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1 The CDC is an advisory body offering recommendations to the Government on all matters relating to school curriculum development from kindergarten to secondary levels. Its membership includes heads

Preamble

The development of the Hong Kong school curriculum has advanced into a new phase of ongoing renewal and updating. It ushers in a new era for curriculum development to keep abreast of the macro and dynamic changes in various aspects in the local, regional and global landscapes in maintaining the competitiveness of Hong Kong.

For the ultimate benefit of our students, schools are encouraged to sustain and deepen the accomplishments achieved since the Learning to Learn curriculum reform started in 2001, and to place new emphasis on future needs in curriculum development for achieving the overall aims and learning goals of the school curriculum.

The eight Key Learning Area (KLA) Curriculum Guides (Primary 1 — Secondary 6) have been updated and recommended by the Curriculum Development Council (CDC) 1 to support the ongoing renewal of the school curriculum at the primary and secondary levels.

In updating the KLA Curriculum Guides, the respective KLA committees under the CDC have taken into consideration the concerns, needs and suggestions of various key stakeholders including schools, principals, teachers, students and the public at large. A series of school briefing cum feedback collection sessions coupled with a territory-wide school survey were conducted in 2015 to gauge schools’ views on the major updates of the respective Curriculum Guides.

The eight KLA Curriculum Guides (2017) supersede the 2002 versions. Each KLA Curriculum Guide presents the updated curriculum framework which specifies the KLA’s curriculum aims, learning targets and objectives, delineates the direction of ongoing curriculum development at the KLA level, and provides suggestions on curriculum planning, learning and teaching strategies, assessment, as well as useful learning and teaching resources. In addition, updated examples of effective learning, teaching and assessment practices are provided for schools’ reference. Supplements to some KLA Curriculum Guides and subject curriculum guides are also available to provide further suggestions on their implementation at specific key stages. Schools are encouraged to adopt the recommendations in the KLA Curriculum Guides, taking into account the school contexts, teachers’ readiness and learning needs of their students.

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For a better understanding of the interface between various key stages and connections of different learning areas, and how effective learning, teaching and assessment can be achieved, schools should make reference to all related curriculum documents recommended by the CDC and the latest versions of the Curriculum and Assessment Guides jointly prepared by the CDC and the HKEAA for the senior secondary curriculum to ensure coherence in curriculum planning at the school, KLA and subject levels.

As curriculum development is a collaborative and ongoing process, the KLA Curriculum Guides will be under regular review and updating in light of schools’ implementation experiences as well as the changing needs of students and society.

Views and suggestions on the development of the English Language Education KLA Curriculum are always welcome. These may be sent to:

Chief Curriculum Development Officer (English) Curriculum Development Institute

Education Bureau

Rm 1206, 12/F, Wu Chung House 213 Queen’s Road East

Wan Chai, Hong Kong Fax: 2834 7810

E-mail: english@edb.gov.hk

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Key Messages

English Language Education Key Learning Area

The English Language Education Key Learning Area (KLA) is an integral part of the school curriculum that provides students with a wide range of learning experiences to enhance their:

• English language proficiency for study, work and leisure;

• personal and intellectual development, and social skills;

• cultural understanding; and

• global competitiveness.

Entitlement of Students

• All students from Primary 1 to Secondary 6 are entitled to opportunities for developing the above capabilities in the context of English Language Education.

• 17% to 21% of the total lesson time is allocated to the English Language curriculum for each key stage from Primary 1 to Secondary 3.

• The senior secondary English Language curriculum, which builds on the effective learning and teaching practices promoted in previous key stages, accounts for a flexible range of 12.5% to 15% of the total lesson time.

• Literature in English, as an elective subject in the senior secondary curriculum to further enhance students’ language proficiency, accounts for 10% to 15% of the total lesson time.

Overall Aims

The overall aims of the English Language Education KLA curriculum are:

• to provide every student of English 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 student to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the interpretation, use and production of materials for pleasure, study and work in the English medium.

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The Central English Language Education KLA Curriculum:

An Open and Flexible Framework

The curriculum framework for English Language Education is the overall structure for organising learning and teaching for the subjects of English Language and Literature in English. The framework comprises a set of interlocking components including:

• subject knowledge and skills, which are expressed in the form of learning targets under the Interpersonal, Knowledge and Experience Strands, as well as learning objectives;

• generic skills; and

• positive values and attitudes.

Connecting School Curriculum Development with the Central Curriculum

The flexibility of the central curriculum allows plenty of space and scope for whole- school curriculum development. Following the general direction and recommendations provided in the central curriculum, schools are encouraged to:

• develop a suitable, balanced and coherent school English Language Education curriculum;

• design and carry out innovative curriculum plans and build on good practices;

• vary the organisation of learning content, learning and teaching strategies, pace of learning and teaching, homework requirements, as well as criteria and modes of assessment, taking into consideration factors such as students’ needs, teachers’

readiness and school contexts; and

• make plans for the effective use of lesson time based on the needs of students on a developmental continuum.

Learning and Teaching

Schools are encouraged to enrich English language learning and teaching through:

• incorporating the updated Four Key Tasks (i.e. Moral and Civic Education:

Towards Values Education, Reading to Learn: Towards Reading across the Curriculum, Project Learning: Towards Integrating and Applying Knowledge and Skills across Disciplines, and Information Technology for Interactive Learning:

Towards Self-directed Learning);

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• life-wide learning;

• task-based learning and teaching;

• learning and teaching of text grammar;

• e-learning; and

• embracing learner diversity, including students with special educational needs (SEN) and gifted students.

