!"#$%&'()*+,-.
Curriculum leadership & development:
experience of the integrated humanities subject
!"#$
!"#$%#&
!"#$%&'()*+,-./012$3456789:45;<=>?@A'&B8/C# !"#$%&'()*+,-./0123456,7895):;<=>,?@=&A)BCD !"#$%&'()*+,-"./01&'234%356789:;"<=#$&'>?@ !"#!"#$"%&
Abstract
This paper discusses two school-based leadership experiences in the development of junior Integrated Humanities(IH) curriculum. Different means have been adopted by school and panel leaders to facilitate the curriculum development, such as reinforcing teachers' collaboration, selecting appropriate entry points and soliciting professional support. Their positive experiences may inform other schools, which aspire to develop their school-based IH curricula and highlight the practical issues in which the curriculum leaders should deal with carefully.
Keywords
!"#$%&'()*+,-.
!
!"#$%&'()*+,-. /012 !"#$%&'()*+ , -./0& !"#$%&'()*+,-./0123 !"#$%&'()*+,-./0)1 !"# OMMV !"#$%&'( ! !"#$% !" !"#$% !"#$%&'&()* !"#$%&'()*+(,-./ 0 !"#$%&'() !"#$%&'()*+,-./ !"#$%&'()*+,-./0123 !"#$%&'()*+,-./0123 !"#$%&'()*$+,-./01 !"#$%&'()*+,%-./0( !"#$%&'(")*+,-$.&/ !"#$%&'()*+,-./0123 !"#$%&'()*+,-./0123 !" !"#$%&'()*+,-./0 !"#$%&'(OMMPSM ! !"#$%&'()*+(),'-./0 !"#$%&'()*+,-./#0 !"#$%&'(!")*+,-./%0 !"#$%&'()*+,-#$%./ !"#$%&'()*+,-.'(/01 !"#$%&'()*"+,-./012 !"#$%&'()#*+'(,-./0 !"#$%&'()*+,-./0#12 !"#$%&'()*+,-./&012 !"#$%&'()*+,-./012 !"#$%&'()*+,-./01 !"#$ %&'()*+,-./012 iÉÉ=C=aáããçÅâI=NVVV !"#$ !%& !"#$%&'e~ääáåÖÉêjìêéÜóNVUT !"# !"# !" a~óNVVP !"#$%&'()*$ !"#$%&'()*+,-./012 !"#ëìêîáî~ä ã~áåíÉå~åÅÉ îáëáçå ! !"#$%&'() !"#$%&'()*+,-./01 !"#$%&'()* ! !"# ! " # $ % & ' ( ) * + , - . / Åçåíáåìáíó !éêçÖêÉëëáçå ! ! !"#$%&'(!)*+,-.#$/0 ! ! !"#$%&'()*+ !"#$%&'()*+,-./()01 ! !"#$%&'()*+,- !"#$%&'()*+,-#$./01 !"#$iÉÉ=C=aáããçÅâI=NVVVI=éKQRT !"#$% !"#$%&'()*&+, !"#$%&'()*+ !"# !" !"äÉ~ÇÉêëÜáé !"#$% !"äÉ~ÇÉêë !"#$%&' êÉÅáéêçÅ~ä !"#$%&'()* !"#$%&'()*+,- !./0 !"#$%&'()*+,-./0012 !"#$%&'()!*+,-+.*+ !"#$$%&'()* ! i~ãÄÉêí=Éí=~äKI=NVVS !"#$%&'() !"#$%&'#()*++,-*./ !"#$%&'()*+,-. !" !"#$%&'( i~ãÄÉêí NVVS !"#$%&'()*+,-./0123 !é~êíáÅáé~åíë !"#$%&'(!"#$ !" !"#$%&' !"#$%&'()*+,-$./0&1 !"#$%&'()*+,-./0 1 !"#$%&'()*+,-./012 !"#$%Ç á ë í ê á Ä ì í É Ç = Å ì ê ê á Å ì ä ì ã äÉ~ÇÉêëÜáé e~êÖêÉ~îÉëOMMR !" !"#$% &'()%*+,- ! !"#$%&'()*+, ~ å ~ ê Å Ü ó !"