Welcome to HVWSHE

Integration of Human Values
in HVWSHE Curriculum Incorporating Teaching Strategies/Approaches
and Assessment/Evaluation Techniques

Curriculum is the central focus of education. One major emphasis in the national philosophy of education systems in many countries is the development of a viable national curriculum framework for innovation with a clear statement of aims to help communicate the value of education. The framework establishes learning outcomes expected of all students, thereby serves as a systematic and dynamic guide for the curriculum integration to ensure breadth and balance with different elements of the curriculum being integrated into a coherent program, and to clearly communicate the ideas and aspirations of curriculum developers to the stakeholders. It is also expected that reasonable amount of flexibility and ownership given (Millar and Osborne, 1998; Jeffery and Wordways, 2000) to the educational institutions and educators who will be involved in the implementation of curriculum being tailored to suit the needs of the students. This chapter outlines the various aspects of Human Values-based Water, Sanitation and Hygiene Education (HVWSHE) curriculum integration with discussions on its principles and elaborations on various exemplary lessons integration.

In the process of planning HVWSHE curriculum, various consultations processes were involved since 2003 in the development of the curriculum framework, followed by a period of consultation with curriculum officers, administrators, various educators and stakeholders (Benoza, 2006). This consultation provided valuable feedback which has now been incorporated into the curriculum framework

The review of curriculum development procedures and processes identified a number of priorities with four thematic strands set in HVWSHE curriculum to be elaborated in section D.1.2 and E. Whereas the next section will outline the rationale and objectives followed by section D that discuss the principles and guides of curriculum integration for HVWSHE.

Curriculum is dynamic in nature and is more encompassing than a syllabus which merely outlines the content to be taught. The curriculum foundations should be based on the approaches, content and techniques anchored on philosophical, psychological and sociological framework with teacher preparation and evaluation processes. A curriculum framework reflects the contemporary thinking and awareness about what students need to learn in order to lead rewarding lives, participate or prosper in a changing world of the new millennium. It should also elaborate on how schools and teachers can best help them to learn with innovative approaches introduced, trialed, evaluated and adopted on a restricted scale within a fixed period (Millar and Osborne, 1998; Jeffery and Wordways, 2000; Pitre, 2006).

The curriculum framework of HVWSHE includes all the learning experiences provided for the students, i.e. teaching strategies, learning resources and environment, assessment/evaluation techniques and various support systems provided. It will be used by schools to develop and implement their teaching and learning programs according to the needs and characteristics of their students taking into account the diversity among students. More specifically, the integration of curriculum based on the framework established should explicitly reflect the following objectives:

To set curriculum policy directions underpinned by the commitment to the principles and process of HVWSHE for primary and secondary education in the SEAMEO region.
To specify and establish the desired learning outcomes (e.g. “knowledge, values/attitudes and skills” towards the learning in four thematic strands of water) expected of all students from diverse socio-cultural background and levels of academic achievements.
To provide a structure around which schools can build HVWSHE learning experiences that ensure students achieve agreed outcomes in a new water use ethic via HVWSHE.
To form the basis of support documents and a set of prototype teaching/learning materials, lesson plans and activity guides on HVWSHE for use in SEA schools.
To develop competencies of teachers in selected schools for effective use of resource materials integrating HVWSHE in lessons with assessment of knowledge, values/attitudes, skills and behavior change among students.
To help teachers to develop specific programs and judge the effectiveness of their teaching by documenting experiences, lessons learnt and outcomes achieved by students.
To provide a basis for schools to review their performance in HVWSHE and plan for improvement.
To provide assessment/evaluation guidelines to monitor students’ progress, find out what changes have occurred in students to indicate whether the objectives of teaching and learning has been attained, with feedback information provided for improvement.
To establish a formal procedure whereby innovative approaches being introduced are trialed or piloted on a restricted scale in a representative range of schools for a fixed period (e.g. in the proposed HVWSHE echo-training activities) with such innovations being evaluated and the outcomes used to inform subsequent changes at national level.

D. Principles or Guidelines of HVWSHE curriculum integration with discussions on the structure and features of its framework, scope of learning and approaches for integration

Understanding the basic guidelines of curriculum framework and its integration will facilitate the curriculum developer and implementer to gain an overview of the curriculum structure, thereby integrate or adapt in the existing education system. This section outlines the principles and process of HVWSHE curriculum integration with the framework of integration being dwelt on in specific. By illustrating the holistic nature of the curriculum with experiences or exemplary case studies in the SEAMEO and Asia Pacific region, it is intended to demonstrate how students can be provided with learning opportunities which integrate the knowledge, values/attitudes and skills identified in the HVWSHE curriculum.

