CONTENTS · The English Language Education curriculum comprises two closely related subjects:...

CONTENTS

1 Introduction … … … … … … … … … … … … . … … … … … … … … . … . . . 12 Background … … … … … … … … … … … … … … … … … … … … . … … . 23 Rationale for Development … … … . … … … … … . … … … … … . . … … 44 Phases of Development … … … … … . … … … … … … … … … … . … … 5

4.1 Short-term (2000-2005) … … … … … … … … … … … … … … … . 54.2 Medium-term (2005-2010) … … … … … … … … … … … … … … 64.3 Long-term (2010+) … … … … … … … … … … … … … … … … … . 7

5 The Framework … … … … … … … … … … … … … … … … … … … … . . . 85.1 Overall Aims … … … … . … … … … … … … … … … … … … … … . 85.2 Learning Targets … … … … … … … … … … … … … … … … … . . . 85.3 Components of the Framework … … … … … … … … … … … . . 10

5.3.1 Strands … … … … … … … … … … … … … … … … … … 115.3.2 Generic Skills … … … … … … … … … … … … … … … . . 115.3.3 Values and Attitudes … … … … … … … … … … … … 12

5.4 Modes of Curriculum Planning … … … … … … … … … … … . . 135.5 Teaching, Learning and Assessment … … … … … … … … … . . 165.6 School-based Curriculum Development … … … … … … … . . . 205.7 Life-wide Learning … … … … … … … … … … … … … … … … . . . 225.8 Connections with Other Key Learning Areas … … ... … … … 23

6 Conclusion … … … … … … … . … … ... … … … … … … … … … … … … .... 25

Appendices1 Major Components of the English Language Education Curriculum …. 272 Learning Targets for Key Stages 1 – 4 … … … … … … … … … … … … … … . 293 Developing Generic Skills in the English Language Education Key

Learning Area … … … … … … … … … … … … … … … … … … … … … … … . . 374 A Proposed Set of Values and Attitudes for Incorporation in the

School Curriculum … … … . . . … … … … … … … … … … ... … … … … … … … 635 Exemplars for Flexible Language Curriculum Planning at Primary

and Secondary Level … … … … … … … … … . . … … … … … … … … … … … 69

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1 INTRODUCTION

This document on the Key Learning Area (KLA) of English LanguageEducation is written in support of the consultation document,Learning to Learn, prepared by the Curriculum DevelopmentCouncil (CDC) (Nov 2000) and should be read together with it. TheLearning to Learn document is the outcome of the 3rd stage of theHolistic Review of the School Curriculum conducted by CDCbeginning in 1999, which is done in parallel with the EducationCommission’s Education System Review.

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2 BACKGROUND

• The overall aims of education as proposed by the EducationCommission (EC) recognize the importance of enabling ourlearners to cope effectively with the challenges of the rapidlychanging and keenly competitive knowledge-based society ofHong Kong.

• Specifically, the aims underscore, inter alia, the need for every

learner to attain all-round development through beingempowered with the capabilities for lifelong learning, critical andexploratory thinking, innovation and adaptation to change.

• As a KLA, English Language Education seeks to facilitate theaccomplishment 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 thatcontributes to enhancing the language proficiency of our youngpeople for the following major reasons:

- to enhance the competitiveness of Hong Kong so that it willbe able to maintain its position as an international businesscentre and a knowledge-based economy, capable of rising tothe challenges of global competition;

- to help our young people develop a worldwide outlookthrough broadening their knowledge and experience;

- to enable our young people to use English proficiently forstudy, work, leisure and effective interaction in differentcultural environments; and

- to help our young people succeed in life and find greaterpersonal fulfilment.

• The design of the English Language Education curriculum aspresented in this document seeks to provide the basis forcontinuity and coherence in learners’ education.

- It is founded upon the basic tenet that there should be onecoherent language curriculum for all levels of schooleducation, from junior primary to senior secondary, with a

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view to providing language preparation for personal andintellectual development, and further studies/work.

- It seeks to strengthen the ties between the subjects of EnglishLanguage and English Literature, with both aspiring toproviding learners with pleasurable learning experiencesand developing their language abilities, critical thinkingskills, creativity, strategies of learning to learn, and positivevalues and attitudes conducive to lifelong learning.

• The major purpose of the curriculum framework for the KLA ofEnglish Language Education is to facilitate English languageteaching and learning in Hong Kong by:

- informing teachers of the rationale for the proposedcurriculum developments, the aims of the English LanguageEducation curriculum (comprising the subjects of EnglishLanguage and English Literature), areas of study, theessential learning elements and how schools and teacherscan facilitate effective language learning;

- providing a common basis for planning, implementing,assessing and evaluating English programmes in schoolsfrom Key Stage 1 (KS1) to Key Stage 4 (KS4); that is, frombasic education (primary 1 to secondary 3) to post-basiceducation (secondary 4 to secondary 5);

- encouraging flexibility, experimentation and innovation sothat learners have a pleasurable learning experience inEnglish; and

- promoting the development of the essential skills andpositive values and attitudes conducive to learning how tolearn.

• The curriculum framework is closely related to the CDC Syllabusfor English Language (Primary1-6) 1997; CDC Syllabus for EnglishLanguage (Secondary1-5) 1999; and CDC Syllabus for Use of English(Sixth Form) 1999 in setting the main direction for the teachingand learning of English. It reinforces the pedagogical principlesand teaching ideas promoted in these syllabuses. In addition, itmakes suggestions for further language curriculum developmentwhich aims at bringing about effective language learning. Thethree English Language syllabuses play a supportive role inelaborating many of the teaching ideas and suggestionspresented in this document.

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3 RATIONALE FOR DEVELOPMENT

The English Language Education curriculum framework seeks tobuild on the existing good practices in English language teaching inHong Kong. It also makes suggestions on ways to provide studentswith wider access to meaningful and effective language learningexperiences that will enable them to meet the needs and challenges ofsociety.

In many local English language classrooms, considerable emphasishas 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, readingand writing. Mastery of these learning elements is no doubtimportant and should continue to be promoted in the languageclassroom. However, mechanical drilling of these elements inisolated contexts is unmotivating and can hardly bring abouteffective language learning. This, together with the lack of alanguage-rich environment in Hong Kong, presents challenges forteachers of English. To help address these problems and to bettermeet 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 andstructures they have learnt) for purposeful communicationboth inside and outside the classroom through, for example,language learning tasks and projects;

• use of learner-centred instruction so as to facilitate the use ofEnglish for purposeful communication, and to encouragelearner independence and risk taking in language learning;

• greater use of literary/imaginative texts as a means todevelop learners’ creativity and promote purposefulcommunication in English by encouraging learners to freelyexpress 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, independentand lifelong learning.

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4 PHASES OF DEVELOPMENT

In view of the crucial need to prepare our learners to effectively meetthe challenges and demands of the 21st Century, schools areencouraged to:

• continue with the good practices that are already in line withthe recommended curriculum developments; and

• adopt an incremental approach to experimenting with andinnovating curriculum practices, so that learners have apleasurable learning experience in English and develop theessential skills and attitudes conducive to lifelong learning.

To help schools achieve these goals, the government is firmlycommitted to providing resources and assistance in the form offinancial support, collaborative research and development projects,teacher development programmes, etc. With such support, schoolsare encouraged to plan and further develop their own EnglishLanguage Education curriculum. A proposed schedule is presentedbelow, outlining focuses for English Language Education curriculumdevelopment in the short (2000 – 2005), medium (2005 – 2010) andlong (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 promotecreativity

− greater use of IT (e.g. resources on the Web, Webpublications, global school projects on the Internet)

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− 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 andinnovation

• 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 andcultures

− the provision of more opportunities for learners to extendtheir language learning experiences beyond theclassroom by participating in activities which involve theuse of community resources (i.e. life-wide learning*)

• developing their school-based English Language Educationcurriculum 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 teachersof other KLAs

4.2 Medium-term (2005 – 2010)

Schools and teachers continue to work on the focuses listed in theshort-term phase and

• strengthen the teaching-learning-assessment cycle by usingcriterion-referencing principles in judging and describinglearners’ achievement

* Life-wide learning refers to the learning experiences that take place beyond the

classroom, in authentic environments such as the community and workplace. Thelearning experiences gained in these different environments complement those gainedin school.

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• further enhance team-building and experience-sharing amongteachers

• develop modules of learning to foster closer links across KLAsand to encourage a flexible, coherent and integratedorganization of learning experiences

• develop different modes of curriculum planning and ways ofimplementation

• develop a balanced and coherent school-based EnglishLanguage Education curriculum that caters for the diverseneeds of learners and society

4.3 Long-term (2010+)

Schools and teachers continue to work on the focuses listed in theshort- and medium-term phases and

• attain proficiency in designing quality teaching, learning andassessment materials and activities

• build a good network among schools for sharing of resourcesand good practices

• formulate and implement a comprehensive and effectiveschool-based assessment policy

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5 THE FRAMEWORK

5.1 Overall Aims

The overall aims of the English Language Education curriculum are:

• to provide every learner of a second language with furtheropportunities for extending their knowledge and experienceof the cultures of other people as well as opportunities forpersonal 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 ininformation technology; these demands include theinterpretation, 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 closelyrelated subjects: English Language and English Literature. EnglishLanguage is the core subject; English Literature is the extended andoptional subject. Each of these subjects has its own specific target.The main function of the learning targets of the English Languageand English Literature is to set the main direction for the teachingand learning of these two subjects.

The subject target of English Language is for learners to develop anever-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-increasingunderstanding of how language is organized, used and learned.

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The subject target of English Literature is to develop learners’ abilityto:

• understand, enjoy and appreciate literary/creative works inEnglish 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 Languageand English Literature lies in:

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

• the complementary role of the subject of English Literature inthat it reinforces the subject of English Language by seeking tostrengthen the emotional and cultural content that is part oflanguage learning.

A table highlighting the major components of the English LanguageEducation curriculum is provided in Appendix 1. A more detailedproposed list of learning targets for each key stage is in Appendix 2.

The learning objectives describe more explicitly the essential focusesof learning. Lists of them for the subject of English Language can befound 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 areprovided in Appendix 2. Together they serve to help teachers inEnglish Language Education curriculum planning.

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5.3 Components of the Framework

Diagrammatic Representationof the English Language Education KLA Framework

English Language Education Curriculum

provides learners with learning experiences todevelop their knowledge, skills, values and

attitudes so as to enable them to interact withpeople 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, communicationand 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 ofcurriculum planning

+Effective teaching, learning and

assessment

Overall Aims and Learning Targets ofEnglish 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 CDCSyllabus for English Language (Secondary 1-5) 1999.

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5.3.1 Strands

Strands are categories for organizing the curriculum. Their majorfunction 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 Languagecurriculum 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 interrelatedstrands/dimensions – Interpersonal, Knowledge and Experience –have been employed as content organizers to reflect its major scopeof learning. The inclusion of the Experience Strand in the subject ofEnglish Language serves the following purposes:

• to emphasize English as a source of pleasure and aestheticexperience by encouraging free and creative personalresponses and expression;

• to contribute to the provision of a broader and more balancedlanguage curriculum, along with the Interpersonal Strand andthe Knowledge Strand; and

• to offer learners insights into the nature of English Literatureand prepare them for this subject, should they decide to optfor it at the senior secondary level.

For details about the learning targets within and across the variousstrands/dimensions of the two subjects, English Language andEnglish Literature, please refer to Appendix 2.

5.3.2 Generic Skills

The component of generic skills is fundamental in helping studentslearn how to learn and it is common to all KLAs. Altogether, ninetypes of generic skills have been identified:

• collaboration skills;• communication skills;• creativity;• critical thinking skills;• information technology skills;• numeracy skills;

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• problem solving skills;• self-management skills; and• study skills.

These skills are to be developed through the learning and teaching inall the KLAs. Among the nine generic skills, the English LanguageEducation KLA provides greater opportunities for the developmentof collaboration skills, communication skills, creativity, criticalthinking skills, problem-solving skills and study skills. Appendix 3gives examples of how the English Language Education KLAcontributes to the development of the generic skills conducive tolifelong learning. The examples are by no means exhaustive, but willadequately serve the purpose of illustration.

5.3.3 Values and Attitudes

Values are qualities that students should develop as principles forconduct and decision. Examples of personal values include honesty,self-esteem and perseverance. Examples of social values includeequality, interdependence, and tolerance. Attitudes are personaldispositions 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 byallowing them to choose a topic that they regard as interesting andappropriate for them to work on. They can also help students learnto be open-minded and tolerant by encouraging them to acceptdifferent points of view and different ways of doing things.

