Curriculum change and pedagogy shift: The case of primary social studies in Hong Kong

Social education in the primary education arena of Hong Kong has taken many forms. This paper traces the development of social studies in the formal curriculum of local primary schools from the sixties to the nineties and critically analyses the pressures for change as well as the foci of change from a curriculum development perspective. Based on the official documents, the extent of foreign influence on course design is brought to the attention of the readers. The relationship between the curriculum intent and pedagogy advocated is discussed with reference to literature. Learning activities suggested in the syllabuses of various decades are compared on a continuum of teaching-learning strategies and evaluated against stated learning targets. Their implications on teaching styles are analyzed. Criteria for selecting activities are recommended for readers' reference. Copyright © 2000 The Hong Kong Institute of Education.