D.1.1 HVWSHE curriculum framework with its principles and process of integration

In brief, the curriculum framework of HVWSHE is encompassing, motivating or challenging, purposeful, inclusive (i.e. ensure that all groups of students are included and valued with opportunity to learn and achieve according to their personal preferences and aptitude) and recognize the significance of learning outcomes, fair and explicit standards with an agreed set of values. It is underpinned by the following key features and structure:

A solid philosophical foundation of values education that is built upon a commitment to five basic “human values”, i.e. right conduct, peace, truth, love and non-violence.
The set out of outcomes describing the “knowledge/understanding, values/attitudes and skills” that students are expected to acquire as a result of their curriculum experiences.
The outline of learning strands and areas of studies with proper integration of teaching, learning and assessment/evaluation techniques that promote achievement of the outcomes with supportive environment and collaborative activities.
The development of learning programs that has undergone series of consultative and collaboration with stakeholders, in various phases of development, action and reflection with trialing or pilot-testing of curriculum and transparent decision making processes.

The framework does not prevent schools from offering programs that enable students to achieve outcomes additional to those specified above as the schools and teachers will use the framework as a guide to develop their own programs according to their circumstance, ethos and the needs of their students. Whereas the principles and process of teaching and learning are based on the values of HVWSHE and the beliefs about the learning environment schools should provide. These include also contemporary research and professional knowledge about how learning can be supported that lead to effective classroom practices in helping students to achieve the learning outcomes set in the curriculum framework. Jumsai (2003) proposed in the “Human Values Integrated Instruction” that the objectives of the instructional model in HVWSHE include principles (i.e. modeling, educate and collaborative learning) and process (e.g. quiet moment, inspire, create atmosphere, eliciting or bringing out human values from within and integrate human values in all subjects and all activities) (Jumsai and Parahakaran, 2006).

D.1.2 Scope of HVWSHE curriculum with its thematic strands and learning/subject areas

This section provides an overarching or synoptic view of HVWSHE outlining the four thematic strands which underpin the curriculum framework stated in the aforementioned section:

These thematic strands serve as summary for an overall understanding of what are the learning outcomes to be achieved in HVWSHE to which all the following subject areas could contribute (Jeffery and Wordways, 2000; Kettle, 2005). Learning area statements are provided for:

Arts and Music: The arts develop students’ sense of personal and cultural identity and equip them for lifelong involvement in the appreciation of the arts including dance, drama, media, music, visual arts and combinations of arts forms. Students also develop creative skills, critical appreciation and knowledge of artistic techniques and technologies
Culture and History: History involves the study of past events, whereas culture include the study of values (e.g. religions, ethics, norms, attitudes), practices (e.g. traditions, gender roles, games, bureaucracy), institutions (e.g. education, primary health care systems, community-based natural resource management, legislation, infrastructure, etc.)
Geography: Students understand the Earth with its features and of the distribution of life on the Earth, including human life and the effects of human activity. It is the bridge between the human and physical sciences.
Health/Hygiene and Physical education: Students make responsible decisions about health and physical activity and to promote their own and others’ health and well-being. They develop an understanding of health issues and the skills needed for confident participation in sport and recreational activities.
Language (English and language other than English) : The study of language plays a vital role in the development of literacy, enhances students’ learning in all areas of the curriculum and provides them with the communication skills and critical understanding of language necessary for active participation in society. They gain an understanding of other societies, the ability to interact with people and cultures other than their own, and practical skills which they can use in future social, cultural and vocational areas.
Mathematics: Students develop numeracy across the curriculum. They use ideas about number, space, chance, and mathematical ways of representing patterns and relationships, to describe, interpret and reason about their social and physical world.
Sciences: Students learn to become critical thinkers who use evidence to construct conclusions. They carry out investigation to understand and describe the physical, biological and technological world. They also value the systems and processes that support life on the planet.
Social sciences/studies and Environmental Education: Students develop a respect for cultural heritage and a commitment to social justice, democratic process and ecological sustainability. They learn to understanding how individuals and groups live together and interact with their environment.
Technology: Students learn to be innovative, adaptable and reflective through the application of knowledge, skills and resources in the development of practical solutions to problems, using suitable materials, information and systems to achieve worthwhile results.

Learning area is a useful way of categorizing the knowledge, values/attitudes and skills essential for HVWSHE. They provide a structure for defining learning outcomes, emphasizing breadth and balance with attention being given to specific disciplines. Different learning areas contribute to the learning outcomes in different ways. Schools will use the learning area statements as guides to construct a comprehensive curriculum that suit their own contexts and communities.

While planning for the curriculum integration, particular attention is given to the importance of maintaining a holistic view of curriculum. Other area of concern is the need to integrate “knowledge, values/attitudes and skills” across the various learning areas. The goal of “knowledge integration” should be to help students continuously link and connect ideas to promote lifelong learning, including the processes of “comparing ideas, distinguishing cases, identifying the links and connections among notions, seeking evidence to resolve uncertainty, and sorting out valid relationships” (Berkeley, 2007). In addition to the five areas of human values mentioned earlier, the fundamental role of HVWSHE in “values/attitudes” component is the emphasis on the promotion of students’ enjoyment of and excellence in learning. Whereas the overall responsibility of HVWSHE for “skills” enhancement are the promotion of vital skills such as “literacy, numeracy, social cooperation, scientific/mathematical thinking skills, etc.” to be elaborated in section E.

