buddhism in theWestern World.

. Characteristics of Buddhist communities inChina and Hong Kong: past and present

. Taking refuge, Receiving of precepts,Repentance, Chanting of Buddha's name,Rites of initiation, Incantation, Funeral etc.The Triple Gems: Buddha, Dharma andSangha

. Social service:education, medical service, social work (Carefor the aged, sick, disabled and orphans.)

11

Content area Sample Contents

Moral To follow the spirit of the five precepts as thefoundation of virtue.To exercise compassion and wisdom to live alife that is devoted toward the development ofbenefit for oneself and others.To learn to understand and be aware of one'sbehaviour as the means to increase one'smoral and virtue.To be understanding and empathetic to all:family members, friends, teachers and etc..To contribute unselfishly to the benefit of thefamily, society and the world.

12

(B) Christianity

Content area

What is religion?-dimensions of religion

quasi religions

The language of religion

The Founder

The Believers

Religious community

Worship/Ritual

Belief

Social action

Moral Responsibilities

Sample Conteits

• Concrete examples from living religions• Contemporary prevalent religion• Religion and human beings* Symbolism• Sutra & literature: Bible• Jesus (life of Christ)* The past, stories and life of the Jews

(Israelites)

• History, development, major characteristics-past and present

• Eucharist, Baptism, Marriage, Prayer,Fellowship

• Teaching of Christ• Key concept of faith: Biblical theology* Services to the community: education,

medical, social work etc• Life issues, problems encountered in life, the

community and the world

13

(C) Confucianism

Content area


quasi religionsThe language of religion


Religious community

Worship

Belief

Sample Contents

• Concrete examples from living religions

• Symbolism* Doctrine & literature:

"The Four Books (Shishu)", uThe FiveClassics (Wujing)", "The Thirteen Classics(Shisanjing)", the change in the trend ofannotation by representative Confucianthinkers in the Song, Ming and QingDynasties

• Confucius (Life)• The ideological trend developed by

representative Confucianists in face of thedifferent social contexts of the differentgenerations

• History, development, major characteristics:past and present

• Concrete examples:sacrificial rituals for ancestors, memorialceremories for personages of contribution tothe culture of the nation

* (teaching of Confucius and Confucianthinkers of different generations) Keyconcepts of faith:e.g. benevolence, righteousness, etc.

14


Social action Services to the community:— "When a student finds that he can more

than cope with his duties, then he takesoffice."

— "To assist the ruler to become a betterleader than King Yao and King Shun firstand then to work for a pure and simplecustom for the community."

— "People love not only their own parents;they treat with parental care not only theirown children. Provision is made so that theaged may live comfortably until theirdeath; so that the young may have themeans to sustain their growth. Thewidows, orphans childless, and those whoare disabled by disease, are all sufficientlymaintained."

Moral responsibilities Life issues, problems encountered in life, thecommunity and the worldFilial piety, fraternal duty, loyalty, honesty,rites, righteousness, righteousness, shame

15

(D) Islamism


Introduction Living religionMeaning of Islam: Submission, peaceIslam: a complete way of life

Sacred Book Al-Quran:the Final RevelationAl-Hadith:the saying & examples of prophet Muhammad

Prophet Muhammand was the Messenger / prophet. Hereceived the revelation and preached the religion.(Life)

Believers All Muslim are Brothers / Sisters, no recial,territory & class barriers.

Worship Worship means to act to please God.Specific worship include prayer (salat), Fasting,ZakatandHajj.

Beliefs Beliefs in oneness of GodActive to do gbod in this lifeReward in the Hereafter after Judgement fromGod.

SocialResponsibilities

It is a complete way of life giving guidance in allaspects including:politics, economics, social, education, family,food & drink, dress code, laws etc.

MoralResponsibilities

Understand the role of man and his duties.Human Relationship, duties towards thecommunity.Concern the problems of the world and providesolution from Islamic perspective.

16

(E) Taoism

Content area


quasi religionsThe language of religion


Religious Community

Worship

Beliefs

Social Action

Moral Responsibilities

Sample Contents

» Concrete examples of living religions• Characteristics of Taoism

• Symbolism• Doctrinal & literature: Tao Te Ching• Lao-tzu (Life)• the past, stories and life (some important

Taoism figures & teachings, work)• History, development, major characteristics:

— past and present (The development ofTaoism and the Taoist community indifferent periods)

• Concrete examples: Rituals of worshipingTao

• The philosophy of Lao-tzu• Key concepts of faith• Services to the community:

social actions and contributions of Taoistcommunity

• Life issues, problems encountered in life, thecommunity and the world (Taoism moraleducation, e.g. the four ethical principles andeight cardinal virtues)

17

(IV) CURMCULUM GUIDE

(A) Buddhism

I. Introduction

Buddhism is a religion that teaches "the awareness of the self and"helping others to develop awareness" as the means to end all suffering inthe world. Sakyamuni Buddha, the Founder of Buddhism, attained underthe Bodhi tree "the fall awareness of the self and "the ultimate wisdom tohelp others". He then began to deliver these teachings of ending sufferingso that all sentient beings can also attain the ultimate enlightenment. Forthis reason, when we practice these teachings in our daily life to developself-awareness and purify our body, speech and mind, we are practitionersof Buddhism. When we proceed to propagate these teachings so that otherscan also obtain their joyous benefit, we are carrying out the work ofBodhisattvas in helping others to eliminate suffering and to attain theultimate enlightenment.

The syllabus for Secondary one to three is divided into two sections.The first section is to introduce the doctrines of Buddhism. It helps studentsto have a basic understanding of the doctrines and practices of Buddhism.The second section introduces the historical development, eminent persons,and general knowledge of Buddhism. It helps students to have a systematicunderstanding of the development and preaching of Buddhism. The twoparts are complementary to each other which, together, show the wholepicture of Buddhism.

