English Language Education Key Learning Area
English Language Education Section Curriculum Development Institute
Briefing for Publishers
Curriculum Development related to the English Language Education Curriculum
2
Supplement to the English Language Education Key Learning Area Curriculum Guide
(Secondary 1 - 3) 2018 English Language Curriculum Guide
(Primary 1 - 6) 2004
Final Report of Task Force on Review of School Curriculum 2020
Curriculum Documents related to the
English Language Education Curriculum
CDC-HKEAA English Language Curriculum and Assessment Guide
(Secondary 4 - 6) 2021 [Effective from Secondary 4 in the
2021/22 school year]
English Language Education Key Learning Area Curriculum Guide (P1-S6) 2017
Major Updates
English Language Education Key Learning Area Curriculum Guide (P1-S6) 2017
Literacy Development
e-Learning & Information Literacy Integrative Use of Generic Skills
Values Education
Reading across the Curriculum
Learning and Teaching of Text Grammar
Extending from Assessment for Learning to Assessment as Learning
https://www.edb.gov.hk/elecg
Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom
Content
Supplement to the English Language Education
Key Learning Area Curriculum Guide (Secondary 1 - 3) 2018
The Learning and Teaching of Listening The Learning and Teaching of Speaking
The Learning and Teaching of Reading The Learning and Teaching of Writing
The Learning and Teaching of Language Arts
Promoting Language across the Curriculum (LaC) at Secondary Level
https://www.edb.gov.hk/elecg
Ch.1 Ch.2
Ch.3 Ch.4 Ch.5 Ch.6
Text Structures, Rhetorical Functions and Language Items
in Academic Texts
Use of Visual Representation
Development of Reading and Enabling
Skills
Communica tion/
Interaction Strategies Features of
Different Text Types
Ch.6: Promoting LaC at Secondary Level
Strategies for Promoting LaC
Final Report of Task Force on Review of School Curriculum (2020)
Six Directions of Recommendations
Whole-person Development
Values Education and Life Planning Education
Creating Space and Catering for Learner Diversity
Applied Learning
University Admissions
STEM Education
https://www.edb.gov.hk/attachment/en/curriculum- development/renewal/taskforce_cur/TF_CurriculumRevi ew_FinalReport_e.pdf
Creating Space and Catering for Learner Diversity Offering Vocational English as an Applied
Learning (ApL) course
Optimising measures for Senior Secondary English Language
Enriching the existing curriculum, with more emphasis on the academic and creative use of the language
Enhancing students’ language competency through Language across the Curriculum (LaC) and Reading across the Curriculum (RaC)
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Recommendations for English Language
Starting from S4 in 2021/22 s.y.
Curriculum Time and
Design
the Elective Part to be fully integrated into the Compulsory Part, or
the Elective Part to be taught as extension/enrichment components, with emphasis on the creative use of English through the language arts components
Cross- curricular
Links
promoting the academic use of language through RaC and LaC, as well as co-curricular and life-wide learning activities
Optimisation of the Senior Secondary English Language Curriculum (Effective at S4 from the 2021/22 School Year)
Changes to Paper 2 (Writing)
Up to 2023 HKDSE Examination
Starting from 2024 HKDSE Examination Part A 1 compulsory short task No change
Part B
8 topics, each on one elective module of the
Elective Part for candidates’
choice
• Delinking questions from the 8 elective modules
• Reducing the number of questions from 8 to 4
Streamlining of Public Assessment
Arrangements for SBA
Up to 2023 HKDSE Examination
Starting from 2024 HKDSE Examination
• 2 marks (7.5% each) to be submitted, 1 from the reading/viewing
programme, one from the Elective part
• 2 marks (7.5% each)
submitted based only on the reading/viewing
programme (i.e. no SBA required on the Elective Part, which is to be fully integrated into the
Compulsory Part)
• 4 texts to be read/viewed • Adjusting the number of texts to be read/viewed from 4 to 2-4
Unchanged:
• 2 marks to be submitted
• One on individual presentation,
one on group interaction
Streamlining of Public Assessment
English Language Curriculum and Assessment Guide (S4 – S6) (2021)
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-
edu/Curriculum%20Document/English%20Language%20Curriculum%20and%20Assessment%20Guide%20(Secondary%204%20-%206)%20(2021).pdf
Suggested Modules and
Units Enrichment
Components Suggested Activities Getting along with Others
• Friendship and Dating
• Sharing, Co-operation, Rivalry
Drama
Poems and Songs
• Developing a script and role-playing a scene on the conflict between two friends
• Listening to songs about friendship and love and understanding the
theme and figurative language used in the lyrics
Technology
• Changes Brought about by Technology
Debating
Social Issues
• Conducting a debate on whether Artificial Intelligence does more harm than good
• Writing an article about how technology changes the ways students learn
Tie in with Co-curricular Activities and/or Other Learning Experiences
Examples of Enrichment Components
Nominalisation Academic vocabulary
Hedging words The passive voice Complex sentences
Cohesive devices
Academic Language Features
Rhetorical functions and structures (e.g. compare and contrast, cause
and effect, problem and solution)
Grammar Text type / Writing task
RaC / LaC
Examples of Enrichment Components
Examples of Suggested Learning Activities
Discovery • Read texts (e.g. a poem, an advertisement, a flyer) to discuss the themes and give personal responses (e.g. choose the most powerful line / impressive part)
• Analyse how words (e.g. sensory language, rhyming words, pun) and literary devices (e.g. metaphor) are used to convey meaning and create effects
Transformation • Turn an extract from a novel / short story into a script / conversation
• Draw a picture on a poem
• Rewrite the lyrics to present another theme
• Change a part of the story (add a new character, give a new ending) or re-write a story using another point of view/ plot
sequence
Invention • Brainstorm ideas using different models and strategies (e.g.