D.2 Principles and process of HVWSHE curriculum integration with exemplary case studies and approaches for integration

This section describes the principles which should guide teaching, learning and assessment in HVWSHE to achieve the learning outcomes set in the curriculum framework in section D.1.1.

D.2.1 Principles of “Human Values Integrated Instruction” : The experiences and exemplary practices from UN-HABITAT, Society for Preservation of Water (SPW) and Asian Development Bank (ADB)

Curriculum framework should be underpinned by various principles and philosophical/psychological/sociological framework that guide schools in planning, curriculum development and evaluation (Jeffery and Wordways, 2000; Pitre, 2006). An ideal curriculum should encompass various aspects of teaching, learning, assessment with an explicit acknowledgement of core values, be inclusive and flexible with curriculum being integrated with breadth and balance through collective responsibility by all concerned in the curriculum planning and implementation. It will be essential, therefore, to ensure that there is a shared understanding of these principles within particular school communities and a collaborative effort to implement these principles in ways appropriate to individual schools.

As stated in section D.1.1, the ‘principles’ of HVWSHE instructional model includes modeling, educate and collaborative learning. Jumsai (2006) provided exemplary case studies of Royal Project in Thailand and various educate and collaborative learning activities in the HVWSHE curriculum introduced in Institute of Sathya Sai Thailand. Other approaches proposed in the “Human Values Integrated Instruction” including observation of “nature, direct experience, experiments, simile/comparison, arts, discussion and brainstorming, stories/drama/clubs, human values games, songs, music, service activities and field trips” (Jumsai and Parahakaran, 2006).

Various exemplary practices illustrated by UN-HABITAT and ADB also modeled the principles of HVWSHE curriculum integration. For example, engaging the education sector in building capacity to conduct HVWSHE in the formal and in-formal educator sector, as well as engaging communities in non-formal education in Africa and Asia (Sarkar, 2006); case studies or success stories from China, Malaysia, Sri Lanka, Philippines and India (Seetharam, 2006).

D.2.2 Process of HVWHSE curriculum integration with review of literature and research studies on cross-curricular and interdisciplinary approaches for teaching/assessment as well as experiences from SEAMEO educational institutions and training centers

The ‘process’ of HVWSHE instructional model as outlined in section D.1.1 includes the numerous ways of “eliciting or bringing out human values from within” and “integrating human values in all subjects and all activities” incorporating various teaching strategies and assessment/evaluation techniques.

There are two types of value-laden teaching and learning processes, either “incidental”, i.e. teacher uses value-laden statements, reinforcements or affirmations to encourage positive student behavior, as well as “purposeful”, i.e. teacher plans for a value-based lesson by reflecting it in her lesson plan indicating value, the objectives, strategies and assessment (Evangelista, 2006). The latter was reflected in the exemplary lesson plans in the science curriculum being implemented in the Ministry of Education, Philippines. For example, the teaching of Science involves the “nature” of ‘longing to know and understand, search for data and their meaning, demand for verification and questioning mind’, whereas the “inherent values” include ‘respect for logic, seeking for truth, consideration of premises, consideration of consequences’. Whereas the teaching of Home Economics involves the “nature” of ‘identification of human needs, organization and management of resources to meet human needs, household and community interrelationships’ with the “inherent values” include ‘care and concern for others, frugal and simple life-style, independence and personal responsibility, pleasures of homemaking and the joys of family life and appreciation of different value systems, i.e. cultural, religious, regional and national’.

The integration of human values in all subjects and all activities could be achieved through various direct and indirect approaches (see section E.1.2). Seetharam and Seetharam (2005) suggested that the indirect approach for HVWSHE could be achieved via integrating values across the curriculum in subjects such as languages, sciences, arts, sibika, mathematics, economics, and all subjects. This was reflected in the lesson plans of VIDYA in the subject areas incorporating strategies such as discussions, debates, role-play, reporting, listing, games, interviews, charts, etc. (Seetharam and Seetharam, 2005 in Seetharam, 2006) and experiential learning approach that involves the use of mind map, prayer, silent sitting, art and craft, drawing, play, etc. (Pitre, 2006).

“Cross-curricular” approach refers to the process of teaching a particular subject, e.g. Mathematics, is done across other subject disciplines, e.g. Science, Language, Geography, etc. It is an important aspect as both the ‘process’ of HVWSHE instructional model and the ‘curriculum framework’ of subject matter can only be achieved if proper curriculum integration is implemented via “cross-curricular” approach. An example is illustrated in the following guiding principles which identified the underlying beliefs and tenets central to the vision of mathematical power and content standards for mathematics education in Massachusetts,

Research showed that active learning approaches incorporating strategies such as “games, simulation, active reading or writing, etc.” were proved to be effective to promote students’ interest in science learning using English as medium of instruction (Ahmad, et al., 2005). Project-based learning via ICT integration was also found to be effective in enhancing students’ understanding of subject matter in real-life applications especially when incorporated with interdisciplinary approaches (Ng and Abdullah, 2002; Ng and Fong, 2004). A cross-disciplinary or interdisciplinary approach refers to cases, e.g. where professional scientists, working mainly in one major discipline, often have to apply or refer to science ideas located within a different science discipline. An example is a geologist’s study of soil (Earth science) may involve studying chemicals within soil (chemistry) and living organisms in soil (biology), along with gravity’s effect on water moving through soil (physics) (Gega, 1994). Interdisciplinary approach could also be applied incorporating the teaching of various science disciplines (Biology, Physics, Chemistry) with other interrelated disciplines, e.g. Mathematics, Technology, Environment, as illustrated in the following statements by the stakeholders of “Science Across the World” (SAW) international program that promote project-based learning on topic “Drinking Water”:

“…We started by analyzing water samples from our local rivers and canals. Then having visited the local waterworks, surveying peoples’ attitudes to water quality seemed a natural extension. The topic ‘Drinking Water’ enabled students to cover a large proportion of numeracy core skills whilst maintaining a scientific basis to their work – but this is maths with a human face.” (Teacher from U.K.)

“…Not only did the project provide a global awareness of issues, it promoted a link to various communities (hydro, gas, utilities, water companies). Students were motivated to learn…” (Teacher from Trinity College School, Port Hope, Ontario, Canada).
(SAA, 1997).

E. Integration of human values, teaching pedagogies and assessment/evaluation techniques in HVWSHE curriculum for SEAMEO countries

This section elaborates on curriculum integration by making connections between the principles and practice with suggestions on lesson integration in HVWSHE that are consistent with the curriculum framework. Table 4.1 summarizes the lesson plans developed by SEAMEO curriculum officers. Various instructional pedagogies, lesson integration and assessment/evaluation techniques were introduced during the Regional planning workshop in Manila, Philippines (Benoza, 2006; Evangelista, 2006; Jumsai and Parahakaran, 2006; Pannen and Rodriguez, 2006; Pitre, 2006; Sarkar, 2006; Seetharam and Seetharam, 2006; Yeap and Ng, 2006) and will be introduced in the Regional Training of Trainers (TOT) course in Penang, Malaysia (Benoza, et al., 2007; Ng, K.T., et al., 2007; Pannen, P. et al., 2007; Rodriguez, et al., 2007; Yeap, C.H., et al., 2007).

E.1Human values, pedagogies/approaches and assessment/evaluation techniques incorporated in HVWSHE curriculum

An overview of three key areas of lessons integration will be discussed in this section, followed by the exemplary lessons in section E.2. While taking note of the five basic “human values” to be integrated, the aspects of pedagogies/approaches and assessment/evaluation techniques being introduced in the lesson plans will also be dwelt on in brief as Higuchi (1995) stated that assessment and instruction are both related to ensure meaningful learning. Assessment should be an integral part of teaching, not only as a tool to collect data, but also to influence instruction (Tej, 1990).

E.l.1 Human values incorporated in HVWSHE curriculum

The curriculum framework of HVWSHE is a philosophical foundation of values education that is built upon a commitment to five basic “human values”, i.e. right conduct, peace, truth, love and non-violence with the following aspects being integrated in the HVWSHE curriculum in SEAMEO region:

Right conduct: Cleanliness, Conservation, Courage, Dependability, Duty, Ethics, Goal setting, Good behaviors, Gratitude, Healthy living, Initiative, Leadership, Obedience, Protection, Resourcefulness, Respect, Responsibility, Team work, Will.
Peace: Attention, Calm, Concentration, Dignity, Discipline, Focus, Happiness, Humility, Inner silence, Self-acceptance, Self-confidence, Self-control, Self-discipline, Service.
Truth: Accuracy, Curiosity, Discrimination, Equality, Honesty, Integrity, Intuition, Memory, Quest for knowledge, Reason, Self-analysis, Self-awareness, Self-knowledge, Spirit of inquiry, Synthesis, Truthfulness, Understanding, Wise and efficient use of resources.
Love: Caring, Concern for others, Consideration, Dedication, Devotion, Empathy, Friendship, Helping, Patience, Sharing, Sincerity, Tolerance.
Non-violence: Appreciation, Appreciation of other cultures and religions, Awareness, Brotherhood, Caring for all life, Citizenship, Concern, Cooperation, Loyalty, Minimum (natural) awareness, Social justice, Unity, Universal love, Unwillingness to hurt.

Instructional ‘models’ are guidelines or sets of ‘strategies’ on which ‘approaches’ to teaching by instructors are based. Instructional ‘methods’ and teaching methods mean the same thing. Instructional ‘methods’ are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson. Direct and indirect instruction are two main categories that many educators find useful for classifying teaching methods (Adprima, 2007; EduTech Wiki, 2007; Saskatoon Public Schools, 2007). Although direct teaching is a widely accepted instructional method which is good for teaching specific facts and basic skills, in HVWSHE lesson planning, the indirect instructional methods are widely recommended to enhance “knowledge, values/attitudes and skills” as required in the curriculum framework.

