2009年實施的新高中學制，通識教育科將成為核心科目之一，大部份中學現階段的工作主要集中處理課程規劃中如何鋪排六個單元的教授次序。學校的教師人手安排固然影響通識科的課程組織，但老師們如何詮釋課程同樣影響校本的課程設計。本文透過校本專業支援的學校經驗，嘗試總結課程規劃的三個單元鋪排模式，並探討當中反映老師如何理解新高中通識教育科課程精神與目標。
Liberal Studies (LS) is one of the core subjects in the new structure of senior secondary education which will be implemented from this September. At present, the focus of most secondary schools is on the issue of how to plan and arrange the sequence of the six modules. In fact, not only the manpower deployment but also how teachers interpret the LS curriculum documents can bring considerable influence on the school-based curriculum design of LS. Through the experiences of on-site school support, this paper summarizes three models which schools adopted to arrange the six modules, and analyses teachers’ understanding and interpretation of LS curriculum embedded in each model.[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]
