Subject Curriculum Guide

English Language Curriculum Guide (Primary 1 – 6)(2004, CDC)

Implemented since September 2005

Diagrammatic Representation of the English Language Curriculum Framework

9 G

ener

ic S

kill

sV

alues an

d A

ttitud

es

Flexible and Diversified Modes ofCurriculum Planning

+Effective Learning, Teaching and Assessment

Overall Aims and Learning Targets ofEnglish Language

KnowledgeInterpersonal ExperienceTargets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Learning Objectives: Forms and FunctionsSkills and StrategiesAttitudes

Strands

English Language Curriculum

3

Leading Curriculum Planning, Development and Management

Leading Curriculum Planning, Development and Management

• Develop a balanced school-based curriculum based on students’ needs, interests and abilities

• Conduct holistic planning of the school-based curriculum to ensure smooth transition between key stages (interface)

• Enhance the professional development of teachers• Manage resources effectively • Promote collaboration among teachers• Plan for effective curriculum changes

Key Emphases of the English Language Curriculum Guide (Primary 1- 6)

•

• Enhancing the implementation of the Reading Workshops

• Catering for learner diversity

• Promoting assessment for learning

• Learning and teaching grammar through the task-based approach• Providing opportunities for language use

• Designing a whole-school language policy

• Learning and teaching phonics in context• Developing vocabulary building skills

Strategies for Implementation

• Making effective use of learning and teaching resources

Reading Workshops

Laying a good foundation for lifelong learning

• Helping learners develop and practise reading skills through reading ‘real books’

• Reading as a springboard for the development of higher order thinking skills, creativity and other language skills

• Developing in learners positive attitudes towards learning English• Providing coherent and connected learning experiences for the

children• Providing opportunities for learners to take an active role in

learning

• Using real books of a variety of text types• Adopting effective teaching strategies

Resource Package

LiteracyInstructionForTeachers

Learning and Teaching Phonics in Context

• Incorporate phonics teaching into the school English programme instead of adopting and implementing a separate phonics programme

• Teach and practise phonics in the GE Programme as well as Reading Workshops through short, interesting and purposeful activities and games (e.g. funny rhymes, phonics tic-tac-toe)

English Language Curriculum Guide (Primary 1-6), pp.171-174

Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE)

Phonics in Action

Resource Packages

Developing Vocabulary Building Skills

• Encouraging learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words

• Modelling and teaching the different ways in which learners can attack and organise words

- guessing and inferring meaning - organising words in vocabulary books - word formation and word association - using and making dictionaries• Using tasks to provide authentic contexts for

vocabulary use

English Language Curriculum Guide (Primary 1-6), pp.164-171

Resource Package

Enhancing Vocabulary Learning and Teaching at Primary Level

Catering for Learner Diversity (1)

• Using different strategies (e.g. differentiation, flexible grouping, project learning, open-ended learning tasks and activities) to cater for the diverse needs, abilities and interests of learners

• Providing opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)

Catering for Learner Diversity (2)

• Intervention Programme

- additional time, additional opportunities, focused learning

- during class time or withdrawal mode

- task-based approach with form-focused pre-task grammar exercises

Catering for Learner Diversity (3)

• Enrichment Programme

- extend more able learners

- during or after class time, inside or outside school

- open-ended tasks to encourage creativity and critical thinking

Promoting Assessment for Learning

• An integral part of learning-teaching-assessment cycle• Sharing learning intentions and success criteria with

learners• Using different modes of assessment • Making use of assessment data (e.g. TSA data, internal

assessment data) to help review - expectation of pupils’ learning - content of learning - strategies to enhance learning• Providing quality feedback to enhance learning

English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201

Using Dictation to Promote Assessment for Learning

• Guide students to analyse their problems and give suggestions

- make use of context

- make use of grammar knowledge

- apply phonics skills in spelling• Provide follow-up learning activities to consolidate

learning

Devising a Whole-school Language Policy

• Create a rich language learning environment

• Widen the space of learning and teaching English

• Enhance students’ motivation in learning English

More InformationMore Information

• General – circulars, training calendar, links, etc. http://www.edb.gov.hk

• Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc. http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402

• English Language Education Section, CDIRoom 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810)Ms Barbara Chan (Tel: 2892 6571)