19

II. Content of the Syllabus

Syllabus Outline for Secondary One

Outline

1. Life of Founder

2. Development ofBuddhism

3. Basic Doctrines

4. General Knowledgeof Buddhism

5. Eminent Persons

6. Method of practice

Main Points

* Life of Sakyamuni (1): Birth & Renunciation* Life of Sakyamuni (2): Studying &

Enlightenment* Life of Sakyamuni (3): Preaching & Death

(Nirvana)* The Original Council, Theravada Buddhism

* Law of Co-dependent Origination, retribution* Law of retribution according to karma, cycle of

rebirths• Structure of community of monks and nuns

* Early community of monks and nuns(l): the ten

disciples of the Buddha• Early community of monks and nuns(2): the ten

disciples of the Buddha* To take refuge in the Triple Gems* To receive the Five Precepts• To put into practice of the Ten Good Virtues

20

Syllabus Outline for Secondary Two

Outline Mail Points

1. Introduction * Origin of the Buddha's image2. Overcoming

SuperstitionThe difference between Buddha, Bodhisattva,and spiritual beingsBuddha and Angulimalya, the heretic

3. Basic Doctrines The Law of Cause and Effect in the mundaneworld: First and Second Noble TruthThe Law of Cause and Effect in the spiritual

world: Third and Fourth Noble TruthNon-self in the Five Aggregates

4. Eminent Persons History of early eminent monks & nuns (1):

Monk Xuanzang who traveled to IndiaHistory of early eminent monks & nuns (2): the

sixth patriarch of the Chan school, HuinengHistory of early eminent monks & nuns (3):

Monk Zhishou and Nun Prajapati5. Exemplary Laity History of early followers (1): King Bimbisara

and Sudatta, the elderHistory of early followers (2): The mother of

Vaisakha and the poor lady Nanda6. General Knowledge

of Buddhism

Introduction to general knowledge of

Buddhism: Flag of Buddhism, Sauvastika,Dharma wheels, Robe for monks and nuns,Implements used in worship

7. Method of practice To apply the teachings and practices of the

Buddha in our daily life to develop self-awareness and to purify our body, speech andmind.The Eight Rightful Path __________


Chinese Buddhism

21

Syllabus Outline for Secondary Three

I . The Realm ofLiberation

2. Method of Practice


4. Basic Doctrines5. Eminent Monks and

Nuns

6. Exemplaryfollowers

7. Selected BuddhistClassics

8. General Knowledgeof Buddhism

* Buddha and Bodhisattva* Arhat and Pratyeka-Buddha

* To propagate these teachings of endingsuffering so that others can also obtain theirjoyous benefit

• The Six Perfections (Paramitas)• The Four All-embracing (Bodhisattva) Virtues* Tibetan Buddhism and Buddhism in the

Western World* The twelve links of Co-dependent Origination* History of modern eminent monks and nuns

(1): Monk Xuyun and Yinguang* History of modern eminent monks and nuns

(2): Monk Hongyi and Taixu• History of modern followers: Yang wenhui &

Ou Yangjian* Selected Buddhist Classics

* The four famous mountains

22

(B) Christianity

I. General aims

1. To encourage pupils to enquire into the nature of religiousfaith of the Bible.

2. To help pupils learn about the relevance of religious faith totheir own situations.

3. To teach pupils the skills of reflecting meaningfully aboutmoral and social issues.

4. To help pupils understand the faith in the Bible is thefoundation of Christian faith.

II. Content of the syllabus

1. Relationship between Human beings and Religion

(1) Way of living

(2) Objectives and meaning in human life

(3) Different religions

2. Christian Beliefs

(1) Symbolism: the Cross, Holy Icons

(2) Literature: Bible (including the course ofcompilation and translation, the content of OldTestament & New Testament, nature and authority)

(3) Founder: Jesus Christ

(i) Life of Christ: Birth, Childhood, Work,Death, Resurrection and Ascension

23

(ii) Teachings: Parables, Sermon on the Mount,and Preaching

(4) Believers:

(i) Jews (Israelites)--history, way of living,story of important figures and their teaching

(ii) The work and teaching of the apostles-Paul,Peter and John

(5) Religious Community:

(i) History and development — Catholic Church,Three Main Streams (Catholicism,Orthodoxy, Protestantism), otherdenominations.

(ii) The development of the Church in China &Hong Kong.

(6) Worship/Ritual: Holy Communion/Thanksgiving,Baptism, Marriage, Prayer, Fellowship/Group

(7) Belief and doctrine:

(i) Teaching of Christ

(ii) Biblical theology -- God, Salvation,Convenant, Life, Sin, Suffering etc..

(8) Social service: education, medical, help the needy,social work etc..

(9) Belief and doctrine:

(i) Life issues — recognition of myself, meaningof living, inter-personal relation-ship(different ages) etc..

24

(ii) Community and World issues — Unevendistribution of wealth, EnvironmentProtection, Mass media, Patriotism etc..

25

III. Reference

Author TTTLE PUBLISHER

J. Pageant & S. C. Mercier

J. Pageant & S. C. Mercier

S. C. Mercier

G. Windsor & J. Huges




J. Bradner

Skills in Religious Studies

(Book 1)


(Book 2)


(Book 3)

Exploring Christianity - Jews &

the Birth of the Church

Exploring Christianity - The Bible

& Christian Belief

Exploring Christianity - Worship

& Festivals

Exploring Christianity - Christian

Life, Personal & Social Issues

Symbols of Church Seasons &

Day

Heinemann Educational







Morehouse Publishing

26

(C) Confucianism

I. Introduction:

Confucianism is a humanistic religion. Its doctrine is the essence ofthe Chinese ethics. Realizing that the higher the achievement of modernscience is, the more human conscience vanishes; that the secular worldpraises those cute and cunning as talents understanding the times and thoseindulgent and anti-social as modern youngsters; and that the commonpeople deem useless the original Chinese ethics of filial piety, fraternalduty, loyalty, honesty, the rites, righteousness, integrity and sense of shameand consider incompatible the western basic moral principles of love,liberty, equality and law-abiding spirit, Confucian scholars advocate thateducation of traditional Chinese ethics be restored and start with schooleducation. This is also the reason for the edition of the religious textbooksof Confucianism, cThe Chinese Classics".

The term "ethics" originates from the Greek term "Ethos" and theLatin term "Mores". It means the personality and willpower of individualsand the custom and conventions of a society. What ethical researchersstudy is ethical phenomenon, i.e., the judgment of kindness and wickednessand the pattern of human behaviour. The Way is ethics and virtue ispersonality; benevolence bases on sympathy and righteousness stems froma sense of responsibility. All these are the basic elements indispensable tosocial life. The Confucian classics and literature propagate and elaboratethe doctrine, highlighting achievement of virtue and understanding of ethicsas the foundation for acquiring knowledge. Therefore, when we are torestore our humanity, cultivate our personality, respect human rights andadvocate social and personal morality, it is, in fact, a return to the basis.

