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Strategies for Development - Short Term (2001-02 to 2005-06)


Strategies for Development – Short-term (2001-02 to 2005-06)

Schools and teachers focus on:

* Increasing motivation in learning through:
  • the promotion of reading (e.g. shared reading of big books, story-telling, reading campaigns and awards)
  • the use of IT (e.g. writing e-greeting cards, interactive story-reading and games)
  • a diversity of activities (e.g. show-and-tell, puppet shows, language games, tasks and projects)

Enhancing learning and teaching through:

  • greater use of language arts (e.g. songs and rhymes, short stories, drama, poems, advertisements) to promote creativity
  • greater use of IT (e.g. resources on the web, CD-ROMs)
  • better use of formative assessment
  • collaboration in developing learning, teaching, assessment plans and materials
  • the promotion of quality learning, teaching and assessment through flexibility, experimentation and innovation

Fostering independent and lifelong learning through:

  • the promotion of a culture of reading among learners
  • the promotion of language development strategies, IT in language learning, self-access language learning (SALL) and project learning
  • the development of generic skills, values and attitudes to promote learning how to learn
  • the development of a positive, open-minded attitude towards and respect for different points of view and cultures
  • the provision of more opportunities for learners to extend their language learning experiences beyond the classroom by participating in activities which involve the use of community resources (i.e. life-wide learning)

Developing their school-based English Language curriculum which:

  • is in line with the English Language Education curriculum framework
  • suits the needs of learners and society
  • makes cross-curricular links and encourages collaboration among language teachers, school librarians and teachers of other KLAs


Our expectations

From 2001-2002 to 2005-2006

Our students
Our teachers
Primary 1 – Primary 3
* enjoy participating in meaningful English learning activities
* will be motivated to speak, read and listen to English
* develop phonics skills and vocabulary-building skills
* avoid excessive use of dictation and mechanical language practice
* motivate learning and encourage creativity through activities such as puppet shows, games and show-and-tell
* develop learners' language skills through activities such as shared reading of big books and story-telling
* make flexible use of textbooks and other resource materials
Primary 4 – Primary 6
* have more opportunities for reading, writing, speaking and listening to English
* develop dictionary and information skills
* communicate effectively by using suitable grammar structures
* use tasks and projects to facilitate the integrative use of language and develop dictionary and information skills
* make greater use of open-ended questions to stimulate thinking
* facilitate grammar learning through a wide range of materials and activities
Secondary 1 – 3
* develop creativity, critical thinking and cultural awareness
* broaden their dictionary skills such as using phonetic symbols to pronounce unfamiliar words
* develop the positive language learning attitudes of co-operativeness, perseverance and not being afraid of making mistakes
* engage in self-access learning
* communicate effectively by using suitable grammar structures
* make greater use of imaginative / literary texts to develop learners’ creativity, critical thinking and cultural awareness
* use language tasks and projects to further enhance learners’ dictionary skills and encourage collaboration and risk-taking in language learning
* foster learner independence by creating opportunities for learners to make choices and decisions in their learning
* make flexible use of class time to facilitate self-access learning
* facilitate grammar learning through a wide range of materials and activities
Secondary 4 and above
* communicate effectively in a wide range of situations
* actively seek opportunities for self-access and life-wide learning
* engage learners in purposeful tasks and projects that allow them to learn and use English in natural and realistic settings
* negotiate the learning objectives, materials and activities with learners, and encourage them to seek and create opportunities to learn and use English
* enable learners to practise self / peer assessment


Last revision date: 29 August 2013
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