Subject Curriculum Guide
English Language Curriculum Guide
(Primary 1 – 6)
(2004, CDC)
Implemented since September 2005
Diagrammatic Representation of the
English Language Curriculum Framework
English Language Curriculum
Interpersonal Knowledge Experience
Targets for:
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Learning Objectives:
Targets for:
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Targets for:
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Forms and Functions
Skills and Strategies
Attitudes
Flexible and Diversified Modes of
Curriculum Planning
+
Effective Learning, Teaching and Assessment
Overall Aims and Learning Targets of
English Language
Values and Attitudes
9 Generic Skills
Strands
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
3
Key Emphases
English Language
Strategiesof
forthe
Implementation
Curriculum Guide (Primary 1- 6)
• Learning
and teaching grammar through the task-based
•
approach
• Providing opportunities for language use
• Enhancing the implementation of the Reading Workshops
• Learning and teaching phonics in context
• Developing vocabulary building skills
• Catering for learner diversity
• Making effective use of learning and teaching resources
• Promoting assessment for learning
• Designing a whole-school language policy
Reading Workshops
• Using real books of a variety of text types
• Adopting effective teaching strategies
• 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
Laying a good foundation for lifelong learning
Resource Package
Literacy
Instruction
For
Teachers
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
Resource Packages
Phonics in Action
Strategies and Activities to
Maximize Pleasurable
Learning Experiences
(SAMPLE)
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 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, CDI
Room 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East,
Wan Chai, HK
(Fax: 2834 7810)
Ms Barbara Chan (Tel: 2892 6571)