#~ ë ë É ê í á î É Ç á ë í ê á Ä ì í á ç å !"#É ã É ê Ö É å í ÇáëíêáÄìíáçå !"#ÖìáÇÉÇ=ÇáëíêáÄìíáçå !"éêçÖêÉëëáîÉ=ÇÉäÉÖ~íáçå !"# íê~Çáíáçå~ä=ÇÉäÉÖ~íáçå ~ìíçÅê~Åó !"#$%&'()*+,-./0123 !"#$%&'$()*+,-./01! ! !"#$%&'()*+',-./ !"#$%&%'()*+,-./012 !"#$%&'()*+,-./01' !"!#$%&'!$()*+,-. !"#$%&'()*+,-./"$%0 !"#$%&'()*+,-.)*/01 !"#$%& !"OMMM !" !"#$%&'(&)%&*&+,-./ !"#$%&'mfiq !"#$% !"#$%&'()*+,-./0123 !"#$%&'()*+,-./012 !"#$%&
!"#$%&'()*+,
!"#$%&'()*+,-./012 NK !"#$%& !"#$%&'()*+,-./01 !"#$%&'()*+,-./0 !"#$%&'()*++,'-./ !"#$%&'()*+,- ./0 !"#$%&'()*+,-./01 !"#$%&'()*+,-./01 !"#$%&'()*+,-./ !"#$%&'()*)+,'-./ !"#$%&'()*+, ! !"#$%&'()*+,-.!/0 !"#$%&'!(%)*+,-. ! !"#$%&'(!)* !"#$%&'()*+,-./0. !"#$%&'()'*+,-./0 !"#$%&'()*+,-./$0 !"#$%&'()*+,-./0" OK !"#$%&'()*+ !"#$%&'()!*+%,-./ !"#$%&'()*+, -.& !"#$%&'()*+,-./0$ !"#$%&'()*+,-./01 !"#$%&'()*+,-./0 !"#$%&'()*+,-./0 !"#$%&'()*+,-./01 !"#$%&'()*+,-./01 !"#$% !" !"#$ !"#$%&'()*+,-./01 !"#$%&'()*+,-./0 !"#$%&'()*+,-./0 !"#$%&'()*+,-."/!"#$%&'()*+,-. !"#$%&'()*+,-./01 !"#$%&'()*+,-./0% !"#$%&'()*+,-./01 !"#$%&'()*+,-./01 !"#$% ! !"#$% !"#$%& PK !"#$%&'( !"#$%&'()*+, -./0 !"#$%&'()*!+,-./0 !"#$%&'(')*+,-./0 !"# !" !"#$%& !"#$%&'(()*+,-. / !"#$%&'()*+,-./%0 !"#$%&'()*+,-./0! !"#$%&'()*+,-./01 !"#$%&'()*+,-./01 !"#$%&'()*+,-.() !"#$%&'()*+,-./01 !"#$%&'()*+,-./01 !"#$%&'()*+,-.' !"#$%&'()*+,-./01 !"#$%&'()*+,-./ !"#$%&'()*)+,-./0 !"#$%&'()*+,-./ ! !"#$%&'( )*+, !"#$%
!"#$%&'()*+,
!"#$%&'()*+,-./0123 !"#$%&'()*+(,-./012 !"#$%&'()*+,-./01 2 !"#$%&'()*+,-./0123 !"#$%&'()!*+, NK !"#$%&'"()* !"#$%&!'()*+$,-. !"#$%&'()*+,-./0 !"#$%&'()*+,-./%& !"#$ %&'()*+,= ! !"#$% &'()*"+, !"#$ %= !" !" !"#$%&'() *+,-./ !"#$ !"#$%&'( !"#$%&'()*+,-./0 !"#$%&' ()*+,-./ !"#$%&'()*!+,*-. !"#$%&'()*+,-./0 !"#$%&'()*+,-./0 !"#$%&'()*+,!-./0 !"#$%&'( !"# !"#$!%&' !"#$%&'()%*+,*-. !"#$%&'()*+!,-./ !"#$%&'()*+,-./01 !"#$%&'()*+,-."/ !"#$%&'()*+,-./0 !"#$%&'()*+ ,-./ !"#$%&'()*+,-./ OK !"#$%&'()* !"#$%&'()*+,-./0 !"#$%&' !"# ! !"#$%&'()*+,-./01 !"#$%&'()*+,-.'/ !"#$%&'()*+,-./01 !"#$%&' !"#$ !"#$%&'()*+",-./ !"#$%&'()*+, !"#$%&'()*+,-./
! !"#$%&'()*+ !"#$%&'()* +,- !"+,- !"#$%&'()*+, !"#$%&'()*+,-./01 !"#$%&'()*+,-.(/0 !"#$%&'()*+ ! !"#$%&'()*+,-./01 !"#$%&'()#*)+,-.) !"#$%&'()*$+, ! !"#$%&' !"#$%&' !"#$%&'()*+,-./0* !"#$%&'()*+,-./0
!"#$%&'()