27


1. Achieving Virtue

(1) About filial piety and fraternal duty

(i) Importance of filial piety and fraternal duty

(ii) The Way of filial piety and fraternal duty

(2) About loyalty and honesty

(i) Loyalty and honesty is sincerity

(ii) Importance of loyalty and honesty

(iii) Loyalty and honesty and choosing friends ofknowledge

(iv) Loyalty and honesty and ruling the country

(v) Loyalty and honesty and impartiality

(3) About the rites

(i) Importance of the rites

(ii) The essence of the rites

(iii) Application of the rites

(4) About righteousness

(i) Importance of righteousness

(ii) Righteousness and profit

(iii) Righteousness and courage

28

(iv) Practice of righteousness by officials

(5) About integrity

(i) Cultivation of integrity with thrift

(ii) Conserving integrity with impartiality

(iii) Integrity by impartiality

(6) About sense of shame

(i) Cultivation of personality

(ii) Conducting oneself in society

(iii) Attitude to being officials

(iv) Settling oneself in a state

(7) About benevolence

(i) Resolution to achieve benevolence

(ii) Practice of benevolence

(iii) Encouragement of benevolence

(iv) Rule by benevolence

(8) About wisdom

(i) Establishing oneself

(ii) Establishing others

(iii) Being officials

(iv) Encouragement of study

29

2, Acquiring knowledge

(1) Resolution to learn

(i) The process of acquiring knowledge ofConfucius

(ii) Declaration of one's resolution

(iii) Encouraging others to make resolution

(iv) Persisting in achieving one's resolution

(2) Learning, raising questions and practice

(i) Erudition

(ii) Raising questions with circumspection

(iii) Practice with persistence

(3) Thinking and judging

(i) Thinking prudently

(ii) Judging critically

(4) Words and deeds

(i) Behaviour

(ii) Words

(iii) Establishing oneself in society

(5) Rectification of errors

(i) Erring of the gentleman

30

(ii) Encouraging rectification

(iii) Erring of the small man

(6) Choosing friends

(i) Attitude to choosing friends

(ii) Purpose of having friends

(iii) How to choose friends

(iv) Encouraging good deeds and admonishingagainst wrong deeds

(7) Getting along with others

(i) Attitude to getting along with others

(ii) Observing people

(iii) Likes and dislikes

(8) Education

(i) Principle of education

(ii) Methodology

(iii) Different subjects of Confucianism

(iv) Confucian disciples

31

III. Reference

AUTHOR TITLE PUBLISHER

££ wt*fc

32

(D) Islamism

I. Introduction:

Islamism is a world-wide religion with over a billion believers,found in all parts of the world. The word "Islam" means submission andpeace, that is, reaching a state of peace by leading a life of submission tothe will of Allah.

The course for SI-3 is mainly based on the G.C.E. O-LevelSyllabus of the University of London, but designed with the historicalbackground of Hong Kong in mind so that students may have a sense ofaffinity when studying it.

The main feature of the SI curriculum is to let the students learn thefeelings and life of Muslim.

The feature of the S2 curriculum is to enable students to startunderstanding their own selves and systemically enlarge this understandingto include their family, neighbours and community.

The main subject matter for the S3 curriculum is to introduce to thestudents the Islamic outlook of life and Islamic values.

33


Syllabus Outline for Secondary One

Theme Content

IntroductionIslam is one of the

fastest growing religionsin the worldDistribution of Muslim

populationNo racial or national

differences amongbelieversSpecial terms

Islam: peace, submission to the will of

God.Muslim: those who submit to the will of

God.Allah: God, Creator, Ruler, the most

Beneficient, the most Merciful, the Just.Din: religious life, not only the relationship

between God and human beings.

The life of a muslim Living according to the will of God:

— God chose prophets to teach man— God has revealed His will in RevelationHarmony between man & manHarmony between man & the universe

— do not waste resourcesLearning The Quran Know the Creator

— The Quranic Message: the attributes ofGod, stories of prophets, guidance onliving

Know the Creator's willTeach man how to live

- appreciation of the Arabic calligraphy- the Opening Chapter and its explanation— importance of recitation— importance of implementation

34

Beliefs Tawheed (Unity of God) / Oneness of God— Monothesism, Polytheism and atheismThe Prophets / Messengers

— Duties of prophets, some prophets'names mentioned in the Quran

The Books

— The names of the Books mentioned inthe Quran

Day of Judgement

— Scientific view on the Day ofJudgement

-» The manifestation of God's mercy andjustice

Worship Broad Definition: Worship means any acts

to please God (alone)Salat (Prayer)- importance, Wudu, time, direction,

movement, DuaMosque Function of Mosques:

— worship, congregation, discussion,education & welfare centre

Design and architectural featuresThree major mosques in the muslim world:

- Kabbah in Makkah— Prephets Mosque in Medina- Dome of Rock in JerusalemOther famous mosques in Malaysia, China,

Britain, Turkey etc.

35

Fasting Islamic calendar— the importance of RamadanRules on fasting, abstains from food, drink

and sexual related behavioursImportance of fastingExemption from fastingLalat-al-QadrFestival of Eid-al-fitr:

— prayer, visiting relativesHajj Visiting kabbah

— the history of Kabbah— the stories of Haajar and Ismail~ the stories of Ibrahim and Ismail— content of Hajj in brief— meaning: sacrafice for God, loyalty to

God, universal harmony— Eid-al-Adha

Food & Drinks The Lawful and ProhibitedExamine the reasonsHalal (Lawful) food market

Muslim Community inHong Kong

The history of Muslim community in HongKong:- Migration from China, Pakistan, India

and S.E. AsiaThe Muslim organization in Hong Kong:

- CMCFA, IUHK, HKIYA, etc.

36

Syllabus Outline for Secondary Two

Theme ContentKnow yourself Understand man's role:

— vicegerent of God, duties & rightsUnderstand God's prophets, their teaching

and practicesUnderstand God's revelation, meaning and

the practiceUnderstand the principles of the lawful &

the prohibitedUnderstand balanced way of life:— eating & drinking, work, exercise, rest,

sleep, cleanliness and personal hygieneUnderstand the importance of spiritual and

moral development:- Prayer, Fasting, Remembrance of God

Know your family The importance of family:

— basic unit of a societyThe relationship in a family:— obligations and rights of husband & wifeResponsibilities of parents towards

childrenIslamic: EducationResponsibilities of children towards

parentsRespect & gratitudeIslamic family lifeTreat relatives well, provide financial &

material support (Zakat)Know your neighbour-

hood

Human being is socially by natureMeaning of friendsHow to make friendsHow to treat & help neighbours

37

Know your community Purpose of community:

- sense of securityThe nature and function of Muslim

Community:— Encourage the Good, Forbid the EvilPrinciple of JusticePrinciple of mutual consultationDuties & Rights of members in a

communityKnow the Chinese

Muslim CommunityBrief history of Islam in ChinaThe situations in the Tang, Sung, Yuan,

