Subject Curriculum Guide

1. Subject Curriculum Guide English Language Curriculum Guide (Primary 1 – 6) (2004, CDC) Implemented since September 2005

2. Diagrammatic Representation of the English Language Curriculum Framework Interpersonal Knowledge Experience 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 Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Learning Objectives: Forms and Functions Skills and Strategies Attitudes English Language Curriculum Strands 9 Generic Skills Values and Attitudes Flexible and Diversified Modes of Curriculum Planning + Effective Learning, Teaching and Assessment Overall Aims and Learning Targets of English Language

3. Leading Curriculum Planning, Development and Management • Develop a balanced school-based curriculumbased 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 • Promotecollaboration among teachers • Plan for effective curriculum changes 3

4. Key Emphases of the English Language Curriculum Guide (Primary 1- 6) Strategies for Implementation • 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

5. 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

6. Resource Package Literacy Instruction For Teachers

7. Learning and Teaching Phonics in Context • Incorporate phonics teachinginto the school English programme instead of adopting and implementing a separate phonics programme • Teach and practise phonics in theGE Programmeas well asReading Workshopsthrough 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

8. Resource Packages Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE) Phonics in Action

9. 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

10. Resource Package Enhancing Vocabulary Learning and Teaching at Primary Level

11. 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 theirintelligences(e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)

12. 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

13. 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

14. Promoting Assessment for Learning • An integral part oflearning-teaching-assessment cycle • Sharing learning intentions and success criteriawith learners • Usingdifferent 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

15. 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 skillsin spelling • Provide follow-up learning activities to consolidate learning

16. 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

17. 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)