Among the learning objectives of the English Language EducationKLA, there are language development strategies, literary competencedevelopment strategies and attitudes related to language andliterature learning. They are especially relevant to the development ofthe generic skills, and the personal and social values and attitudesbroadly recognized and valued by all KLAs.

For a full list of the personal and social values and attitudes deemedessential for learners’ all-round development, please refer toAppendix 4. The Appendix also gives examples of how the EnglishLanguage Education KLA can facilitate the development of thesepersonal and social values and attitudes.

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5.4 Modes of Curriculum Planning

The open framework allows greater flexibility and innovation incurriculum planning. In order to provide different learningexperiences, a balanced and coherent school-based curriculum whichemphasizes the active role of learners in the learning process shouldbe developed. To help schools achieve this goal, below are somepossible modes of curriculum planning for their consideration whendevising and implementing their own curriculum.

Developing Modules of Learning

Organizing the content of learning into modules helps learners makebetter connections in what they learn. By using a wide range ofresources (e.g. authentic materials, the media, the Web) rather thanrelying solely on textbooks, teachers can help develop learningmodules to suit the interests, needs and abilities of their students.The modular approach can also make it easier to link classroomlearning to real life experiences. For example, events that take placein the local and international communities can be drawn upon indeveloping the modules to broaden learners’ perspectives and todevelop 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 modulesactivities or projects which can motivate and involve (even veryyoung) learners in “learning by doing”, creativity andexperimentation, inquiring, problem-solving and decision-making, sothat they can develop enjoyment, ownership and commitment inlearning. For example, in one of the exemplar modules for Key Stage1 “Me, My Family and Friends”, young learners can be involved inthe task of using English to organize and take part in a party.

For the more able learners, learning modules can be enriched bydesigning activities that can extend and deepen their learningexperiences. Similarly, learning modules for remediation purposescan 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 thelearning 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 ofstudents’ learning experience. Therefore, they should make an effortto integrate classroom and independent learning when planning anddesigning 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 lifelongprocess.

Flexible Time-tabling

Schools can make flexible use of class time to facilitate teaching andlearning. It is not advisable to make students’ learning experiencefragmented, 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 andinclude half-day activity sessions shared among differentKLAs in the school time-table to allow for continuousstretches of time to facilitate action learning, tasks/projects aswell as field trips/visits, etc.;

• set regular time per day for reading, to help learners build uptheir 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 specialrequirements of the learning programmes, and exploring theuse of Saturdays and long holidays to provide a greater rangeof learning experiences.

Integrating Formal and Informal Curricula

Integrating the formal and informal curricula is a way to providerelevant, pleasurable and meaningful learning experiences.

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Language learning can take place within and beyond the confines ofthe classroom. Schools can:

• encourage learners to interact in English not only during butalso outside class time;

• utilize their resources to enhance the language environmentso as to provide learners with enjoyable experiences in the useof the language through various types of extra-curricularactivities (e.g. language games, puppet shows, dramaactivities, choral speaking, designing slogans or greetingscards for special occasions, and recording short radio plays);and

• explore opportunities for experiential learning in thecommunity (e.g. attending talks, dramas and story-tellingsessions delivered in English, and inviting English-speakingguests to exchange ideas and share experiences) to widenlearners’ exposure to the authentic use of the language.

Cross-curricular Planning

To enable learners to explore knowledge and gain experience in amore comprehensive and coherent manner, teachers can adopt across-curricular approach when planning their school-basedcurriculum. When learners make connections among ideas andconcepts, their motivation will be enhanced. The knowledge theyacquire, and the skills and attitudes they develop in each KLA, willalso be deepened. To develop cross-curricular modules of learning,teachers can:

• collaborate with teachers of other KLAs to set realistic goalsand draw up a plan/schedule of work; and to develop andevaluate the teaching, learning and assessment materials andactivities;

• provide learners with opportunities to develop a broad rangeof generic skills that they can apply in the other KLAs, e.g.study skills, critical thinking skills; and

• reinforce students’ learning experiences by encouraging themto read about/discuss the topics they are working on inEnglish.

For more details on adopting a cross-curricular approach in planningand making significant links with the other KLAs, please refer toSection 5.8.

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Flexible Grouping

Depending on their nature and purposes, teaching and learningactivities 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 studentsfrom different year levels can be grouped together, to cater for arange of learners’ needs and abilities, and to facilitate collaborativelearning. Some activities, such as group projects and board games,work well with smaller groups of learners to better cater for theirneeds and create an atmosphere of trust, to encourage them to makechoices and pursue their own interests. Other activities, such aswatching videos and dramatization, can be conducted in largergroups to maximize the use of the resources and manpower availableand facilitate the sharing of ideas among more people.

5.5 Teaching, Learning and Assessment

The teacher plays an important role in facilitating effective languageteaching, learning and assessment. To carry out this role, he/she canmake use of this open and flexible curriculum framework to developlanguage teaching/learning and assessment tasks and activities thatcontribute to enriching students’ learning experiences. Theseexperiences, 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 andlearning, teachers are encouraged to consider and apply thefollowing:

Learner-centred InstructionStudents learn most effectively when teachers treat them and theirlearning as the focus of attention. Learner-centred instruction may beprovided through:

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• 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 genuinecommunication;

• suitable questioning techniques to stimulate thinking,encourage experimentation and facilitate knowledgeconstruction; 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 learningmaterials and carrying out language learning activitiessuch as role-plays, games, debates, projects, etc.

Target-oriented English LearningSetting clear and appropriate targets and objectives will enablelearners to know what they should strive for . Teachers are advised to:

• work as a team to select appropriate learning targets andobjectives to focus on for each learning task; and

• ensure that there is a progression and a balanced,comprehensive coverage of the learning targets and objectivesfor all the strands/dimensions within and across year levels.

Five Fundamental Intertwining Ways of Learning and UsingKnowledge To help learners achieve the dual goals of language proficiency andlifelong learning, five fundamental intertwining ways of learningand using knowledge – communicating, conceptualizing, inquiring,problem solving and reasoning – have been identified. Teachers areencouraged to provide opportunities for learners to practise thesefive ways of learning and using knowledge in a balanced mannerthrough meaningful and authentic learning materials andtasks/activities such as problem-solving tasks/activities, role-plays,etc.

Task-based LearningStudents learn best through purposeful and contextualized learningtasks. Effective tasks enable students to seek and process information,formulate questions and responses, and make connections. They alsoprovide meaningful and purposeful contexts in which students learn

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and apply target grammar items and structures. Using theme-basedprojects is a good way of providing an organizing focus for students’integrated use of knowledge, skills and strategies as well as anopportunity for generating deep learning.

Integrative and Creative Language UseLanguage use in real life situations is almost always integrative andcreative. Such important characteristics of authentic language useshould be stressed in English classrooms. In this regard, the use oftasks, projects or imaginative/literary/information texts isencouraged to facilitate the integrative and creative use of anextensive range of language knowledge, skills and strategies. In thelearning process, teachers should:

• stimulate learners’ imagination, promote the sharing ofexperiences and foster intercultural awareness andunderstanding; and

• encourage learners to use English creatively to respond andgive expression to real and imaginative experience.

Learner IndependenceTo enable students to become motivated and independent languagelearners, teachers should promote self-access learning both insideand outside the classroom. This mode of learning has the benefit ofhelping learners develop the essential skills, strategies and attitudesfor lifelong learning. To facilitate self-access language learning,teachers should:

• create opportunities for learners to make choices or decisionsin their learning by providing a wide range of informationand creative texts, learning materials and activities such asportfolios, dramas, debates, projects, etc.;

• enable learners to monitor, review and assess their ownperformance by building self/peer assessment procedures (e.g.answer keys, evaluation checklists) into the learning materialsand activities; and

• develop language learning activities/tasks that encouragelearners to make meaningful use of the self-accesscorner/centre in school.

Further, to enhance learners’ skills, interest and confidence in readingon their own, teachers should help them develop enabling skills such

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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 todevelop the ability to work out the pronunciation of new orunfamiliar words on their own. Towards this end, teachers areencouraged to make use of language learning activities/tasks thatpromote the development of phonics skills at primary level as well asthe mastery of phonetic symbols at secondary level.

Information Technology (IT)Effective use of IT can facilitate both classroom and self-accesslanguage learning. Through surfing the Internet or using wordprocessors and computer-assisted language learning (CALL)software such as concordancers and educational CD-ROMs, teachersshould:

• 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 orinformation on the Internet; and

• develop learners’ knowledge management skills and preparethem for future study/work and lifelong learning.

Assessment for the Purpose of Enhancing LanguageTeaching/Learning

Assessment should be considered and planned as an integral part ofeffective teaching and learning. To facilitate both teaching andlearning, teachers should:

• adopt different modes of assessment, e.g. observation,conferencing, projects and journals, to collect informationabout learners’ knowledge, skills, strategies and attitudes;

• use criterion-referenced principles in judging and describinglearners’ achievements;

• provide timely feedback and support after assessment toenable learners to identify their own strengths andweaknesses, and help them progress towards the learningtargets; and

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• help learners develop the necessary skills to assess andmonitor their own learning, and to give feedback to theirpeers through collaborative small group learning.

For illustration of how teachers can make use of this curriculumframework to facilitate effective teaching, learning and assessment,please refer to two exemplars, one for primary and one forsecondary, provided in Appendix 5.

5.6 School-based Curriculum Development

When planning and developing their own English Languagecurriculum, schools and teachers are encouraged to consider thefollowing:

• aim for a balanced and comprehensive coverage of thelearning targets and objectives within and across year levels,ensuring that the activities or tasks that learners are toparticipate in stress the integration of skills and a balance oflearning experiences in the three strands/dimensions –Interpersonal, Knowledge and Experience – rather thanfocusing on isolated skills or just one strand/dimension at theexpense of the others;

• plan and devise appropriate and purposeful languagelearning materials, activities, tasks and projects to developlearners’ language abilities, critical thinking skills, creativity,strategies of learning to learn, and positive values andattitudes conducive to lifelong learning;

• make greater use of formative assessment (e.g. observation,conferencing, journals, portfolios) to inform teaching andlearning, and avoid over-reliance on pen-and-paper tests;

• make flexible use of class time to facilitate a task-basedapproach and life-wide learning (e.g. the inclusion of moredouble or even triple periods per week/cycle in the schooltime-table to allow for continuous stretches of time for Englishlanguage tasks/projects as well as field trips/visits);

• work closely together as a team to plan the English Languagecurriculum, to develop learning materials and activities/tasks,

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and to collaborate with teachers of other KLAs on cross-curricular projects;

• set and work on clear and manageable curriculum goals orfocuses (e.g. pleasurable reading, creative writing, enhancingclassroom interaction) over a specific period for the wholeschool or a particular year level; in the process, teachers willgenerate knowledge and gain experience of developing aprogressive curriculum that serves to bring about pleasurable,meaningful and productive language learning experiences;and

• collect and reflect on evidence of effective teaching andlearning experiences to inform curriculum development.

What Can Learners Gain?

School-based language curricula developed on the basis of thisframework 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 whichinvolve meaningful and authentic use of the language;

• greater confidence in using English as a result of an increasein opportunities to use the language both inside and outsidethe classroom;

• an increase in English proficiency as a result of greateropportunities to use the language for purposefulcommunication;

• 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 takeresponsibility 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 areencouraged to move out of the classroom into society and putwhat they have learned to use.

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What Can Teachers Gain?

It is firmly believed that through adopting the English LanguageEducation curriculum framework as a basis for planning anddesigning their own English curricula, teachers themselves will gainin terms of professional development. The benefits include:

• growth in professional knowledge – the teachers are able tounderstand learners’ progress towards the learning targetsand objectives, and to improve teaching and learning bydesigning or adopting appropriate activities or tasks to helplearners make further progress;

• networking with other teachers of English as well as teachersfrom other KLAs – this is the result of collaboration or teamwork, as often required in the promotion of language learningor cross-curricular tasks/projects;

• greater sharing of teaching resources and good practices – as aresult of greater cooperation among teachers for the purposeof teaching and materials development; and

• an increase in teachers’ confidence and professionalsatisfaction when learners show greater motivation in learningEnglish.

