C ONTENTS
1 Introduction … … … . … … … . … ... 1
2 Background … … … . … … . 2
3 Rationale for Development … … … . … … … . … … … .. … … 4
4 Phases of Development … … … . … … … . … … 5
4.1 Short-term (2000-2005) … … … . 5
4.2 Medium-term (2005-2010) … … … 6
4.3 Long-term (2010+) … … … . 7
5 The Framework … … … ... 8
5.1 Overall Aims … … … … . … … … . 8
5.2 Learning Targets … … … ... 8
5.3 Components of the Framework … … … . . 10
5.3.1 Strands … … … 11
5.3.2 Generic Skills … … … . . 11
5.3.3 Values and Attitudes … … … 12
5.4 Modes of Curriculum Planning … … … . . 13
5.5 Teaching, Learning and Assessment … … … . . 16
5.6 School-based Curriculum Development … … … ... 20
5.7 Life-wide Learning … … … ... 22
5.8 Connections with Other Key Learning Areas … … ... … … … 23
6 Conclusion … … … . … … ... … … … .... 25
Appendices 1 Major Components of the English Language Education Curriculum … . 27 2 Learning Targets for Key Stages 1 – 4 … … … . 29
3 Developing Generic Skills in the English Language Education Key Learning Area … … … . . 37
4 A Proposed Set of Values and Attitudes for Incorporation in the School Curriculum … … … ... … … … ... … … … 63
5 Exemplars for Flexible Language Curriculum Planning at Primary
and Secondary Level … … … . . … … … 69
1 I
NTRODUCTIONThis document on the Key Learning Area (KLA) of English Language
Education is written in support of the consultation document,
Learning to Learn, prepared by the Curriculum Development
Council (CDC) (Nov 2000) and should be read together with it. The
Learning to Learn document is the outcome of the 3
rdstage of the
Holistic Review of the School Curriculum conducted by CDC
beginning in 1999, which is done in parallel with the Education
Commission’s Education System Review.
22
2 B
ACKGROUND• The overall aims of education as proposed by the Education Commission (EC) recognize the importance of enabling our learners to cope effectively with the challenges of the rapidly changing and keenly competitive knowledge-based society of Hong Kong.
• Specifically, the aims underscore, inter alia, the need for every learner to attain all-round development through being empowered with the capabilities for lifelong learning, critical and exploratory thinking, innovation and adaptation to change.
• As a KLA, English Language Education seeks to facilitate the accomplishment of this principal EC goal by providing an open, flexible and coherent framework that suits learners’ varied needs, interests and abilities.
• Further, it seeks to provide a curriculum framework that contributes to enhancing the language proficiency of our young people for the following major reasons:
- to enhance the competitiveness of Hong Kong so that it will be able to maintain its position as an international business centre and a knowledge-based economy, capable of rising to the challenges of global competition;
- to help our young people develop a worldwide outlook through broadening their knowledge and experience;
- to enable our young people to use English proficiently for study, work, leisure and effective interaction in different cultural environments; and
- to help our young people succeed in life and find greater personal fulfilment.
• The design of the English Language Education curriculum as presented in this document seeks to provide the basis for continuity and coherence in learners’ education.
- It is founded upon the basic tenet that there should be one
coherent language curriculum for all levels of school
education, from junior primary to senior secondary, with a
view to providing language preparation for personal and intellectual development, and further studies/work.
- It seeks to strengthen the ties between the subjects of English Language and English Literature, with both aspiring to providing learners with pleasurable learning experiences and developing their language abilities, critical thinking skills, creativity, strategies of learning to learn, and positive values and attitudes conducive to lifelong learning.
• The major purpose of the curriculum framework for the KLA of English Language Education is to facilitate English language teaching and learning in Hong Kong by:
- informing teachers of the rationale for the proposed curriculum developments, the aims of the English Language Education curriculum (comprising the subjects of English Language and English Literature), areas of study, the essential learning elements and how schools and teachers can facilitate effective language learning;
- providing a common basis for planning, implementing, assessing and evaluating English programmes in schools from Key Stage 1 (KS1) to Key Stage 4 (KS4); that is, from basic education (primary 1 to secondary 3) to post-basic education (secondary 4 to secondary 5);
- encouraging flexibility, experimentation and innovation so that learners have a pleasurable learning experience in English; and
- promoting the development of the essential skills and positive values and attitudes conducive to learning how to learn.
• The curriculum framework is closely related to the CDC Syllabus
for English Language (Primary1-6) 1997; CDC Syllabus for English
Language (Secondary1-5) 1999; and CDC Syllabus for Use of English
(Sixth Form) 1999 in setting the main direction for the teaching
and learning of English. It reinforces the pedagogical principles
and teaching ideas promoted in these syllabuses. In addition, it
makes suggestions for further language curriculum development
which aims at bringing about effective language learning. The
three English Language syllabuses play a supportive role in
elaborating many of the teaching ideas and suggestions
presented in this document.
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3 R
ATIONALE FORD
EVELOPMENTThe English Language Education curriculum framework seeks to build on the existing good practices in English language teaching in Hong Kong. It also makes suggestions on ways to provide students with wider access to meaningful and effective language learning experiences that will enable them to meet the needs and challenges of society.