!"#$%&'()*+,-./0123 !"#$%&' !()%*+,-!./ !"#$%&'()*+,-./012 !"#$%&'()*+,-./0123 !"#$%&'()*+,-./012 !"#$%&'()*+,-./01 !"#$%&'()*+,-./"0, !"#$%&'$()*)+,-./0 !"#$%&'()*+,-./0'1 !"#$%&'(")*+,-./!0" !"#$%&'()*+,-./012% !"#$%&'()*+,-./012 NK ! !"#$% &' N ! !"#$%&'()*+,-!. !"#$%&'()*+,-. !"#$%&'()*+,#-% !"#$%&'()*+,-$% !"#$ %"#&'()!*+ !"#$%&'()*+ ,- !"# !" ! !"#$%&'()*+,-$. !"#$%&' ()*+!" !"#$%&'()*+,-./!"#$%&'()*+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-.# !"#$%& O ! !"#$%&'()*+,-./ !"#$%&'()!*+,-' !"#$%&'()*+,-.! !"#$%&'( )*+,-. !"#$!%&'()*+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&'()"#!*+, !"# !"#$%&'()*+,- !"#$%&'( )*+,-. !"#$%&'()*+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-. !"#$% !"# ! !"#$%&'()*+,-. !"#$%&'()*+,-./ !"#$%& '()*+,- !"#$%&'()*+,-. !"#$%&'()*+,-., !"#$%&'&()*+,- !"#$%&'()*+,-./ !" !"#$%&'()*+,- !"#$%&'()!*+%, !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&'()*+,- !"#$%&'!()*&+,- !"#$%&"'()*+,"- !"#$%&'$()*%+*, !"#$%&'()*"+,-. !"#$%&'()*+,-./ !"#$%&'(!)*+,- !"#$%&'()*+,-./ !"#$%&'() *+ ,- !"#$%&'( OK ! !"#$%&'()*+ !"#$%&'()*+,-./01 !"#$%&'()*+,-./0 !"#$%&'()*+,-./-0 !"#$%&'()*+#,-.// !"#$%&'()*+#,-&./ !"#$%&'()*+,-./%0 !"#$%&'()*+, N ! !"#$%&'()*+,- !. !"#$%&'!()*+,-./ !"#$%&'()*+,-./0 !"#$%&'()*+,-./0 !"#$%&'()*+,-)./ !"#$%&'()*+,-./0 !"#$%&'( !"# !"#$%&'(%)*+,-!. !"#$%&'()*+(,-./ !"#$%&'( !"#$%&'()*+,
!"#$%&'()*+,-./ !"#$%&'()*$(+, !"#$%&'()*+,-. !"#$%&'()*+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-) !"#$%&'"()*+,-. !"#$%&!'()*+,-. !"#$%& O !"#$%&' !"#$"%&"'()*+,- !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&'()*+,*-. !"#$%&'()*+,-./ !"#$%&'( )*+,- !"#$%&'()*+,-./ !"#$%&'()*+,-./ !" !"#$%&'()*+#, !"#$%&'()*+,-./ !"#$%&'()*+,-& !"#$%&'()*+,-./ !"#$%&'()*%+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-.& !"#$%&'()*+,(-. !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&' !" !"#$%&'()*+,-!. !"#$%&'()*+,-./ !"#$%&'()*+,-. !"#$%&'()*+,-. !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$% ! !"# !"#$%&'( P !"#$ !"#$%&'()*+,-.' !"#$%&'()*+,-./ !"!#$%&'()*+,# !"#$%&'()*+,-./ !"#$%&'()*+,-./ !"#$%&'()*+ ,-. !"#$%&'()*+,-./ !"#$%&'()*$+,- !"#$%&'()$*+,-. !"#$%&'()*+$,-. !"#$%&'(%)*+,-. !"#$%#&' ()*+,- !"#$% &'()*+,()*+,- ! !"#$%&'()*+ !"#$%&'()*+,- !!"#$%&'()*+,- !"!"#$%&'()*+,- !"#$%& !"#$%&'()*+,-./ !"#$%&'()*+,
!
