Action Plan Handbook

(Back)

Moral, Civic and National Education Section

Curriculum Development Institute

Education Bureau

Restricted to teaching purpose.

(Cover)

Action Plan Handbook

(For Primary and Secondary Schools)

Name of school:

Name of student:

Class: No.:

Introduction 1

Pledge Statement 2

User Guide 3

Goal Setting and Implementation Flowchart 4

Plan Content

A.Setting a Clear Goal 5

Step 1: Self-evaluation and set short-term/interim/long-term goals5

Step 2: Make a goal statement for a better future 13

Step 3: Formulate and select strategies 15

Step 4: Review, revise and determine goals and strategies 16

B.Review‧Action‧Reflection 17

Step 5: Implementation and Action 17

Step 6: Review and Reflection 19

This is the twelfthyear to ‘My Pledge to Act’since its first launch in 2003. The Education Bureau expectsthat schools would continue encouragingstudents to lead a healthy life in various aspects through participation in collective commitment. The cultivation of students’good character and awareness of citizenshipto build a positive international image of Hong Kongby rallying concerted efforts of societywould be enhanced.

Our family give us a shelter in which we can concentrate on our life goals. Nevertheless, a happy and harmonious family requires every member’s effort to cultivate with love and care. We hope that students,under the cooperation, support and encouragement from all stakeholders,would learn to show their love and care about their family. Students would stand bytheir familywith perserverence, poistive attitude and mutualityand foster a sense of responsibility and commitment to their familyafter completing this ‘Pledge Action Plan Handbook’. Not only would they learn to build their family with love and care, they would turn our society and the world into a better place.

“My Pledge to Act —

To Build the Future with Our Family”

Pledge Day

2014

Pledge Statement

I pledge, from now on,

to join hands, encourage and

support each other in the family,

to face challenges with determination

and to build a better future.

Date: Signature:

This handbook aims at providing approaches, skills or examples to help students set goals and put them into practice. Schools or teachers may enrichor select the content as appropriate according to the needs and abilities of students. The special features of this handbook are as follows:

In three key areas,“Heart” (values), “Words” (language) and “Deeds” (practice), help students work out a multi-dimensional plan to achieve their goals;
Pages for formulating and selecting implementation strategy are designed to help students considerpossible strategies to achieve their goals, and the respective feasibility, before taking actions;
Students are encouraged to seek advice from others throughout the process of goal setting, acting on and achieving their goals. A few questions are put there to help them understand their situation;
Students are also encouraged to review and reflect so that they can learn from their experience.

Students should remember the following as they move towards their goals:

Review, and revise,the goals and feasibility of the strategies regularly. For example, short-term goals may be reviewed weekly; interim goals every two to three weeks and long-term goals every one to two months. (Students may review and revise their goals as needed, not to wait till the time scheduled.)
If subjective or objective factors vary, students may need to revise their goals or action plans. (e.g. They may adjust the time to achieve, the scope or the approach to achievetheir goals or they may seek help.)
If students have doubts about their goals orthe implementation strategies, they may seek advice from others including teachers, family, social workers and peers.

It is wonderful if you are determined to achieve your goals. However, it is also important to keep in mind that subjective and objective factors may vary. Wishyou all success in realising your pledge:

“To join hands, encourage and support each other in the family, to face challenges with determination and to build a better future.”

Step 1: Self-evaluation and set short-term/interim/long-term goals

Self-evaluation at the beginning of the school year

I know my family members well: Strongly agree Partly agree Disagree

because

Describe in text or drawing how you hope your family to get on together.

I think the environment and interpersonal relationship in my neighbourhood, in society and the world are:

 Good and harmonious Fair  Needs improvement

because

Describe briefly in text or drawing your ideal environment and interpersonal relationship in your neighbourhood/society/the world.

Think: How can we build our ideal family relationship, environment and interpersonal relationship? Now let us set our goals according to our ability and situations.

Soft reminders:

We shall commit ourselves to our goals for success.
Look at the calendar (for one or two years) and decide the start and completion dates.
Aimslightly higher tostretch fully your potential. If the goalsare too easy to achieve, we will not find themchallenging. If they are too high, we may feel frustrated too easily.
When we have drafted our goals, we may seek advice from our teachers, senior family members and peers. Then we review and revise our goalsaccordingly to make themmore viable. This will make your effortmore productive.
We also need to reviewour progress regularlyand adjust timely. This will help us move towards our goals!

The following sample goals are for reference only. You may set your own goals according to your ability and situations, (put a tick in ) or write down your goal under ‘Others’:

1.My Family and I

Targets: Myself and other family members

(a)Communication and getting along:

Heart (values): Respect, Care for Others, Responsibility, Commitment, Perseverance, Mutual Support and Positive Attitude

Words (language): Is my language/toneappropriate? (Not to make hurtful or humiliating remarks.) Is it the right time, the right place to talk about the topic?