Ming and Ching DynastiesContemporary Muslims in ChinaEffects on economic, educational and

social aspectsChina Islamic Association and its function

38

Syllabus Outline for Secondary Three

Theme ContentIslamic Monotheism The importance of monotheism:

— liberation of man from man'sdomination

Islamic Views:

— transcend racial, ethical and classboundary

The importance of monotheism on humanlife:— not superstitious-» not arrogant— self-esteem— perseverance— self-confidence

Life of Prophet

Muhammed

Background, birth & childhoodMarriageSearching the TruthReceiving the Revelation, start preachingHostility from the ruling classYear of sorrowHijrah to MedinaEstablish Islamic community in MedinaThe battle of BadrHudaibiyah agreementSending messengers to other countriesThe Return to MakkahFarewell Address

• Model for mankind

39

Theme Content

Some of the Prophet'sstories in the Quran

» Adam and Eve:

— The Purpose of creation, repent to God,pride of Satan

Noah & the Ark:

— the hard work of the preacherMusa & Pharaoh:

— the result of a harsh ruler, the body ofPharaoh is preserved to warn mankind

The teaching of Isa:

— love mankindThe status of Isa in Islam

Social manner and Basic

virtues* Based on the Quranic verses, Hadith,

stories of the Prophet and his companionsto illustrate:— brotherhood- greeting— honesty— perseverance— tolerance— courage— kindness— justice— hard work— forgiveness- contentment— repentance ^^

Avoid Bad Behaviourand Conduct

Based on the Quranic verses, Hadith and

stories of the companions and relatedstories to illustrate bad conducts like:- lying-- back biting— suspicion— jealousy— anger— pride— extravagance

40

Theme ContentThe Prohibited things in

IslamIntake of Intoxicants (drugs & alcohol):

~ discuss the reason behind the pro-hibition

— the impact on individual, family andsociety

— the prohibition of alcohol in IslamicCommunity and the United States

— Ruin to family lifeGambling:

— reasons of gambling- its impact on individuals, family and

society

41

III. Refrence

Author Title EyMsher.

*«a*Sh

1,2,418-) HWW&fSI*^.*

£«L (JE.)

( t f f l—) t*EJ^:if£^

t

O.K.LANGUAGE

(4)

42

A3**hQ* 3Mfi Publisher

tl

(2)

ti

The Quran & Study of the Quran

Khunnain Murad The way to the Quran The Islamic Foundation

Muhammad Asad The Message of the Quran International Books & TapeSupply

A. Yusuf Ali The Meaning of the Illustrious International Books & TapeQuran Supply

A. A. Maududui Towards Understanding the Quran International Books & TapeSupply

T. B. Irving, Khurshid The Quran: Basic Teachings The Islamic FoundationAhmed and M. M.Ahsan

43

Author litk

Iftekhar Bano Hussain Prophets in the Quran I & II

Iftekhar Bano Hussain

Muhammad IbrahimH.I. Surty

Ibrahim H.I. Surty

Ahmed von Denffer

Mahmoud M. Ayoub

Incredible Facts About AnIncredible Book

Islam: The Quranic Overview

Reflections on the Quranic Conceptof God

Ulum al-Quran: An Introduction tothe Science of the Quran

The Quran and Its Interpreters Vol.I&II

Translated by Abdullah The QuranYusufAli

Ibrahim H.I. Surty A Course in "Ilm Al-Tajweed"

Saniyasnain Khan Presenting the Quran

Ruqaiyyah Waris The Beautiful Commands of AllahMaqsood

Abdullah YusufAli The Meaning of the Holy Quran

Serah & biography of the prophet Muhammad (P)

Martin Lings Muhammad

Publisher

International Books & TapeSupply












M. Fethullah Gulen Prophet Muhammad as Commander International Books & TapeSupply


M. Fethullah Gulen Prophet Muhammad: The InfiniteLight

Muhammad The Life of the Prophet MuhammadMarmaduke Pickthall

Jabal Muhammad Image of the ProphetBuaben Muhammad in the West: A Study

of Muir, Margoliouth and Watt



Faisal Siddqui

Muhammad RashidRida

Zakaria Bashia

Imam Al-Ghazali,YusufTalalDeLorenzo

The Bible's Last Prophet

The Muhammadan Revelation

Hijra: Story and Significance

Remembrance & Prayer: The Wayof the Prophet Muhammad





44

Author Title Publisher

Ahmed Von Denffer A Day with the Prophet

Muhhammad Husayn The Life of Prophet MuhammadHaykal, translated byIdma'il Raji Al-Farooqi

TahiaAHsmail

Dr. Jamal Badawi

The Life of the ProphetMuhammad

Muhammad's Prophethood: AnAnalytical View

Dawud, A.L. Muhammad In the Bible

Hadith & Study of Hadith

Khurram Murad Gifts From Muhammad

Maulana Wahiduddin Words of the Prophet MuhammadKhan (Wisdom of Muhammad):

Selections from the Hadith

Muhammad ZubayrSiddqui

Dr Khalid MahmoodShaikh

Biography (General)

Jamila Jones

Andre Clot

Hadith Literature: Its Origin,Development & Special Features

A Study of Hadith

The Sahabiyat (Womencompanions)

Suleiman the Magnificient

Abdui Wahid Hamid Compnions of the Prophet

Dr Aliah Schleifer Mary the Blessed Virgin of Islam

Dr Majid Ali Khan The Pious Caliphs

Basic Islamic belief & introduction to Islam

Abul Ala Maududi Toward Understanding Islam

Hammudah Abdalati Islam In Focus

Imam al-Ghazali. Inner Dimensions of Islamictranslated by Muthar WorshipHolland

Abul Ala Maududi

MuhammadHamidullah

Let Us Be Muslims

Introduction to Islam

The Islamic Foundations




Angkatan, N. B. (Sarawak)










Koran Publishing (Damascus)

1.1, F. S. 0.


The Islamic Foundation


45

Author

Muhammad Qutb

Bilal Philips

Maududi, S. A.

Maududi, S.A.

Rahman, A. U.