Effective instructional models are based on learning theories which describe the ways that theorists believe people learn new ideas and concepts. Often they explain the relationship between information which was already known and the new information to be learned (EduTech Wiki, 2007; Saskatoon Public Schools, 2007). For example, the key principles of constructivism supported that learners build personal interpretation of the world based on experiences and interactions and knowledge is embedded in the context in which it is used. As such the instructional or learning strategies that are proposed include “constructivist teaching, collaborative learning, problem-based learning, modeling, scaffolding, and the like” with inquiry-based and discovery learning are the representations of the learning process.

Instructional ‘strategies’ determine the ‘approach’ a teacher may take to achieve learning objectives. While particular ‘methods’ are often associated with certain ‘strategies’, some methods may by found within a variety of strategies (Saskatoon Public Schools, 2007). As stated in section D.1.2, the programs of study should be planned which enable students to work towards achieving outcomes that combine knowledge, skills and values across learning areas. An integrated approach is particularly appropriate for activities that have a real-life application (Jeffery and Wordways, 2000) in formal or non-formal education. An example is that the students study science content incorporating solving real-life problems using mathematics or through a language other than English in a bilingual education program. The following are list of ‘approaches’ (classified under various categories of instructional ‘strategies’) being adapted in HVWSHE lesson integration in SEAMEO region:

The ‘direct instruction’ is among the most commonly used, highly teacher-directed strategy. As in ‘values clarification’ strategy, teacher must carefully prepare discussion questions and exercise with clear instructions given, the content of ‘direct instruction’ must also be organized in advance. These strategies are effective for providing information or developing step-by-step skills. Teachers should have information about student prerequisites for the lesson. It also works well for introducing other teaching methods, or actively involving students in knowledge construction.

Among the strategies introduced HVWSHE curriculum include demonstrations (e.g. by poster), explanation, exposition, explicit teaching/teleteaching or lecturing, didactic questioning, drill and practice, questioning, presentation [with question and answer (Q&A)], listing relative vs. absolute values, moral reasoning, managing multi-cultural classes, etc.

2. Strategies to enhance conceptual understanding via ‘interactive instruction’
The ‘interactive instruction’ strategy allows for a range of groups and interactive teaching and learning methods that rely heavily upon discussion and sharing among participants. The success of this strategy and its many methods is very much depend on the expertise of the teacher in structuring and developing the dynamics of the group. It is important for the teacher to outline the topic, the discussion time allocated, the size and composition of the groups and the sharing or reporting techniques. This is to ensure students can learn from peers and teachers to organize their thoughts and to develop rational arguments, e.g. through peer partner learning, panel discussion or conferencing, debates, exploratory concept learning, writing-to-learn, tutorial or laboratory groups, structured controversy, etc. strategies.

‘Interactive instruction’ requires the refinement of scientific and social skills and abilities, e.g. observation, listening, interpersonal and intervention skills and abilities by both teachers and students. Apart from these commonly used strategies, the lesson plans developed for HVWSHE curriculum also include 5Es (Engagement, Exploration, Explanation, Elaboration, Evaluation) model, brainstorming, interviewing, active teaching and learning approaches [e.g. games, simulation, role play, active reading and active writing (e.g. sequencing activity)], problem-solving, cartoon, cooperative learning (e.g. “Think-pair-share”, Jigsaw expert group, etc.), active reading and writing with Q&A based on text, active group learning involving mind mapping to brainstorm ideas in solving problems and promote critical/creative thinking and research skills, pair work and presentation to enhance scientific skills, whole class work, whole class discussion and presentation, colloquium or plenary discussions with interactive question and answer, quiz, etc.

3. Strategies to promote learning skills via ‘independent study’ and ‘instructional skills’
‘Independent study’ may be initiated by teachers or students under the supervision of a classroom teacher. It can also include learning in partnership with another individual or as part of a small group. It aims at fostering the development of individual student self-improvement, initiative and self-reliance with a range of instructional methods. In HVWSHE curriculum, these strategies include assigned questions, research projects, homework or take home projects, reading or silent reading, journals, writing essays or reports, silent sitting, reporting, etc.

Whereas, ‘instructional skills’ aim at structuring appropriate learning experiences for students which are necessary for procedural purposes. These skills are the most specific category of teaching behaviors with a variety of processes exists. The skills that are introduced in HVWSHE curriculum include explaining, demonstrating, questioning, reflective poster, picture drawing, writing, picture with story telling to promote scientific skills and active learning, etc.

4. Strategies to promote ‘small know how’ via ‘non-/digital resource-based learning’
‘Resource-based learning or education’ (RBL or RBE) is a planned educational opportunity that actively involved students in the meaningful use of a wide range of resources, either non-digital or digital. It is an essential component of curriculum actualization to meet the objectives of both subject and information literacy. But it is effective only if teacher prepares for discussion after the presentation, also there is a need to obtain the resource or set up any necessary equipment. The strength of RBL is in its flexibility, and in the number of varieties it offers to both the students and teachers who are striving to achieve educational objectives. In HVWSHE curriculum, the (a) digital RBL include use of ICT or multimedia or Internet resources for web surfing or on-line learning, AVA or other media e.g. VDO/video, video clips, video/audio CD, recording of poem with music and photo recorded for visualization activity, etc. whereas (b) non-digital RBL include library books, magazine, flipchart, newspaper, map, mind map, photograph, pictures of polluted water resource or food, textbook, materials use for water storage, poster, water use checklist, map (of the world, of the river in Lao PDR) or wall map (of Singapore), exhibition, quotation, jokes or folktale, poem(s), etc.