5.7 Life-wide Learning

Learning is by no means limited to the classroom. It can take placeat any time, in any place (including the home and the community)and in any form. To help create a language-rich environment tosupport 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 inschool activities, using the media as language learningresources, visiting international schools or business/charityorganizations);

• encourage learners to seek and create opportunities to learnand use English in natural and realistic settings (e.g. searchingfor information on the Internet, watching movies/TV

2233

programmes in English, and interacting with people fromnon-Chinese speaking backgrounds);

• maximize the use of space and resources in school, e.g.ensuring learners’ easy access to computer facilities forlanguage learning, setting up an English Corner or postingauthentic materials and learners’ work on the bulletinboards/the walls/the Internet to facilitate wide reader access;and

• provide learners with enjoyable and life-wide learningexperiences by promoting learning through formal andinformal 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 inplanning and designing language learning tasks and activities, pleaserefer 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 specializeddemands of the other KLAs;

• provide learners with the chance of developing a broad rangeof 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 theknowledge, skills and learning experiences that they gain inthe other KLAs; and

• broaden learners’ experience through language learningactivities or tasks that are related to one or more of the otherKLAs.

The following table presents some examples showing the linksbetween English Language Education and the other KLAs. They areby no means exhaustive but will adequately serve the purpose ofillustrating such connections.

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KeyLearningArea

Examples of LinksLinks are made to each of the KLAs listed on the left handcolumn when, for example, learners of English:

ChineseLanguage

� compare and discuss the cultural events, literary works,life-styles and values of Chinese and Westerners.

Mathematics � plan surveys, present research findings, and preparearguments using statistics.

Science � discuss ideas and clarify purposes prior to and in theprocess of an investigation; and

� read or research information on science-related topics(e.g. energy, the earth, the solar system) or works ofscience fiction.

Technology � explore and communicate ideas and information on orabout the development or impact of modern technology.

Personal,Social andHumanities

� read and discuss texts that examine issues or topics suchas interpersonal relationships, the relationship betweenthe individual and society, civic education,environmental protection, etc.

ArtsEducation

� engage in different forms of creative writing (e.g. poems,short stories, play/film scripts) or give a dramaticpresentation of a short play or a scene from a play; and

� discuss or critique an advertisement, a poster, a film orthe illustrations in a text.

PhysicalEducation

� engage in learning tasks or activities that examine thepros and cons of various health and physical activities.

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6 CONCLUSION

To enable students to be effective learners of English capable ofmeeting the challenges and demands of the 21st Century, teachersplay an important role in providing the impetus for learning. To doso, they need to provide a wide and varied range of learningexperiences that serve to deepen students’ interest in developing notonly their language proficiency, but a broad range of generic skills, aswell as values and attitudes conducive to their all-rounddevelopment. It is essential that teachers work closely together toengage in the continuous process of developing and renewing theirown school-based English Language Education curriculum, takinginto account the short-term, medium-term, and long-term curriculumdevelopment focuses proposed in this framework. According to theproposed schedule (or phases) of curriculum development, there area number of initiatives for teachers to work on now and in the yearsto come, notably helping students to become motivated learners ofEnglish equipped with the skills of learning to learn, developingindependence and creativity, and fostering life-wide and lifelonglearning. The government is firmly committed to providingresources and support to help schools to develop their owncurriculum. They are encouraged to build on their existing strengthsand devise for their learners a progressive and appropriate languagecurriculum at their own pace.

You are welcome to send your views to the CurriculumDevelopment Council Secretariat by post, by fax or bye-mail on or before 15 February 2001.

Address: Curriculum Development Council SecretariatRoom 1329, Wu Chung House213 Queen’s Road EastWan ChaiHong Kong

Fax Number: 2573 5299 / 2575 4318E-mail Address: [email protected]

27

Appendix 1

Major Componentsof the English LanguageEducation Curriculum

Appendix 1

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Major Components of the English Language Education Curriculum

The following table highlights the major components of the English LanguageEducation 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 ofdeveloping learners’

� ability to establish and maintainrelationships; to exchange ideas andinformation; and to get things done(Interpersonal)

� ability to provide or find out, interpretand use information; to explore, expressand apply ideas; and to solve problems(Knowledge)

� ability to respond and give expression toreal and imaginative experience (aspresented largely throughliterary/creative texts) (Experience)

Strands²/Dimensions – Organizers of Learning#

Literary studies for the purposes ofdeveloping learners’

� ability to converse, argue, justify anddiscuss ideas, feelings, and points ofview about literary/creative works(Interpersonal)

� ability to develop and apply literaryknowledge through interacting with awide range of literary/creative texts(Knowledge)

� ability to understand, enjoy andappreciate literary/creative works andto respond freely and imaginatively tosuch works (Experience)

Learning Objectives* – Focuses

� Forms and Functions (vocabulary, texttypes, grammar items and structures,and communicative functions)

� Language Skills(listening/speaking/reading/writing)

� Language Development Strategies (e.g.thinking skills, information skills, skillsof planning, managing and evaluatingone’s own learning)

� Attitudes (e.g. confidence in usingEnglish, sensitivity towards languageuse in the process of communication,respect for different cultures)

Learning Objectives* – Focuses

� Literary/Creative Works (focusingmainly on poetry, prose and drama)

� Skills of Literary Comprehension andAppreciation

� Literary Competence DevelopmentStrategies (e.g. inference skills, analyticaland critical thinking skills, creativity)

� Attitudes (e.g. enjoyment of readingliterary works, appreciation and respectfor different cultures of the world)

² 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.

# 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).

29

Appendix 2

Learning Targets for Key Stages 1 – 4

Appendix 2

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English LanguageThe Learning Targets for Key Stage 1 (P1-3)

Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimension

a. to establish and maintain relationships androutines in carrying out classroom activities

b. to converse about feelings, interests andexperiences

c. to exchange short simple messages such aswriting greeting cards and notes

d. to express preferences in making simplearrangements with others for carrying out events

e. to obtain and provide objects and information insimple classroom situations and throughactivities such as interactive games and role-play

a. to provide or find out and present simpleinformation on familiar topics

b. to interpret and use simple given informationthrough processes or activities such as labelling,matching, sequencing, describing, classifying; andto follow simple instructions

c. to state opinions using information and ideas insimple spoken and written texts

d. to recognize and solve simple problems in givensituations

e. to clarify one’s own written expression withsupport from the teacher

f. to recognize some obvious features of the EnglishLanguage in simple spoken and written texts suchas the direction of writing in English, thecharacteristics of an alphabetic script and thesound patterns of English; and apply thisawareness to one’s initial learning and use of thelanguage

a. to develop an awareness and an enjoyment of thebasic sound patterns of English in imaginativetexts through activities such as participating inaction rhymes, singing songs and choralspeaking

b. to respond to characters and events in simpleimaginative and other narrative texts throughoral, 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 throughoral, 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 orcharacter

• experimenting with simple sound and wordpatterns in creating rhymes and poemsbased on given models

d. to give expression to one’s experience throughactivities such as making illustrations of selectedevents and describing and/or providingcaptions for them

Appendix 2

3311

English LanguageThe Learning Targets for Key Stage 2 (P4-6)


a. to establish and maintain relationships androutines in school and other familiar situations

b. to converse about feelings, interests, preferences,ideas, experiences and plans

c. to exchange messages such as writing simpleletters, making telephone calls and sendingpostcards and invitations

d. to participate with others in making choices anddecisions for carrying out events

e. to obtain and provide objects, services andinformation in classroom situations and throughactivities such as interactive games and simpleopen-ended role-play

a. to provide or find out, organize and presentinformation on familiar topics

b. to interpret and use given information throughprocesses or activities such as matching,sequencing, describing, classifying, comparing ,explaining , predicting, drawing conclusions; andto follow instructions

c. to identify ideas in simple spoken and writtentexts, form opinions and express them

d. to recognize and solve simple problems in givensituations, and describe the solutions

e. to see the need for clarifying one’s own writtenexpression and then make changes with supportfrom the teacher and classmates

f. to understand some aspects of how the Englishlanguage works, including how grammaticalfeatures contribute to meaning and how simpletexts are organized; and apply this understandingto one’s learning and use of the language

a. to develop an awareness of the basic soundpatterns of English and an enjoyment ofimaginative texts through activities such asreciting poems and rhymes, singing songs andpresenting short simple plays

b. to respond to characters and events inimaginative and other narrative texts throughoral, 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 andreactions

• participating in dramatic activitiesc. to give expression to imaginative ideas through

oral, written and performative means such as:• constructing with appropriate support

simple stories that show someunderstanding of “setting” and events

• providing simple oral and writtendescriptions of a situation , object orcharacter

• creating simple rhymes and poems withsupport from the teacher

d. to give expression to one’s experience throughactivities such as providing simple oral andwritten accounts of events and one’s reactionsto them

Appendix 2

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English LanguageThe Learning Targets for Key Stage 3 (S1-3)


a. to establish and maintain relationships androutines in school and community situations

b. to converse and exchange points of view aboutfeelings, interests, preferences, ideas, experiencesand plans

c. to produce or exchange a range of formal andinformal messages both oral and written

d. to participate with others in planning,organizing and carrying out events

e. to obtain and provide objects, services andinformation in real and simulated situations

a. to provide or find out, select, organize and presentinformation on familiar and less familiar topics

b. to interpret and use more extensive informationthrough processes or activities such as sequencing,describing, classifying, comparing, explaining,predicting, inferring, summarizing and drawingconclusions

c. to identify and discuss ideas in spoken andwritten texts, form opinions and express them

d. to identify and define problems from giveninformation , consider related factors, solve theproblems and explain the solutions

e. to clarify and develop ideas by making revisionsto one’s own written texts through personalreflection and talk with others

f. to understand how the English Language works inrelation to basic differences between formal andinformal contexts and how different texts areorganized and expressed; and apply thisunderstanding to one’s learning and use of thelanguage

a. to develop a response to imaginative literatureincluding poems, songs and dramatic textsthrough activities such as:• participating in the presentation of texts• identifying and discussing themes• understanding and appreciating the effect

of sound patterns including rhythm andrhyme

b. to respond to characters, events and issues inimaginative and other narrative texts throughoral, 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 throughoral, 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 situationsd. to give expression to one’s experience through

activities such as providing oral and writtendescriptions of feelings and events

Appendix 2

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English LanguageThe Learning Targets for Key Stage 4 (S4-5)

Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimensiona. to establish and maintain relationships and

routines in school and community and worksituations

b. to converse, compare , argue and justify points ofview about feelings, interests, preferences, ideas,experiences and plans

c. to produce or exchange a range of more complexmessages both oral and written

d. to participate with others in planning, organizingand carrying out more complex and extendedevents

e. to obtain and provide objects, services andinformation in a wider and more complex rangeof real and simulated situations

a. to provide or find out, select, analyze, organizeand present information on familiar andunfamiliar topics

b. to interpret and use more extensive and complexinformation through processes or activities such asordering, describing, classifying, comparing,explaining, justifying , predicting, inferring,summarizing, synthesizing and drawingconclusions

c. to identify and discuss ideas in spoken andwritten texts, make connections, refine orgenerate ideas, express or apply them

d. to identify and define more complex problemsfrom given information, consider related factors,explore options, solve the problems, explain andjustify the solutions

e. to develop and refine ideas by makingappropriate revisions to one’s own written textsindependently and collaboratively

f. to understand how the English Language works ina wide range of contexts and how more complextexts are organized and expressed; and apply thisunderstanding to one’s learning and use of thelanguage

a. to develop a response to a wider range ofimaginative 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 patternsand rhetorical devices

b. to respond to characters, events and issues andthemes in imaginative and other narrative textsthrough oral, written and performative meanssuch 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 uselanguage to create effects

c. to give expression to imaginative ideas throughoral, written and performative means such as:• writing stories with a clear awareness of

purpose and some development of plot andcharacter

• providing oral and written descriptionsinterpreting a situation, object or character

• creating poems and lyrics• creating short dramatic episodes

d. to give expression to one’s experience throughactivities such as providing oral and writtendescriptions of feelings and events,incorporating where appropriate reflections ontheir significance

Appendix 2

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English LiteratureLearning Targets for KS4 (S4-5)

Interpersonal Strand/Dimension Knowledge Strand/Dimension Experience Strand/Dimension Language Strand/Dimension

� to discuss set texts in the genres ofprose, poetry and drama bywriters in English from a variety ofcultural backgrounds

� to discuss unseen poems in termsof themes, issues, language andstyle

� to recognize the major features ofliterary/creative forms such asprose, poetry and drama

� to understand literary terms andconcepts and to apply themappropriately in response toliterary/creative texts

� to enjoy reading literary/creativetexts

� to respond and give expressionto, inter alia, characters, events,themes and issues inliterary/creative texts through− engaging in tasks or activities

which encourage learners tomake predictions andinferences

− offering one’s own views orresponses in groupdiscussion

− role plays or dramaticpresentation/reading of texts

− debate− creative writing− journal/diary writing

� to enhance interpretative skillsthrough reading and interactingwith a variety of literary/creativeworks covering a broad range ofthemes and topics