Deeds (practice): Specific actions such as

Show your concern (e.g. greet them in the morning and evening, offer them drinks or cards timely)

Smile to show acceptance/ welcome

Control my emotions(e.g. not to get angry easily, be willing to talk to family members)

Be aware of my family members’ emotion and give verbal encouragement, support/appreciation (e.g. cheer them up often)

Be willing to listen to the advice of my family; apologise if I commit a mistake

Call my grandparents to express my love and care

Share your life experiences and talk to them openly

Be courteous (e.g. let them use the computer first, choose the TV programmes)

Help my family members to refill their empty bowls with rice or soup

Others:

(b)Fulfilling responsibilities:

Take care of the sick and the young family members (e.g. help my younger brother with his homework)

Take care of myself (e.g. finishing homework on my own or ______)

Let my family members know clearly my whereabouts

Share housework (e.g. taking on ______(housework) without being prompted )

Be enterprising and dedicated to study (e.g. do revision or homework without being told)

Others:

(c)Building a better future together

Stand with my family in times of difficulties/adversities

Share with my family members my dream and seek their advice

Explore ways to make my dream come true

Equip myself for fulfilling my dream (e.g. reading, choosing the relevant subjects, learning to manage time and money)

Others: ______

2.My Community and I

Targets: Myself, fellow students, friends, neighbours, people I come across (e.g. new classmates and neighbours), teachers, school staff, the media, the government, public and private organisations, the disadvantaged (e.g. the low-income people, the mentally challengedand physically challenged)

(a)Communication and getting along:

Heart (values): Respect and Care for Others, Responsibility, Commitment, Mutual Support and Positive Attitude

Words (language): Respect the freedom of speech of each other. Is my language/toneappropriate? (Not to make hurtful or humiliating remarks) Is it the right time, the right place to talk about the topic?

Deeds (practice): Specific actions such as

Smile to show acceptance/ welcome

Be willing to listen to guidance and advice; apologise if I commit a mistake

Give appropriate feedback (encouragement / support / comment / suggestion)

Express your views openly at an appropriate time

Send a card to show your concern(e.g. send season greetings to teachers or )

Others:

(b)Fulfilling responsibilities:

Keep watch and help one another (e.g. help and care for people in need)

Help the needy and the weak (e.g. offer your seat to them, offer voluntary services or sell flags)

Be honest (e.g. no cheating, no lying)

Comply with school rules, abide by law; be a responsible citizen

Protect the environment and public properties; keep the environment clean and hygienic

Respect others (e.g. admire others’ fortes, tolerate others’imperfections)

Be courageous to do the right thing, if the situation warrants (e.g. report improper behaviour)

Others:

3.The world and I

Targets: Myself and the world (other people in the world, natural resources, naturaland manmade disasters, climate change, culture, multinational enterprises)

(a)A global perspective:

Heart (values): Respect and Care for Others, Responsibility, Commitment, Perseverance, Mutual Support and Positive Attitude

Deeds (practice): Specific actions such as

Understand global affairs and key issues in different countries

Know more about natural and manmade disastersaround the world and the related casualties

Offer assistance to tourists

Participate in international events or memorial days (e.g. World Blood Donor Day)

Write or contribute articles to express your views on international affairs or leave comments on international online forums

Joincross-border exchange programmes

Be aware of the impact of international relations on myself and society

Be aware of the impact of globalisation on myself and society

Be aware of the relationship between global climate change and personal habits

Others:

(b)Fulfilling responsibilities:

Respect all peoples (regardless of race, religion, etc), their rights, cultures and freedom

Protect the environment, history and cultures of different parts of the world (e.g. conserve historical relics when travelling in other countries)

Persevere in making good use of resources; save energy, reduce waste, support recycling and waste no food

Be humanitarian; support activities for helping poor countries, disasterrelief andexpressing condolences to the families of the victims

Others:

(c)Building a better future together

Learn about the ways to promote sustainable development and thepossible dilemmas

Organise/support events promoting sustainable development (e.g. expressing my views on energy conservation, promoting eco-tourism and responsible tourism)

4.Others: determined by myself

Step 2: Make a goal statement for a better future

Goal review*:

My goal requires a little more than what I can do.Yes/No

I am not sure whether my goal is feasible.Yes/No

I expect that I can achieve my goals on scheduleYes/No

I have not set any goal.Yes/No

I still have doubts about my goal.Yes/No

I need some advice.Yes/No

Please consult others (e.g. teachers/principal/classmates/family)for advice to pool the wisdom.

Advisor’s commentor encouragement(you may ask more than one):

Advisor / Comments/Encouragement, signature and date

Step 3: Formulate and select strategies

Please be creative to think of different feasible strategies and their respective advantages and disadvantages.

Strategy / Advantages / Disadvantages
1
2
3

After analysis, I have decided to use strategy ______because it is the most feasible/cost-effective/it gives me the greatest chance to achieve the goal.

Step 4: Review, reviseand determine goals and strategies

Goal Review*:

I am not sure whether my goal is feasible.Yes/No

I expect that I can achieve my goals on schedule.Yes/No

I still have doubts about my goal.Yes/No

I am confident that I can achieve my goal withthe selected strategy. Yes/No

I need to consult others.Yes/No

Please consult others (e.g. teachers/principal/classmates/family) for advice to pool the wisdom.

Advisor’s comment or encouragement(you may ask more than one):

Advisor / Comments/Encouragement, signature and date

Step 5: Implementation and actions

Date:

Self-evaluation and adjustment*:

I have made little progress and I am still atsquare one.Yes/No
I despair and am already frustrated.Yes/No
I have not been quite on schedule but I am still very determined.Yes/No
I believe that I can achieve my goal as scheduled.Yes/No
I am further away from my goal.Yes/No
My plan and approach have worked well.Yes/No

I have realised that there is something wrong with my selected goal and strategy:

Selected goal / Selected strategy

Please consult others for advice.(e.g. teachers/principal/classmates/family) to strive for the best:

Advisor’s comment or encouragement(you may ask more than one):

Advisor / Comments/Encouragement, signature and date
Revised goal / Revised strategy

Step 6: Review and reflection

Date:

Have I achieved my goal?* Yes/No
I have achieved my goal as scheduled.* Yes/No
I succeeded/failed because:

I have learnt about my strengths/weaknesses:

My advisor has reminded me of/encouraged me that:

Thoughts and feelings (in text or drawing):