!"#$%&'()*+,-./0123 !""#$%&'()*+,-./)0!"#$%&'()*+,-. !"# !"#$%&'()* !"#$%&'()*+,-./0(01 !"#$%&'()*+,-./0123 !"#$%&'()*+,-./012 !"#$%&'() *+,-./012 !"#$%&'()*+,-./0123 !"#$%&'()*+,-./012 !"#$%& !"#$" !"# !"#$ !"#$%&'( !"#$%&'() !"#$%&'()*+,-./01 !"#$%&'()*+,-.*/0 = !"#$%&'$()*+,-./0 !"# !"#$%&'()* !"#$%&'()*+,-./0123 !"#$%&' = !"#$%& !"#$%&'()*+,-./012* !"#$%&'()*+,-./01 !"#$%&'()*+,-./0*1 !"#$%&!"'() = !"
!
!"#$OMMP !"#$%!"&'( !"# $%&'(#)*+,- !"#$%&'(%)*+ RVJSS OMMP NM UJNP !"#$
OMMM !"#$%&'()!"* !"#$%&'(
Day, C., Hall, C., Gammage, P., & Coles, M. (1993). Leadership & curriculum in the primary school: The roles of
senior and middle management. London: Paul, Chapman Publishing Ltd.
Hallinger, P., & Murphy, J. (1987). Instructional leadership in the school context. In W. Greenfield (Ed.), Instructional
leadership: Concepts, issues and controversies (pp. 179-203). Boston, MA: Allyn & Bacon.
Hargreaves, A. (2005). Redistributing teacher leadership widely and wisely. Paper presented at the Conference of
Developing Teacher Leadership and Education Partnership in the Face of Education Reforms. 2-3 December
2005, Hong Kong.
Lambert, L., Collay, M., Dietz, M. E., Kent, K., & Richert, A. E. (1996). Who will save our schools? Teachers as
constructivist leaders. Thousand Oaks, CA: Corwin Press, Inc.
Lee, J. C. K., & Dimmock, C. (1999). Curriculum leadership and management in secondary schools: A Hong Kong case study. School leadership and management, 19 (4), 455-481.
!"#$% &'()*+,-./ 01 !"#$%&'!()*+,-./012 !"#$%&'()*+,-./0123 !"#$%&'!() *+,-%./0 !"#$%&'() !"#$%&'()*+,-./01 !"#$%&'()*+,-!./012 !"#$%&'()N !"#$% =pìééçêíáîÉ=`çåÇáíáçåë !"#$ !"#$%&'()*+,-=O !"#$%&'()*+, !" ! !=P !"#$%&'( !"#$%&'%()*+,-./012 !"#$%&'()$*+,-.=Q !"#$%&'()*+,-./0(1. !"#$%=R= !"#$%&#' !"#$%&'()*+,-./01!2 !"#$%&'()*+,-./012 !"#$%&'()*+,-./ 01"