In addition, schools are encouraged to create a language-rich environment by:

• providing greater opportunities for students to use English for purposeful communication both inside and outside the classroom;

• making use of student-centred instruction to promote learner independence;

• making greater use of literary or imaginative texts to promote critical thinking and encourage free expression and creativity;

• assigning quality homework to provide language practice in meaningful contexts, instead of meaningless mechanical drills;

• inviting students to read a wide range of materials with different subject content and text types to facilitate the development of a culture of “reading to learn” and

“Reading across the Curriculum” (RaC), and designing appropriate tasks for students to appreciate the value of reading; and

• promoting the development of strategies, values and attitudes that are conducive to effective, self-directed, independent and lifelong learning.

Assessment

Schools are encouraged to promote teacher assessment literacy through:

• placing emphasis on both formative and summative assessments;

• adopting diversified modes of assessment and designing purposeful assessment tasks;

• using formative and summative assessments for reviewing and improving teaching plans and strategies;

• making effective use of internal and external assessment data to gain insights into students’ strengths and weaknesses and to inform learning and teaching;

• advising teachers to provide quality and timely feedback to inform students of their performance and how to make further progress; and

extending formative assessment from “assessment for learning” to “assessment as learning”.

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Resources

Schools are encouraged to enhance English language learning and teaching through:

• utilising a variety of print and non-print resources which include quality textbooks, language arts and non-fiction materials, electronic materials with multimodal features, multimedia resources such as videos, e-books, interactive games, application software and authentic online resources;

• making the most of the resource materials, services and programmes provided by community partners, different government departments, non-governmental

organisations and educational institutions; and

• maximising the use of available resources including learning and teaching materials, human resources, equipment and facilities.

Direction for the Ongoing Renewal of the English Language Education Curriculum — Sustaining, Deepening and Focusing

In the coming five to ten years, schools are encouraged to sustain and deepen the accomplishments achieved over the past decade in enhancing the learning and teaching of English Language and Literature in English, and to continue with existing good practices in enriching students’ learning experiences through:

• developing a coherent school English Language Education curriculum that helps connect students’ learning experiences across different KLAs as well as in and outside class;

• adopting a greater variety of strategies to address the diverse learning needs of students, including students with SEN and students who are gifted;

• providing more opportunities for the learning and teaching of language forms, functions and skills for purposeful communication as well as the development of language awareness and appreciation skills through the use of creative and

information texts in both print and non-print forms;

• developing students’ capabilities for self-directed and lifelong learning; and

• strengthening assessment literacy in the subject panel(s) with due consideration given to students’ learning progression, interests and abilities, and engaging students in the assessment process to promote self-reflection and self-directed learning.

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In view of the challenges and opportunities arising from the significant developments in our society and around the world in various fields, and for the ultimate benefit of student learning, schools are encouraged to incorporate the following Major Renewed Emphases (MRE) of the ongoing curriculum development into the English Language Education curriculum through focusing on:

• promoting Language across the Curriculum (LaC) to help students connect their learning experiences, and to enhance their language proficiency and application of language knowledge and skills for non-language subjects;

• leveraging information technology to facilitate e-learning, develop new literacy skills, enhance collaboration and interaction inside and outside the classroom, build learning networks, motivate self-directed learning to prepare students better for the challenges in the rapidly changing digital world, as well as promoting information literacy to equip students with the ability and attitude for effective and

ethical use of information;

• strengthening values education through the use of a wide array of learning and teaching resources which provide contexts for students to explore a wealth

of value-laden issues and stimuli for critical and imaginative responses; and

• promoting RaC and cross-curricular/KLA collaboration in support of STEM education to broaden students’ knowledge base and strengthen their ability to integrate and apply knowledge and skills.

[For more information on various curriculum matters, please also refer to the Basic Education Curriculum Guide — To Sustain, Deepen and Focus on Learning to Learn (Primary 1 — 6) (2014) and the Secondary Education Curriculum Guide (Secondary 1

— 6) (2017).]

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Contents

Preamble

Key Messages

Chapter 1 Introduction 3

1.1 What is a Key Learning Area? 4

1.2 Position of the English Language Education KLA in the School Curriculum

5 1.3 Rationale and Direction for Development 5

1.3.1 Building on Strengths 6

1.3.2 Major Renewed Emphases of Curriculum Development 6

1.4 Strategies for Development 10

Chapter 2 Curriculum Framework 17

2.1 Aims and Subject Targets 18

2.1.1 Aims 18

2.1.2 Subject Targets 18

2.2 Strands, Learning Targets and Learning Objectives 19

2.2.1 Strands and Learning Targets 19

2.2.2 Learning Objectives 20

2.2.3 Generic Skills 24

2.2.4 Values and Attitudes 25

2.3 Curriculum Organisation 26

2.3.1 Learning Time 26

2.3.2 Modules of Learning 28

Chapter 3 Curriculum Planning 31

3.1 Guiding Principles 31

3.2 Central Curriculum and School Curriculum Development 32 3.2.1 Integrating Classroom Learning and Independent Learning 33 3.2.2 Learning English outside the Classroom 33 3.2.3 Promoting e-Learning and Information Literacy 34