In many local English language classrooms, considerable emphasis has been placed on helping learners master the language forms (including vocabulary, text-types and grammar items and structures), communicative functions, and skills of listening, speaking, reading and writing. Mastery of these learning elements is no doubt important and should continue to be promoted in the language classroom. However, mechanical drilling of these elements in isolated contexts is unmotivating and can hardly bring about effective language learning. This, together with the lack of a language-rich environment in Hong Kong, presents challenges for teachers of English. To help address these problems and to better meet learners’ needs, the following developments are proposed:
• provision of greater opportunities for learners to use English (i.e. the language skills, vocabulary, and grammar items and structures they have learnt) for purposeful communication both inside and outside the classroom through, for example, language learning tasks and projects;
• use of learner-centred instruction so as to facilitate the use of English for purposeful communication, and to encourage learner independence and risk taking in language learning;
• greater use of literary/imaginative texts as a means to develop learners’ creativity and promote purposeful communication in English by encouraging learners to freely express their responses; and
• promotion of language development strategies (e.g. self-
motivation, thinking skills, reference skills, information skills)
and positive attitudes (e.g. confidence in using English,
enjoyment of reading) conducive to effective, independent
and lifelong learning.
4 P
HASES OFD
EVELOPMENTIn view of the crucial need to prepare our learners to effectively meet the challenges and demands of the 21
stCentury, schools are encouraged to:
• continue with the good practices that are already in line with the recommended curriculum developments; and
• adopt an incremental approach to experimenting with and innovating curriculum practices, so that learners have a pleasurable learning experience in English and develop the essential skills and attitudes conducive to lifelong learning.
To help schools achieve these goals, the government is firmly committed to providing resources and assistance in the form of financial support, collaborative research and development projects, teacher development programmes, etc. With such support, schools are encouraged to plan and further develop their own English Language Education curriculum. A proposed schedule is presented below, outlining focuses for English Language Education curriculum development in the short (2000 – 2005), medium (2005 – 2010) and long (2010+) term phases:
4.1 Short-term (2000 – 2005)
Schools and teachers focus on:
• increasing motivation in learning through
−
the promotion of reading (e.g. shared reading of Big Books, story-telling, reading campaigns and awards)
−
information technology (IT) (e.g. writing e-greetings cards, interactive story-reading and games)
−
a diversity of activities such as show-and-tell, puppet shows, language games, tasks/projects, etc.
• enhancing teaching and learning through
−
greater use of language arts (e.g. songs and rhymes, short stories, drama, poems, advertisements) to promote creativity
−
greater use of IT (e.g. resources on the Web, Web
publications, global school projects on the Internet)
66
−
the use of formative assessment
−
collaboration in developing teaching/learning/
assessment plans and materials
−
the promotion of quality teaching, learning and assessment through flexibility, experimentation and innovation
• fostering independent and lifelong learning through
−
the promotion of a culture of reading among learners
−
the promotion of language development strategies, IT, self-access language learning (SALL) and project learning
−
the development of generic skills, values and attitudes to promote learning how to learn
−
the development of a positive, open-minded attitude towards and respect for different points of view and cultures
−
the provision of more opportunities for learners to extend their language learning experiences beyond the classroom by participating in activities which involve the use of community resources (i.e. life-wide learning
*)
• developing their school-based English Language Education curriculum which
−
is in line with the framework
−
suits the needs of learners and society
−
makes cross curricular links and encourages collaboration among language teachers, school librarians and teachers of other KLAs
4.2 Medium-term (2005 – 2010)
Schools and teachers continue to work on the focuses listed in the short-term phase and
• strengthen the teaching-learning-assessment cycle by using criterion-referencing principles in judging and describing learners’ achievement
* Life-wide learning refers to the learning experiences that take place beyond the classroom, in authentic environments such as the community and workplace. The learning experiences gained in these different environments complement those gained in school.
• further enhance team-building and experience-sharing among teachers
• develop modules of learning to foster closer links across KLAs and to encourage a flexible, coherent and integrated organization of learning experiences
• develop different modes of curriculum planning and ways of implementation
• develop a balanced and coherent school-based English Language Education curriculum that caters for the diverse needs of learners and society
4.3 Long-term (2010+)
Schools and teachers continue to work on the focuses listed in the short- and medium-term phases and
• attain proficiency in designing quality teaching, learning and assessment materials and activities
• build a good network among schools for sharing of resources and good practices
• formulate and implement a comprehensive and effective
school-based assessment policy
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5 T
HEF
RAMEWORK5.1 Overall Aims
The overall aims of the English Language Education curriculum are:
• to provide every learner of a second language with further opportunities for extending their knowledge and experience of the cultures of other people as well as opportunities for personal and intellectual development, further studies, pleasure and work in the English medium; and
• to enable every learner to prepare for the changing socio- economic demands resulting from advancement in information technology; these demands include the interpretation, use and production of materials for pleasure, study or work in the English medium.
5.2 Learning Targets
The English Language Education curriculum comprises two closely related subjects: English Language and English Literature. English Language is the core subject; English Literature is the extended and optional subject. Each of these subjects has its own specific target.
The main function of the learning targets of the English Language and English Literature is to set the main direction for the teaching and learning of these two subjects.
The subject target of English Language is for learners to develop an ever-improving capability to use English
• to think and communicate;
• to acquire, develop and apply knowledge;
• to respond and give expression to experience;
and within these contexts, to develop and apply an ever-increasing
understanding of how language is organized, used and learned.
The subject target of English Literature is to develop learners’ ability to:
• understand, enjoy and appreciate literary/creative works in English by writers from different cultures;
• respond freely and imaginatively to literary/creative works;
• critically interpret, discuss and evaluate literary/creative works; and
• improve their proficiency in English.
In general, the relationship between the subjects of English Language and English Literature lies in:
• the affinity they share in raising learners’ language proficiency, critical thinking skills, problem-solving skills, creativity and cultural awareness; and
• the complementary role of the subject of English Literature in that it reinforces the subject of English Language by seeking to strengthen the emotional and cultural content that is part of language learning.
A table highlighting the major components of the English Language Education curriculum is provided in Appendix 1. A more detailed proposed list of learning targets for each key stage is in Appendix 2.
