Learning Objectives

The learning objectives describe explicitly the essential focuses of learning and what students are expected to learn and use at each key stage in order to work towards the learning targets for that key stage. They serve as a reference list for curriculum, lesson and activity planning. The English Language and Literature in English subjects share some common learning objectives in the development of generic skills and positive values and attitudes. The subject-specific learning objectives are outlined below.

English Language

The subject-specific learning objectives for English Language are organised under the following general areas:

• language forms and communicative functions;

• language skills and language development strategies; and

• attitudes specific to English language learning.

Language Forms and Communicative Functions

In order to develop an ever-improving capability to use English for the various purposes identified in the learning targets, students need to master different aspects of the language system such as text types, vocabulary and grammar, and be able to make use of this knowledge in completing tasks. It is not sufficient for students merely to know the rules and focus on the forms. They must also learn how to apply such knowledge to engage in purposeful communication in real-life or simulated situations. Meaningful use of language items should be given as much emphasis as mastery of their forms. The following sections will discuss how different aspects of the English language system can be dealt with to facilitate learning and teaching.

Text types

Text types refer to different forms of speech and writing. The intended purpose and audience of each text type determine its structural, stylistic and linguistic features.

To assist students in their development as proficient users of English, it is important that they are introduced systematically to a good variety of text types. Different text types provide meaningful contexts for the learning and purposeful use of specific language items and vocabulary. An awareness of the demands of different text types is essential for successful and effective communication.

The range of text types widens at higher levels of learning. At the same time, the text types that students are exposed to and expected to produce increase in complexity according to the levels of learning. The selection of text types will depend on students’

needs, experiences and interests and it may also partly depend on the resource materials available for students. While students may only be required to produce a limited range of text types in writing and speaking, they can be exposed to other text types through reading and listening.

The text types that students are expected to have encountered from KS1 – 4 are provided in Appendix 3. The list is not intended as a checklist. Rather, it suggests the variety and range of texts that students may be exposed to and produce at each key stage.

Vocabulary

The vocabulary items that students encounter, acquire and use at each key stage vary with the tasks and the amount of language support that students experience in the learning process. Students need to be exposed to an increasingly wider range of vocabulary items, including phrasal verbs, idioms and fixed expressions to help them communicate and carry out various learning tasks effectively. Vocabulary is best introduced in context using reading, listening or multimodal texts, and practised through tasks and language games. In helping students build vocabulary, besides identifying whether the target words are for active or passive use, teachers should also take note of their frequency of occurrence across different text types and the vocabulary demand in non-language subjects. At both the primary and secondary levels, it is not advisable to prescribe a vocabulary list out of context or provide a list of unfamiliar words with explanations and their different parts of speech for rote learning.

In addition, it is essential to introduce students to a range of vocabulary building strategies such as:

• using knowledge of word formation;

• using knowledge of collocations;

• using knowledge of lexical relations;

• guessing meaning and inferencing with available clues;

• using dictionaries and thesauri;

• creating word webs to record words learnt; and

• retaining words using mnemonics.

Language items and communicative functions

Language items include a range of grammatical forms and structures that students need to develop as they perform various communicative functions. The range and complexity in the use of language items and communicative functions increase at more advanced key stages of learning. Language items learnt should be consolidated and extended to a greater level of complexity when students move towards a higher level of learning.

In addition to functions for general communication (i.e. English used in everyday life), rhetorical functions for academic purposes (i.e. English used in more formal contexts) should be introduced to support students in learning other subjects through English and prepare them for further studies. The lists of language items and communicative functions for KS1 – 4 are provided in Appendix 4.

Language Skills and Language Development Strategies

In order for students to be able to use English effectively for the various purposes described in the learning targets, it is essential that they develop competence in the skills of listening, speaking, reading and writing. Students also need to develop language development strategies in order to be responsible for their own learning and become motivated, independent and self-directed learners. The lists of language skills and language development strategies for KS1 – 4 are provided in Appendix 5.

Attitudes Specific to English Language Learning

The development of positive attitudes, along with knowledge and skills, is an integral part of the English Language Education curriculum. Opportunities for exploring, developing and encouraging positive attitudes should be provided in all English learning tasks. Some positive attitudes, e.g. confidence in using English should be further developed when students move towards a higher level of learning. Some other positive attitudes, e.g. awareness of English as an international language of communication, will only be consciously developed in specific tasks. The list of attitudes specific to English language learning for KS1 – 4 is provided in Appendix 6.

Literature in English

The learning objectives for Literature in English are organised under the following general areas:

• knowledge of literary or creative works;

• skills of literary comprehension and appreciation;

• literacy competence development strategies; and

• attitudes specific to Literature in English learning.

Knowledge of Literary or Creative Works

A key focus of the curriculum is to examine literary or creative works in the genres of prose, poetry, drama and film. Through exploring these texts, students are encouraged to achieve a range of other objectives, including the skills of literary comprehension and appreciation, and literary competence development strategies.

Skills of Literary Comprehension and Appreciation

In order for students to understand, enjoy and appreciate literary or creative works and respond to them critically, it is essential for students to master a range of literary comprehension and appreciation skills. Some examples of these skills are:

• examining and discussing form and content;

• comparing and contrasting literary texts in terms of themes, characterisation, language, technique and style;

• expressing feelings and ideas in response to literary texts;

• making connections between literary texts and other cultural media and/or issues of importance in society; and

• applying techniques learnt to one’s creative works.

Literary Competence Development Strategies

To facilitate literary comprehension and appreciation, students are encouraged to develop a range of sub-skills. These include information skills (e.g. using different sources and searching for required information), communication and collaboration skills (e.g. discussing, debating and negotiating ideas and meanings of literary or creative texts, planning, producing and reviewing group presentations) and reflective thinking skills (e.g. planning, managing and evaluating one’s own learning, reviewing progress, identifying actions for improving performance).

Attitudes Specific to Literature in English Learning

The development of positive attitudes, along with knowledge and skills, is an integral part of the English Language Education curriculum. Literature in English, in particular, provides opportunities for students to develop:

• a keen interest in reading, viewing and responding to literary or creative works;

• empathy with others;

• an increased awareness of human relationship and the interaction between the individual and society; and

• appreciation of the beauty of language and different cultures and belief systems.

A detailed list of the learning objectives for the subject can be found on pp.9 – 11 of the Literature in English Curriculum and Assessment Guide (Secondary 4 – 6) (2007) (with updates in November 2015).