3.2.4 Strengthening Values Education 35

3.2.5 Cross-curricular Planning 36

3.2.6 Managing the Curriculum 38

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3.3 Smooth Transition between Different Key Stages and Multiple Pathways

44

3.3.1 Building a Strong Interface 44

3.3.2 Supporting Students in Educational and Vocational Pathways

48 3.4 Collaboration within the English Language Education KLA and

Cross-KLA Links

49 3.4.1 Collaboration within the English Language Education

KLA

49

3.4.2 Collaboration with Other KLAs 49

3.5 Time Allocation 52

Chapter 4 Learning and Teaching 57

4.1 Guiding Principles for Learning and Teaching of English Language and Literature in English

57

4.2 Approaches to Learning and Teaching 58

4.2.1 Four Key Tasks 58

4.2.2 Life-wide Learning 63

4.2.3 Task-based Learning and Teaching 64 4.2.4 Learning and Teaching of Text Grammar 69 4.2.5 Adopting e-Learning in the English Language Education

Classroom

69

4.2.6 Learner Independence 70

4.2.7 Meaningful Homework 71

4.3 Embracing Learner Diversity 72

4.3.1 Curriculum Planning 72

4.3.2 Learning, Teaching and Assessment Strategies 73 4.3.3 Supporting Students with Special Educational Needs in

the Mainstream English Language Education Classroom 74 4.3.4 Maximising the Potential of Gifted Students in the

Mainstream English Language Education Classroom

76

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Chapter 5 Assessment 81

5.1 Guiding Principles 81

5.2 Formative and Summative Assessments 82

5.2.1 Promoting Formative Assessment in the School English Language Education Curriculum

84 5.2.2 Different Modes of Formative Assessment 86 5.2.3 Learning and Teaching Processes for Effective Formative

Assessment

89 5.2.4 Implementation and Design of Summative Assessment 91

5.3 Internal and Public Assessments 92

5.3.1 Internal Assessment 93

5.3.2 Public Assessment 94

Chapter 6 Learning and Teaching Resources 99

6.1 Subject Guides 99

6.2 Quality Textbooks and Other Learning and Teaching Resources 99

6.2.1 Textbooks 99

6.2.2 Choosing Textbooks 100

6.2.3 Using Textbooks 101

6.2.4 Learning and Teaching Resources Other Than Textbooks 102 6.2.5 Choosing Learning and Teaching Resources Other than

Textbooks

102 6.3 Resources in Support of Curriculum Development 103

6.3.1 Education Bureau (EDB) Resources 103

6.3.2 Community Resources 104

6.3.3 Collaborative Projects 105

6.4 Resource Management in Schools 108

Appendices

List of ELE KLACG Examples

Bibliography

Glossary

Membership of the Curriculum Development Council Committee on English Language Education

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Appendices

1 2

Seven Learning Goals of the Primary and Secondary Education Learning Targets for Key Stages 1 — 4 (P1 — S6)

A3 A5 3

4

Examples of Text Types for Key Stages 1 — 4 (P1 — S6)

Language Items and Communicative Functions for Key Stages 1 — 4 (P1 — S6)

A14 A15

5 Language Skills and Language Development Strategies for Key Stages 1 — 4 (P1 — S6)

A37

6 7 8 9

Attitudes Specific to English Language Learning for Key Stages 1 — 4 (P1 — S6)

Developing Generic Skills in the English Language Education KLA A Proposed Set of Values and Attitudes for Incorporation into the School Curriculum

Development of Values and Attitudes for Key Stages 1 — 4 (P1 — S6)

A53 A54 A97 A98 10

11

Suggested Lesson Time Allocation for Different Stages of Schooling Suggested Modules and Units for Key Stages 1 — 4 (P1 — S6)

A102 A104 12 Roles of the Principal in Facilitating Learning to Learn in the “Jumble

Sale” Activity of the Project “Charities and Helping Others”

A106

13 Guidelines for Setting and Assessing Portfolios A107 14 Portfolios — Example 1: Theme-based Portfolio A108 15 Portfolios — Example 2: Learning Reflection Portfolio A112 16 Process Writing: First Draft Feedback Sheet (Generic) A114

17 Feedback Sheet — Writing: Stories A116

18 Self-reflection Form A119

19 Form for Promoting “Assessment as Learning” for Writing A121

20 Sample Assessment Tasks (KS2) A126

21 Sample Assessment Tasks (KS3) A142

22 Community Resources to Support Life-wide Learning A150

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List of Tables

1 Existing Strengths and Strategies for Development 10

2 Nine Generic Skills 25

3 Examples of Links between English Language Education and the other KLAs

50

4 Relationship and Purposes of Assessment of Learning, Assessment for Learning and Assessment as Learning

84

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Chapter 1 Introduction

The English Language Education Key Learning Area Curriculum Guide (Primary 1 — Secondary 6) (2017) (this Guide) is prepared by the Curriculum Development Council (CDC) Committee on English Language Education. It is an updated version of the English Language Education Key Learning Area Curriculum Guide (Primary 1 — Secondary 3) (2002) and has been extended to include the three-year senior secondary English Language education to provide reference for teachers in developing a coherent school English Language Education curriculum.