The learning objectives describe more explicitly the essential focuses of learning. Lists of them for the subject of English Language can be found in the CDC Syllabus for English Language (Primary 1-6) 1997 (pp.
22-48) and CDC Syllabus for English Language (Secondary 1-5) 1999 (pp.
12-30). Lists of them for the subject of English Literature are
provided in Appendix 2. Together they serve to help teachers in
English Language Education curriculum planning.
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5.3 Components of the Framework
Diagrammatic Representation
of the English Language Education KLA Framework English Language Education Curriculum provides learners with learning experiences to
develop their knowledge, skills, values and attitudes so as to enable them to interact with people and cultures effectively in English and
to prepare them for lifelong learning
Strands
*to organize learning contents and activities for developing learners’
knowledge (general and linguistic), skills (language, communication and learning how to learn), values and attitudes as a holistic process
Interpersonal Knowledge Experience
9 Generic Skills Values and A ttitudes
Flexible and diversified modes of curriculum planning
+
Effective teaching, learning and assessment
Overall Aims and Learning Targets of English Language Education
* Strands are referred to as “Dimensions” in earlier English Language curriculum documents such as the CDC Syllabus for English Language (Primary 1-6) 1997 and CDC Syllabus for English Language (Secondary 1-5) 1999.
5.3.1 Strands
Strands are categories for organizing the curriculum. Their major function is to organize contents for the purpose of developing skills, knowledge, values and attitudes as a holistic process.
Strands are referred to as “Dimensions” in earlier English Language curriculum documents such as the CDC Syllabus for English Language (Primary 1-6) 1997 and CDC Syllabus for English Language (Secondary 1- 5) 1999.
In the English Language Education KLA, three interrelated strands/dimensions – Interpersonal, Knowledge and Experience – have been employed as content organizers to reflect its major scope of learning. The inclusion of the Experience Strand in the subject of English Language serves the following purposes:
• to emphasize English as a source of pleasure and aesthetic experience by encouraging free and creative personal responses and expression;
• to contribute to the provision of a broader and more balanced language curriculum, along with the Interpersonal Strand and the Knowledge Strand; and
• to offer learners insights into the nature of English Literature and prepare them for this subject, should they decide to opt for it at the senior secondary level.
For details about the learning targets within and across the various strands/dimensions of the two subjects, English Language and English Literature, please refer to Appendix 2.
5.3.2 Generic Skills
The component of generic skills is fundamental in helping students learn how to learn and it is common to all KLAs. Altogether, nine types of generic skills have been identified:
• collaboration skills;
• communication skills;
• creativity;
• critical thinking skills;
• information technology skills;
• numeracy skills;
1212
• problem solving skills;
• self-management skills; and
• study skills.
These skills are to be developed through the learning and teaching in all the KLAs. Among the nine generic skills, the English Language Education KLA provides greater opportunities for the development of collaboration skills, communication skills, creativity, critical thinking skills, problem-solving skills and study skills. Appendix 3 gives examples of how the English Language Education KLA contributes to the development of the generic skills conducive to lifelong learning. The examples are by no means exhaustive, but will adequately serve the purpose of illustration.
5.3.3 Values and Attitudes
Values are qualities that students should develop as principles for conduct and decision. Examples of personal values include honesty, self-esteem and perseverance. Examples of social values include equality, interdependence, and tolerance. Attitudes are personal dispositions needed to perform a task well, for example, responsibility, open-mindedness and co-operativeness.
Values and attitudes can be developed through learning activities.
For example, teachers can help students learn to be independent by allowing them to choose a topic that they regard as interesting and appropriate for them to work on. They can also help students learn to be open-minded and tolerant by encouraging them to accept different points of view and different ways of doing things.
Among the learning objectives of the English Language Education KLA, there are language development strategies, literary competence development strategies and attitudes related to language and literature learning. They are especially relevant to the development of the generic skills, and the personal and social values and attitudes broadly recognized and valued by all KLAs.
For a full list of the personal and social values and attitudes deemed
essential for learners’ all-round development, please refer to
Appendix 4. The Appendix also gives examples of how the English
Language Education KLA can facilitate the development of these
personal and social values and attitudes.
5.4 Modes of Curriculum Planning
The open framework allows greater flexibility and innovation in curriculum planning. In order to provide different learning experiences, a balanced and coherent school-based curriculum which emphasizes the active role of learners in the learning process should be developed. To help schools achieve this goal, below are some possible modes of curriculum planning for their consideration when devising and implementing their own curriculum.
Developing Modules of Learning
Organizing the content of learning into modules helps learners make better connections in what they learn. By using a wide range of resources (e.g. authentic materials, the media, the Web) rather than relying solely on textbooks, teachers can help develop learning modules to suit the interests, needs and abilities of their students.
The modular approach can also make it easier to link classroom learning to real life experiences. For example, events that take place in the local and international communities can be drawn upon in developing the modules to broaden learners’ perspectives and to develop their language proficiency and world knowledge.
Learning can be sustained if it stems from first hand experience.
Teachers are therefore encouraged to include in the modules activities or projects which can motivate and involve (even very young) learners in “learning by doing”, creativity and experimentation, inquiring, problem-solving and decision-making, so that they can develop enjoyment, ownership and commitment in learning. For example, in one of the exemplar modules for Key Stage 1 “Me, My Family and Friends”, young learners can be involved in the task of using English to organize and take part in a party.
For the more able learners, learning modules can be enriched by designing activities that can extend and deepen their learning experiences. Similarly, learning modules for remediation purposes can be designed for the less able learners to help them progress.
Integrating Classroom Learning and Independent Learning
Learning is most effective when learners play an active role in the
learning process and when they take charge of their own learning.