� to increase competence inlanguage developed through− close reading of

literary/creative texts− free and imaginative

spoken/written responses− oral/written discussion

Appendix 2

3355

English LiteratureLearning Objectives for Key Stage 4 (S4-5)

Literary/Creative WorksSkills of Literary Comprehension

and AppreciationLiterary Competence

Development Strategies Attitudes

� to understand and appreciate− prescribed literary/creative

texts in the genres of prose,poetry and drama (includingthe major features of theseliterary/creative forms); and

− unseen poems

� to examine and discuss form andcontent, showing− comprehension of the thoughts

and feelings conveyed in thetexts

− appreciation of the languageand style through which thesethoughts and feelings areexpressed

� to develop analytical and criticalskills through understanding andinterpreting a broad range ofliterary/creative texts

� to develop inference skillsthrough negotiating the possiblemeanings of literary/creativetexts

� to develop skills incommunicating ideas clearly andprecisely in both oral and writtenforms, and in presenting thoughtsand feelings with colour andemotion

� to develop negotiation skillsthrough discussing and debatingliterary/creative works

� to develop skills in expressingoneself freely and imaginativelythrough responding toliterary/creative texts

� enjoyment of readingliterary/creative works andresponding to them through oral,written and performative means

� appreciation of the beauty of thelanguage

� increased awareness of humanrelationships and the interactionbetween the individual andsociety

� appreciation of different culturesand societies at different times

37

Appendix 3

Developing Generic Skillsin the English Language Education

Key Learning Area

Appendix 3

3388

Developing Generic Skills in theEnglish Language Education Key Learning Area

Collaboration Skills

Problem solving, planning and making decisions in a small group require thenecessary collaboration skills, namely the skills of listening, appreciation,communication, negotiation, making compromises, asserting leadership, makingjudgement, as well as influencing and motivating others. Learners with these skillswill be able to effectively engage in tasks and teamwork as well as working withothers. Ultimately, learners will be able to form relationships that are mutuallybeneficial.

(The expected achievements of the learners in this type of generic skills cannot be suitablyclassified according to key learning stages.)

Descriptors of expected achievementsacross the school curriculum

Exemplars of implementationin English Language Education

Understanding working relationshipsLearners will learn to

s clarify and accept various rolesand responsibilities of individualmembers in a team and be willingto follow team rules

s recognize that individuals as wellas the team have to take theconsequences for their own actions

Learners

1. clarify information and seek correction

2. recognize rules and regulations in and outside theschool setting

3. identify and accept different roles in collaborative work

Developing attitudes whichcontribute to good workingrelationshipsLearners will learn tos be open and responsive to others’

ideas; appreciate, encourage andsupport the ideas and efforts ofothers

s be active in discussing and posingquestions to others, as well as inexchanging, asserting, defendingand rethinking ideas

s recognize and avoid stereotypes;withhold premature judgementuntil the facts are known

s be willing to adjust their ownbehaviour to fit the dynamics ofvarious groups and situations

Learners

1. appreciate the use of English by others

2. respect others’ views in a class discussion

3. assume different roles in group work and role-play4. work cooperatively with others and treat others’

suggestions positively to complete a task5. employ different negotiation skills to reach consensus,

compromise or bargain

6. offer help to others in English learning situations whenappropriate

Appendix 3

3399



Achieving effective workingrelationshipsLearners will learn tos select a strategy and plan

cooperatively to complete a task ina team

s understand the strengths andweaknesses of members and buildon the strengths to maximize thepotential of the team

s liaise, negotiate and compromisewith others

s reflect on and evaluate the groupwork strategy and make necessaryadjustments

Learners1. appreciate the use of English by others

2. respect others’ views in a class discussion

3. assume different roles in group work and role-play4. work cooperatively with others and treat others’

suggestions positively to complete a task

5. employ different negotiation skills to reach consensus,compromise or bargain

6. offer help to others in English learning situations whenappropriate

Appendix 3

4400

Communication Skills

Communication is a dynamic and ongoing process in which two or more peopleinteract in order to achieve a desired outcome or goal. In learning to communicateeffectively, learners should learn to speak, listen, read and write effectively. Theyshould learn to select the most appropriate means to convey a message inaccordance with the purpose and context of the communication. They should useaccurate and relevant information and organize it systematically and coherently fortheir audience. They should also evaluate the effectiveness of their communicationand identify areas of improvement for action.



Key Stage One (Junior Primary)Learners will learn tos comprehend and act appropriately

on spoken instructions

s use clear and appropriate meansof communication, both verbaland non-verbal, to expressmeaning and feelings

s read and write simple texts

Learners

1. interact with teachers and classmates in classroomsituations and activities (e.g. understanding andresponding to simple instructions/ a short sequence ofsimple instructions, and participating in action rhymesand shared reading)

2. understand, respond to and make short simple requestsand instructions

3. use appropriate expressions to exchange greetings

4. use short expressions to establish and maintain routinesand relationships in the classroom context

5. provide, use and exchange simple information onfamiliar topics

6. converse about feelings, interests, experience and ideason familiar topics

7. enjoy and respond to short, simple imaginative textsand give expression to one’s experiences andimaginative ideas by simple means and based onmodels (e.g. completing simple stories, poems andrhymes)

Appendix 3

4411



Key Stage Two (Senior Primary)Learners will learn tos comprehend and respond to

different types of textss use spoken, written, graphic and

other non-verbal means ofexpression to convey informationand opinions, and to explain ideas

s work and negotiate with others todevelop ideas and achieve goals

Learners1. understand, enjoy and respond to short imaginative

texts, and give expression to one’s experiences in shortdescriptions, simple stories, plays, rhymes and poemsbased on models

2. use short notes and short personal letters to exchangeinformation with others on a range of familiar topics

3. make and respond to simple requests for information onfamiliar topics

4. find out, interpret, organize and present simpleinformation with others on a wider range of familiartopics including family and friends (e.g. constructingshort texts such as simple instructions, rules, andregulations)

5. express opinions and converse about preferences, ideasand plans

6. participate with others meaningfully in games,structured situations, simulation and role-play activitiesincluding planning and carrying out events and inmaking simple choices and decisions to get things done

7. understand some aspects of how the English languageworks, including how grammatical features contributeto meaning and how simple texts are organized; andapply this understanding to their learning and use ofthe language to convey meaning (e.g. text types such asconversations, notices, posters, advertisements, recipesand stories)

Appendix 3

4422



Key Stage Three (Junior Secondary)Learners will learn to

s understand, analyze, evaluate andrespond to a range of differenttypes of texts

s use appropriate language and/orother forms of communication topresent information and differentpoints of view, and to expressfeelings

s reflect and improve on theeffectiveness of their owncommunication

s work and negotiate with others tosolve problems and accomplishtasks

Learners

1. acquire, extract, organize and present relevantinformation in different text types (e.g. newspaperarticles, speeches, reports, brochures, formal letters)

2. identify the sequence of events, causes and effects

3. differentiate fact from opinion4. relate facts, opinions and information from a variety of

sources such as reports, interviews,newspaper/magazine articles, letters, etc.

5. understand levels of formality and informality inspoken texts

6. understand, converse or exchange points of view aboutdifferent feelings, opinions and attitudes

7. identify and discuss ideas in spoken and written texts,form opinions and express them

8. plan and organize information and ideas, and useappropriate cohesive devices, correct pronunciation,intonation and register in presenting them for differentpurposes

9. describe, express or explain ideas, feelings andexperiences clearly and logically, using a wide range oflanguage patterns, appropriate tone, style and registerfor various specific purposes

10. draft and revise texts according to their purposes forimproved effectiveness

11. use simple repetitions and examples to clarify meaningin speech

12. clarify and develop ideas by making revision to theirown written texts through personal reflection, peerfeedback and teacher-student conferencing

13. understand how the English language works and howdifferent texts are organized and expressed, and applythis understanding to their learning and use of language

Appendix 3

4433



Key Stage Four (Senior Secondary)Learners will learn to

s listen and read critically, andspeak and write fluently for arange of purposes and audiences

s use appropriate means ofcommunication to inform,persuade, argue and entertain andachieve expected outcomes

s critically evaluate the effectivenessof their communication

s resolve conflicts and solveproblems with others toaccomplish tasks

Learners

1. present information, feelings, views and argumentswith suitable reasoning, illustrations, suggestions andstrategies

2. use persuasive techniques effectively, such as those inexplanations, arguments, requesting services, etc.

3. use strategies (e.g. using appropriate pauses and stress)and produce expressions that arouse and sustain theaudience’s/readers’ interest

4. plan and produce coherent and structured texts forvarious specific purposes (e.g. notes, formal andinformal letters, reports, stories, poems)

5. use language appropriate to situations of different levelsof formality (e.g. class discussions, meetings, debates)

6. use appropriate linguistic and structural devices, avariety of structures and range of vocabulary to achievedesired purposes

7. organize and integrate information and ideas, and writetexts appropriate to the purpose and context (e.g.research reports, projects, analytical essays)

8. understand how the English language works and howdifferent texts are organized and expressed, and applythis understanding to their learning and use of languagein oral and written modes

9. present different views and arguments clearly andlogically

10. solicit sharing of experiences, views, attitudes andvalues when working with others to accomplish tasks

11. make judgements and suggestions, support and developone another's views, disagree and offer alternatives,reply and ask relevant questions, explain and giveexamples, using appropriate expressions (e.g. groupdiscussions)

12. identify and define problems, consider related factors,explore options, solve the problems, explain and justifythe solutions (e.g. projects which include the writing ofproposals or reports)

Appendix 3

4444

Creativity

Creativity is an important but elusive concept. It has been defined in a variety ofways. Some people define it as an ability to produce original ideas and solveproblems, others see it as a process, and yet others take it as certain personalqualities. In fact, creativity is a complex and multifaceted construct. Within theindividual, creative behaviour is the result of a complex of cognitive skills/abilities,personality factors, motivation, strategies, and metacognitive skills. A person’screative performance may not correspond to his/her developmental stages.

Although the demanding process of teaching for creativity is hard to make routine,some principles apply in general. To develop students’ creativity, we ask them to gobeyond the given information, allow them time to think, strengthen their creativeabilities, reward their creative efforts, value their creative attributes, teach themcreative thinking techniques and the Creative Problem Solving model, and create aclimate conducive to creativity1. These principles can be employed in all key learningareas (KLAs).




Learners will learn to

s strengthen creative abilities:fluency2 , flexibility3 , originality4 ,elaboration5 , sensitivity toproblems6 , problem defining7 ,visualization8 , imagination,analogical thinking9 , analysis,synthesis, evaluation,transformation10 , intuition, logicalthinking, etc.

s develop creative attitudes andattributes: imagination, curiosity,self-confidence, independentjudgement, persistence andcommitment, tolerance forambiguity, openness to new andunusualideas/methods/approaches,deferment of judgement,adaptability, willingness to takesensible risks, etc.

s use and apply the CreativeProblem Solving (CPS) Model andcreative thinking techniques:brainstorming, 6W thinkingtechnique, 6 hats method, attributelisting11 , idea checklists,synectics12 , mind mapping, etc.

Learners

1. respond and give expression to experiences, events,characters or issues through creative writing (e.g.writing a poem or a play about the effects of TV onchildren)

2. express freely ideas, views or feelings about a range oftopics (e.g. giving one’s personal response to a certainnews event in class discussion)

3. strengthen their creative abilities throughreading/listening to a broad range of imaginative textsincluding poems, novels, short stories, plays, films,jokes, advertisements, songs, radio and televisionprogrammes, etc., and demonstrate sensitivity in theircritical appreciation of these texts

4. cultivate and demonstrate free and open attitudestowards different opinions, ideas, values and cultures

5. use and apply different creative thinking and problem-solving techniques to explore alternatives andspeculate on consequences before deciding on the bestapproach to undertaking an activity or resolving aproblem (e.g. discussing the pros and cons of differentproposed ways of celebrating the last day of the schoolterm)

6. exercise their creative imagination and independentjudgement to set their own learning agenda (e.g.learners propose their own topic for a languagelearning project, and when approved, they plan,research and carry out the project)

Appendix 3

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Notes:

1. Climate conducive to creativity: Respecting the novel and unusual, providing challenges,appreciating individuality and openness, encouraging open discussion, absence of conflicts,allowing time for thinking, encouraging confidence and a willingness to take risks, appreciatingand supporting new ideas, etc.