Abdul Wahid Hamid

Sayyid Qutb, trans.By MohammedMoinuddin Siddiqui

Muhammad Asad The Spirit if Islam

Title

Islam and the Crisis of the ModemWorld

Islamic Studies Book 1 & 2

Islamic Way of Life

Ethical View point of Islam

Prayer: Its Significance andBenefits

Islam: The Natural Way

The Islamic Concept and itsCharacteristics

John Esposito

Islmail al-Faruqi

Roger De Pasquier

M. Manazir Ahsan

Charles Le Gai Eaton(Hassan Gai Eaton)

Abu Aminah BilalPhillips

Dr Mohamed IbrahimElmasry

Mahmoud M. Ayoub

Hassan Hathout

Yahiya Emerick

Wahiduddin Khan

M. Fethullah Gulen

Yahiya Emerick

Science

Dr Maurice Bucaille

Dr Maurice Bucaille

Islam: The Straight Path

Islam

Unveiling Islam

Islam: Faith and Practice

Islam and the Destiny of Man

The Fundamentals of Tawheed(Islamic Monotheism)

1,000 Questions On Islam

Islam: Faith and Practice

Reading the Muslim Mind

What Islam Is All About

Islam The Voice of Human Nature

Questions this Modern Age Putsto Islam

How to Tell Others About Islam

Publisher


Zakee Muwwakkil

Islamic Federation (Kuwait)

Islamic Publication (Lahore)

Muslims Schools Trust(London)




Oxford University Press

Argus Communications












The Bible, the Quran and Science International Books & TapeSupply

What is the Origin of Man? Seghers

46

Author

Wahiduddin Khan

Dr K. Ajram

Various Authors

T. H. Janabi

Diet & Medicine

Jalau'd-Din Abd' ur-Rahman As-Suyuti

Shahid Athar, MD.

Zalieer Uddin

Title

God Arises: Evidence of God inNature and Science

The Miracle of Islamic Science

Scientific Indications in the HolyQuran

Changing To A Myth: The StoryBehind Evolution

Medicine of the ProphetMuhammad (P)

Islamic Perspectives in Medicine

A Handbook of Halaal & HaraamProducts - 1 & 2

Comparative Religion & Comparative Study

M.A.Yusuf

M. Ataur Rahim

M. Ataur Rahim

Muhammad Asad

Politics & History

Muhammad Asad

Malek Ben Nabi

The Dead Sea Scrolls, The Gospelof Barnabas and the NewTestament

Jesus: A Prophet of Islam

Islam's Answer to the RaceQuestion

This Law of Ours

The Principles of State andGovernment in Islam

Islam in History and Society

Prof. Masudul Hasan History of Islam I & II

Alija Ali Izetbegovic Islam Between East and West

Muhammad Said R. Al Jihad in Islam: How to UnderstandButi, trans, by Munzer & Practice itSaid R. Al Buti

Capitalism, Socialism and IslamA. A. Maududi

Heinrich Simon Ibn Khaldun's Science of HumanCulture

Publisher



















47

Author

Mawdudi, A.

Afzalur Rahman

Title

Islam: AHistoical Perspective

Role of Muslim Woman in Society

Women Islam Relationships & Family

Hammdah Abd al-Ati The Family Structure in Islam

Khurshid Ahmed Family Life in Islam

T. B. Irving

Abul Fdadl MohsinEbrahim

Mahmoud Abu-Saud

Norma Tarazi

Dr Aliah Scheifer

Maududi, A.

Mashoor, S.M.

Irving, T. B.

Islam and Social Responsibility

Abortion, Birth Control andSurrogate Parenting: An Islamic

Sex Roles in Muslim Familiesof the U.SA

The Child in Islam

Motherhood in Islam

The Moral Foundations OfThe Islamic Movement

Muslim Heroes Of The TwentiethCentury

Islam And Social Responsibilities

Publisher

Islamic Foundation Islamic(Leicester)









Islam Publication (Lahore)

Muhammad Ashraf

Da' Wah & Islamic (Malaysia)

48

(E) Taoism

I. Introduction:

Taoism which has a long history was founded by Chinese. Its origincould be traced back to the early history of humankind. At that time, therewas no such "religion" in name. However, in reality, the essence of Taoismalready existed. The philosophy of Taoism affects different academictheories of China. The worshiping ceremony and ritual of Taoism affect ourpeoples' psychology of belief in God and their customs. This madeChinese nation become a great nationality.

The aim of Taoist education is to enlighten the truth and to establishmorality. To enlighten the truth means to explain and explore the origin ofTaoism and the essence of "The Book of Ethics". These are to be taught inthe S4-5 syllabus. To establish morality means to cite the classics,historical texts, biographies and chronicle to describe the good words andexemplary conduct of ancients, to demonstrate the moral standard andprinciple, and to rectify current social malpractices. These are to beincluded in the SI-3 syllabus.

II. Content of the syllabus

Area Outline Teaching points Example

The Four

ethical

principles

and eight

cardinal

virtues

Filial piety The importance of

filial pietyThe way to fulfil filial

pietyBenevolence and filial

piety

Filial piety is the greatest

virtueIn affairs of the living, serve

unreservedly; in affairs of the

dead, think wholeheartedlyA man who has three faults

(This story tells about when

one has ability to serve the

parents, his parents has already

died.)Disasters falls upon one whom

everyone hatesBenevolence and filial piety

cover the country

49

Area Outline

Love and

respect for

one's elder

brother

Loyalty

Trust-

worthiness

Courtesy

Righteous-

ness

Teaching points

• The importance of

loving and respect-

ing for one's elder

brother* The mutual respect

between brothers• The importance of

loyalty• The way to fulfil

loyalty* Loyalty and filial

piety

* The importance of

trustworthiness• The way to be

trustworthy

* The importance of

courtesy• The way to fulfil

courtesy* The importance of

righteousness* The way to fulfil

righteousness

Example

* Brothers in desperate

circumstances* One humbles oneself to bring

credit to his brothers

* Share blood for loyalty

* All family members are loyal

and pure* When times are at their worst

point, the integrity appears* When showing authority, the

official gives allegiance* Transfer filial piety to loyalty

* One should not be unfaithful to

a dead friend* Being untrustworthy brings

death to oneself and

destruction to the state* Keep your word to children

* One should keep one's

promise

* One should not breach

etiquette even one is alone* Do not accept a favour offered

in contempt

* To cling righteousness even at

the cost of your own life* Righteousness is sufficient to

frighten strong enemies and to

preserve the kingdom* To neglect one's own life to

preserve righteousness

50

Area

Three

important

principles

Others

Outline

Honesty

and clean-

iving

Sense of

shame

Benevol-

ence

Thriftiness

Modesty

Respect

teachers

Self-

knowledge

Teaching points

* The importance of

honesty and clean-

living* The way to lead an

honest and clean-

living life

• The importance of

having a sense of

shame* Having a sense of

shame* Having a sense of

shame and rectifying

mistakes• The importance of

benevolence• The way to fulfil

benevolence* The importance of

thriftiness* The way to be thrifty

* The importance of

modesty* The way of being

modest

* The importance ofrespecting teachers

• The way to respectteachers

* The importance of

self-knowledge• Be content with one'

lot and know restrain

jExample

* Frugality cultivates honesty

• One should not take money

without serious consideration• A tradition of honesty and

innocence passes on from

generation to generation

within the family• If one has a sense of shame,

one can still do good• Understanding shame is more

effective than punishment* If people have the sense of

shame, they moreover become

good

* Even animals are touched by

one's benevolent acts• The differences between

benevolence and mercilessness

* Wallowing in luxury and

extravagance pleasure leads to

disasters* Those who is ambitious to

succeed must fail• Draw a snake and add feet to

it. (Doing something

superfluous)• Be respective of the master

and the truth* Dare not to offend the teacher

* One who lacks of self-knowledge ends in failure

• One who knows contentmentwill not suffer disgrace; onewho knows restraint will notencounter dangeroussituations

