Integrated curriculum mainly covers three Key Learning Areas (“Personal, Social & Humanities Education”, “Science Education” and “Technology Education”) in Hong Kong primary schools. Six primary schools were involved in a curriculum project which aimed to promote the development and implementation of integrated curriculum. Six sets of integrated curriculum with different themes from primary one to primary six were developed and implemented in the schools; and the contents of individual themes included the rationale of curriculum development, curriculum concept map, and scheme of teaching. The purpose of implementing the integrated curriculum was to provide feasible approaches to humanities-science-technology education, which other school curriculum leaders may apply, with reference to the school-based considerations, in their schools. It is anticipated that individual curriculum leaders can, after implementation, obtain valuable experiences of nurturing students for “learning to learn” and “whole person development” by means of humanities-science-technology education. As a consequence, six curriculum leaders from the six primary schools were invited to share their experiences of implementation; and the comments provided are discussed and analyzed according to the following focuses:
1) rationale and characteristic of curriculum design,
2) achievement of and challenge to curriculum implementation,
3) review of the integrated curriculum.
|Keywords:||Integrated Curriculum, Curriculum Leadership, Humanities Education|
Assistant Professor, Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, China
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