2. Fluency: The ability to produce many ideas in response to an open-ended problem, question or task.3. Flexibility: The ability to take different approaches to a task or problem, to think of ideas in

different categories, or to view a situation from several perspectives.4. Originality: Uniqueness, nonconformity in thought and action.5. Elaboration: The ability to add details to a given idea, such as to develop, embellish, and implement

the idea.6. Sensitivity to problems: The ability to identify problems, list out difficulties, detect missing

information, and ask good questions.7. Problem defining: The capability to 1) identify the “real” problem, 2) isolate the important aspects

of a problem, 3) clarify and simplify a problem, 4) identify subproblems, 5) propose alternativeproblem definitions, and 6) define a problem broadly.

8. Visualization: The ability to fantasize and imagine, “see” things in the “mind’s eye” and mentallymanipulate images and ideas.

9. Analogical thinking: The ability to borrow ideas from one context and use them in another; or theability to borrow the solution to a problem and transfer it to another.

10. Transformation: The ability to adapt something to a new use, to “see” new meanings, implications,and applications, or to change an object or idea into another creatively.

11. Attribute listing: A creative thinking technique that involves listing out all the importantcharacteristics of an item and suggesting possible changes or improvements in the variousattributes.

12. Synectics: The joining together of apparently unrelated elements. This technique utilizes analogiesand metaphors to help the thinker analyze problems and form different viewpoints.

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Critical Thinking Skills

Critical Thinking is drawing out meaning from given data or statements. It isconcerned with the accuracy of given statements. It aims at generating andevaluating arguments. Critical thinking is the questioning and inquiry we engage into judge what to and what not to believe.



Key Stage One (Junior Primary)Learners will learn tos extract, classify and organize

information from a sources identify and express main ideas,

problems or central issues

s understand straightforward cause-and-effect relationships

s distinguish between obvious factand opinion

s recognize obvious stereotypes,assumptions, inconsistencies andcontradictions

s formulate questions, makepredictions / estimations andhypotheses

s draw simple but logicalconclusions not contradictory togiven evidence and data

Learners

1. provide, use, interpret and present simple informationon familiar topics (e.g. preparing a simple class projecton animals)

2. identify main ideas in simple spoken and written textsand state opinions (e.g. listening to a conversation aboutwhat children are doing at recess in the playground andexpressing opinions towards their behaviours)

3. understand cause-and-effect relationships conveyed insimple texts (e.g. cause and consequence in stories)

4. distinguish between positive and negative values andrecognize inconsistencies in behaviours (e.g. recognizingthe moral of a simple story with teacher support)

5. ask questions, make predictions and draw logicalconclusions with the aid of objects, pictures or othervisual devices about development of events andcharacters based on information given in simplenarrative texts

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Key Stage Two (Senior Primary)Learners will learn to

s understand and makedeductions/ inferences fromsources

s cross reference other sources todetermine the reliability of asource

s understand the concepts ofrelevance and irrelevance

s distinguish fact and opinion aswell as source and evidence

s question obvious bias,propaganda, omissions, and lessobvious fallacies

s formulate appropriate questions,make reasonable predictions andhypotheses

s draw logical conclusions based onadequate data and evidence, andmake predictions aboutconsequences

Learners1. interpret and use information in spoken and written

texts, and make deductions and inferences fromdifferent sources (e.g. listening to a telephoneconversation about arrangements of activities andreading about the likes and dislikes of the peopleinvolved to decide on the best activity for the group)

2. understand different versions (spoken or written) of anews story (e.g. an accident or a theft), identify mainideas, decide on relevance, distinguish fact and opinion,compare and connect ideas to find similarities anddifferences and re-construct the event or form viewsabout its cause or who the suspect is

3. make predictions, inferences and evaluative commentsabout characters and events in simple narrative texts(e.g. expressing their own ideas to complete a story withillustrations or providing a different ending to a story)

4. identify values, attitudes and beliefs expressed in texts(e.g. reading an article about shoplifting and expressingpersonal views with teacher support)

5. identify and question bias and omissions in texts such asposters and advertisements

6. formulate hypothesis, and develop simple reasoning asa basis for action (e.g. suggesting some measures toprevent pollution)

7. review and revise ideas in the light of new informationor evidence (e.g. revising one’s writing after discussingwith classmates/teacher)

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s compare different sources, notecontrasts and similarities, anddetermine their reliability

s distinguish fact, opinion andreasoned judgment

s be aware that value orientationsand ideologies would affect theperspective of a source

s recognize and challengestereotypes, inconsistencies,emotional factors, andpropaganda

s draw and test conclusions as wellas hypotheses, identify reasonablealternatives and predict probableconsequences

Learners

1. identify, interpret and relate information, facts, opinionsand intentions presented in a range of text-types (e.g.preparing a report making use of information from newsarticles, speeches, brochures)

2. employ contextual clues to analyze and interpret themeaning of sentences and words, and to recognisestereotypes, emotional factors, etc.

3. understand the use of connectives and sequencing forlogical deduction

4. predict the development and outcome of a variety ofstories and dramatic episodes based on reasoning

5. note similarities and differences between a variety of texttypes by recognizing their features and styles of languageuse (e.g. the greater emphasis on factual presentation ininformation texts than expression of personal feelings, theuse of reported speech in news articles, the use ofpersonification in fables), and based on such knowledge,produce various texts effectively for specific purposes(e.g. a letter of appreciation/complaint or anadvertisement for a product)

6. express personal response to descriptions of experienceswith attempts to give some evaluative comments basedon reasoned judgement

7. make hypotheses, explore alternatives, predict probableconsequences or test the conclusion and evaluate theeffectiveness of their attempt when doing project work inEnglish

Key Stage Four (Senior Secondary)Learners will learn tos distinguish real and stated issues,

false and accurate images, andrelevant and irrelevant evidence

s recognize and challenge subtleconsistencies and inconsistencies,unstated fundamentalassumptions, permeating valueorientations and ideologies

s distinguish among sophisticatedfact, opinion and reasonedjudgment

s be aware that the selection anddeployment of information/ factsis affected by personal perspective

s draw warranted conclusions,predict and assess probableconsequences and make reasonedjudgment in reading, writing, andspeech

Learners1. identify, interpret, relate, organize and evaluate ideas and

information, facts, opinions and intentions presented in arange of text-types (e.g. preparing a project making use ofsurvey findings, Web information)

2. form judgement about the effectiveness of differentspeakers and writers by discriminating between theirstyles, tones, etc., when they address different audiences(e.g. comparing the style of a letter from a parent tohis/her daughter and that of a letter from the daughter toher parents)

3. distinguish points of view, value judgements, orinformed arguments, by recognizing the strategiesemployed by speakers or writers (e.g. humour, sarcasm,figurative speech, quotations, references, comparisons)

4. interpret meaning between the lines (e.g. deducingunderlying/hidden meaning and intention in a shortstory through linguistic clues)

5. identify false information and bias through reasoning inboth spoken and written discourse

6. form evaluative judgements of a range ofliterary/imaginative texts based on an analysis of theirstructure, plot development, character portrayal, setting,treatment of themes and messages, and the ways theseare expressed (e.g. assessing the effectiveness of the useof setting in a short story)

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Information Technology Skills

IT skills are the ability to use IT to seek, absorb, analyze, manage and presentinformation critically and intelligently. In addition, IT will motivate and empowerour learners to learn at their own pace and help them develop habits of self-learning,which will benefit them for life.



Key Stage One (Junior Primary)Learners will learn tos operate computers in schoolss input Chinese characters with a

handwriting recognition devices use multimedia resources to

support learning with the help ofteachers

s communicate and handleinformation with IT tools inlearning activities

Learners use IT tools to1. provide, sort, classify and use simple information (e.g.

using a drawing device to make a picture dictionary)2. state opinions and solutions to simple problems (e.g.

using a word processor to list the food items for aschool picnic)

3. give expression to imaginative ideas or their ownexperiences (e.g. using a word processor to supplycaptions or labels to their own drawing based on animaginative text)

4. initiate and respond to simple requests (e.g. using asoftware package to prepare a greetings card or aninvitation card)

5. enjoy and respond to short, simple imaginative texts;and to participate in games and role-plays in softwarepackages (e.g. listening to and reading an electronicstorybook and completing related tasks)


s use a number of softwarepackages for different purposes

s input Chinese characters withdevices and the aid of an inputmethod

s access information via computernetworks and other media

s process information using IT tools

Learners use IT tools (including the Internet) to

1. provide, find out, organize, interpret, use and presentinformation (e.g. using the Internet to search forrelevant information for a project and present theproduct with IT tools)

2. state and express opinions based on information andideas (e.g. using an online communication tool torespond to and exchange opinions on given topics)

3. solve problems and present the solutions (e.g. using anelectronic dictionary or encyclopedia to find outrelevant information and using a presentation softwareto organize and present the solution)

4. give expression to imaginative ideas or their ownexperience (e.g. using word processing software tomake a multimedia storybook, present poems or classpublications of different text types, etc.)

5. initiate and respond to a range of messages such assimple letters, post cards, invitations and requests (e.g.using e-cards to send greetings and wishes to friends,or e-mail to invite schoolmates to join a school function)

6. enjoy and respond to short imaginative texts; and toparticipate in simulations and role-plays in softwarepackages and on the Internet (e.g. listening to andreading an electronic storybook and rewriting the storyinto a short play, or reading a poem on the Internet andwriting their own poem based on it)

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s use appropriate IT tools tofacilitate learning

s use IT tools and strategies forprocessing and presentinginformation

s communicate with others via e-mails

s verify and evaluate the accuracyand reliability of information

Learners use a range of IT tools (including the Internet) to1. find out, select, organize, interpret and present

information on a range of topics (e.g. giving apresentation using information gathered by means ofelectronic/online search and reference tools)

2. identify and develop ideas, and express opinions (e.g.engaging in process writing using the editing, viewing,inserting and formatting functions of a word processor)

3. clarify meaning (e.g. editing their own writing using anonline/electronic dictionary)

4. solve problems and describe the solutions (e.g. doing agroup project which involves using information gatheredfrom a variety of sources, including electronic and non-electronic media)

5. identify, define and discuss problems, consider relatedfactors, form opinions, solve problems and explainsolutions (e.g. obtaining information about a topic or anews item from a variety of sources on the Internet forcomparison and contrast, differentiation of facts andopinions, etc.)

6. establish and maintain relationships in and outside theschool setting (e.g. sending e-greetings or e-messages to afriend through the Internet or an intranet)

7. respond and give expression to their own experiencesand imaginative ideas, or a range of imaginative texts(e.g. producing a Web publication such as a poem or ashort story, using the word-processor to create asong/film review or journal describing and explainingfeelings about characters and events, etc.)

8. undertake self-access language learning (e.g. using multi-media resources and participating in IT-supportedlanguage learning games and activities)

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s improve self productivity

s use and analyze informations produce multimedia presentations

s integrate the uses of a wide rangeof IT tools to fulfill specificpurposes

s select and apply appropriate ITtools in different aspects of study,like research, etc

Learners use a wide range of IT tools (including the Internet)to

1. find out, interpret, select, synthesize, research, analyze,organize and present extensive information (e.g. makinga Powerpoint presentation using information from avariety of sources, including those gathered by means ofelectronic/online search, reference and data-processingtools)

2. identify, refine, develop and make connections betweenideas (e.g. doing process writing using the editing,viewing, inserting and formatting functions of a wordprocessor)

3. explore, express, explain and justify opinions (e.g.engaging in discussions, debates, etc. on a specific topicin an online discussion group/chatroom)

4. solve problems and justify/evaluate solutions (e.g.doing a group project which involves sharing,discussing and applying information gathered from avariety of sources, including those in the electronicmedia to justify a proposed course of action)

5. develop and clarify meaning (e.g. editing their ownwriting using an online/electronic dictionary orconcordancer)

6. establish and maintain relationships in a variety ofcontexts (e.g. sharing experiences with a friend throughthe Internet or an intranet)

7. respond to a range of increasingly complex imaginativetexts with insight and critical appreciation (e.g. havingan online discussion on a poem from a CALL softwareprogramme or a web site consisting of literary writing)

8. give expression to and reflect on their own experiencesand imaginative ideas (e.g. portraying and reflecting onreal/imaginative experiences through an electronicjournal, portfolio work or a Web publication such as apoem, a short story, etc.)