51


Studious-

ness

Cautious-

ness

Do good

works

'orbear-

ance

The importance of

studiousnessThe way to be

studious

* To drill a hole on the wall to

get some light from the neigh-

bour's light (Be studious

irrespective of difficult

circumstances.)

The importance of

cautiousnessThe way to handling

things cautiously

If one is as conscientious at the

end as he was at the start, then

there will be no failuresDisasters are accumulated

through negligenceA benevolent act is without

traces (This implies that if one

takes what is natural as his

way, then he will be without

anything which requires him to

leave traces of himself)* The importance of

doing good works* The way to do good

works* Good and evil, cause

and effect

There are five things which are

inauspiciousThough one devotes one's

whole life to virtuous acts,

one's goodness will still not be

sufficientThe one who does evil things

will perish himselfActs and retribution are like

shadow following formCause and effect move in a

circle* The importance of

forbearance* Treat others kindly

and leniently

To treat others with leniency,

one will be rewarded with

good

One who has the virtue of

forgiveness is nobleInjustice repay with kindness

52


Tolerance

Teach

others by

one's own

example

Rectify

mistakes

Courage-

ousness

Self-

cultivation

The importance of

toleranceThe way to tolerate

* Only through patience can

great success be attained.* Accept a rude action, tolerate

an absurd insultThe importance of

teaching others by

one's own exampleSet an example

* If the emperor does not

intervene, the people will be

rectified of their own accord

The importance of

rectifying mistakesThe way to rectify

mistakes

Reforming faults is the

greatest good

The definition of

courageousnessGreat valour and

foolhardiness

To attack a tiger with bare

hands and cross a river

without a boat (This implies

that one who acts rashly and

flaunts one's superiority.)

Rectify the mind and

cultivate one's moral

characterThe way one gets

along with peopleA man of great

wisdom often appear

slow-wittedThe pure heart of a

newborn baby (utter

innocence)Despise material

Follow the right

principles

* Rectify the mind and cultivate

one's moral character* Confine one's brilliance;

identify oneself with the

common people* Though the superior man has

great virtue, he appears as if

ignorant* The sage is robed in coarse

cloth but holds jade in his

bosom (It implies that the sage

always hide his brilliance

deeply.)* Dwelling in constant virtue,

one returns to the state of the

pure heart of an infant* One should dwell quietly with

calmness and composure* One who gives up right

principles receives little help.

53

III. Reference Books

AUTHOR TITLE PUBLISHER

54

(V) SUGGESTED TIME ALLOCATION

It is appreciated that the time allocation for any one subject must beconsidered in relation to the requirements of other subjects in the schoolcurriculum. As far as Religious Education for Secondary 1 to Secondary 3 isconcerned, it is recommended that at least 2 periods per week or 3 periodsper cycle should be allocated to teachers to complete the syllabus outlineand to achieve the objectives of the syllabus.

55

(VI) TEACHING GUIDE

(A) Teaching methodology

The scope of Religious Education is both extensive and intensive. Inevery way, its teaching must be pupil-centred. Pupils should be helped intheir continuous search for a faith and life stance, through studying religiousbeliefs and religious ways of living, and through revising and amending theirown value systems after reflecting upon their experiences. It is thereforeessential for teachers to vary their teaching strategies according to then-specific objectives to make the presentation of their lessons a success.

Teaching methodology should be adjusted in accordance withdifferent circumstances. As the learning environment differs in variousschools and classes, teachers are recommended to adopt appropriateteaching strategies in line with the interest and abilities of pupils as well asthe teaching environment.

Good teaching depends as much on the methods used as on thelearning needs and the intellectual and emotional development of the pupils.The effectiveness of teaching is measured, not by how well the teacherperforms, but by how much of the intended materials the pupils learn. Thepromotion of pupils' interest in the subject through organized activities suchas discussion, quiz, role-play, campaign, game and competition, will be veryhelpful to activate the pupils' learning process.

The followings are some common teaching strategies to helpteachers realize their teaching objectives:

1. Chalk-and-Talk Method

The chalk-and-talk method is a direct teaching method by whichteachers explain the facts orally to pupils so that they may acquire a deeperunderstanding of what they have learned. However, this one-way teachingmethod should be used briefly so as not to turn the pupils into passiverecipients without thinking properly on their own.

57

2. Questioning

This is a basic teaching technique. Guiding questions can facilitategood teaching if consideration is given to pupils' interest and mental abilities.In this way, teachers can help pupils revise their knowledge, stimulate theirthinking skills and summarize the facts by raising questions.

Questioning requires certain good skills to achieve the teachingobjectives. The following points are important when this method is applied:

(a) questions should be clear, concise and critical;

(b) After raising questions, teachers are not recommended togive the answers immediately so that pupils may ponder for amoment. Afterwards teachers may assign them to answer;

(c) pupils are suggested not to answer together;

(d) teachers are suggested not to repeat the pupils' answers;

(e) Avoid "yes" or "no" questions as far as possible;

(f) each student, if possible, should be given a chance to answerthe questions.

The pupils' answers may not be all appropriate. It would be helpfulif the teachers could guide them patiently so that other pupils may contributeto substantiate the answers. Sometimes teachers may use inappropriateanswers as a guidance to other pupils in giving their own views. Hence,pupils' interest in answering questions is stimulated to achieve athoroughgoing investigation. If the responses are poor, it is predicted thatthe questions are not clear enough or the pupils do not have enoughinformation to answer. Teachers are then suggested to adjust the level ofquestions in accordance with their pupils' abilities. They may offer properguidance to the pupils when they summarize their answers in the end. Thismethod not only helps the pupils in their learning process, but also shows tothe teachers the effectiveness of their teaching.