The direction for the development of this Guide aligns with the Seven Learning Goals of Primary and Secondary Education (see Appendix 1 for the Seven Learning Goals of Primary Education and the Updated Seven Learning Goals of Secondary Education) and the major recommendations in the Basic Education Curriculum Guide — To Sustain, Deepen and Focus on Learning to Learn (Primary 1 — 6) (2014) and the Secondary Education Curriculum Guide (Secondary 1 — 6) (2017). This Guide provides the overall direction for the development of the English Language Education KLA curriculum in the five to ten years to come. It reinforces the curriculum emphases provided in the English Language Education Key Learning Area Curriculum Guide (Primary 1 — Secondary 3) (2002) to enhance learning and teaching and puts forth Major Renewed Emphases (MRE), which take into account the significant developments in our society and around the world in various fields to promote student learning. This Guide is accompanied with examples relevant to different key stages of learning to illustrate the concepts and ideas introduced and to narrow the gaps in curriculum implementation.

These examples can be accessed online at http://www.edb.gov.hk/eleklacgexamples. A supplement to this Guide, which provides further suggestions on the implementation of the English Language curriculum at Key Stage 3 (Secondary 1 — 3), will also be issued in due course.

Schools should make reference to the following curriculum documents for a better understanding of the interface between various key stages, as well as the curriculum planning and strategies for enhancing learning, teaching and assessment at different key stages in the two subjects of English Language and Literature in English:

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English Language Curriculum Guide (Primary 1 — 6) (2004)

English Language Curriculum and Assessment Guide (Secondary 4 — 6) (2007) (with updates in November 2015)

Literature in English Curriculum and Assessment Guide (Secondary 4 — 6) (2007) (with updates in November 2015)

The above curriculum documents can be downloaded from the following EDB website:

http://www.edb.gov.hk/elecg.

1.1 What is a Key Learning Area?

A Key Learning Area (KLA) is an important part of a curriculum. It is founded on fundamental and connected concepts within major fields of knowledge which should be acquired by all students. A KLA provides a context for the development and application of generic skills (e.g. communication, critical thinking and collaboration skills, creativity), subject-specific skills as well as positive values and attitudes through appropriate use of learning and teaching activities and strategies. It serves as a context for the construction of new knowledge and the development of understanding. The studies offered in each KLA may have an academic, social or practical orientation or a combination of these, depending on their purpose(s). They can be organised into subjects, modules, units, tasks or other modes of learning.

The three interconnected components of the curriculum framework, i.e. Knowledge in Key Learning Areas, Generic Skills, and Values and Attitudes, can be represented in the figure below:

Knowledge in Key Learning Areas

Generic Skills Values & Attitudes

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1.2 Position of the English Language Education KLA in the School Curriculum

The English Language Education Key Learning Area is an integral part of the school curriculum (see p.2 for the figure showing the Hong Kong School Curriculum). As a Key Learning Area, English Language Education seeks to develop students’ English language proficiency for study, work and leisure; provide them with opportunities for personal, intellectual and social development; extend their knowledge and experience of other cultures through the English medium; and nurture their generic skills as well as positive values and attitudes to prepare them for the challenges of the rapidly changing world and the keenly competitive knowledge-based society of Hong Kong in the 21st century.

Every student is entitled to English Language Education. The English Language Education KLA comprises two subjects, namely English Language and Literature in English. While English Language is a subject for all levels of school education from Primary 1 to Secondary 6, Literature in English is an elective subject offered to students at the senior secondary level. Literature in English serves to complement the subject of English Language and further enhance students’ English language proficiency by providing them with opportunities to interact with literary texts and explore the aesthetic, intellectual, cultural and emotional aspects of language learning.

1.3 Rationale and Direction for Development

The English Language Education curriculum framework aims to build on the existing good practices in the learning and teaching of English Language and Literature in English in Hong Kong. It provides suggestions on how schools could sustain and deepen the good efforts made, focus on new areas in view of the challenges and opportunities brought by significant developments in various aspects, and provide students with meaningful language learning experiences that help them develop capabilities for lifelong learning and prepare them better for further studies, future careers and the demands of the modern world.

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1.3.1 Building on Strengths

Over the past decade, a strong partnership has been developed between the Education Bureau (EDB) and the school sector, resulting in considerable achievements in the implementation of the English Language Education curriculum. In many English Language and Literature in English classrooms, emphasis has been placed not only on helping students master language forms and features and develop language skills, but also on enhancing their learning experiences by creating an English-rich environment.

There have also been deliberate attempts to develop a reading culture, address diverse learning needs and promote “assessment for learning”. Such efforts are well appreciated, and teachers are encouraged to build on the existing effective practices to enrich students’ learning experiences through:

• developing a coherent school English Language Education curriculum that helps connect students’ learning experiences across KLAs as well as in and outside class;

• adopting a greater variety of strategies to address the diverse learning needs of students, including students with special educational needs (SEN) and students who are gifted;

• providing more opportunities for the learning and teaching of language forms, functions and skills for purposeful communication as well as the development of language awareness and appreciation skills through the use of creative and information texts in both print and non-print forms;

• developing students’ capabilities for self-directed and lifelong learning; and

• strengthening assessment literacy in the subject panel(s) with due consideration given to students’ learning progression, interests and abilities, and engaging students in the assessment process to promote self-reflection and self-directed learning.