5. Strategies/approaches to promote ‘big know how’ via ‘indirect instruction’
In ‘indirection instruction’, the roles of the teachers shift from teacher, instructor or director to that of facilitator, supporter, coach or resource person, as the saying goes “from sage on the stage to guide by the side”. This is because this strategy is mainly student-centered and is in contrast to ‘direct instruction’, although these two strategies can complement each other. The teachers’ roles are to arrange the learning environment, provide opportunity for student involvement, and when appropriate provide feedback to students who conduct the inquiry.

As such, this strategy takes the advantage of students’ interest and curiosity with teacher often encourage students to generate ideas to solve problems using various alternatives. It also requires a high level of student involvement in various scientific skills (e.g. observation, communication, interpreting data, report writing, etc.), critical/creative thinking or problem-solving skills, e.g. observing, forming hypotheses, investigating, or drawing inferences. Apart from these skills, the HVWSHE curriculum include also strategies such as contextual teaching and learning approaches (e.g. problem-solving in real-life situations, inquiry approach or inquiry-based learning, project/problem-based learning via ICT integration), mathematical problem-solving or calculation (percentage of water in living things, etc.), practical activity, experimentation or experiment to promote scientific skills, active learning (e.g. simulation, gaming, cloze procedure), reading for meaning, concept mapping, concept strips for flow chart, reflective discussion, debates, discussion (and sharing of practice with Q&A) or group discussion, story telling, dance, singing of song (with musical notes), success stories or case study (conservation issue with value-based dilemma and value-based solution; health or conservation issue with value-based dilemma and solution; social issue with value-based dilemma and solution, Millennium Project, schools as centres for community initiatives, etc.), issues-based discussions or case study on moral dilemma situation, case study on Royal Projects concerned with water issues, e.g. water resources, “Royal Rain”, case study on India’s SPARC model, case study on China’s Dalian Water Supply Project to reduce non-revenue water (NRW) via detecting and checking leaks, case studies on institutional involvement in Philippines and Malaysia (e.g. community-based natural resource management, legislation, etc.), cultural event and commemoration of World’s Water Day, use of learning communities, role-modeling of values inside and outside the classroom, case studies of great persons who respect life, lesson from negative aspects, e.g. wars, etc.

6. Strategies/approaches to stimulate ‘knowing in action’ via ‘experiential learning’
The emphasis in ‘experiential learning’ is on the process of learning and not on the product. It is activity oriented, inductive and learner centered. This type of learning can be viewed as a cycle consisting of five necessary phases as below:

The critical factors in effective ‘experiential learning’ include the formulation of plans to apply learning to other contexts with personalized reflection about an experience. In HVWSHE curriculum, the approaches introduced including field studies or fieldwork, institutional visits, experimentation or investigative task, field trips or field observations, environmental study, conducting scientific investigation on water pollution, active learning (e.g. experiential games, games of discovery, matching game, simulations, role-playing), surveys, group activities or experiential learning, group work, group experimentation, discussion and presentation to enhance scientific thinking or reasoning skills, homemaking activities, group learning or investigation and presentation via AVA (e.g. diagram, slide, etc.) to enhance research and scientific/mathematical skills, group literature search and research, group investigative research project, group Q&A supported by non-digital and digital resource-based learning to promote critical or creative thinking (CCT) and multiple-intelligence (MI) [musical/rhythmical (MR), visual/spatial (VS)], etc.

E.1.3 Assessment/evaluation techniques for HVWSHE curriculum

The objectives of assessment/evaluation are to obtain information about students’ progress towards the desired outcomes “knowledge/awareness, skills/actions and values/attitudes” that contributes to continued learning, enable the reporting of students’ achievement and planning for further improvement of learning. The assessment regime or method for HVWSHE is based upon multiple kinds and sources of evidence. The lesson plans developed in SEAMEO countries include the following areas of assessment/evaluation techniques:

formative/summative assessment/evaluation individual worksheet or students activity sheet involving Q&A on article read, observation of students’ performance and responsible behavior, work tasks assessment (e.g. writing, map, mind map, drawing, etc.);
assessment/evaluation on feedback or students’ real practice based on observation skills, on output of students’ learning presented orally or in writing (e.g. Arts) by group or individually and students’ communication and scientific/mathematical computation skills (e.g. observation, investigation);
assessment/evaluation based on international human rights instruments, or with grading on the application of values learned, hierarchy of moral reasoning;
assessment/evaluation sheets and students activity worksheet involving reflective Q&A, drawing, presentation, checklist for water use, students’ description paper and poster, written test, assessment of practice with scale test, work tasks assessment (writing and mind map), performance assessment (observation, presentation skills) and self-evaluation;
assessment in 5Es (Engagement, Exploration, Explanation, Elaboration, Evaluation) teaching learning process;
interview and observation made with checklist, observation scale, record sheet or table on aspects e.g. students’ participation in real life practice with manifested inherent values or active involvement in answering questions, expressing understanding or opinion e.g. on the use and maintenance of toilet, experimentation, etc;
worksheet for students to evaluate polluted and fresh water, e.g. with guiding questions for students’ write-up of research findings from resourceful learning activities from digital/non-digital resources reflecting critical thinking skills in situation analysis;
alternative assessment on output of students [charts, illustrations about forests, deserts, rivers, essay and poem writing, writing, song composing, poster presentation (with elaboration of messages), letter writing, scrap book, graphic organizer, portfolio, project-based learning, community project, evaluation sheet, design card, students’ drawing, scrap book with pictures collected from magazines, comics, science journals or Internet, practical worksheet, activity worksheet on problem-based investigation, creative problem-solving activity, reports of experiment or investigative activity, argumentative paper, reflective journal/poster/questions/writing, games, role play, etc;
students’ writing of poems/jingles/songs with lyrics and drawing of poster for presentation based on visualization from the stanza, students’ recitation of poem, or write-up assignment involving critical thinking;
student’s activity worksheet with outline or guiding questions for write-up reflecting critical thinking and research skills assessed via research assignment;
written test or test of knowledge and students’ drawing (water festival, New Year);
peer evaluation and/or oral evaluation with guided reflective questions;
assessment rubric, vanguard sheet;
group discussion, presentation and/or reporting to present ideas in effective water conservation and design of community parade;
quiz or question and answer (Q&A) or direct questioning based on text;
school water and sanitation audits or water quality audits.

E.2Exemplary HVWSHE lesson plans developed in SEAMEO region incorporated with human values, teaching strategies/approaches and assessment/evaluation techniques

The development of HVWSHE curriculum materials are mainly based on the current practices in the SEAMEO countries with diverse socio-cultural background and learning contexts. Nonetheless, the following four thematic strands were addressed in the lesson plans which had randomly been selected for try-out within the time constraints faced. In addition, some countries, such as Cambodia (Kimly and Phearum, 2007) and Vietnam (Phan and Tran Thi, 2007), had also prepared a matrix outlining the suggested grade/year levels, subjects, topics, concepts and underlying with some suggestions on strategies to be incorporated in various subject areas focusing on the four thematic strands. Although there may be some overlapping features in the lesson plans which address the respective thematic strand respectively, the following sections will elaborate on selected teaching strategies/approaches and assessment/evaluation techniques extracted from exemplary lesson plans developed to illustrate how “knowledge, values/attitudes, skills” could be integrated in the thematic strands as stated in the curriculum framework.

This thematic strand was well addressed in most of the lesson plans developed incorporating human values as it was dwelt on with depth during the initial planning stages. Various ideas for teaching and assessing students’ learning were suggested. For example, PowerPoint slides and poster with tips on how to conserve or save water with presented by Brunei and Indonesia respectively (Fadzil and Isma, 2007; Herawati, 2007), website resource and board game were also given as an alternative way of teaching the topic (Fadzil and Isma, 2007). Tan (2007) thoughtfully suggested day trip or fieldwork approach with AVA (e.g. camera with video) to bring students to a fish breeding pond or fisherman village to “study with and for” nature, thereby appreciate the importance of water in a sustainable developed environment. with (Tan and Ramli, 2007). A multi-pronged approach of assessment/evaluation activities were suggested in this strand. For example, students were assessed on their ability to surf the web and make reflections in writing on domestic and non-domestic usages of water in Singapore with the given worksheet that incorporate graphic organizer and website of Public Utilies Board (PUB) (Ang, 2007), mind map was used to assess students’ understanding about issues in water usage in Thailand with reference resource from website given (Suwansiri and Tojinda, 2007), observation chart was used to evaluate Philippine students’ conceptual understanding on the properties of materials before and after mixing with water (Balatbat, et al., 2007) whereas ICT-based checklist with scoring scale was suggested to assess water conservation habits in Indonesia with website reference resource given (Herawati, 2007).

E.2.2 Water for Health, Sanitation and Recreation
A variety of lesson integration ideas incorporating human values emerged from this thematic strand due to the importance of water in relation to the health in daily life affecting all the stakeholders. For example, Manivanh and Wayakone (2007) introduced the lesson idea as early as primary levels in Lao PDR about the importance of using sanitation facilities correctly using picture cards incorporating active learning sequencing activities. Digital and non-digital resources were suggested, e.g. textbook, workbook and website addresses were given by Brunei, Indonesia, Singapore and Thailand with information such as health and wise water use (Fadzil and Isma, 2007; Herawati, 2007; Ang, 2007; Suwansiri and Tojinda, 2007). Various assessment techniques were suggested to evaluate students’ knowledge, values/attitudes and skills in this thematic strand. For example, mind map and poster were suggested to identify Malaysian students’ prior knowledge or post-lesson understanding on the importance of safe drinking water to human beings, animals and plants (Tan and Ramli, 2007), quiz and assessment on practical activity with questions were suggested in Brunei (Fadzil and Isma, 2007), whereas the use of assessment sheet coupled with observation on students’ performance and responsible behavior and evaluation form with scoring guide were used to evaluate students’ understanding about water consumption in Thailand (Suwansiri and Tojinda, 2007).