58

3. Role Play

Every religion has parables with both respectable and wickedcharacters which convey vigilant messages to the people. By providingpupils with opportunities to role play different characters in some givensituations involving ethical problems, the teachers can guide pupils todevelop empathy with the characters and understand the implications of theparables so as to widen their perspective of the world.

Pupils in lower secondary classes are usually interested in theactivity of role play. Teachers are recommended to point out the objectivesof such an activity to the pupils before it takes place so that its meaning willnot be lost.

4. Simulation Games / Games

Board games, card games, action games with or without spokenlanguage, quizzes and puzzles can all involve the pupils in appreciating theteaching points from the point of view of an actual participant. They aremore interesting as well and pupils are usually willing to participate. Itshould be noted that games are only a means of education to realize theteaching effects. Hence, the time allowed for games should not be too long.Teachers are also recommended to coordinate games with other teachingactivities so that the pupils may acquire opportunities to learn the themes ofthe topics.

5. Group Discussion /Panel Discussion /Debate

The choice of a small group or large group discussion, a paneldiscussion, or a debate with a forum, should be made according to theabilities and readiness of the pupils. Any one of these activities can be aneffective method to involve pupils to be active in their learning process, totrain them to organize ideas and information, and to develop the skill ofdiscrimination and judgment. It is particularly suitable for dealing withcontroversial issues such as "Human nature is good / evil", "The realmeaning of life" and "Freedom and regulation". In such activities, pupilsmay first be given a topic and some time to do individual thinking andreflection. They are then divided into small groups to exchange views andform tentative conclusions. Pupils should be encouraged to interact with

59

each other and the teacher only provides a final reference during thediscussion / debate. The function of the teacher is to motivate pupils to takean active part in the activity, to guide them to work in the right direction, tosummarize their views, and to give them some feedback.

6. Projects

This method enables pupils to launch an in-depth study on anychosen topic, such as a theme or character of any religion, or an ethical issue.It provides incentive for the pupils in their exploration into the topic, andhelps to bridge the gap between academic knowledge and actual lifeexperience.

In project work, pupils are provided with opportunities to select,analyze and classify information that they have, to learn to collect suitableinformation from books, mass media, encyclopedias, official documents,records or files, interviews, etc, and then to present them in an orderly andmeaningful way in the form of a written or oral report. Teachers shouldprovide suitable supervision and guidance until the pupils achieve valuablelearning results and a sense of achievement.

A project can be done on a small scale by individual pupils, or on alarge scale by groups or even the whole class. Through the project, theylearn to be independent in the first instance, and to communicate, co-operateand compromise in the second.

7. Case-study

Teachers can provide information of specific case and guide thepupils to analyze the situation with a particular purpose in mind. Pupilsshould be guided to identify the problems, with suitable reference to theirknowledge and then led to attempt to resolve the problems. For example,pupils are asked to work on a case of offence and forgiveness in whichpupils should apply their values and life skills.

8. Visits

Visits to relevant places can arouse a stronger awareness of the topicbeing studied. The pupils' learning experience can be enhanced if the visits

60

are well planned and guided.

Pupils should be well-prepared before the visits so that they canmake the necessary observations and proper responses during the visits. Forexample, visits to old people's homes can be educational in various ethicalaspects.

9. Teaching assistance with audio-visual materials

The audio-visual materials may help to attract the pupils' attention intheir learning process. Pictures are used to convey messages which involvethe pupils in active learning to enrich their knowledge. One of the simpleand convenient audio-visual materials is the concept map which is moreeffective than the description by words. The pupils can understand moreeasily.

Songs, videotape programmes and slides which are relevant to thetopics are some teaching aids that help to raise the pupils' interest inlearning.

Other audio-visual materials include radio-play cassettes and topic-related films. The former can be played optionally by the teachers orproduced by the pupils in groups while the latter can be shown after lessons.In using these materials, the teachers are reminded of the following points:

(a) The teaching time is limited. There are only 35 to 40 minutesavailable for each period. The time schedule is so tight thatthe preparation for each period is important, for instance, thepreparation for equipment and the selection of relevantmaterials which may affect the teaching results. Sometimesnot the whole package of slides and videotapes areapplicable. If the materials are not properly selected, theteaching will become time-consuming and the themesdisorganized.

(b) It is not advisable to use the whole period on the audio-visualmaterials only. Time should be allocated to hold discussionsand analyzing activities so that the pupils can have moreopportunities to learn.

61

(c) Teachers should select the materials carefully. They aresuggested to avoid choosing those purely entertainingprogrammes so as not to alter the nature of teaching activities.Teachers may select some objective materials to avoid beingaffected by subjective viewpoint.

(d) In using the materials, teachers are recommended to work inline with the copyright protection ordinance.

All in all, teachers should aim to provide pupils with the incentive aswell as the opportunity to share their personal values and experience inresponse to the teaching of religious education. Teachers can also share withtheir pupils their own personal experience and thereby foster and broadenthe horizons of the pupils. Such sharing is crucial to the pupils5 personalgrowth, enabling them to reflect on their past experience, value systems andlife stance, and subsequently to acquire the skills to apply the valuesacquired through their study so that they are able to revise or amend theirvalue systems whenever necessary in the course of their adult life.

(B) Exercises for pupils

In light of the teaching aims of religious education, the pupils'exercises should enrich and consolidate the religious information in the firstinstance, and emphasize on the development of skills in thinking,understanding and analyzing in the second.

The amount of exercises can be crucial to the pupils' interest instudying the subject. Excessive workload may generate disturbances to thepupils while inadequate one can hardly fulfil the teaching aims. Teachers arethus recommended to offer the right amount of exercises and provide properguidance to the pupils according to their academic levels, interest andlearning abilities.

The exercises should be prepared in the way that proceed from theeasy to the difficult and they should also be comprehensive. Their formsshould be diversified to raise the pupils' learning interest and avoid copyingfrom the texts or learning by rote.

62

Generally, short questions in the form of pictures, words or shortsentences may effectively encourage the pupils to try to finish their exerciseseffectively by arousing their learning interest. After the cultivation of thebasic answering skill, teachers may ask pupils to work on simple commentsto develop their powers of reasoning and judgment.

The exercises can be done by games or group work. To citeexamples, the former can take the forms of crossword puzzles and conceptmap drawing while the latter can be the wall newspaper design. All theseexercises can guide pupils to concentrate on a specific topic. The pupils canalso learn in a pleasant atmosphere which renders effective teaching.

Teachers are suggested to set the exercises in different formsaccording to the practical needs. They may also apply their teachingexperience to tailor and devise the exercises for better teaching results.