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Learner autonomy and independence should start at an early age.
Teachers should see self-access learning as an integral part of students’ learning experience. Therefore, they should make an effort to integrate classroom and independent learning when planning and designing their English programmes. In the learning process, teachers can help learners to:
• learn how to learn;
• make choices as to what, when, how and how long they want to learn;
• use a range of language development strategies;
• carry out self-assessment and reflection;
• think and act independently; and
• develop the knowledge, skills and strategies, attitudes and perseverance to take on language learning as a lifelong process.
Flexible Time-tabling
Schools can make flexible use of class time to facilitate teaching and learning. It is not advisable to make students’ learning experience fragmented, for example, by designating lessons as dictation, listening, etc. in a rigid manner. Instead, schools can:
• arrange for more double-period sessions per week/cycle and include half-day activity sessions shared among different KLAs in the school time-table to allow for continuous stretches of time to facilitate action learning, tasks/projects as well as field trips/visits, etc.;
• set regular time per day for reading, to help learners build up their reading skills for lifelong learning; and
• plan their time-table and school calendar flexibly, e.g.
adjusting the number and arrangement of lessons (e.g.
double-period sessions) in each term to cater for the special requirements of the learning programmes, and exploring the use of Saturdays and long holidays to provide a greater range of learning experiences.
Integrating Formal and Informal Curricula
Integrating the formal and informal curricula is a way to provide
relevant, pleasurable and meaningful learning experiences.
Language learning can take place within and beyond the confines of the classroom. Schools can:
• encourage learners to interact in English not only during but also outside class time;
• utilize their resources to enhance the language environment so as to provide learners with enjoyable experiences in the use of the language through various types of extra-curricular activities (e.g. language games, puppet shows, drama activities, choral speaking, designing slogans or greetings cards for special occasions, and recording short radio plays);
and
• explore opportunities for experiential learning in the community (e.g. attending talks, dramas and story-telling sessions delivered in English, and inviting English-speaking guests to exchange ideas and share experiences) to widen learners’ exposure to the authentic use of the language.
Cross-curricular Planning
To enable learners to explore knowledge and gain experience in a more comprehensive and coherent manner, teachers can adopt a cross-curricular approach when planning their school-based curriculum. When learners make connections among ideas and concepts, their motivation will be enhanced. The knowledge they acquire, and the skills and attitudes they develop in each KLA, will also be deepened. To develop cross-curricular modules of learning, teachers can:
• collaborate with teachers of other KLAs to set realistic goals and draw up a plan/schedule of work; and to develop and evaluate the teaching, learning and assessment materials and activities;
• provide learners with opportunities to develop a broad range of generic skills that they can apply in the other KLAs, e.g.
study skills, critical thinking skills; and
• reinforce students’ learning experiences by encouraging them to read about/discuss the topics they are working on in English.
For more details on adopting a cross-curricular approach in planning
and making significant links with the other KLAs, please refer to
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Flexible Grouping
Depending on their nature and purposes, teaching and learning activities can be carried out in groups of varying sizes. For example, a year level of 4 classes can be split into 5 – 6 groups, or students from different year levels can be grouped together, to cater for a range of learners’ needs and abilities, and to facilitate collaborative learning. Some activities, such as group projects and board games, work well with smaller groups of learners to better cater for their needs and create an atmosphere of trust, to encourage them to make choices and pursue their own interests. Other activities, such as watching videos and dramatization, can be conducted in larger groups to maximize the use of the resources and manpower available and facilitate the sharing of ideas among more people.
5.5 Teaching, Learning and Assessment
The teacher plays an important role in facilitating effective language teaching, learning and assessment. To carry out this role, he/she can make use of this open and flexible curriculum framework to develop language teaching/learning and assessment tasks and activities that contribute to enriching students’ learning experiences. These experiences, which are essential to their whole person development, include:
• intellectual development;
• moral and civic education;
• community service;
• physical and aesthetic development; and
• career-related experiences.
Effective Language Teaching/Learning Activities and Tasks
In designing language activities and tasks to facilitate teaching and learning, teachers are encouraged to consider and apply the following:
Learner-centred Instruction
Students learn most effectively when teachers treat them and their
learning as the focus of attention. Learner-centred instruction may be
provided through:
• designing learning tasks/activities that cater for learners’ age, needs, interests, abilities, experiences and learning styles;
• engaging learners in group work or pair work for genuine communication;
• suitable questioning techniques to stimulate thinking, encourage experimentation and facilitate knowledge construction; and
• encouraging learners to contribute to the learning process by:
- sharing their views and learning experiences;
- playing an active role in consulting the teacher; and
- negotiating with him/her on the learning objectives, along with making decisions in selecting learning materials and carrying out language learning activities such as role-plays, games, debates, projects, etc.
Target-oriented English Learning
Setting clear and appropriate targets and objectives will enable learners to know what they should strive for . Teachers are advised to:
• work as a team to select appropriate learning targets and objectives to focus on for each learning task; and
• ensure that there is a progression and a balanced, comprehensive coverage of the learning targets and objectives for all the strands/dimensions within and across year levels.
Five Fundamental Intertwining Ways of Learning and Using Knowledge
To help learners achieve the dual goals of language proficiency and lifelong learning, five fundamental intertwining ways of learning and using knowledge – communicating, conceptualizing, inquiring, problem solving and reasoning – have been identified. Teachers are encouraged to provide opportunities for learners to practise these five ways of learning and using knowledge in a balanced manner through meaningful and authentic learning materials and tasks/activities such as problem-solving tasks/activities, role-plays, etc.
