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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 Basc Competency (BC)  |  Use of the LPF

The fundamental aim of developing the LPF is to provide a reference tool for teachers to help students learn better. It is not intended for summative assessment purposes, nor is it a vehicle for benchmarking learners with reference to the levels of basic competency for Key Stages One, Two and Three.  In other words, the emphasis is on “Assessment for Learning” rather than “Assessment of Learning”. As a document, the LPF complements the English Language curriculum guides at both primary and secondary levels. While the curriculum guides provide the basis for schools to plan and develop their own English Language curriculum, the LPF serves as a general reference to help teachers identify learners’strengths and areas for improvement, understand what learners need to achieve as they progress in English Language learning, provide suitable challenges that may take learners to the next level of learning, and plan holistically for effective learning, teaching and assessment.

Language learning and use involves multiple skills and strategies.  The organisation of the LOs under the four language skills does not suggest that the learning and teaching of English should be compartmentalised.  In fact, while teachers may choose to focus on a particular learning outcome when helping learners improve in a specific area, the learning activities should be designed in such a way that they can help learners work towards the different Learning Targets and Objectives in an integrated way. 

Needless to say, assessment benefits learners only when the information collected is valid, and that it is interpreted for the purpose of providing constructive feedback to acknowledge learners’accomplishment and to improve their performance.  Based on the learning outcomes of students, teachers can make informed decisions about their expectations of student learning, the content of learning, and their teaching strategies.  Teachers can also create a richer language learning environment to increase learners’exposure to English and provide them with greater opportunities to use the language.