9. undertake self-access language learning (e.g. usingmultimedia resources and participating in IT-supportedlanguage learning games and activities in a self-accesslanguage learning corner)

10. obtain services or information in a variety of situations(e.g. approaching organizations for information orservices on the Internet)

11. produce or exchange messages/information in a varietyof contexts, including work situations (e.g. participatingin planning and organizing joint school events throughe-mail)

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Numeracy Skills

Numeracy skills include the ability to perform basic computations, to use basicmathematical concepts in practical situations, to make reasonable estimates, tounderstand graphs, charts and numerical concepts in languages, to manage data, tohandle money and do stock inventories.



Key Stage One (Junior Primary)Learners will learn tos perform basic computations

s recognize and describe shape,position and direction

s develop an intuitive knowledge ofmeasurement and measuringunits, and use appropriate toolsfor measurements e.g. ruler,thermometer

s formulate and solve simpleproblems arising from collecteddata and constructed graphs

s read and use simple quantitativeinformation

Learners1. provide or find out and present simple information on

familiar topics such as their weight and height, thequantity of objects in their classroom, the measurementof objects or places (e.g. the length and width of ablackboard), or tell time by the hour, etc.

2. understand, interpret and use simple information whichinvolves numerical, graphic forms or spatial conceptsthrough processes or activities such as labelling,matching, describing, classifying (e.g. classifying andlabelling the shapes of various food items such ascookies, sandwiches, hamburgers, etc.)

Key Stage Two (Senior Primary)Learners will learn tos perform numerical computations,

calculate mentally and providequick estimates of the accuracy ofa calculation

s understand intuitively theproperties of shape, position anddirection

s extend measurement skills toconcept areas such as volume

s collect, process, present andevaluate quantitative information

s use mathematical concepts tosolve simple real-life problems

Learners1. provide or find out, organize and present simple

information on familiar topics such as telling time by thequarter or the minute, presenting in graphic forms theresults of surveys, etc.

2. understand, interpret and use simple informationthrough processes or activities such as describing,classifying, comparing, explaining, predicting anddrawing conclusions to solve simple real life problems(e.g. what and how much food to buy for the schoolouting, to ask for/give directions, etc.)

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s perform numerical manipulationsand quick estimates of theaccuracy of a calculation

s understand properties of shape,position, direction and movement

s apply formulae or choose theappropriate tools and strategies tofind measures and note theapproximate nature ofmeasurement

s use appropriate tools andstrategies for collecting, processingand presenting quantitativeinformation

s estimate risks and chancesthrough the use of elementaryprobability

s solve real-life problems utilizingquantitative information

Learners1. provide or find out, select, organize and present

quantitative information on topics using appropriatetools and strategies such as surveys, questionnaires,interviews, tables and charts, etc.

2. understand, interpret and use quantitative informationthrough processes or activities such as describing,classifying, comparing, explaining, predicting, inferringand drawing conclusions to solve real life or simulatedproblems (e.g. calculating and making estimationregarding class/school library resources, services andfacilities)

Key Stage Four (Senior Secondary)Learners will learn tos solve problems involving numbers

and symbols by using quantitativeevidence and appropriate devices

s evaluate the appropriateness oftools and strategies for collecting,processing and presentingquantitative information

s adapt to new mathematicaldemands in various circumstancesas needed

s use quantitative information forpersonal organization andplanning, and for understandingsocial problems

Learners

1. provide/find out, select, analyze, organize and presentquantitative information on topics using appropriatetools and strategies such as surveys, questionnaires,interviews, tables and charts, etc.

2. understand, interpret and use quantitative informationthrough processes or activities such as ordering,describing, classifying, comparing, explaining,justifying, predicting, inferring and drawingconclusions to solve real life or simulated problems (e.g.drawing up a proposal to request assistance orcontribution with the support of quantitative evidence)

3. participate with others in estimating risks and chancesin the process of planning, organizing and carrying outclass/club activities

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Problem Solving Skills

Problem solving involves using thinking skills to resolve a difficulty. It assemblesfacts about the problem and determines the best course of action.



Key Stage One (Junior Primary)Learners will learn to

s develop ideas about the problemand identify sources ofinformation and help

s identify, under guidance, differentways of tackling the problem

s choose and implement a solutionplan, using support and advicegiven

s follow the given step-by-stepmethods to check and describe theoutcomes

Learners

1. recognize and solve simple problems in given situations(e.g. choosing an appropriate present for a classmate)

2. plan and make simple arrangements with others forcarrying out events (e.g. preparing a duty roster for aclass picnic)

3. use, locate and organize information with teachersupport (e.g. classifying the materials and putting theminto files of different topics/themes to check spelling ormeaning)


s identify the problem and describeits main features

s propose alternative courses ofaction for solving it

s plan and try out the selectedoption, obtain support and makechanges when needed

s develop an appropriate method tomeasure the outcomes andexamine the approach chosen

Learners1. recognize and solve simple problems (e.g. figuring out

the rules of a game)

2. make and respond to simple requests and describe thesolutions (e.g. in groups, suggesting a series of activitiesfor a visitor to the school and comparing and selectingactivities to draw up a schedule)

3. find out, organize and classify information on familiartopics, recommend action and evaluate results (e.g.comparing descriptions of books, working out ashopping list and developing ways to find out whetherthey have made good choices)

4. use directories for purposes such as locating places,services and addresses (e.g. studying brochures toidentify appropriate activities and venues for a visit)

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s explore the problem and identifythe issue(s) at stake

s suggest and compare the possibleoutcomes of each alternativecourse of action and justify theoption selected

s execute the planned strategy,monitor progress and revise theapproach when necessary

s evaluate against establishedcriteria the quality of outcomes,and review the effectiveness of thesolution process

Learners1. analyze data, information and situations given in

various texts systematically for better understanding orsolving problems

2. explain what information they require in solving aproblem and why, rephrase their questions whennecessary, sum up points made and redirect thediscussion when the need arises

3. explore alternatives in obtaining and organizinginformation relevant to specific tasks (e.g. throughfurther reading, interviews, visits or search on theInternet)

4. identify and define problems from given information,consider related factors, and make use of theinformation to solve the problems

5. explain the solutions and evaluate the processes andproduct (e.g. at the end of a project such as organizing afund-raising function or writing and staging a play)


s recognize the complexity of theproblem and search forappropriate information requiredto solve it

s formulate feasible strategies toachieve optimal results,considering both long term as wellas short term objectives

s monitor and critically reflect onthe progress in solving theproblem

s evaluate the overall strategy andanticipate possible futureproblems related to the solution

Learners

1. analyze data, information and situations systematicallyfor the prediction of the possible effectiveness of aproposed course of action (e.g. organizing an EnglishWeek for a particular year group of students in the sameschool)

2. anticipate problems and employ negotiation skills tosolicit support, reach agreement or solve problem (e.g.when carrying out a group project in English)

3. identify and define more complex problems from giveninformation, consider related factors, explore options,solve the problems, explain and justify the solutions(e.g. making sound recommendations based on alogically derived conclusion in a report on the best wayto keep fit)

4. use and process information in texts to develop problemsolving strategies or solutions for various purposes (e.g.using linguistic and contextual clues and generalknowledge to help solve a problem)

5. evaluate the effectiveness of their learning plan andaction and suggest ways for improvement in future (e.g.after doing some self-access language learning activities)

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Self Management Skills

Self-management skills are essential for the building up of self-esteem and theaccomplishment of goals. Learners who have mastered self-management skillsunderstand their own feelings and preserve emotional stability. They are positiveand proactive towards work. They set appropriate goals, make plans and initiateactions to achieve them. They manage time, money and other resources well. Theyare able to handle stress and tolerate ambiguities.

Learners will learn to1. evaluate their own feelings, strengths, weaknesses, progress and objectives (self-assessment)2. consider aspects of their performance, attitudes and behaviour in order to change or enhance

future outcomes (self-reflection)3. be confident in their own judgements, performance and capabilities (self-confidence)4. make informed decisions and safe choices in reaching goals and carrying tasks, develop good

habits and maintain a healthy life style (self-discipline)5. work under unfamiliar, stressful or adverse conditions, accept changes and new ideas and be

able to handle diversity and tolerate ambiguity (adaptability)6. make decisions and initiate actions on their own and draw satisfaction from their own effort (self-

motivation)7. keep promises and fulfill obligations (responsibilities)8. control their own emotions and impulses and maintain emotional balance (emotional stability)


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s Self assessment

s Self reflection

s Self confidence

s Self disciplines Adaptability / Ability to work

with diversity

s Responsibilitys Emotional stability

s Self motivation

Learners1. set meaningful and realistic goals for their own learning

of English/English Literature2. plan studies and make preparations for completing

tasks such as practising the necessary language elementsand functions, gathering information, data and ideas insupport of their learning

3. reflect positively on their learning experiences andevaluate their own progress or achievements against setgoals and through means such as reviewing samples oftheir own work over time and noting the improvementin areas including content, organization of ideas, tone,accuracy and style

4. show confidence in using English such as performingtasks through working in groups or individually andmaking judgements independently

5. seek or create opportunities to learn and use English innatural, realistic settings such as selecting materials ofinterest and increasing challenge to read for pleasure,joining an international pen-pal club, watching EnglishTV programmes, listening to radio programmes ormaking use of community resources

6. participate actively in English learning tasks althoughthere are risks of making mistakes or encounteringdifficulties

7. discover and express their own feelings, attitudes andmotivation concerning English learning in general andspecific language tasks through means such asdiscussing with others including the teacher, sharingtheir own English learning experiences with others

8. appreciate the use of English by others9. participate actively in English learning tasks although

there are risks of making mistakes or encounteringdifficulties

10. discover and express their own feelings, attitudes andmotivation concerning English learning in general andspecific language tasks through means such asdiscussing with others including the teacher, sharingtheir own English learning experiences with others

11. appreciate the use of English by others12. work cooperatively with others and treat suggestions

positively in carrying out English language learningtasks/activities

13. identify and assume different roles in group activities(e.g. in language games or project work), such as leader,partner, etc.

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14. become aware of and capitalize on the potentialinfluences (both positive and negative) of language useon other people’s feelings and direction of thinking toreach consensus

15. identify and accept their own strengths and weaknessesin learning and maintain sufficient self-esteem

16. show respect for different cultures throughappreciating texts and films originating from differentcountries and cultures

1177 .. cultivate perseverance and develop endurance, e.g.making positive statements to themselves as anencouragement before and while engaging in alanguage task

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Study Skills

Study skills are the basic techniques that help to improve the effectiveness andefficiency of learning. They are crucial to the development of the basic learninghabits, abilities and attitudes of the learners that form the essential foundation forlifelong learning.



Key Stage One (Junior Primary)Learners will learn tos identify the main points and ideas

in different types ofstraightforward reading materials

s use different forms of writing topresent main ideas clearly

s collect information from givensources, organize them intopredetermined categories andanalyze them according to presetguidelines

s understand the need to set up astudy plan and follow a givenplan to meet short-term targets

Learners

1. locate and extract specific information and main ideasfrom short given texts such as charts, tables and posters

2. develop written texts using appropriate format andconventions when a model or framework is provided(e.g. writing simple greetings cards based on givenmodels)

3. organize words into alphabetical order and refer tothem as a resource for spelling help (e.g. makingvocabulary cards and classifying them into files ofdifferent topics/themes with teacher support)

4. use a simple coding system in the class library to findbooks of interest (e.g. recognizing and using differentcolours or labels for different topics)

5. plan, manage and evaluate their own learning (e.g.reviewing their own work over time and noting theimprovements in areas such as handwriting andspelling)

Appendix 3

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s identify main lines of reasoning,skim materials to gain generalideas of content and scan text toobtain main points

s use different forms and styles ofwriting for different purposes andpresent main ideas coherently in agiven form and style of writing

s locate required information froma variety of sources, organizethem into self-defined categoriesand assess them for completeness,accuracy and relevance

s develop short-term andintermediate study plans to meettargets and purposes of studyidentified by oneself

Learners1. skim and scan through texts or listen to locate relevant

information and main ideas

2. obtain information from the different parts of apublication (e.g. making use of the book cover, title,table of contents and blurb)

3. develop written texts using appropriate format,contexts and language features to express their ownideas and feelings and to present main and supportingideas (e.g. writing simple letters with some languagesupport)

4. use a variety of emphasis techniques to focus onimportant information in reading materials (e.g.underlining, starring or colour-coding the key words orkey points)

5. organize words and expressions into alphabetical orderor under a theme and refer to them as a resource forchecking spelling or meaning

6. use library classification systems to find specificreading materials

7. develop a timetable for study and test/examinationrevision and practise the necessary language elementsand functions for a task

8. evaluate their own progress in learning English (e.g.reviewing their own work over time and noting theimprovement in areas such as accuracy andorganization of ideas)

9. seek or create opportunities to learn and use English innatural, realistic settings (e.g. listening to English songs)

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s identify accurately complex linesof reasoning and hidden ideasand distinguish facts fromopinions

s select an appropriate form andstyle of writing for a specificpurpose and develop a writingstrategy for organizing ideas andinformation clearly andcoherently

s define purposes of collectinginformation, critically investigatesources to distil relevantinformation and evaluate thequality and validity ofinformation

s review and revise study plansdeveloped for short-term,intermediate and long-termtargets to meet new demands andto improve study performance

Learners1. employ contextual and syntactic cues to identify

implied meanings

2. differentiate fact from opinion

3. identify apparent relationships between materials, data,ideas, events, etc.

