Background: During the era of education reform, the Hong Kong Special Administrative Region has launched a series of measures to enhance the learning of the students and the effectiveness of teaching. In the Curriculum Development Council document, Learning to Learn--the Way Forward in Curriculum, the policy of school-based curriculum is advocated. The aim is to allow "schools to have more autonomy in choosing some contents more relevant to their students so long as they are in line with the curriculum aims, strands, principles of learning/teaching, with justifiable modifications that suit their students most", This paper reports a case study of a local primary school in implementing the school-based curriculum in General Studies (GS) from 2003 to 2006.
Aims: To study why the school initiated such educational change, the strategies teachers employed and difficulties they encountered. Recommendations are made for teachers and administrators who want to initiate educational change in schools.
Sample: The head teacher, the subject panel, level coordinators and subject teachers were interviewed. Parents and students were also invited to fill in questionnaires by the end of the school year.
Method: Qualitative research method such as in depth interview and quantitative research method such as filling in questionnaires were employed.
Results: Most of the teachers claimed that it is the school administration who initiated the adoption of the school-based curriculum policy. Though they tried their best to deal with various difficulties, worked hard, prepared lessons jointly, and claimed that students showed more interest in lessons, some did not have the ownership of the school-based curriculum development.
Conclusion: The implementation and institutionalization of any educational change requires more than willing individual teachers, e.g. the subject panel or level coordinators. Rather, there needs to be a deep re-conceptualisation of the

Curriculum policy in Hong Kong is moving towards school-based curriculum development. This is reflected by the introduction of the School-based Curriculum Project Scheme by the Education Department in 1988. The aim of the Scheme is to encourage teachers to produce curriculum projects which meet the learning needs of pupils and schools. However, the Education Department selected and reproduced some of the school-based curriculum project materials for dissemination to all Hong Kong schools. This paper is a report of the study which analyses the collection and use of the disseminated projects by schools and the perceptions of the school teachers towards these projects.
香港的課程政策正邁向校本課程發展的趨勢。這是從教育署在一九八八年開始推行「以學校為本位的課程設計計劃」反映出來的。此計劃的主旨是鼓勵教師因應學生及學校的需要去設計課程教材。雖然如此，教育署卻選取及複製某些校本課程教材，並把這些教材分發到全港各學校。這份研究報告分析學校搜集和運用這些課程教材的情況，以及教師對這些教材的看法。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Background: The "Primary school curriculum leadership" scheme was first introduced to Hong Kong primary schools by the Education Bureau in year 2002/03. An additional teaching post which was known as Primary Schoolmaster/Schoolmistress (Curriculum Development) – or PSM(CD), had been created to help the school head to lead internal curriculum development in primary school. This scheme was considered to be a pioneering initiative in Hong Kong as well as the Chinese culture societies.
Aims: The paper reviews the curriculum leadership development in Hong Kong primary schools by examining the impacts of the work of PSM(CD) on internal curriculum development and school development in the context of curriculum reform, the challenges and difficulties faced by the PSM(CD)s in discharging their responsibilities, their successful experiences, and provides implications for future development.
Comments: PSM(CD)s claimed that to carry out their responsibilities, they needed to perform different roles such as co-worker, mentor, innovator, role model, and leader. Furthermore, the most important factors that would hinder their work were school organizational factors, supports of school heads and colleagues, readiness of the school as a whole for change, and personal limitations.
Conclusion: This paper argues while some achievements had been made since the introduction of the PSM(CD) scheme, it is also worth our attention to note that this scheme promoted teacher leadership development at the school sites, which eventually contributed positive impacts on whole school development. On the other hand, it is noted that PSM(CD)s would encounter many difficulties and challenges in discharging their duties. There is urgent need to find out solutions to help the newly appointed PSM(CD)s to develop their competences and become a "successful" curriculum leader. This paper also concludes the successful criteria of the work of PSDM(CD) which should be a useful reference for the

Curriculum innovation has been regarded as an essential strategy for educational reform throughout the era of educational change. Because of the changing nature of the knowledge age, students need to develop ways of dealing with complex issues and problems that require different kinds of skills and knowledge that they have ever learned. Given the advancement of information and communications technologies (ICT), a number of models of learning communities have been advocated in recent years. Realizing the impact of this new learning culture, six primary schools in Hong Kong participated in a curriculum innovation project, in which students were engaged in building learning communities and constructing knowledge through Knowledge Forum, a computer mediated communication platform. This paper reports the results of data analysis based on interviews of principals, teachers, and students to explore how the innovation initiated a change in learning culture as well as the leadership issues arising from the project implementation.
近年的教育改革當中，課程革新已成為推動改革的重要策略。由於工作和社會本質的改變，人們需要發展不同種類的知識去解決複雜的問題，所需的知識可能是他們未曾接觸過的。隨著資訊及通訊科技的發展，近年提倡了不少學習社群的學術模型建議。六所香港的小學在體會到這種新的學習文化的影響，參加一項課程革新計劃，其中學生利用知識論壇(一種電腦仲介傳播的工具)從事知識建構和建立學習社群。這研究報告根據校長、教師和學生的訪談分析，探索課程革新如何推動學習文化的改變以及推行當中的領導問題。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景：香港特別行政區政府在2002-2003 學年起，分階段在香港小學設置課程統籌主任一職。在設置職位時，亦很重視任職人士的專業發展，先後以短期課程、工作坊、學校交流日和發展日協助其發展。
討論焦點：本文從四個研究的成果，說明課程統籌主任的培訓課程仍有其不足，並加以分析和建議。
論點：特區政府深明課程改革的成敗與教師專業發展有密切的關係。然而，以小學課程統籌主任的專業發展來看，其模式和內容仍與現實需要有些距離。提供清晰的改革方向、在現實情景中提供專業發展機會、以夥伴合作模式和照顧施行者的感受，都必須加以留意。
總結：專業發展課程設計若未能照顧前線教師的需要，則不單無助教師改革課程，反而只會增加教師的負擔。
Background: Since the academic year 2002-2003, HKSAR government established the curriculum masters (PSM(CD)) post in primary schools through three stages. By organizing short courses, workshops, school sharing and development day, professional development was provided to these masters showing the concern of government towards this establishment.
Focal point: From four pieces of empirical reseach, this paper showed the deficit of the professional development program and reflected on responses of participants.
Discussion: Though HKSAR government emphasized the importance of professional development of these curriculum masters, the content and mode of professional development program are falling short from teachers' needs. It is suggested that providing clear reform directions, supporting professional development in real situation, utilizing collaborative mode and concerning teachers' feeling should be awared when design a program.
Conclusion: If professional development program is not designed for the needs of participants, it will not help teachers in curriculum reform but increase their burden.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

隨著後現代主義和資訊科技對全球的影響，香港的教育需要對應未來社會及個人的需要，而現行的小學課程存在一定的改革空間，課程發展議會 (2001)就未來十年香港學校課程發展的方向和策略，建議發展校本課程及跨領域學習以配合課改。香港小學課程統整並不是新生事物，推行課程統整將要面對的困難和挑戰實在不少，其中以「教師」、「學校」和「教育整體」的因素尤為關鍵。
From the perspective of postmodernism and advances in information andcommunication technology, education in Hong Kong needs to cater for the future of the society as well as the individuals; and there are potential capacities for the reform of currentprimary school curriculum. The Curriculum Development Council (2001) announces the approaches and strategies for curriculum reform in the coming ten years by encouraging school based curriculum development as well as integrated learning. Curriculum integration is not a 'new' issue. There are many challenges and obstacles for the implementation; and the critical factors are in relation to 'Teacher', 'School' and 'Education System'.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]