E.2.3 Water, Human Dignity and Social Equity

Although this thematic strand is one of the most difficult and least discussed amongst all learning strands, a number of impressive ideas arisen from the commendable effort of curriculum developers in the SEAMEO region to integrate human values in lesson plans. For example, a poem with recital was developed by Ramli (2007) for Malaysian lower secondary students to raise the awareness of students about the importance of conservation and human dignity to live in healthy environment (Tan and Ramli, 2007), story telling approach was proposed by Cambodia raise awareness on the social problems in relation to non equitable supply of water to different groups (Kimly and Phearum, 2007) and case study problem statement was given to stimulate ideas on creative solution to water constraint in Singapore and appreciate the commendable efforts by local scientists (e.g. Newater Centre and Public Utilities Board) to promote social equity in relation to water resources supply (Ang, 2007). A couple of suggestions were also given to evaluate on students’ enhanced values/attitudes and their output of learning. For example, the use of assessment sheet to evaluate students’ knowledge, scientific inquiry skills, affective/attitude, values or personal expression in aspects related to water resource and utilization situation in Thailand (Suwansiri and Tojinda, 2007) and worksheet for the recording of investigative activities on “how to get freshwater” in Singapore with flow chart on water cycle and assessment rubric with performance levels for students’ application of knowledge of the hydrological cycle to solve a problem in an unfamiliar setting (Ang, 2007).

Many lesson plans were also developed incorporating human values reflecting the cultural diversity of the region with various traditions and religious practices. Most of the lesson ideas initiated with the introduction of the geographical areas or various zones in the country and various water related activities such as festivals, celebrations affecting the livelihood of various ethnic groups or actions taken by the local people to conserve water. Some countries appreciate the roles of water through songs composed (e.g. “The stream of water”) with lyrics being translated also in English and manuscripts with the use of maps to teach rivers in Lao PDR (Manivanh and Wayakone, 2007), recorded music or audio files that could be downloaded from the Internet (e.g. “Loy krathong” in Thailand) (Suwansiri and Tojinda, 2007), poem on “conserving water for the nation to progress” which may be sung to the tune of song (e.g. “Paruparo’ng Bukid” in Philippines) (Balatbat, et al., 2007), etc. While Brunei Darussalam reported the country commemorate World Water Day (22nd March) annually with a series of events/activities being organized by the Water Works Department under the Ministry of Development as reflected also in lesson plan under strand 1 (Fadzil and Isma, 2007), Singapore also presented case study on water rationing experience in various zones of the country (with website reference provided) affecting the livelihood of the farmers (Ang, 2007). Various ways were also suggested to evaluate on students’ learning and appreciation of harmony in the various cultures, traditions and religious practices, e.g. the use of posters to express ideas visually manifesting multiracial and multicultural unity in the Malaysian society (Tan and Ramli, 2007), the drawing of pictures to campaign for protection of water resources in the community (Phan and Tran Thi, 2007), the use of checklist with scale to assess the religious practice of students in Indonesia (Herawati, 2007).

The development of lesson plans in SEAMEO countries that serve as the reference resource and curriculum support materials for capacity building or professional development in HVWSHE are considered to be essential for the concept outlined in the curriculum framework (in section D.1) to work.

This resource pack is compiled based on the consolidated efforts by various parties within limited timeframe. It provides an overview of the curriculum integration for primary and secondary education in SEAMEO region, outlining the outcomes to which various teaching strategies and assessment techniques will be used to optimize students’ learning and participation in HVWSHE. It is intended to serve as a stimulus and major reference point with support documentation of the Curriculum Framework to facilitate whole-school planning and curriculum development in the educational institutions involved in the implementation of HVWSHE curriculum. Teachers and students are expected to make many other connections through flexible approaches to teaching and assessment with integration of learning across all areas of knowledge and human endeavor.

Although significant direct and indirect links have been identified between the Curriculum Framework and lesson plans developed, it must be realized that the suggested list of lesson plan or ideas cannot be exhaustive in accordance to the wide range of subjects and learning areas as stipulated in the SEAMEO curriculum. Unfortunately time constraints did not permit the groups of curriculum developers and resource persons to further explore the matrix developed by Cambodia and Vietnam, with perhaps a more comprehensive curriculum matrix outlining most, if not all, of the learning areas that have been suggested in the SEAMEO region. While the authors acknowledge the various limitations in the preparation of this resource pack, some suggestions are also made in the following section for future review and more curriculum integration ideas that could be provided so that the educators could tailor their lessons to suit the needs of their students.

Successful implementation of the HVWHSE framework requires a collaborative approach to the planning for students’ achievement of the intended outcomes by all concerned, not excluding also shared responsibility of curriculum developers, teachers, students and all the stakeholders in the learning community. It should be the responsibility of the administrator and various stakeholders to determine how the learning opportunities are structured in the schools in terms of time and range of programs provided based on the assessment of the needs of their students that could be carried out ongoingly.