Task-based Learning
Students learn best through purposeful and contextualized learning
tasks. Effective tasks enable students to seek and process information,
formulate questions and responses, and make connections. They also
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and apply target grammar items and structures. Using theme-based projects is a good way of providing an organizing focus for students’
integrated use of knowledge, skills and strategies as well as an opportunity for generating deep learning.
Integrative and Creative Language Use
Language use in real life situations is almost always integrative and creative. Such important characteristics of authentic language use should be stressed in English classrooms. In this regard, the use of tasks, projects or imaginative/literary/information texts is encouraged to facilitate the integrative and creative use of an extensive range of language knowledge, skills and strategies. In the learning process, teachers should:
• stimulate learners’ imagination, promote the sharing of experiences and foster intercultural awareness and understanding; and
• encourage learners to use English creatively to respond and give expression to real and imaginative experience.
Learner Independence
To enable students to become motivated and independent language learners, teachers should promote self-access learning both inside and outside the classroom. This mode of learning has the benefit of helping learners develop the essential skills, strategies and attitudes for lifelong learning. To facilitate self-access language learning, teachers should:
• create opportunities for learners to make choices or decisions in their learning by providing a wide range of information and creative texts, learning materials and activities such as portfolios, dramas, debates, projects, etc.;
• enable learners to monitor, review and assess their own performance by building self/peer assessment procedures (e.g.
answer keys, evaluation checklists) into the learning materials and activities; and
• develop language learning activities/tasks that encourage learners to make meaningful use of the self-access corner/centre in school.
Further, to enhance learners’ skills, interest and confidence in reading
on their own, teachers should help them develop enabling skills such
as phonics skills, vocabulary building skills, reference skills, etc., through meaningful and purposeful games and activities.
Apart from independent reading, it is also important for learners to develop the ability to work out the pronunciation of new or unfamiliar words on their own. Towards this end, teachers are encouraged to make use of language learning activities/tasks that promote the development of phonics skills at primary level as well as the mastery of phonetic symbols at secondary level.
Information Technology (IT)
Effective use of IT can facilitate both classroom and self-access language learning. Through surfing the Internet or using word processors and computer-assisted language learning (CALL) software such as concordancers and educational CD-ROMs, teachers should:
• enable learners to gain quick and easy access to information;
• enhance learning motivation;
• enhance learners’ language skills;
• provide opportunities for learners to exercise control of their own learning, think critically and evaluate the data or information on the Internet; and
• develop learners’ knowledge management skills and prepare them for future study/work and lifelong learning.
Assessment for the Purpose of Enhancing Language Teaching/Learning
Assessment should be considered and planned as an integral part of effective teaching and learning. To facilitate both teaching and learning, teachers should:
• adopt different modes of assessment, e.g. observation, conferencing, projects and journals, to collect information about learners’ knowledge, skills, strategies and attitudes;
• use criterion-referenced principles in judging and describing learners’ achievements;
• provide timely feedback and support after assessment to
enable learners to identify their own strengths and
weaknesses, and help them progress towards the learning
targets; and
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• help learners develop the necessary skills to assess and monitor their own learning, and to give feedback to their peers through collaborative small group learning.
For illustration of how teachers can make use of this curriculum framework to facilitate effective teaching, learning and assessment, please refer to two exemplars, one for primary and one for secondary, provided in Appendix 5.
5.6 School-based Curriculum Development
When planning and developing their own English Language curriculum, schools and teachers are encouraged to consider the following:
• aim for a balanced and comprehensive coverage of the learning targets and objectives within and across year levels, ensuring that the activities or tasks that learners are to participate in stress the integration of skills and a balance of learning experiences in the three strands/dimensions – Interpersonal, Knowledge and Experience – rather than focusing on isolated skills or just one strand/dimension at the expense of the others;
• plan and devise appropriate and purposeful language learning materials, activities, tasks and projects to develop learners’ language abilities, critical thinking skills, creativity, strategies of learning to learn, and positive values and attitudes conducive to lifelong learning;
• make greater use of formative assessment (e.g. observation, conferencing, journals, portfolios) to inform teaching and learning, and avoid over-reliance on pen-and-paper tests;
• make flexible use of class time to facilitate a task-based approach and life-wide learning (e.g. the inclusion of more double or even triple periods per week/cycle in the school time-table to allow for continuous stretches of time for English language tasks/projects as well as field trips/visits);
• work closely together as a team to plan the English Language
curriculum, to develop learning materials and activities/tasks,
and to collaborate with teachers of other KLAs on cross- curricular projects;
• set and work on clear and manageable curriculum goals or focuses (e.g. pleasurable reading, creative writing, enhancing classroom interaction) over a specific period for the whole school or a particular year level; in the process, teachers will generate knowledge and gain experience of developing a progressive curriculum that serves to bring about pleasurable, meaningful and productive language learning experiences;
and
• collect and reflect on evidence of effective teaching and learning experiences to inform curriculum development.
What Can Learners Gain?
School-based language curricula developed on the basis of this framework will benefit learners in many ways, including:
• increased motivation in learning English through the use of IT, imaginative/literary texts as well as tasks or activities which involve meaningful and authentic use of the language;
• greater confidence in using English as a result of an increase in opportunities to use the language both inside and outside the classroom;
• an increase in English proficiency as a result of greater opportunities to use the language for purposeful communication;
• collaboration among learners through engaging in projects, discussions, role plays, etc.;
• learner independence through self-access language learning, project work or tasks that encourage learners to take responsibility for their own learning;
• development of generic skills (e.g. critical thinking skills, creativity, IT skills), values and attitudes (e.g. self-reflection, affectivity, open-mindedness) conducive to lifelong learning;
and
• access to life-wide learning experiences as they are
encouraged to move out of the classroom into society and put
what they have learned to use.