1.3.2 Major Renewed Emphases of Curriculum Development

The past decade has witnessed significant economic, scientific, technological and social developments in our society and around the world. To prepare our students well for the challenges and opportunities arising from the changes (e.g. the Belt and Road Initiative, which is envisaged to facilitate regional and international co-operation as well as intercultural exchange), schools have to consider their own contexts and develop a school curriculum that fosters whole-person development and lifelong learning,

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and equips students with the knowledge and skills essential for further studies and future careers. Besides sustaining and deepening the accomplishments in curriculum implementation, it is necessary to focus on the MRE in the school curriculum planning and set the direction for their implementation at the KLA and subject levels.

The following delineates the MRE of the English Language Education KLA:

Language across the Curriculum (LaC)

The fine-tuned medium of instruction (MOI) arrangements for secondary schools, which have been in place since the 2010/11 school year, provide students with more opportunities to be exposed to and use English in schools. Based on students’ needs and school contexts, arrangements can be made, by class or by session, for the adoption of English as the MOI in non-language subjects. Secondary schools are encouraged to devise their whole-school language policy, conduct Extended Learning Activities and promote LaC so as to create a favourable environment for English learning and connect students’ learning experiences.

LaC, which advocates the integration of language learning and content learning, is an approach through which schools can enhance students’ language proficiency and understanding of the academic content. Non-language subjects provide a context for language learning while effective language development facilitates the learning of these subjects. Such an approach allows students to assimilate new concepts and manifest their new learning in various disciplines through language, thus enhancing both their subject knowledge and their understanding of the ways language is used in these subjects. Effective implementation of LaC enables students to conceptualise the subject content through language and practise their language skills for communicating clearly about the content based on subject-specific conventions and styles. For the sake of a stronger interface across key stages, it is desirable for LaC to be implemented from the primary level to support students’ learning of other subjects in English at a later stage.

Schools can promote LaC through encouraging students to read across the curriculum.

Time can be allocated for cross-curricular reading within and outside lessons.

Collaboration among different stakeholders including language and content subject teachers, teacher-librarians and parents is crucial in developing students’ interests and habits in reading a variety of texts including non-fiction texts on different themes.

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Information Technology in Education (ITE)

Advances in technology have had a significant impact on education. New and emerging technologies challenge the traditional process of learning and teaching, and the way assessment is done. The wide application of digital technologies in daily life allows easy worldwide communication and instant access to a vast array of information. Schools are encouraged to leverage information technology to enhance learning, teaching and assessment through e-learning, and promote information literacy to prepare students better for the challenges in the rapidly changing digital world.

e-Learning refers to an open and flexible learning mode involving the use of electronic media such as digital resources and communication tools to achieve the learning objectives. Teachers can integrate e-learning in the design of learning, teaching and assessment activities to complement the traditional mode of learning, enhance learning and teaching effectiveness, and accommodate the diverse needs of students.

Information literacy, which refers to the essential abilities and attitudes that lead to effective and ethical use of information, is essential to lifelong learning and self-directed learning. The incorporation of information literacy into the school curriculum provides opportunities for students to develop the skills and attitudes to manage and make good use of the vast amount of information across different channels or media.

Traditionally, “literacy” refers to the ability to read and write effectively to achieve desired goals or outcomes and develop one’s knowledge and potential. With the rapid development of IT and social media, “literacy” has taken on a new meaning as texts are no longer a linear form of presentation limited to words but are composed of various modes of communication (e.g. images, animations, sounds, graphics). Students, therefore, need to be equipped with new literacy skills to process and create multimodal texts in which messages are conveyed in different modes (e.g. linguistic, audio, visual, gestural, spatial), and the skills to search for and manage information.

Values Education

Cultivation of positive values and attitudes is essential to whole-person development and hence the promotion of values education, including Basic Law education and life education, is crucial. Schools are encouraged to focus on the seven priority values and attitudes (i.e. perseverance, respect for others, responsibility, national identity, commitment, integrity and care for others) and provide a variety of learning experiences to help nurture them in students. Schools are also encouraged to focus on the positive

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values and attitudes that align with their school mission, school contexts, stakeholders’

views, students’ needs and major concerns (e.g. the rule of law, responsibility, sustainability, cultural inclusion, respect for pluralism, mutual respect and acceptance), and integrate them into the school curriculum.

Values education can be strengthened through the use of a wide array of learning and teaching resources which provide contexts for students to explore a variety of value- laden issues and stimuli for critical and imaginative responses.

STEM Education and Entrepreneurial Spirit

STEM is an acronym that refers to the academic disciplines of Science, Technology, Engineering and Mathematics. In the Hong Kong curriculum context, STEM education is promoted through the Science, Technology and Mathematics Education KLAs.

The objectives of promoting STEM education in relation to student learning are:

• to develop among students a solid knowledge base and to enhance their interest in science, technology and mathematics for further studies and careers in face of the changes and challenges in the contemporary world; and

• to strengthen students’ ability to integrate and apply knowledge and skills, and to nurture students’ creativity, collaboration skills and problem solving skills, as well as to foster the innovation and entrepreneurial spirit as required in the 21st century.

In support of STEM education, schools are encouraged to step up cross-curricular/

KLA collaboration such as Reading across the Curriculum (RaC) or project learning to broaden students’ knowledge base, help them connect their learning experiences and provide opportunities for integrating and applying knowledge and skills developed in different KLAs/subjects.

Please refer to Chapter 3 “Curriculum Planning” of this Guide for more details on how to incorporate the above MRE into the school English Language Education curriculum.

