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Understanding the LPF

The LPF represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum. This developmental continuum is notionally divided into eight attainment milestones (ATMs) of learning outcomes (LOs). 

Structure of the LPF  |  Relationship between the LPF and the Basic Competency (BC)  |  Use of th LPF

Attainment Milestones (ATMs) 
The LPF runs from a low and rudimentary level (ATM1) to increasingly higher and more sophisticated levels, with each exemplifying a learning development milestone.  The number of levels into which the LPF is divided is understandably arbitrary.  The ATMs mainly serve as reference points to help teachers understand learners’performance and make plans to help them progress. 
ATM
Learning Outcomes (LOs)
The LOs are organised and presented under the four language skills of listening, speaking, reading and writing. They are expressed in the form of outcome statements which are supported by pointers.  The outcome statements give a general description of learner performance whereas the pointers give specific examples of what learners are able to do in demonstrating the LOs. It should be noted that the pointers are meant to elucidate the LOs.  They are neither prescriptive nor exhaustive, and must not be regarded as a checklist for language development.
LOs

Pointers
Pointers provide specific examples of what learners are able to do in demonstrating the learning outcome at each level.

Pointers
Underlying Principles
It should be noted that although some of the Learning Objectives (e.g. fostering language development strategies, generic skills, positive values and attitudes) do not readily lend themselves to description in terms of eight levels of attainment, they are essential to English Language learning and are elucidated in the “Underlying principles”, which forms an integral part of the LPF. 
Underlying Principles