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What Can Teachers Gain?
It is firmly believed that through adopting the English Language Education curriculum framework as a basis for planning and designing their own English curricula, teachers themselves will gain in terms of professional development. The benefits include:
• growth in professional knowledge – the teachers are able to understand learners’ progress towards the learning targets and objectives, and to improve teaching and learning by designing or adopting appropriate activities or tasks to help learners make further progress;
• networking with other teachers of English as well as teachers from other KLAs – this is the result of collaboration or team work, as often required in the promotion of language learning or cross-curricular tasks/projects;
• greater sharing of teaching resources and good practices – as a result of greater cooperation among teachers for the purpose of teaching and materials development; and
• an increase in teachers’ confidence and professional satisfaction when learners show greater motivation in learning English.
5.7 Life-wide Learning
Learning is by no means limited to the classroom. It can take place at any time, in any place (including the home and the community) and in any form. To help create a language-rich environment to support life-wide learning, teachers are encouraged to:
• interact with learners in English both within and outside class;
• provide opportunities for learners to interact with one another in English;
• provide greater exposure to authentic use of English (e.g.
inviting English-speaking people to give talks/take part in school activities, using the media as language learning resources, visiting international schools or business/charity organizations);
• encourage learners to seek and create opportunities to learn
and use English in natural and realistic settings (e.g. searching
for information on the Internet, watching movies/TV
programmes in English, and interacting with people from non-Chinese speaking backgrounds);
• maximize the use of space and resources in school, e.g.
ensuring learners’ easy access to computer facilities for language learning, setting up an English Corner or posting authentic materials and learners’ work on the bulletin boards/the walls/the Internet to facilitate wide reader access;
and
• provide learners with enjoyable and life-wide learning experiences by promoting learning through formal and informal curricular activities such as essay competitions, drama activities, verse speaking, debates, short radio plays, visits and community services.
For illustration of how teachers can provide for life-wide learning in planning and designing language learning tasks and activities, please refer to the primary and secondary exemplars in Appendix 5.
5.8 Connections with Other Key Learning Areas
English Language Education helps to:
• promote and facilitate learning in the other KLAs;
• further develop learners’ language skills and world knowledge, which enables them to better meet the specialized demands of the other KLAs;
• provide learners with the chance of developing a broad range of generic skills that they can apply in the other KLAs, e.g.
study skills, critical thinking skills, creativity;
• reinforce learners’ ability in learning English through the knowledge, skills and learning experiences that they gain in the other KLAs; and
• broaden learners’ experience through language learning activities or tasks that are related to one or more of the other KLAs.
The following table presents some examples showing the links
between English Language Education and the other KLAs. They are
by no means exhaustive but will adequately serve the purpose of
illustrating such connections.
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Key Learning Area
Examples of Links
Links are made to each of the KLAs listed on the left hand column when, for example, learners of English:
Chinese
Language ž compare and discuss the cultural events, literary works, life-styles and values of Chinese and Westerners.
Mathematics ž plan surveys, present research findings, and prepare arguments using statistics.
Science ž discuss ideas and clarify purposes prior to and in the process of an investigation; and
ž read or research information on science-related topics (e.g. energy, the earth, the solar system) or works of science fiction.
Technology ž explore and communicate ideas and information on or about the development or impact of modern technology.
Personal, Social and Humanities
ž read and discuss texts that examine issues or topics such as interpersonal relationships, the relationship between the individual and society, civic education, environmental protection, etc.
Arts
Education ž engage in different forms of creative writing (e.g. poems, short stories, play/film scripts) or give a dramatic presentation of a short play or a scene from a play; and
ž discuss or critique an advertisement, a poster, a film or the illustrations in a text.
Physical
Education ž engage in learning tasks or activities that examine the
pros and cons of various health and physical activities.
6 C
ONCLUSIONTo enable students to be effective learners of English capable of meeting the challenges and demands of the 21
stCentury, teachers play an important role in providing the impetus for learning. To do so, they need to provide a wide and varied range of learning experiences that serve to deepen students’ interest in developing not only their language proficiency, but a broad range of generic skills, as well as values and attitudes conducive to their all-round development. It is essential that teachers work closely together to engage in the continuous process of developing and renewing their own school-based English Language Education curriculum, taking into account the short-term, medium-term, and long-term curriculum development focuses proposed in this framework. According to the proposed schedule (or phases) of curriculum development, there are a number of initiatives for teachers to work on now and in the years to come, notably helping students to become motivated learners of English equipped with the skills of learning to learn, developing independence and creativity, and fostering life-wide and lifelong learning. The government is firmly committed to providing resources and support to help schools to develop their own curriculum. They are encouraged to build on their existing strengths and devise for their learners a progressive and appropriate language curriculum at their own pace.
You are welcome to send your views to the Curriculum Development Council Secretariat by post, by fax or by e-mail on or before 15 February 2001.
