Strategic Planning for Curriculum Implementation Time Allocation

The Basic Education Curriculum Guide (CDC, 2002) recommends that schools allocate 17% to 21% of lesson time to the English Language Education KLA for each key stage from Primary 1 to Primary 6. Schools are free to vary the allocated percentage time for different year levels of a key stage as long as the total lesson time falls within the recommended range.

It is important to note that pupils’ learning is not confined to English lessons or to the school itself. Schools are encouraged to make flexible use of school time other than lesson time, and time during holidays to facilitate learning and teaching. The concept of total learning time needs to be developed. In the English Language Education KLA, pupils’ total learning time within a year or a key stage includes:

• lesson time (calculated according to the number of English lessons per week or cycle);

• school time other than lesson time (e.g. assembly, recess, lunch, before/after school, open day, post examination activity day); and

• time during holidays (e.g. Sundays, Christmas Holidays, Summer Holidays).

To facilitate learning and teaching, schools are advised to:

• arrange for more double or triple period sessions per week or cycle and include half-day or whole-day activity sessions shared among different KLAs in the school time-table, to allow continuous stretches of time for extended tasks, projects, visits, learner or professional performances, etc.;

• in addition to the regular English Language lessons, of which reading is an integral part, set aside a short, regular period of time every day for reading to help learners build up their reading habit and skills for lifelong learning; and

• plan their time-table and school calendar flexibly (e.g. adjusting the number and arrangement of lessons in each term to cater for special requirements of the learning programmes, exploring the use of Saturdays, Sundays and long holidays for life-wide learning or project learning).

Figure 1 “Components of a School-based English Language Curriculum”

in Section 3.2.1 shares the same concept of learning time as discussed above. The proposed General English Programme, taking up about 60%

of English lesson time, focuses on intensive learning and teaching of English knowledge and skills and their integrative uses. Activities such as dictation and listening can be conducted in lesson time allocated to the General English Programme. However, designating lessons as dictation, listening, etc. in a rigid manner, and confining the learning of English to the English lessons in the time-table may fail to enable learners to maximize all learning opportunities and to construct and apply knowledge and skills coherently and integratively, as is required in real life.

In the proposed Reading Workshops, which take up about 40% of English lesson time and can be extended beyond that lesson time, teachers are expected to provide learners with plenty of opportunities to listen, speak and write based on the reading materials. Teachers help the pupils learn to read and read to learn through careful selection of reading materials that share some commonality with the learning going on in the General English Programme and that are conducive to the development of specific reading skills and strategies.

The following time-table illustrates how to make flexible use of the learning time during and outside school hours:

Suggested allocation of learning time and activities

Note: The suggested allocation of learning time and activities are for schools’ reference only. Schools are encouraged to use their professional autonomy to maximize the use of learning time. They can select or design their own activities appropriate to their learners’ needs and their school context, in order to provide learners with a wide range of learning experiences.

*NETs: Native-speaking English Teachers

Collaborative Lesson Preparation

Collaborative lesson preparation is essential to curriculum development in schools. It provides a good opportunity for teachers to discuss, share experiences and ideas, and build up the rapport and team spirit of the English panel. During collaborative lesson preparation, teachers are encouraged to:

• review current practices with reference to the latest development of the central English Language curriculum;

• improve the school-based English Language curriculum based on the review of current practices and learners’ work, performance and feedback;

• develop appropriate teaching plans or strategies;

• select teaching content, and design learning, teaching and assessment activities as well as homework to suit learners’ needs;

• share or develop teaching materials and learning resources; and

• establish mutual support and develop a collaborative culture in the panel.

Flexible Grouping

Flexible grouping is one of the strategies used to cater for variation in learners’ needs, abilities and interests. When grouping learners, the teacher should:

• recognize the individual differences in the group;

• avoid possible labelling effects on learners through changing the size and composition of groups as appropriate; and

• make decisions relating to the ability (similar or mixed ability grouping) and the size of groups according to the purposes and requirements of tasks (e.g. pair work offers maximum opportunities for learners to communicate and practise in English; board games work better in smaller groups; video shows or educational television programmes can be conducted in larger groups to maximize the use

Appropriate seating arrangements can also enhance effectiveness in the carrying out of activities. The less able groups can be seated nearer to the teacher so that they can get more attention and support. Groups that are more able, more independent and do not require so much teacher attention may be seated at the side or the back of the classroom.

In pair work or group work, a more able learner can be seated next to a less able one and assist the latter in carrying out the tasks when necessary. This is a kind of co-operative learning or peer tutoring, which is a common and effective strategy to promote peer relationships and help learners build up confidence. The more able learner, who usually completes the work ahead of others, can anticipate the difficulties faced by the less able learner and offer appropriate assistance.