In Hong Kong, except for Art and Craft and Physical Education, official approved school textbooks for pupils and handbooks for teachers are widely used in primary schools. When Art and craft primary teachers in Hong Kong plan for their lessons, they can only follow the official curriculum prepared by the Curriculum Development Council of the Education Department of Hong Kong. Thus, the official curriculum plays a very important role in guiding the primary Art and Craft teachers in planning their taught curriculum. In the first part of this chapter, a brief historical account on the introduction of art education in Hong Kong is given. Then, the chapter examines the developmental trend of the aims of the planned Hong Kong Primary Schools Art and Craft Curriculum from the 1950s to the 1990s. Finally, it discusses both the external and internal factors that influence the art education in Hong Kong.
[Copyright © 2000 The Hong Kong Institute of Education.]

香港的課程發展議會發表的《學會學習 - 課程發展路向》文件中，就學校課程發展的策略建議：「確保所有學習領域、學科均有連貫性…透過跨學習領域的學習，也能讓學生從多角度觀察事物」。回顧香港的小學教育，課程統整並不是新生事物，相關的措施包括 1975 年推行的活動教學、1985 年推行的公民教育、1996 年推行的常識科及 2001年推行的「學會學習」課程改革等。展望將來，學校和教師推行課程統整要面對的挑戰實在不少，其中以能否透過「統整課程的生活化學習」、「學生為中心的課程統整」和「專業教師的參與」作為統整的新路向，尤為關鍵。
[Copyright © 2005 中華民國課程與教學學會.]

This paper presents a case study of a Hong Kong primary school undergoing curriculum change and the role of the principal in that process. Its justification as a case study rests on the weak existing knowledge base of such studies in Asian settings; the mix of Chinese and Western cultures which characterize Hong Kong; and the principal as an enthusiastic change agent who puts the school at the forefront of restructuring in primary education in Hong Kong. Qualitative methods involving inductive analysis of the case school were employed to address five research questions aimed at eliciting the principal's role in curriculum reform. The findings reveal that many sources of change coalesce to yield multiple innovations that are managed simultaneously; that the principal is primarily an instructional and transformational leader; and that values is placed on staff development through a collaborative culture. While the principal eagerly embraces many of the reforms, most of which emanate from Western (Anglo-American) system below the apparent surface harmony are feelings of tension among the teachers. While they feel means innovation overload, the respect for hierarchy and seniority so characteristic of Chinese culture means that they feel unable to approach the principal. The study thus explores the phenomenon of a Hong Kong Chinese principal adopting 'Western-style' reforms while implementing them in ways reflecting her Chinese culture.
[Copyright © 2001 Routledge.]

This study was designed to investigate the theory and practice of curriculum leadership within the tradition of school-based curriculum development. A case study methodology was used to evaluate the extent to which teacher engagement in curriculum decision making processes within a school-based structure of curriculum development had led to professional development. Evidence revealed positively that participating teachers had developed professionally through the process of planning, implementing and reflecting curriculum practice and innovation. However, the complexity of the structures and processes that were established for the implementation of the concept of teacher curriculum leadership needs further empirical and theoretical work. This article reports on the activities and preliminary findings in the first action cycle of the project, which focused on developing teacher leadership in curriculum theory and practice in the period September to December 2004.
[Copyright © 2006 James Nicholas Publishers.]

Current curriculum reform in Hong Kong has highlighted the importance of leadership at the school level. It is reflected in the allocation of special funding by the Government to develop a scheme for creating a curriculum leadership position entitled "Primary Senior Masters/ Mistresses - Curriculum Development (PSMCDs)" in primary schools. To be effective curriculum leaders in leading school-based curriculum reforms, the PSMCDs need to build up working relationship with their colleagues at different levels. Thus this study aims to explore, from a micro-political perspective, the strategic role of PSMCDs in leading curriculum development in primary schools. The research questions are: - What strategies have the PSMCDs used to build up their working relationship with colleagues so as to perform their role of curriculum leaders? - What support have the PSMCDs received in schools for performing their role of curriculum leaders? - What problems and difficulties have they encountered in performing their role? By interviewing three PSMCDs who have just completed their first year of service in schools, it is found that one of them used authoritarian approach while the other two used interpersonal tactics to build up working relationship with their colleagues. Both strategies appeared to be effective in helping these PSMCDs to perform their role as curriculum leaders in their schools. The outcomes of this study are significant in helping school principals, curriculum leaders, serving teachers and other educators to have an in-depth understanding of the characteristics of PSMCDs in performing their change agent role in schools.

每一所學校創立目的各異。有的學校負有單一教育下一代，為國家培育年幼一代，或是具有示範、輔導及研究發展之功能與任務等。每一所學校都需要涵孕出以自己特有的校風，同時需要在各項教育設施和經營上作出配合，才可以成功發展，成為具有與眾不同符特色。本文是作者在參與籌辦學校過程中，針對學校課程組織和設計，設計者所應作的準備、校舍設立及校園布局等工作的反思文章。文章目標一把從美國、內地和台灣等地搜集所得的實驗、附實學校等，所採用課程及學校布局等等相關文獻進行分析，並作綜合報告；目標二是探討學校在發展過程中，預期遇上的挑戰，我們可以如何運用學校文化範式為對策；目標三是從教育教育機構中的一員的身分和角度，與參與者分享及收集教育同工對具有實驗小學的學校課程，所引發的期望和意見。