Foundation of Curriculum Leadership and Management Series
(2) The Latest Development in the Chinese Language Education
and English Language Education KLA Curricula
The Latest Development in the
Primary English Language Curriculum
and its Implementation Issues
15 October 2007
English Language Education Section
Curriculum Development Institute
Education Bureau
Role of PSM(CD)s as Curriculum Leaders
 Keeping abreast of the development of the central English
Language Curriculum
 Supporting the development of a school-based English
Language curriculum
 Coordinating a cross-curricular approach to curriculum
planning
 Creating a language-rich environment and friendly
atmosphere
 Facilitating the smooth interface between key stages
 Facilitating the development of a learning culture among
teachers
Subject Curriculum Guide
English Language Curriculum Guide
(Primary 1 – 6)
(2004, CDC)
Implemented at Primary 1 in
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
Features of the English Language
Curriculum Guide (Primary 1- 6)
– Using a task-based approach in learning, teaching
and assessment
– Introducing a variety of text types
– Learning and teaching grammar in context
– Developing vocabulary building skills
– Learning and teaching phonics in context
– Strengthening ‘learning to read’
– Promoting a ‘reading to learn’ culture
– Promoting assessment for learning
– Making better use of dictation and assigning
meaningful homework
School-based English Language
Curriculum Development
Based on
• Central curriculum
framework
• School strengths &
student learning
needs, abilities and
orientations
Choose an entry point
and involve collaboration
among the stakeholders
and other agencies in the
process of designing,
implementing, evaluating
and continuously
improving the learning,
teaching and assessment
plans and activities
Components of a School-based
English Language Curriculum
 General English
Programme
 Reading
Workshops
 Intervention
Programme
 Enrichment
Programme
English Language Curriculum Guide
(Primary 1-6)(CDC, 2004),
pages 97-101
General English Programme
• Providing ample opportunities for purposeful,
integrative and creative use of language
• Using the task-based approach in learning,
teaching and assessment
– mastery of subject knowledge and skills
– development of generic skills and positive
values and attitudes
• Maximizing learners’ exposure to a wide variety
of text types and learning resources
• Taking up about 60% of the English lesson
time
Reading Workshops
• Taking up about 40% of the English lesson time
• Closely linked to the learning and teaching that take place in the
General English Programme
• 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
Variety of Text Types
•
•
•
•
•
•
Information texts
Narrative texts
Exchanges
Procedural texts
Explanatory texts
Persuasive texts
English Language Curriculum Guide (P1-6), p.17
Teaching Strategies for Reading
Storytelling
Independent
Reading
Reading
Workshops
Supported
Reading
Reading
Aloud
Shared
Reading
KS1
Independent
Reading
Reading
Aloud
Supported
Reading
Shared
Reading
Storytelling
Five Teaching Strategies for Reading
KS2
Cross-curricular Linkage in
Curriculum Planning
Organising modules of learning to establish meaningful
links among concepts and ideas acquired in different KLAs
and to help students construct and apply knowledge in the
process
• Decide on the themes or topics to establish
meaningful cross-curricular links
• Draw up an overall plan of Learning Targets and
Objectives, relevant learning activities and schedule
of work
• Develop and evaluate the learning, teaching and
assessment materials and activities
English Language Curriculum Guide (Primary 1-6), p.107
Cross-curricular Learning
Creating a Language-rich Environment
• Speak to pupils in English inside and outside the
classroom
• Encourage pupils to interact with one another in
English inside and outside the classroom
• Set up the English Corner
• Display target vocabulary and language structures
on the learning wall
• Display English reading materials inside and
outside the classroom
Interface between KS1 and KS2
KS1
KS2
• Provide children with
positive language experiences
and create a stimulating
environment to enhance their
interest in language learning
• Use interesting and
meaningful activities to
motivate learners
• Put more emphasis on the
development of phonics,
listening, speaking and
reading skills
• Continue to provide active,
engaging and meaningful
learning activities
• Provide opportunities for
learners to develop
dictionary and information
skills as well as to practise
the integrative use of
language
• Strengthen grammar
learning by providing a wide
range of materials and
activities for application of
language and skills learnt
• Continue to encourage
learners to read materials in
English
English Language Education KLA Curriculum Guide
(Primary 1- Secondary 3))(2002), pp.26-27
Interface between KS1 and KS2
• Aim for a balanced and comprehensive coverage
of the learning targets and objectives within and
across year levels
• Ensure continuity and vertical coordination
across the key stages to provide opportunities for
learners to progress from one stage to another
Interface between the Primary and Secondary Levels
Curriculum planning should focus on
both the learning/teaching processes
and outcomes. It should best start at the
primary and junior secondary levels to
ensure a smooth interface with the NSS.