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Existing Strengths Strategies for Development

• Adopting a student-centred approach focusing on the four language skills (i.e. listening, speaking, reading and writing)

• Enriching students’ learning experiences by engaging them in learning the language in different contexts

• Adopting a student-centred approach that provides ample opportunities for purposeful,

integrative and creative use of the language

• Adopting a task-based approach which further promotes

experiential learning through providing students with a variety of life-wide or cross-curricular learning experiences

1.4 Strategies for Development

While it is desirable to build on the strengths and achievements over the past decade, schools are encouraged to take into account the suggestions and MRE set out in Sections 1.3.1 and 1.3.2, and select those relevant to their needs and set priorities for incorporation into their school English Language Education curriculum.

Some strategies for development in the next five to ten years are suggested below to facilitate ongoing curriculum renewal:

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Existing Strengths Strategies for Development

• Helping students achieve the learning targets and objectives in and across the Interpersonal, Knowledge and Experience Strands:

 focusing on the development of creativity, critical thinking skills and communication skills (3Cs), and positive values and attitudes

 exposing students to rich learning experiences through implementing the Four Key Tasks:

- Moral and Civic Education - Project Learning

- Reading to Learn

- IT for Interactive Learning

• Deepening the efforts in

implementing the Four Key Tasks and promoting the development of the generic skills through:

 providing opportunities for the integrative use of the generic skills through meaningful tasks and co-curricular

activities

 promoting values education with a focus on the seven priority values and attitudes or those that align with their school mission, school

contexts, stakeholders’ views, students’ needs and major concerns

 facilitating integration and application of knowledge and skills across disciplines through project learning and the promotion of STEM education

 promoting RaC to help students connect their learning experiences and broaden their knowledge base

 leveraging e-learning through the effective use of IT tools to increase students’ learning motivation and facilitate self- directed learning

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Existing Strengths Strategies for Development

• Exposing students to a wide range of text types to enhance their reading proficiency

• Maximising students’ exposure to a wide range of text types, including both creative and information texts, to enhance their literacy and appreciation skills and heighten their awareness of the structures and features of different text types

• Giving due emphasis to grammar learning and teaching, engaging students in language focus exercises which provide opportunities for using the target grammar items and structures

• Emphasising the importance of text grammar through heightening students’ awareness of how grammar affects the coherence, structure and tone of a text, and providing opportunities to explore the

grammatical features associated with a particular text type

• Adapting and making good use of textbooks, readers and other resources

• Enhancing language learning through the flexible use of a wide variety of quality resources and multimodal texts to develop students’ new literacy skills

• Promoting cross-KLA collaboration in enhancing English learning through organising cross-curricular activities

• Promoting LaC in support of the whole-school language policy through strengthening cross-KLA collaboration

• Facilitating the development of a reading culture

• Facilitating the development of information literacy and an RaC culture through the use of both printed and electronic reading materials

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Please refer to Chapter 4 “Learning and Teaching” of this Guide for more ideas and examples on how to implement the above strategies.

Existing Strengths Strategies for Development

• Catering for learner diversity through developing learning tasks that suit the needs of both less able and more able students and providing different levels of support

• Embracing learner diversity, including students with SEN and those who are gifted, through:

 adopting a whole-school approach and a greater variety of strategies such as a multisensory approach to

learning and teaching

 making good use of IT tools, adaptive devices and e-learning resources

• Promoting “assessment for learning”

through greater use of  formative assessment  standards-referenced

assessment to gain insights into students’ strengths and

weaknesses

 feedback to inform students of their performance and how to make progress

• Promoting “assessment as learning”

in addition to “assessment for learning” to help students set goals, monitor, reflect on and evaluate their own learning

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Chapter 2 Curriculum Framework

The curriculum framework for English Language Education is the overall structure for organising learning, teaching and assessment for the subjects of the English Language Education KLA. The framework comprises a set of interlocking components including:

• subject knowledge and skills, which are expressed in the form of learning targets under the Interpersonal, Knowledge and Experience Strands, as well as learning objectives;

• generic skills; and

• positive values and attitudes.

Below is a diagrammatic representation of the framework:

English Language Education Curriculum Framework

Overall Aims of the English Language Education Curriculum

To provide every student of English with further opportunities for extending their knowledge and experience of the cultures of other people as well as opportunities for personal and intellec-

tual development,

further studies, pleasure and work in the English medium; and

To enable every student to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the

interpretation, use and production of materials for pleasure, study and work in the English medium.

luesan

Interpersonal Knowledge Experience Learning Targets and Learning Objectives

Overall Aims of the English Language Education Curriculum To provide every student of English 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 student to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the

interpretation, use and production of materials for pleasure, study and work in the English medium.

Strands

Flexible and Diversified Modes of Curriculum Planning

dAdAttitudesVaan

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The framework sets out what students should know, value and be able to do at various stages of schooling. It gives schools and teachers flexibility and ownership to plan and develop their school English Language Education curriculum to meet the needs of their students.

2.1 Aims and Subject Targets

2.1.1 Aims

The overall aims of the English Language Education curriculum are:

• to provide every student of English 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 student to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the interpretation, use and production of materials for pleasure, study and work in the English medium.

2.1.2 Subject Targets

The English Language Education curriculum comprises two closely related subjects:

English Language and Literature in English. English Language is the core subject from Key Stages 1 to 4 (KS1 4). Literature in English is the extended subject and one of the elective subjects to be offered in the three-year senior secondary curriculum (KS4).

Each of these subjects has its own specific target, which sets the main direction for the learning and teaching of the subject.