4. recognize the salient features of various text-types (e.g.maps and legends, brochures, reports, stories, poems)and use them efficiently for locating information andideas

5. use the library system and the Internet for locatinginformation and ideas for language work / projects

6. use a dictionary to find out about pronunciation, usageand grammar to discover meaning and shades ofmeaning

7. take notes from both spoken and written texts8. employ graphic forms (e.g. charts, tables) to present

information and ideas for various purposes (e.g.producing simple projects, recipes, itineraries)

9. draft and revise texts for improved effectiveness(showing organization, coherence, some awareness oftone, style and register) according to the purposes ofthe texts

10. set meaningful and realistic goals and determine whatinformation or resources are necessary for variouspurposes (e.g. organizing and integrating informationand ideas and producing texts appropriate to thepurpose and content of a project)

11. make arrangements for gathering information, data andideas in support of their learning of English/EnglishLiterature

12. schedule their study and maximize the fruitfulness oftheir time and efforts

13. assess their achievements against the goals and targetsof learning English/English Literature

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s evaluate key ideas, opinions andarguments identified fromreading materials and synthesizethem to construct and developtheir own interpretation andreflections

s assess their own writing strategyto ensure relevant information,ideas and arguments arestructured and presented in alogical sequence and the writingis in an appropriate form andstyle

s explore alternative lines ofinquiry, refine and integrateinformation into specific formatsand evaluate an overall strategyfor refinement and newrequirements

s evaluate an overall strategy foreffectiveness and quality andadapt the strategy and seekalternatives as necessary, basedon reflections and feedback

Learners1. acquire, relate and evaluate ideas and information in

both spoken and written discourse

2. understand and evaluate different views and attitudesin both spoken and written discourse

3. identify relations (grouping/ differentiating,cause/effect, priority/ sequence/order,similarities/differences) between the content ofmaterials, the background and interpretation of ideasand concepts, attitudes, motives

4. extract information from various reference books suchas an encyclopedia to carry out language learningactivities

5. use strategies such as seeking information through avariety of media and planned discussion in preparationfor writing

6. express experiences, views, observations andimaginative ideas through descriptive and narrativetexts, stories, playlets, simple poems, etc. with attemptsto make good use of the salient features of these text-types

7. evaluate and review their own writing for a well-balanced structure and appropriate tone, style andregister (e.g. formal letters, editorials, feature articles,stories)

8. employ graphic forms (e.g. charts, tables, maps, etc.) forsupport and illustration in organizing and presentinginformation and ideas on various topics (e.g. presentingsurvey findings, reporting on different views andattitudes)

9. seek or create opportunities to learn and use English innatural, realistic settings such as making use ofcommunity resources and support

10. reflect on their process and style in learning languageand literature and evaluate the outcomes against thegoals and targets

11. identify specific goals for work and/or further studies

63

Appendix 4

A Proposed Set of Values and Attitudesfor Incorporation in the School Curriculum

Appendix 4

6644

A Proposed Set of Values and Attitudes for Incorporationin the School Curriculum

Core Values:Personal

SustainingValues: Personal

Core Values:Social

Sustaining Values:Social

Attitudes

- sanctity of life- truth- aesthetics- honesty- human dignity- rationality- creativity- courage- liberty- affectivity- individuality

- self-esteem- self-reflection- self-discipline- self-cultivation- principled

morality- self-

determination- openness- independence- enterprise- integrity- simplicity- sensitivity- modesty- perseverance

- equality- kindness- benevolence- love- freedom- common good- mutuality- justice- trust- interdependence- sustainability- betterment of

humankind

- plurality- due process of

law- democracy- freedom and

liberty- common will- patriotism- tolerance- equal

opportunities- culture and

civilizationheritage

- human rightsandresponsibilities

- rationality- sense of

belonging- solidarity

- optimistic- participatory- critical- creative- appreciative- empathetic- caring- positive- confident- cooperative- responsible- adaptable to

changes- open-minded- with a respect

for

� self

� others

� life

� quality andexcellence

� evidence

� fair play

� rule of law

� different waysof life,

� beliefs andopinions

� theenvironment

- with a desire tolearn

- diligent- committed to

core andsustainingvalues

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Learning objectives contributing to the development of values and attitudes

English Language Education KLAValues and attitudes

Key Stage One



Sustaining Values:Personal

- self-esteem- self-reflection- self-discipline- self-cultivation- principled morality- self-determination- openness- independence- enterprise- integrity- simplicity- sensitivity- modesty

Core Values:Social

- equality- kindness- benevolence- love- freedom- common good- mutuality- justice- trust- interdependence- sustainability- betterment of human

kind


- plurality- due process of law- democracy- freedom and liberty- common will- patriotism- tolerance- equal opportunities- culture and civilization

heritage- human rights and

responsibilities- rationality- sense of belonging- solidarity

Attitudes:

- optimistic- participatory- critical- creative- appreciative- empathetic- caring and concerned- positive- confident- cooperative- responsible- adaptable to changes- open-minded- with a respect for‧ self‧ life‧ quality and excellence‧ evidence‧ fair play‧ rule of law‧ different ways of life, beliefs

and opinions‧ the environment- with a desire to learn- diligent- committed to core and sustaining

values

Learners

1. develop confidence in using English through performing tasks individually or in groups,etc.

2. show keenness to participate in activities leading to improvement of knowledge and skillsin the language although there is a possibility of making mistakes

3. develop sensitivity towards language use in the process of communication4. appreciate the beauty of the language through enjoying singing English songs and

reading simple rhymes, etc.5. show care and concern towards others through expressing good wishes6. participate actively and work with others in cooperation to complete a task, respecting

their rights7. develop self-motivation through telling the teacher their feelings concerning English

learning in general and specific tasks8. evaluate their own learning through reviewing samples of their writing over time and

note the improvement in areas such as accuracy and organization of ideas9. distinguish between positive and negative values

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Key Stage Two





Core Values:Social


kind





Attitudes:

- optimistic- participatory- critical- creative- appreciative- empathetic- caring and concerned- positive- confident- cooperative- responsible- adaptable to changes- open-minded- with a respect for‧ self‧ life‧ quality and excellence‧ evidence‧ fair play‧ rule of law‧ different ways of life, beliefs

and opinions‧ the environment- with a desire to learn- diligent- committed to core and sustaining

values

Learners1. develop confidence in using English through working individually and in groups,

making judgements independently, etc.2. appreciate the use of English by others and offer help to others when appropriate3. work cooperatively with others and treat others' suggestions positively to complete a

task4. develop enjoyment of reading through reading children stories and poetry, etc.5. appreciate the beauty of the language through performing plays and choral speaking, etc.6. show care towards others through expressing concern, sympathy and offering help to

others in English learning situations when appropriate, etc.7. develop self-motivation through encouraging themselves by making positive statements,

participating in activities although there is the possibility of encountering difficulties,discovering and expressing their own feelings and attitudes concerning English learningthrough discussing with others including the teacher, etc.

8. evaluate their own progress in learning English, reviewing samples of their own workover time and noting the improvement in areas such as accuracy, organization of ideasand social appropriateness

9. develop simple and valid rules as a basis for action10. identify values, attitudes and beliefs expressed in texts11. show awareness of English as an international language of communication12. show understanding and respect for the different cultures of the English speaking

world through participating in learning activities concerning themes of other places e.g.Halloween, Mother’s Day, etc.

13. recognize and value that there are different types of work in the community throughlearning the names of occupations and types of work in English

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Key Stage Three





Core Values:Social


kind





Attitudes:

- optimistic- participatory- critical- creative- appreciative- empathetic- caring and concerned- positive- confident- cooperative- responsible- adaptable to changes- open-minded- with a respect for‧ self‧ life‧ quality and excellence‧ evidence‧ fair play‧ rule of law‧ different ways of life,

beliefs and opinions‧ the environment- with a desire to learn- diligent- committed to core and

sustaining values

Learners1. reflect positively on their learning experiences with the aim of increasing their language

proficiency (e.g. keeping a journal or diary to express their feelings about the texts thatthey have produced, or texts that they have read/listened to, and see how they canfurther improve themselves)

2. identify and accept their own strengths and weaknesses in language learning, and takeaction to address their weaknesses

3. develop self-motivation by cultivating their perseverance and the power ofinnovativeness in doing language learning tasks or projects

4. develop independence and a commitment to life-long learning through undertakingself-access language learning both inside and outside the classroom

5. develop an awareness of the potential influences (both positive and negative) oflanguage use on other people's feelings and direction of thinking (through, for example,being exposed to and producing their own spoken and written persuasive discourse)

6. develop cultural interest and appreciation through being exposed to art forms such asmusic, painting and literature when learning language

7. develop an open-minded attitude, showing understanding and respect for differentcultures, ways of life, beliefs and points of view through exposure to a wide variety oftexts, both spoken and written, or through direct communication with people fromdifferent cultural backgrounds (e.g. fellow students in international schools or guestspeakers from different ethnic groups in Hong Kong)

8. develop leadership and partnership qualities through assuming different roles in grouplanguage activities such as games, meetings, dramas and projects

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Key Stage Four





Core Values:Social


kind





Attitudes:

- optimistic- participatory- critical- creative- appreciative- empathetic- caring and concerned- positive- confident- cooperative- responsible- adaptable to changes- open-minded- with a respect for‧ self‧ life‧ quality and excellence‧ evidence‧ fair play‧ rule of law‧ different ways of life,

beliefs and opinions‧ the environment- with a desire to learn- diligent- committed to core and

sustaining values

Learners1. reflect on their language learning process and style, and evaluate the learning outcomes

against the goals and targets2. motivate themselves by developing endurance and tolerance in the face of hardships

(such as when carrying out challenging language learning tasks or projects)3. develop independence and a commitment to life-long learning through undertaking

self-access language learning both inside and outside the classroom4. develop a critical attitude in analyzing and discriminating the different meanings or

shades of meaning of words/texts, and in using language to achieve the desired effects(e.g. influencing other people’s feelings and their direction of thinking)

5. develop a critical attitude towards the ideas and values in spoken and written Englishtexts

6. appreciate the value and power of language through being exposed to and producing awide range of texts, both literary and non-literary

7. develop an awareness of the relationship between literature and society throughrelating themes represented in literary texts to contemporary social issues

8. develop through language learning activities (such as debates, group discussions andprojects) an open-minded attitude towards different cultures, ideologies and points ofview and a willingness to share ideas with different people

9. develop, through interacting with a wide range of texts and people from differentcultural backgrounds, an appreciation of the relationship of Hong Kong to othercountries and cultures, and the interdependent nature of the modern world

10. develop leadership and partnership qualities through assuming different roles in grouplanguage activities such as discussions, role-plays, simulations and projects

11. identify specific goals for work and/or further studies so as to set directions forlanguage learning work (notably, when choosing topics for project learning or optionalcourses)

69

Appendix 5

Exemplars forFlexible Language Curriculum Planning

at Primary and Secondary Level

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Exemplars for Flexible Language Curriculum Planningat Primary and Secondary Level

Making Use of IT and Project Learning for Language Development: An Exemplar at Primary Level*

Level: KS2 / P.5

Description

Learners work collaboratively to set up their school’s cyber zoo. This project seeks toenhance quality teaching and learning through:� using innovative and authentic teaching/learning resources� using IT� using cross-curricular organization of learning experiences in the KLAs of

English Language Education, Personal, Social and Humanities Education, ArtsEducation, Mathematics and Technology Education

� flexible time-tabling� whole school participation� life-wide learning� catering for learners’ needs, interests, pace and abilities� developing learners’ language proficiency� developing in learners a broad range of generic skills, values and attitudes

The following suggestions for the project are for teachers’ reference. Teachers canexercise their professional judgement to select any or part of the suggestions to alignwith what they would like to focus on. Adjustments and modifications can be madeaccording to the interests, needs and abilities of the learners.