Design of the NSS English Language Curriculum
S6
Elective
S5
Compulsory
Part *
Part
(25%)
S4
(75%)
* With language arts and non-language arts modules
English Language Curriculum and Assessment Guide
(Secondary 4-6)(2007), p.10
Interface between the Primary and Secondary Levels
• Develop students’ reading skills and cultivate their
reading habit
• Encourage extensive reading and viewing
• Expose students to a variety of language arts
materials
• Provide more practice on giving presentations and
engage students in group interaction
Development of a Learning Culture
• Encourage teachers to attend professional
development programmes
• Arrange time for collaborative lesson planning
• Encourage teachers to explore different learning
and teaching materials and effective teaching
strategies
• Encourage peer observation
• Provide opportunities for sharing of teaching ideas
and experiences
Promoting Assessment for Learning
• Sharing learning intentions and success
criteria with learners
• Providing quality feedback
• Making use of assessment data to enhance
learning and teaching
– Internal assessment
– TSA
Modes of Assessment
Learning tasks
and activities
Assessment
tasks
Shared writing
and
process writing
Conferencing
Oral
presentations
Homework
Assessments
in Schools
Projects
Portfolios
etc.
Assessment Data
Assessment
Analyzing
for
Learning
Useful
Revised
quality
expectations
feedback to
pupils
Effective
Improved
learningplans
curriculum
Improved
Impetus
teaching
for
strategies
learning
Listening
Some Suggestions of the Way Forward:
• Use poems, songs and rhymes to help pupils develop sensitivity
towards the sounds and rhythm of the English language
• Expose pupils to more authentic listening materials covering a range of
text types (e.g. advertisements, announcements, telephone
conversations) to prepare pupils for listening to English in real-life
situations
• Draw pupils’ attention to the use of spoken English in their daily life
(e.g. conversations with the NETs, announcements on the MTR)
• Make use of activities like storytelling, reading aloud and shared
reading to develop pupils’ listening skills (let pupils comprehend more
meaningful chunks by asking them to listen to or read aloud continuous
prose)
• Help pupils develop the habit of listening attentively throughout the
whole learning and teaching process
Listening
Some Suggestions of the Way Forward:
• Develop in pupils the good habit of listening to the whole recording
once to get the gist or main ideas the first time they listen. In
subsequent listening, guide pupils to locate and understand specific
details
• Teach the skills explicitly rather than just playing the tape/CD and
checking answers
• Increase in complexity the content of the listening materials as pupils
progress from KS1 to KS2 (e.g. providing opportunities for pupils to
listen to extended texts rather than merely short and discrete items)
• Help pupils anticipate the content of the listening text and tune in
• Help pupils develop their simple note-taking skills
• Review the problems when pupils fail to identify the information
required and guide pupils how to get the answers
Reading
Some Suggestions of the Way Forward:
• Expose pupils to a range of text types
• Use multi-media resources to boost pupils’ interest and confidence
in reading
• Teach pupils different reading skills explicitly instead of just
explaining the meaning of the vocabulary
• Guide pupils to read for meaning (i.e. understand the main ideas/gist
of the whole text before learning how to locate specific information)
• Use effective questioning techniques to help pupils develop reading
skills as well as critical thinking skills and creativity
• Allow ‘wait time’ for pupils to formulate their responses
Effective Questioning Techniques
• Ask questions to check knowledge and comprehension
• Ask more open-ended questions to stimulate thinking




Application
Analysis
Synthesis
Evaluation
English Language Curriculum Guide (Primary 1-6), pp.150-151
Writing
Some Suggestions of the Way Forward:
Learning and teaching
• Ask open-ended questions
 Encouraging pupils to express their personal experiences, ideas
and feelings
 Helping pupils develop creativity
• Gradually reduce the support given to pupils
 Providing a model
 Providing guiding questions
 Providing an outline
Writing
Some Suggestions of the Way Forward:
Learning and teaching
• Expose pupils to a variety of text types
• Discuss the topic for the writing task, clarify the purpose and audience,