Address: Curriculum Development Council Secretariat Room 1329, Wu Chung House
213 Queen’s Road East Wan Chai
Hong Kong
Fax Number: 2573 5299 / 2575 4318
E-mail Address: cdchk@ed.gov.hk
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Appendix 1
Major Components of the English Language
Education Curriculum
Appendix 1
2828
Major Components of the English Language Education Curriculum
The following table highlights the major components of the English Language Education curriculum:
English Language Education Curriculum English Language
(Core Subject – KS1 to KS4) English Literature
(Extended and Optional Subject – KS4) Strands²/Dimensions – Organizers of Learning#
Language learning for the purposes of developing learners’
ž ability to establish and maintain relationships; to exchange ideas and information; and to get things done (Interpersonal)
ž ability to provide or find out, interpret and use information; to explore, express and apply ideas; and to solve problems (Knowledge)
ž ability to respond and give expression to real and imaginative experience (as presented largely through
literary/creative texts) (Experience)
Strands²/Dimensions – Organizers of Learning#
Literary studies for the purposes of
developing learners’
ž ability to converse, argue, justify and discuss ideas, feelings, and points of view about literary/creative works (Interpersonal)
ž ability to develop and apply literary knowledge through interacting with a wide range of literary/creative texts (Knowledge)
ž ability to understand, enjoy and appreciate literary/creative works and to respond freely and imaginatively to such works (Experience)
Learning Objectives* – Focuses
ž Forms and Functions (vocabulary, text types, grammar items and structures, and communicative functions)
ž Language Skills
(listening/speaking/reading/writing)
ž Language Development Strategies (e.g.
thinking skills, information skills, skills of planning, managing and evaluating one’s own learning)
ž Attitudes (e.g. confidence in using English, sensitivity towards language use in the process of communication, respect for different cultures)
Learning Objectives* – Focuses
ž Literary/Creative Works (focusing mainly on poetry, prose and drama)
ž Skills of Literary Comprehension and Appreciation
ž Literary Competence Development Strategies (e.g. inference skills, analytical and critical thinking skills, creativity)
ž Attitudes (e.g. enjoyment of reading literary works, appreciation and respect for different cultures of the world)
²Strands are referred to as “Dimensions” in earlier English Language curriculum documents such as the CDC Syllabus for English Language (Primary 1 - 6) 1997 and CDC Syllabus for English Language (Secondary 1 - 5) 1999.
# See Appendix 2 for details.
* Lists of the Learning Objectives can be found in the CDC Syllabus for English Language (Primary 1 - 6) 1997 (pp. 22 – 48) and CDC Syllabus for English Language (Secondary 1 - 5) 1999 (pp. 12 – 30).
Appendix 2
Learning Targets for Key Stages 1 – 4
Appendix 2
3030 English Language
The Learning Targets for Key Stage 1 (P1-3)
Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimension
a. to establish and maintain relationships and routines in carrying out classroom activities b. to converse about feelings, interests and
experiences
c. to exchange short simple messages such as writing greeting cards and notes
d. to express preferences in making simple
arrangements with others for carrying out events e. to obtain and provide objects and information in
simple classroom situations and through
activities such as interactive games and role-play
a. to provide or find out and present simple information on familiar topics
b. to interpret and use simple given information through processes or activities such as labelling, matching, sequencing, describing, classifying; and to follow simple instructions
c. to state opinions using information and ideas in simple spoken and written texts
d. to recognize and solve simple problems in given situations
e. to clarify one’s own written expression with support from the teacher
f. to recognize some obvious features of the English Language in simple spoken and written texts such as the direction of writing in English, the
characteristics of an alphabetic script and the sound patterns of English; and apply this awareness to one’s initial learning and use of the language
a. to develop an awareness and an enjoyment of the basic sound patterns of English in imaginative texts through activities such as participating in action rhymes, singing songs and choral speaking
b. to respond to characters and events in simple imaginative and other narrative texts through oral, written and performative means such as:
• making predictions
• making simple evaluative remarks
• drawing pictures, making simple models or objects
• creating captions
• describing one’s related experiences
• participating in the telling of stories c. to give expression to imaginative ideas through
oral, written and performative means such as:
• supplying captions to and/or describing sequences of pictures that tell a story
• supplying captions to and/or describing pictures that depict a scene, object or character
• experimenting with simple sound and word patterns in creating rhymes and poems based on given models
d. to give expression to one’s experience through activities such as making illustrations of selected events and describing and/or providing
captions for them
Appendix 2
English Language
The Learning Targets for Key Stage 2 (P4-6)
Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimension
a. to establish and maintain relationships and routines in school and other familiar situations b. to converse about feelings, interests, preferences,
ideas, experiences and plans
c. to exchange messages such as writing simple letters, making telephone calls and sending postcards and invitations
d. to participate with others in making choices and decisions for carrying out events
e. to obtain and provide objects, services and information in classroom situations and through activities such as interactive games and simple open-ended role-play
a. to provide or find out, organize and present information on familiar topics
b. to interpret and use given information through processes or activities such as matching, sequencing, describing, classifying, comparing, explaining, predicting, drawing conclusions; and to follow instructions
c. to identify ideas in simple spoken and written texts, form opinions and express them
d. to recognize and solve simple problems in given situations, and describe the solutions
e. to see the need for clarifying one’s own written expression and then make changes with support from the teacher and classmates
f. to understand some aspects of how the English language works, including how grammatical features contribute to meaning and how simple texts are organized; and apply this understanding to one’s learning and use of the language
a. to develop an awareness of the basic sound patterns of English and an enjoyment of imaginative texts through activities such as reciting poems and rhymes, singing songs and presenting short simple plays
b. to respond to characters and events in imaginative and other narrative texts through oral, written and performative means such as:
• making predictions
• making inferences
• making evaluative comments
• describing one’s feelings towards characters and events
• relating to one’s experiences
• imagining oneself to be a character in the story and describing one’s feelings and reactions
• participating in dramatic activities
c. to give expression to imaginative ideas through oral, written and performative means such as:
• constructing with appropriate support simple stories that show some
understanding of “setting” and events
• providing simple oral and written descriptions of a situation, object or character
• creating simple rhymes and poems with support from the teacher
d. to give expression to one’s experience through activities such as providing simple oral and
Appendix 2