Learning Targets/Objectives

This project aims to

� develop learners’ capabilities to use English to:− find out, organize and present information through a questionnaire survey,

interviews, e-mails, making appropriate use of community resources, etc. (KD)− interpret and use given information from various sources e.g. web sites, to

compile a booklet for display to introduce the features of the selected animalsby using IT (KD)

− see the need for clarifying their own written expression and then improve theirproject after receiving feedback from teachers, schoolmates and others (KD)

* Some of the activities have been tried out in Buddhist Wong Cho Sum School.

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− converse about feelings, preferences, ideas through planning and setting uptheir school’s cyber zoo (ID)

− exchange messages by sending e-cards to invite others to their school’s cyberzoo (ID)

− participate with others in making choices and decision by sharing ideas,making suggestions and solving problems in the process of the project work(ID)

− give expression to imaginative ideas through participating in writingcompetitions and designing posters/e-posters (ED)

� develop in learners the generic skills, values and attitudes as follows:Generic Skills

− Collaboration Skills− Communication Skills− Creativity− Critical Thinking Skills− IT Skills− Problem solving Skills− Self-management Skills− Study Skills

Personal and Social Values and Attitudes− Aesthetics− Independence− Appreciative Spirit− Care and Concern− Open-mindedness− Co-operativeness

� develop in learners the specific language development strategies and attitudes asfollows:

− comparing and connecting ideas to find similarities and differences− finding out, organizing and classifying information on familiar topics− extracting relevant information and ideas and recording them by making

simple notes− classifying and reclassifying information and ideas into meaningful groups, in

drawing or in writing− evaluating their own work, noting the areas for improvement and making

necessary amendments− seeking opportunities to learn and use English in natural, realistic settings

such as selecting materials of interest− asking questions to clarify information and seek correction− working cooperatively with others and treating others’ suggestions positively

to complete a task− confidence and keenness in using English in the project work− enjoyment of reading− appreciation of the beauty of the language− awareness of English as an international language for communication

Tasks and Activities

In the process of the project work, learners develop language abilities, as well as skillsand strategies in learning to learn, through the following tasks/activities:

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� visiting a zoo (e.g. Hong Kong Zoological and Botanical Gardens or Ocean Park) tofind out the names and physical characteristics of some animals

� recording the physical characteristics of the zoo animals through various meanse.g. taking photographs, drawing pictures, and jotting notes

� interviewing the zookeepers or animal trainers to find out information on the dietsof the animals in the zoo

� attending a vet’s talk on animals’ favourable living environments� compiling short descriptions of the zoo animals’ main features e.g. their physical

characteristics, diet and favourable living environments� preparing a booklet for display in the school library to introduce the main features

of some zoo animals to other schoolmates� planning and setting up their school’s cyber zoo in which 10 animals not usually

found in local zoos are kept� suggesting, discussing, explaining and arguing about which 10 animals to keep in

the school’s cyber zoo� compiling in groups short descriptions of the main features of animals in the cyber

zoo, e.g. their physical characteristics, diets and living environments� using the word processor to draft, review, edit and rewrite their piece of work� extracting relevant information concerning the main features of the animals from a

few given web sites� finding out more information about the animals in the cyber zoo through various

means such as visiting the school/public libraries or surfing the Internet� studying, exchanging, discussing and comparing the information gathered from

different web sites� reporting orally on what is extracted from given web sites concerning the main

features of the animals they work on� using multimedia skills to enhance the quality of presentation� designing the layout and posting up their work on their school homepage� designing a simple questionnaire survey to put on the school homepage to find out

the most popular animal in the cyber zoo� collecting and compiling data to find out the most popular animals in the cyber

zoo and reporting it on the school homepage� sending and receiving e-mails concerning their favourite animals in the cyber zoo

to and from their schoolmates, teachers or headmaster/headmistress� imagining themselves to be one of the animals in the cyber zoo and sending e-

mails to the whole school, inviting the students to visit the cyber zoo� participating in a writing competition and describing their feelings, likes and

dislikes as one of the animals in the cyber zoo� designing and sending e-cards, with picture/photo clips of the most popular

animal, to invite pupils in other Hong Kong schools to visit their cyber zoo� designing and sending e-posters to all Hong Kong primary schools, inviting them

to visit their school’s cyber zoo� sending the project via e-mail to relevant web sites to share their work with other

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children in the world� reviewing and improving their project based on feedback from people who have

visited their cyber zoo� designing a poster to invite everybody to love and care for all animals

Planning for the Project

In planning for this project, teachers may consider and, as far as possible, apply thefollowing:

Learner-centred InstructionExamples:� Learners’ motivation is raised when they suggest, discuss, explain and argue about

which 10 animals to keep in the school’s cyber zoo.� Learners study, exchange, discuss and compare the information gathered from

different web sites according to their interests and pace.

Target-oriented English LearningThis project aims to cover a range of learning targets and objectives in the Knowledge,Interpersonal and Experience Strands/Dimensions, language development strategiesand attitudes specific to the subject of English Language, as well as generic skills, andpersonal and social values and attitudes common to all KLAs.

Five Fundamental Intertwining Ways of Learning and Using KnowledgeExamples:� Learners communicate and inquire about information on the diets of the animals

in the zoo through interviewing the zookeepers or animal trainers.� Learners conceptualize animals’ favourable living environments through

attending a vet’s talk and gathering information from the web sites on this topic.� Learners are engaged in reasoning and problem-solving activities when planning

and setting up their school’s cyber zoo.

Task-based LearningExamples:� Learners prepare a booklet for display in the school library to introduce the main

features of some zoo animals to other schoolmates.� Learners plan and set up their school’s cyber zoo in which 10 animals not usually

found in local zoos are kept.

Integrative and Creative Language UseExamples:� Learners actively engage in exercising an extensive range of language knowledge,

skills and strategies in preparing a booklet for display in the school library tointroduce the main features of some zoo animals to other schoolmates.

� Learners creatively present their work on their school homepage.

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Learner IndependenceExamples:� Learners exercise self-directed learning when finding out more information about

the animals in the cyber zoo through various means such as visiting theschool/public libraries or surfing the Internet.

� Learners are self-motivated when suggesting, discussing, explaining and arguingabout which 10 animals to keep in the school’s cyber zoo.

Information TechnologyExamples:� Learners extract relevant information concerning the main features of the animals

from a few given web sites.� Learners use the word processor to draft, review, edit and rewrite their piece of

work.� Learners send the project via e-mail to relevant web sites to share their work with

other children in the world.

Assessment for the Purpose of Enhancing Language Teaching/LearningExamples:� Learners are engaged in self-assessment by using the word processor to draft,

review, edit and rewrite their piece of work.� Learners review and improve their projects based on the feedback from people

who have visited their cyber zoo.� Teacher gives feedback and support while learners are working on their projects.

Life-wide LearningExamples:Learners move beyond the confines of the classroom, make use of communityresources and learn through real-life experiences by� visiting a zoo (e.g. Hong Kong Zoological and Botanical Gardens or Ocean Park) to

find out the names and physical characteristics of some animals;� attending a vet’s talk on animals’ favourable living environments;� participating in a writing competition and describing their feelings, likes and

dislikes as one of the animals in the cyber zoo; and� designing and sending e-posters to all Hong Kong primary schools, inviting them

to visit their school’s cyber zoo.

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Making Use of Community Resources andMaking Connection between Formal and Informal Curricula:

An Exemplar at Secondary Level*

Level: KS3 / S.2

Description

The following two cross-curricular tasks seek to enhance quality teaching and learningthrough:� using innovative and authentic teaching/learning resources� using cross-curricular organization of learning experiences in the KLAs of

English Language Education and Personal, Social and Humanities Education� life-wide learning� flexible time-tabling� catering for learners’ needs, interests, pace and abilities� developing learners’ language proficiency� developing in learners a broad range of generic skills, values and attitudes

The activities for the tasks are for teachers’ reference. Teachers can exercise theirprofessional judgement to select any or part of the tasks to align with what theywould like to focus on. Adjustments and modifications can be made according to theinterests, needs and abilities of the learners.

Learning Targets/Objectives

The tasks seek to

� develop learners’ capabilities to use English to:− converse and exchange points of view about feelings and experiences (ID)− find out, interpret, organize and present information (KD)− respond to characters, events and issues in imaginative and other types of

texts through oral, written means such as participating in discussion,completing worksheets or doing personal reflection (ED)

� develop in learners the generic skills, values and attitudes as follows:

* Ms CHEW Lai-chun and Ms Glenys ALDERTON, teachers of Cheung Sha Wan Catholic SecondarySchool, designed and conducted these tasks. We thank them for sharing their experience with fellowteachers.

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Generic Skills− Collaboration Skills− Communication Skills− Creativity− Critical Thinking Skills− Self-management Skills− Study Skills

Personal and Social Values and Attitudes− Independence− Co-operativeness− Open-mindedness− Cultural Awareness− Respect for Different Ways of Life,

Beliefs and Opinions− Human Dignity

� develop in learners the specific language development strategies and attitudes asfollows:

− creative thinking through reading/listening to a broad range of imaginativetexts such as films and stories, and demonstrating sensitivity in theirappreciation of these texts

− active participation and collaboration with others in accomplishing tasks− respect for different cultures

Tasks and Activities

In Task A, learners� learn about the formation of mountains as explained by a geography teacher� engage in discussions and listen to stories about explorers who struggled to

conquer the summit of Mount Everest and how difficulties were overcome� develop cultural awareness through discussion of the different attitudes towards

Mount Everest between Tibetans and Westerners� see the film about Mount Everest in the Space Museum� do follow-up activities including a quiz on the film and an inter-class gap-filling

activity practising question forms� listen to and sing the song “Climb Every Mountain”� initiate self-learning, write creatively on a voluntary basis and share their works

In Task B, learners� take part in discussions on important events and historical figures of modern

China� visit the exhibition ”Hundred Years of Self-strengthening” at the Museum of

History� complete worksheets on facts and personal reflection during the visit� check worksheets and read information leaflets collected at the exhibition� collaborate in completing an inter-class gap-filling activity after the visit

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Planning for the Tasks

In planning for these tasks, teachers may consider and, as far as possible, apply thefollowing:

Learner-centred Instruction� Learners’ motivation is raised when they are actively involved in finding out,

organizing and sharing information on the conquest of Mount Everest and thedevelopment of modern China.

� Learners see the relevance and applicability of the English language to what theylearn in Geography and History.

� The visits to the museums, supported by meaningful learning activities, makelearning an enjoyable experience.

Target-oriented English LearningThe tasks aim to cover learning targets and objectives in the Interpersonal, Knowledgeand Experience Strands/Dimensions, language development strategies and attitudesspecific to the subject of English Language, as well as generic skills, and personal andsocial values and attitudes common to all KLAs.

Five Fundamental Intertwining Ways of Learning and Using KnowledgeThe two tasks provide learners with the opportunities to develop some of these waysof learning and using knowledge:� Learners communicate when they discuss the important events and historical

figures of modern China, or how explorers struggled to overcome difficulties inconquering Mount Everest.

� Learners communicate and inquire when they complete the gap-filling activitiesand the worksheet on facts.

� Learners reason when they reflect on questions like “What makes you proud ofChina? What are your hopes for China?”

� Learners conceptualize, through discussion, the different attitudes towards MountEverest between Tibetans and Westerners.

Task-based LearningIn accomplishing the tasks, learners have to engage in discussions and gap-fillingactivities which enable them to use language for purposeful communication.

Integrative and Creative Language UseLearners actively engage in exercising an extensive range of language knowledge,skills and strategies when� they are exposed to stories, a film, a song and an exhibition;� they reflect on issues related to modern China; and� they creatively write stories about the conquest of Mount Everest.

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Learner Independence� Learners exercise self-directed learning when they choose to find out information

on Mount Everest or modern China individually or in collaboration with peers.� Learners are self-motivated when they write creatively or contribute to the topics

on a voluntary basis.

Assessment for the Purpose of Enhancing Language Teaching/Learning� Learners monitor and evaluate their own learning when they check worksheets on

the exhibition, do the quiz on the film and reflect on issues relevant to modernChina.

� Learners provide feedback and support to their peers during discussions and gap-filling activities.

� All learning activities allow for teacher observation and evaluation and form thebasis of feedback and support.

Life-wide LearningWhen learners see a film at the Science Museum and visit an exhibition at theMuseum of History, they are moving beyond the confines of the classroom, makinguse of community resources and learning through real-life experiences.

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