The subject target of English Language is for students to develop an ever-improving capability to use English:

• to think and communicate;

• to acquire, develop and apply knowledge; and

• to respond and give expression to experience;

and within these contexts, to develop and apply an ever-increasing understanding of how language is organised, used and learnt.

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The subject target of Literature in English is for students to develop the ability:

• to understand, enjoy and appreciate literary or creative works in English by writers from different cultures;

• to give expression and respond to ideas and experiences in literary or creative works freely and imaginatively;

• to critically interpret, discuss and evaluate literary or creative works; and

• to improve their proficiency in English.

In general, the relationship between the subjects of English Language and Literature in English lies in:

• the affinity they share in raising students’ language proficiency, critical thinking skills, problem solving skills, creativity and cultural awareness; and

• the complementary role of the subject of Literature in English in reinforcing the learning of the subject of English Language by seeking to strengthen the emotional and cultural content that is part of language learning.

2.2 Strands, Learning Targets and Learning Objectives

2.2.1 Strands and Learning Targets

Strands are categories for organising the curriculum. Their major function is to organise content for the purpose of developing knowledge, skills, and values and attitudes as a holistic process. They also define the broad purposes of learning English Language and Literature in English.

The contents of English Language and Literature in English are primarily organised around three interrelated strands – Interpersonal, Knowledge and Experience. As one of the purposes of learning Literature in English, an extended and elective subject in KS4, is to enrich English learning, there is an additional strand on Language Enhancement to better illustrate the purposes of learning the subject.

The learning targets of English Language and Literature in English set out what students are expected to learn throughout the different stages of schooling in the two subjects.

The learning targets are complementary to the interrelated strands and can be grouped under each strand. The list of learning targets for KS1 4 under the various strands are provided in Appendix 2.

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2.2.2 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.

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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.

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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.

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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).

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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).

2.2.3 Generic Skills

Generic skills are fundamental in enabling students to learn how to learn. The following nine generic skills have been identified as essential for student learning for the 21st century in the school curriculum:

• Collaboration Skills

• Communication Skills

• Creativity

• Critical Thinking Skills

• Information Technology Skills

• Mathematical Skills*

• Problem Solving Skills

• Self-learning Skills*

• Self-management Skills

* “Mathematical Skills” and “Self-learning Skills” have been referred to as “Numeracy Skills” and “Study Skills” respectively in earlier curriculum documents, such as Learning to Learn: The Way Forward in Curriculum Development (2001).

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Based on the past experience of implementing the curriculum reform and in response to the dynamic changes in society and recent research, the nine generic skills are grouped in three clusters of related skills, namely Basic Skills, Thinking Skills and Personal and Social Skills for better integrative understanding and application in a holistic manner (see the table below for details).

The nine generic skills are to be developed through learning and teaching in all KLAs. The English Language Education KLA provides greater opportunities for the development of collaboration skills, communication skills, creativity, critical thinking skills, problem solving skills and self-learning skills.

When completing a more complicated learning task, the generic skills are often applied in an integrative manner rather than in isolation. Some generic skills are more likely to be used together. For example, collaboration skills are often used with communication skills and problem solving skills; critical thinking skills tend to be used with problem solving skills and creativity. The former cluster of generic skills can be referred to as

“collaborative problem solving skills” and the latter as “holistic thinking skills”. Schools are encouraged to plan learning and teaching activities in a holistic manner whereby the clusters of skills can be suitably developed and effectively applied.

Details of the nine generic skills, and examples and suggestions of how the English Language KLA contributes to the development and integrative use of the generic skills are provided in Appendix 7.

2.2.4 Values and Attitudes

Values are explicit or implicit belief systems that students develop, which guide their conduct and decision making, while attitudes are personal dispositions towards particular issues. They are qualities that an individual or society considers important as principles for conduct and are intrinsically worthwhile.

To help students become informed and responsible citizens, schools should promote values and attitudes (e.g. the rule of law, responsibility, sustainability, cultural inclusion, respect Basic Skills Thinking Skills Personal and Social Skills

Communication Skills Critical Thinking Skills Self-management Skills

Mathematical Skills Creativity Self-learning Skills

IT Skills Problem Solving Skills Collaboration Skills

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for pluralism, mutual respect and acceptance) in accordance with their school mission, school contexts, stakeholders’ views, students’ needs and major concerns, and infuse them into the school curriculum.

A variety of learning experiences in KLAs, moral and civic education, life-wide learning, etc. can strengthen values education through:

• deepening students’ understanding of positive values and attitudes (cognitive);

• nurturing their empathy and positive attitudes towards life (affective); and

• promoting learning-by-doing in authentic situations (behavioural).

A proposed set of values and attitudes for incorporation into the school curriculum is provided in Appendix 8. Among all of these, perseverance, respect for others, responsibility, national identity, commitment, integrity and care for others have been identified as the seven priority values and attitudes.

Values and attitudes can be effectively 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 to work on. They can also help students learn to be open-minded and have mutual respect by encouraging them to accept different points of view and different ways of doing things.

Among the learning objectives for the English Language Education KLA, the language development strategies, literary competence development strategies and attitudes specific to language and literature learning are especially relevant to the development of the generic skills, and the personal and social values and attitudes broadly recognised and valued in all KLAs.

Examples of how the English Language Education KLA can facilitate the development of personal and social values and attitudes from KS1 – 4 are provided in Appendix 9.