discuss the format, conventions and language features whenever
appropriate
• Use shared writing and process writing to help learners progress from
the stage of guided writing to independent writing
• Provide opportunities for the application of the language items and
structures learnt
• Encourage pupils to use a variety of language structures and vocabulary
• Guide pupils how to organise ideas (e.g. understand the use of a mind
map and appropriate cohesive devices rather than just answering guiding
questions)
Writing
Some Suggestions of the Way Forward:
Learning and teaching
• Help pupils develop the habit of reviewing their own work to avoid
careless spelling and grammatical mistakes
• Give quality feedback to pupils on how they can improve their writing
(acknowledging pupils’ efforts and give encouraging remarks)
• Foster a good learning culture in class by demonstrating examples of
good pupil writing and highlighting pupils’ strengths
Speaking
Some Suggestions of the Way Forward:
• Provide more practice on reading aloud (application of phonics skills)
• Provide more practice on giving presentations or rehearsed speech
(e.g. show-and-tell)
• Provide more practice on spontaneous interaction
• Encourage pupils to talk with the NETs or English teachers in English
both inside and outside the classroom
• Encourage and guide pupils to give appropriate elaboration
• Develop pupils’ confidence in speaking English (emphasis on fluency
before accuracy)
• Teach the communication strategies explicitly
Marking – Writing / Speaking
Some Suggestions of the Way Forward:
Use holistic marking
 Identify the focus of the task
 Decide on the marking criteria which can cover the different
aspects (e.g. content, language and organisation for writing)
 Acknowledge what pupils can do
 Avoid counting every single grammatical/spelling/pronunciation
mistake
 Practise consensus marking to gain a common understanding of
pupils’ performance and facilitate the provision of feedback
Professional Development Courses
2007-08
• Induction for English Panels at Primary Level (3-hr seminar, Nov 07)
• Literacy Instruction for Teachers (3-hr seminar, Jan 08)
• Enhancing English Vocabulary Learning and Teaching at Primary Level
(6-hr workshops, Mar – Apr 08)
• Developing Learners' Writing Skills through Process Writing at
Primary Level (15-hr workshops, Mar – Jul 08)
• Professional Development Course on Assessment for Learning in
English Language at Primary Level (5 weeks, Jan & Apr 08, run by HKIEd)
• Professional Development Course on Catering for Learning Difficulties
in English Language Learning (8 weeks, Jan & Apr 08 , run by HKIEd)
Professional Development Courses
2007-08
• Learning and Teaching in Primary English Education Series:
(3- hr workshops organised by NET Section)










Shared Reading (Nov 07)
Introduction to Poetry Writing (Nov 07)
Speaking and Listening – Classroom Activities (Dec 07)
Learning and Teaching Strategies for Effective Link between KS1
and KS2 (Jan 08)
Application of Assessment for Learning (Mar 08)
Using Text Types in Writing (Apr 08)
Setting up a School-based Reading Programme (Apr 08)
Developing a School-based Phonics Programme (May 08)
Using Process Drama in the English Classroom (May 08)
Catering for Learner Diversity (June 08)
Resource Packages
Let’s Experience and Appreciate
Poetry (LEAP) KS1 & KS2
Phonics Multimedia
Resource Pack
Let’s Experience and
Appreciate Drama
(LEAD)
Phonics in Action
Songs, Rhymes and
Tales for KS1 & KS2
Strategies and Activities to
Maximize Pleasurable Learning
Experiences (SAMPLE)
Resource Packages
Adopting Task-based
Approach in the
Primary Classroom
Writing Packages
(P1-3 & P4-6)
Using IT to Learn,
Learning to Use IT
Good Practice in
Speech Activities
Learning English is Fun English Language Camp
Activities for Primary 4
Students
Promoting Assessment for
Learning in English
Language Education at
Primary Level
Promoting Quality
Interaction in the Primary
English Classroom
Resource Packages
Web resources
Enhancing English
Language Curriculum
Planning, Learning and
Teaching through
Cross-curricular Modules
at Primary Level
Literacy
Instruction
For
Teachers
ETV Programmes
• Presentation Skills
• Quality Feedback
• Storytelling
Web resources
Promoting Critical
Thinking, Creativity and
Cultural Awareness
through Language Arts
in Primary Schools
The Splendour of
Writing Poems: Inspiring
Students’ Imaginations
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 Emilie Tong
(Tel: 2892 6571)
Thank you