Teachers are recommended to give more constructive andencouraging comments when they mark their pupils5 exercises. Wheneverthe pupils hold improper views, teachers should offer appropriate guidance.For those inaccurate religious matters or disorganized expressions, teachersshould point them to the right direction.

(C) Evaluation

Religious Education, like other subjects, employs different methodsto measure the learning effectiveness of the pupils. The measurement ofpupils' performance should be evaluated in terms with the realization of theexpected teaching objectives.

Evaluation is a part of the learning process. It includes (1) planning,(2) implementation and (3) assessment. Therefore, evaluation should beregarded as an integral part of the whole syllabus which is closely related tothe syllabus content. Teachers may devise a plan to measure their pupils'learning results before they complete the syllabus. They should be ready torevise the plan at any time in view of the actual teaching situations.

63

Evaluation should be regarded in two perspectives, firstly, theevaluation of course work. It can be done partly by the teachers during panelmeetings, workshops and seminars, and discussion with subject inspectorsof the Education Department. The second perspective is the evaluation ofpupils' learning progress. It is important to evaluate the course work so thatthe teachers will know how to improve it according to the needs of then-pupils in relation to the outstanding problems of the social climate ofdifferent times. It is also important to evaluate the pupils5 learning progressso that there can be reinforcement and encouragement for the pupils as wellas their teachers.

The evaluation of pupils' learning progress can be categorized intotwo different types:

1. Formal measurement

This includes tests, short tests, examinations and project work.During tests and examinations, teachers are recommended to set theirquestions according to the levels of their pupils. Generally, various types ofquestions can be used, for instance, fill in the blanks, multiple choice,proof-reading and matching. Different levels of questions includingcognitive questioning, integrated comprehension, analysis and comment arealso some major forms of evaluation. Teachers should avoid testinginformation which is lengthy, trivial and just factual.

Project work helps pupils to develop understanding, insight into thematters, an empathy of the others and individual judgments. It can also beregarded as a means of evaluation which is especially useful to thoseacademically low achievers. Notebooks with supplementary exercises canalso serve as a means of evaluation for some schools. Such simple noteswith supplementary exercises can be an effective and progressivemeasurement method for those academically low achievers. Teachers mayalso introduce the measurement standards to them, such as, systematization,creativity and preciseness at the beginning of the academic year which serveas a pointer to offer directions and guidance.

2. Informal measurement

Exercises and class participation are important ways to evaluate the

64

pupils' academic performance. These evaluation methods can better reflectwhat the pupils have acquired and reveal their long term performance. It willbe a reliable and informal measurement method if the teachers can devotemore attention to devise the teaching activities to arouse the activeparticipation by their pupils and raise their learning interest. Teachers may inturn evaluate the pupils' performance in view of their responses inquestioning and answering, and in participating the activities.

Informal measurement is a continuous process that its frequencydepends on the methods used. For example, short tests can be more frequentwhile long tests or examinations should not exceed two or three times a year.Project work can be conducted once in each term or academic year.Different measurement methods should work together to form an integratedprogramme which is formulated: at the beginning of each term or academicyear. Although we suggest teachers to revise their measurement objectivesaccording to their pupils' actual progress, it should be noted that a formalplan for measurement, such as, forms, frequency and ratio, is also important,and it should be arranged at an earlier time. Teachers are recommended touse different evaluation methods than to rely excessively on the academicperformance in the final examination.

It must be recognised that religious education not only involves theacquisition of religious information, concepts and skills, but also theformation of religious beliefs and attitudes. Therefore, unlike most of theother subjects taught in schools, a large part of religious education is notmeasurable by means of the traditional tests and examinations. Exercisescan be set to check how much factual knowledge and academic skill thepupils have acquired, but not on how much their faith and attitudes havedeveloped.

Suggestions is therefore given here to do evaluation in religiouseducation along the following guidelines:

1. Evaluation of course work should be done in view of the followingpoints:

(a) the identification of the needs of the pupils (WHY);

(b) the depth, amount, organization and presentation (WHAT);

65

(c) the approach and methodology of the teachers (HOW);

(d) the relevance of such education to the pupils' life (USE);

(e) the teaching / learning effectiveness in the development ofthe pupils (OUTCOME).

2. Evaluation should be planned evenly with regard to information,concepts, and reasoning (analysis, synthesis, deduction andjudgment). It must be noted that pupils at this level should be trainedin their abilities of reasoning, so adequate emphasis must be placedon the assessment of the development of the pupils' power ofreasoning. This can be done when the questions demand a logicalpresentation of facts or arguments instead of just factual material.

3. Evaluation of the pupils' knowledge of facts, concepts and reasoningpower in relation to religious matters can be evaluated throughexercises, tests and examinations. Assessment of the pupils' abilityto apply their knowledge in modern life should be done carefullybecause the ultimate effect of this part of evaluation could beeducative as well as testing. Questions and exercises on applicationof Christian values to life situations can be set in view of thereasoning abilities the pupils have already acquired.

4. Evaluation of the pupils' development of faith and attitudes shouldnot be emphasized as a measurement of the pupils' ability oracademic standard because there is no universal criteria ofjudgement of how an individual develops and matures, and theteachers' judgement in the different cases of religious responsecannot be standardized. The development of intrinsic personalvalues is not perceivable on any short-term basis, and very often, notuntil a crisis appears much later on in life. Conversion to anyparticular religious faith should never be the criteria of evaluation. Ifsome sort of evaluation of the pupils' learning progress in theformation of faith and attitudes, even if unreliable, is necessary. Itcould be done to a limited degree through observation of their classperformance and related activities such as discussion, debate,project work, etc. But teachers must bear in mind the limitations ofsuch evaluation and interpret the results with reservation.

66

5. There should be distinguishable stages of evaluation: initialevaluation, continuous evaluation, experiential evaluation, andterminal evaluation, for each unit of teaching on the basis of as littleas a single topic, a whole school term, or on a larger scale, for one toa few academic years. Initial evaluation should emphasize onlyfactual information. Continuous evaluation could emphasize factualinformation, understanding as well as concept formation.Experiential evaluation could include all the above as well as sometentative development of beliefs and attitudes without anyconclusive views. It is only in terminal evaluation that pupils can beassessed on all of the above as well as the development andpreliminary formation of attitudes and value system. But it mustalways be remembered that no attitudes and value systems are reallyassessable in the school evaluation system of exercises, tests andexaminations. Whatever is revealed through class performance,discussion and project work is more likely the potentiality ofdevelopment rather than the development and formation itself.

V

67

This book is due for return or renewal on the elate shownunless previously recalled. Fines may be incurred for latereturn.

DATE DUE

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