2.3 Curriculum Organisation

2.3.1 Learning Time

In the English Language Education KLA, learning is not confined to English lessons or to the school itself. Students’ learning time includes:

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• lesson time (i.e. English lessons);

• 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).

With reference to the recommended lesson time allocation for each KLA (see Appendix 10 for details), schools can allocate 17% to 21% of the lesson time to the English Language Education KLA for each key stage from Primary 1 to Secondary 3 (KS1 3).

English Language, as a core subject of the senior secondary curriculum, accounts for a flexible range of 12.5% to 15% of the total lesson time over a course of three years in KS4. Literature in English, as an elective subject of the senior secondary curriculum, accounts for 10% to 15% of the total lesson time over a course of three years in KS4.

Schools may vary the percentage of time allocation for different year levels of a key stage as long as the total lesson time falls within the recommended range.

Schools are reminded that learning time is not rigidly calculated according to the number of English lessons per week or cycle. The concept of total learning time within a year or even a key stage has to be adopted. To facilitate learning and teaching through effective curriculum organisation, schools are encouraged to make flexible use of the time during and outside school hours. For example, 19% and 8% of the total lesson time is reserved for schools’ flexible use at the primary and junior secondary levels respectively. Flexibility is provided for schools to deploy the flexible time to conduct cross-curricular activities such as those for additional common reading for students’

whole-person development. With due consideration to holistic planning at the whole- school and KLA levels, schools can flexibly make timetabling arrangements to enrich students’ English learning experiences in collaboration with other parties.

As for the senior secondary level, 10% to 15% of the time allocation is set aside for Other Learning Experiences (OLE). Schools should give due consideration to the overall planning and co-ordination among different KLAs and subjects with flexibility to organise OLE during and outside school hours.

Please refer to Section 3.5 of this Guide for suggestions on how to make plans for the use of lesson time allocated to the English Language Education KLA.

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2.3.2 Modules of Learning

The concept of modules, units and tasks is recommended for organising the learning and teaching of the English Language Education curriculum. A module is an organising focus which can be broken down into units and tasks that are thematically or conceptually related. These themes and concepts are explored through tasks and help students make connections between their learning experiences. Extended tasks and projects can be further developed from tasks to help students develop further knowledge and skills.

For example, in the English Language curriculum, the unit “Travelling and Visiting”

under the module “Cultures of the World” at KS3 allows students to examine different related areas of knowledge such as travel and discovery, and customs, food and clothing of different places. Well-sequenced tasks can be designed to provide students with opportunities to use English to learn about, discuss and experience different cultures in a variety of ways (e.g. acting as tour guides to introduce a country or city, and writing recipes for and inviting people to join an international food festival) (see Appendix 11 for the suggested modules and units for KS 1 4). Due consideration should be given to the contexts for designing learning tasks under these modules and units to engage students in the use of English for intellectual, personal and social development at different key stages of schooling.

Similarly, works with related themes from the same literary period or of the same literary genre can be grouped under the same module in the planning and implementation of the Literature in English curriculum. Learning and teaching activities can be designed to facilitate the development of critical thinking, literary analysis and appreciation skills through cross-text comparison.

Teachers may develop modules of their own by selecting relevant textbook units, set texts and/or authentic resource materials to suit the needs, interests and abilities of their particular group of students. While learning modules can be enriched or developed by designing activities that extend and deepen learning experiences of the more able students, they can also be adapted or developed for the less able students to help them progress. Different learning activities and modes of assessment can be incorporated into the learning modules to develop students’ multiple intelligences and generic skills, stimulate their learning and sustain their interests. Exploring real-life topics and concepts through tasks also lends itself well to providing students with ample hands-on practice to consolidate learning.

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Chapter 3 Curriculum Planning

3.1 Guiding Principles

The English Language Education curriculum framework allows for flexibility and innovation in curriculum planning. A balanced and coherent English Language Education curriculum emphasising the active role of students in the learning process and providing a variety of learning experiences should be developed in schools. When planning and developing the school English Language Education curriculum, teachers are encouraged to:

• work as a team to identify the direction for school curriculum development and set clear focuses (e.g. strengthening reading across the curriculum (RaC),

development of new literacy skills) for a specific year level and across year levels to ensure horizontal and vertical alignment in curriculum planning;

• aim for a balanced and comprehensive coverage of the learning targets and objectives, ensuring that the learning tasks or activities stress the integration of skills and a balance of learning experiences in the Interpersonal, Knowledge and Experience Strands — rather than focusing on isolated skills or just one strand at the expense of the others;

• plan and devise appropriate and purposeful language learning materials, tasks, activities and projects to develop students’ language abilities, learning to learn strategies, information literacy and positive values and attitudes conducive to lifelong learning, and to provide opportunities for integrative use of generic skills;

• follow the whole-school language policy and create a language-rich environment (e.g. English Days, debates) to engage students in the active use of English and collaborate with other KLAs to reinforce content and language learning through exposing students to reading texts from different disciplines and organising cross- curricular project learning;

• adapt textbooks and other language learning resources, and supplement them with interesting authentic materials and e-resources to suit students’ needs and foster the development of a broader range of literacy skills, including new literacy skills to process and create visual/multimodal texts;

• make flexible use of lesson time (e.g. the inclusion of more double or even triple periods per week or cycle in the school timetable) to facilitate a task-based

approach to language learning and to allow for continuous stretches of time for

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