sensory approach)
• Learn and practise using various writing techniques in focused ways
• Edit writing to polish language, add rhetorical and literary devices (e.g. parallelism, personification, alliteration) to achieve effects
Promotion of Creative Use of English
Close reading and textual analysis
(comprehension to appreciation)
Adaptation into another form Rewriting of existing texts
(re-creation and re-presentation)
Generation of ideas and presentation in engaging ways
(production of written and multi-modal texts)
Common Literary Techniques
Narrative Techniques (Fictional narratives) Literary Devices
• Characterisation (e.g. round or flat
characters, portrayal of their look, thoughts, speech and actions)
• Use of setting
• Dialogue
• Narrative perspectives and point of view (e.g.
1st or 3rd person)
• Plot development (e.g. conflict, climax)
• Narrative sequence (e.g. foreshadowing, flashback and flashforward)
• Strategies for opening (e.g. into the middle or from the end of the event) and closing (e.g.
resolution, twist, enigma, cliff-hanger)
• Imagery (vivid & sensory descriptions)
• Similes and metaphors
• Personification
• Parallelism
• Contrast
• Repetition of words / sentence structures (e.g. parallel structure)
• Pun
• Repetition of sounds (e.g. alliteration, assonance, rhyming words)
• Rhythm (patterns of intonation and stress)
Promotion of Creative Use of English
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Interpreting figures and numbers
Writing a proposal with the use of tentative language
Working out the meaning of academic/technical vocabulary using knowledge of word formation
Writing a school newspaper article comparing and contrasting the students’ learning experiences in two educational programmes
Comparing and contrasting two short stories written from different points of view / perspectives with the same plot
Writing a short story in which students can choose where to start
Writing a feature article with the use of sensory language to appeal to the audience
Writing a debate speech with the use of metaphor and parallelism
Transfer and Application of Skills and Knowledge
Develop tasks requiring demonstration of skills and knowledge developed, e.g.:
Highlights from the
Textbook Writing Guidelines
Content
3.1.2 There is a balanced coverage of the Learning Targets in the Experience, Knowledge and Interpersonal Strands at each Key Stage.
Guiding students to respond and give expression to real or imaginative
experience in working towards the learning targets and objectives of the Experience Strand
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Experience Strand
To respond to characters, events and
issues in imaginative and other narrative texts through oral, written and
performative means such as:
• making predictions and inferences
• making evaluative comments
• explaining one’s feelings towards characters and events
• expressing one’s reactions to issues relating to one’s experiences
Appendix 2 [e.g. Key Stage 3 (S1-S3)]
Learning and Teaching
3.2.1 There are attempts to cultivate students’ positive values and attitudes in different cross-curricular domains (e.g.
moral and civic education, life education, sex education, environmental education) for character building and whole-person development.
Promoting values education through nurturing in
students the ten priority values and attitudes
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Final Report of Task Force on Review of School Curriculum (2020)
Values Education Curriculum Framework
Added in 2020
Added in 2020 Added in 2021
Values Education Curriculum Framework (Pilot Version)(2021)
https://www.edb.gov.hk/en/curriculum-development/4-key- tasks/moral-civic/ve_curriculum_framework2021.html
3.2.4
Strengthening Values Education
Language arts materials (e.g. short stories, poems, lyrics, films) which deal with
universal issues such as human relationships, nature, love and growing up can be used as resources for simulating activities to enable students to develop positive values, think from different perspectives and make
thoughtful and reasonable judgements.
3.2.4
English Language Education Key Learning Area Curriculum Guide
(P1-S6) 2017
Strengthening Values Education
Non-fiction materials (e.g. documentaries, biographies, news/magazine articles) which present students with inspiring stories of people, controversial issues and thought- provoking happenings in the world can be used to generate topics for discussion or debate to inculcate positive values and attitudes in students.