3232 English Language
The Learning Targets for Key Stage 3 (S1-3)
Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimension
a. to establish and maintain relationships and routines in school and community situations b. to converse and exchange points of view about
feelings, interests, preferences, ideas, experiences and plans
c. to produce or exchange a range of formal and informal messages both oral and written d. to participate with others in planning,
organizing and carrying out events e. to obtain and provide objects, services and
information in real and simulated situations
a. to provide or find out, select, organize and present information on familiar and less familiar topics b. to interpret and use more extensive information
through processes or activities such as sequencing, describing, classifying, comparing, explaining, predicting, inferring, summarizing and drawing conclusions
c. to identify and discuss ideas in spoken and written texts, form opinions and express them d. to identify and define problems from given
information, consider related factors, solve the problems and explain the solutions
e. to clarify and develop ideas by making revisions to one’s own written texts through personal reflection and talk with others
f. to understand how the English Language works in relation to basic differences between formal and informal contexts and how different texts are organized and expressed; and apply this understanding to one’s learning and use of the language
a. to develop a response to imaginative literature including poems, songs and dramatic texts through activities such as:
• participating in the presentation of texts
• identifying and discussing themes
• understanding and appreciating the effect of sound patterns including rhythm and rhyme
b. 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
• putting oneself in the imaginary roles and situations in the story
• participating in dramatic presentations c. to give expression to imaginative ideas through
oral, written and performative means such as:
• writing stories with a clear sequence of events and some description of characters
• providing oral and written descriptions of a situation, object or character
• creating simple poems and lyrics using given models
• creating short dramatic episodes based on given situations
d. to give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events
Appendix 2
English Language
The Learning Targets for Key Stage 4 (S4-5)
Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimension
a. to establish and maintain relationships and routines in school and community and work situations
b. to converse, compare, argue and justify points of view about feelings, interests, preferences, ideas, experiences and plans
c. to produce or exchange a range of more complex messages both oral and written
d. to participate with others in planning, organizing and carrying out more complex and extended events
e. to obtain and provide objects, services and information in a wider and more complex range of real and simulated situations
a. to provide or find out, select, analyze, organize and present information on familiar and unfamiliar topics
b. to interpret and use more extensive and complex information through processes or activities such as ordering, describing, classifying, comparing, explaining, justifying, predicting, inferring, summarizing, synthesizing and drawing conclusions
c. to identify and discuss ideas in spoken and written texts, make connections, refine or generate ideas, express or apply them
d. to identify and define more complex problems from given information, consider related factors, explore options, solve the problems, explain and justify the solutions
e. to develop and refine ideas by making
appropriate revisions to one’s own written texts independently and collaboratively
f. to understand how the English Language works in a wide range of contexts and how more complex texts are organized and expressed; and apply this understanding to one’s learning and use of the language
a. to develop a response to a wider range of imaginative literature through activities such as:
• participating in the presentation of texts
• identifying and interpreting themes
• appreciating the use of language including rhythm and rhyme, other sound patterns and rhetorical devices
b. to respond to characters, events and issues and themes in imaginative and other narrative texts through oral, written and performative means such as:
• making predictions and inferences
• analyzing the actions and motivations of characters and the significance of events
• relating to one’s experiences
• putting oneself in the imaginary roles and situations in the story
• participating in dramatic presentations and reflecting on the way in which authors use language to create effects
c. to give expression to imaginative ideas through oral, written and performative means such as:
• writing stories with a clear awareness of purpose and some development of plot and character
• providing oral and written descriptions interpreting a situation, object or character
• creating poems and lyrics
• creating short dramatic episodes
d. to give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events,
Appendix 2
3434 English Literature Learning Targets for KS4 (S4-5)
Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimension Language Strand/Dimension Ÿ to discuss set texts in the genres of
prose, poetry and drama by writers in English from a variety of cultural backgrounds
Ÿ to discuss unseen poems in terms of themes, issues, language and style
Ÿ to recognize the major features of literary/creative forms such as prose, poetry and drama
Ÿ to understand literary terms and concepts and to apply them appropriately in response to literary/creative texts
Ÿ to enjoy reading literary/creative texts
Ÿ to respond and give expression to, inter alia, characters, events, themes and issues in
literary/creative texts through
− engaging in tasks or activities which encourage learners to make predictions and inferences
− offering one’s own views or responses in group
discussion
− role plays or dramatic
presentation/reading of texts
− debate
− creative writing
− journal/diary writing
Ÿ to enhance interpretative skills through reading and interacting with a variety of literary/creative works covering a broad range of themes and topics
Ÿ to increase competence in language developed through
− close reading of literary/creative texts
− free and imaginative spoken/written responses
− oral/written discussion
Appendix 2
English Literature
Learning Objectives for Key Stage 4 (S4-5)
Literary/Creative Works Skills of Literary Comprehension and Appreciation
Literary Competence
Development Strategies Attitudes
Ÿ to understand and appreciate
− prescribed literary/creative texts in the genres of prose, poetry and drama (including the major features of these literary/creative forms); and
− unseen poems
Ÿ to examine and discuss form and content, showing
− comprehension of the thoughts and feelings conveyed in the texts
− appreciation of the language and style through which these thoughts and feelings are expressed
Ÿ to develop analytical and critical skills through understanding and interpreting a broad range of literary/creative texts Ÿ to develop inference skills
through negotiating the possible meanings of literary/creative texts
Ÿ to develop skills in
communicating ideas clearly and precisely in both oral and written forms, and in presenting thoughts and feelings with colour and emotion
Ÿ to develop negotiation skills through discussing and debating literary/creative works
Ÿ to develop skills in expressing oneself freely and imaginatively through responding to
literary/creative texts
Ÿ enjoyment of reading literary/creative works and responding to them through oral, written and performative means Ÿ appreciation of the beauty of the
language
Ÿ increased awareness of human relationships and the interaction between the individual and society
Ÿ appreciation of different cultures and societies at different times
3636