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3.2.4
Strengthening Values Education
Examples of activities:
• story-telling and reader’s theatre on books or texts about interpersonal relationships;
• comparing the life stories of two successful people or the ways to face adversities;
• writing an alternative ending, a possible
sequel, or an imaginary dialogue based on a film;
• doing projects which entail investigation into real-life problems from various
perspectives and presentation of
Content
3.1.2 Language items and structures are introduced in context.
Opportunities are provided for students to explore the form, meaning and use of the target language items and structures at the text level. Grammar rules and terms are introduced in a progressive way at appropriate stages of learning.
Learning and Teaching
3.2.2 Tedious, mechanical and repetitive learning tasks/exercises are avoided.
Providing opportunities for students to explore the form, meaning and use of the target language items and
structures in contexts 26
4.2.3
The Learning and Teaching of Grammar
The task-based approach engages students in interacting and communicating in the target language with their attention principally focusing on its meaningful use rather than the language form.
In extending grammar learning from the sentence level to the text level, teachers can guide students to note the forms and functions of the target language items through exploring the salient grammar features of a text and making hypotheses about the communicative functions they perform in awareness raising activities such as text comparison and guided
Content
3.1.2 The content contains cross-curricular elements to heighten students’ understanding of the academic use of language and help connect their learning experiences acquired in different Key Learning Areas (KLAs).
Learning and Teaching
3.2.2 There are opportunities to promote Language across the Curriculum (LaC) or Reading/Writing across the Curriculum (R/WaC) (where appropriate in support of STEM education) to connect students’ learning experiences acquired in different KLAs, develop in them a better understanding of the academic use of language and help nurture an entrepreneurial spirit.
Connecting students’ learning experiences between the English
Language Education KLA and other KLAs
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6.2.1
Strategies to Promote LaC
• Text Structures, Rhetorical Functions and Language Items in Academic Texts
• Use of Visual Representation
• Development of Reading and Enabling Skills
• Communication/Interaction Strategies
• Features of Different Text Types
Supplement to the
English Language Education
4.2.4
Ways to Promote the Academic Use of English
Highlight salient features (e.g. text structures, rhetorical functions and language items) common in academic texts to draw students’
attention to how they are used and the effects/purposes achieved. Below are some examples.
• To make academic texts more formal, contractions, informal and colloquial expressions are avoided while formal vocabulary is used to present information.
• To create a more objective tone, judgements are supported by reasons and findings in academic texts and opinions are presented with the use of the passive voice.
CDC-HKEAA English Language Curriculum and Assessment Guide
(Secondary 4 - 6) 2021
[Effective from Secondary 4 in the
Content
3.1.3 Enrichment Components
(For the three-year Senior Secondary English Language textbooks only)
• The language arts and non-language arts elements are naturally integrated into different modules of learning or developed into extension modules with a specific focus to tie in with co-curricular activities and/or Other Learning Experiences.
• Students are exposed to a wide variety of themes (e.g.
sports, popular culture, social issues) and different text types (e.g. poems, song lyrics, short stories, drama scripts, debate speeches).
2.5.3
Enrichment Components
To add variety to the English Language curriculum, broaden students’ learning experiences and cater for their diverse needs and interests, the following elements are to be incorporated:
CDC-HKEAA English Language Curriculum and Assessment Guide
(Secondary 4 - 6) 2021
[Effective from Secondary 4 in the
Schools are encouraged to use the above elements to extend and deepen learning and enrich students’ language learning experiences.
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Learning and Teaching
3.2.1 Over-generalisation, stereotyping and any form of discrimination on the grounds of gender, age, race, religion, culture or disability are avoided.
Nurturing students’ empathy with
others as well as guiding them to reflect on their beliefs and make wise and
moral judgements
Nurturing Students’ Empathy with Others
Materials that deal with fundamental questions of humanity have the capacity to shape young minds with intrinsic values, nurture their empathy towards others as well as guide them to reflect on their beliefs and make wise and moral judgements
Supplement to the
English Language Education Key Learning Area Curriculum Guide
(Secondary 1 - 3) 2018
5.3
34
Learning and Teaching
3.2.2 The tasks and activities provide meaningful contexts and are well-integrated to provide students with opportunities to use the language purposefully and develop language development strategies.
Strengthening the connection
between reading and writing skills development
Preamble
The Integrated Use of the Language Skills
The four language skills are interrelated and interdependent, and real-life communication usually involves the use of more than one language skill. Hence, opportunities should be provided for students to learn and exercise the integrated use of the language skills for authentic and purposeful communication through the use of tasks.
Supplement to the
English Language Education Key Learning Area Curriculum Guide
(Secondary 1 - 3) 2018 36
