Self-Audit Checklist for the Junior Secondary Curriculum: English Language Education Key Learning Area

( The content of the table below is based on the English Language Education KLA Curriculum Guide (P1-S3) 2002 . Teachers can download th e table from www.edb.gov.hk/334)

1. Please use the following table to examine the junior secondary English Language curriculum in your school. Areas Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks curriculum / learning activities covered, Subject School-based Cross-KLA please (English Language) curriculum Learning provide With reference to the school plan Examples: activities reason(s). or SoW for the subject of (e.g. project English Language, please  Promotion learning)  indicate the year level(s) (S1 of language /S2 / S3) in which the elements are covered; arts activities Others  list the major activities in  Task-based which the essential elements are covered; learning  check the coverage of the  More essential elements; and  indicate the element(s) exposure to which is/are not covered authentic adequately materials &

A balanced coverage of the Learning Targets* to develop e

g students’ capabilities to use English: s d d e l n a w r

o  To communicate with others t n S

K  To develop and apply ideas e

, c l n

a  To express one’s thoughts and feelings about experiences e i n r o e s r p Refer to pp.32-33 of the CDC English Language Education Key e * x p

E Learning Area Curriculum Guide (P1-S3) (2002) for details of the r e

t Learning Targets for KS3 n I  To identify key ideas in a passage, discussion or conversation  To extract information and ideas in spoken texts  To identify the sequence of events, causes and effects  To understand levels of formality and informality  To discriminate between different intonation for various feelings and attitudes

1 Areas Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks curriculum / learning activities covered, Subject School-based Cross-KLA please (English Language) curriculum Learning provide With reference to the school plan Examples: activities reason(s). or SoW for the subject of (e.g. project English Language, please  Promotion learning)  indicate the year level(s) (S1 of language /S2 / S3) in which the elements are covered; arts activities Others  list the major activities in  Task-based which the essential elements are covered; learning  check the coverage of the  More essential elements; and  indicate the element(s) exposure to which is/are not covered authentic adequately materials s

e  To make connections between ideas and information with the i g

e help of discourse markers t a

r  To develop and apply a range of listening strategies, e.g. using t S

semantic and syntactic clues (such as formulaic expressions &

and cohesive devices), knowledge of text structures and s l

l knowledge of the features of connected speech (such as stress i

k and intonation) S

g n i n e t s i L s

e  To convey ideas and information in conversations or

i g

e discussions t a

r  To describe the sequence of events, causes and effects t S

 To use words and expressions appropriate to the context &  To use appropriate discourse markers s l l i  To seek and give clarification, explain what information one k S

requires and why, rephrase one’s question when necessary, g

n sum up points made and redirect the discussion when the need i

k arises a e

p  To express, elicit and respond to ideas, opinions and feelings S in a group discussion  To make a balanced contribution without either dominating the discussion or being too reticent

2 Areas Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks curriculum / learning activities covered, Subject School-based Cross-KLA please (English Language) curriculum Learning provide With reference to the school plan Examples: activities reason(s). or SoW for the subject of (e.g. project English Language, please  Promotion learning)  indicate the year level(s) (S1 of language /S2 / S3) in which the elements are covered; arts activities Others  list the major activities in  Task-based which the essential elements are covered; learning  check the coverage of the  More essential elements; and  indicate the element(s) exposure to which is/are not covered authentic adequately materials  To use correct pronunciation, intonation and register for different purposes  To develop and apply a range of communication strategies, e.g. maintaining eye contact, speaking at a volume appropriate to the situation and using appropriate gestures and facial expressions

s  To acquire, extract and organise information relevant to e i

g specific tasks e t a  To know what a word or phrase refers to in the previous or r t

S subsequent context

&  To understand the use of discourse markers

s l l

i  To relate facts, opinions and information from a variety of k

S print sources

g  To understand how sentences and parts of a sentence relate to n i

d each other a e  To understand different feelings, views and attitudes

R  To differentiate facts from opinions  To identify implied meanings through inferencing  To make use of knowledge of the world to make sense of the written text  To recognise how writing conventions affect meaning and cohesiveness

3 Areas Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks curriculum / learning activities covered, Subject School-based Cross-KLA please (English Language) curriculum Learning provide With reference to the school plan Examples: activities reason(s). or SoW for the subject of (e.g. project English Language, please  Promotion learning)  indicate the year level(s) (S1 of language /S2 / S3) in which the elements are covered; arts activities Others  list the major activities in  Task-based which the essential elements are covered; learning  check the coverage of the  More essential elements; and  indicate the element(s) exposure to which is/are not covered authentic adequately materials  To develop and apply a range of reading strategies, e.g. using semantic and syntactic clues (such as synonyms, tenses, discourse markers, parts of speech), knowledge of text structures, and knowledge of stylistic features (such as personification, flashback)

s  To produce written texts appropriate to context, purpose and

e i

g audience e t

a  To describe, express or explain ideas, feelings and r t experiences S

&  To use strategies to arouse and sustain readers’ interest

s l l i  To evaluate and make use of given information to complete k S specific tasks g n

i  To plan and organise ideas, and use appropriate cohesive t i

r devices

W  To use a wide range of language patterns for various purposes  To use appropriate tone, style and register for various purposes  To develop and apply a range of writing strategies, e.g. generating ideas by brainstorming or seeking and selecting ideas from different sources, editing and revising drafts, using knowledge of letter-sound relationships to spell words and using written and graphic forms to organise information and ideas

4 Areas Essential Learning Elements Learning elements are taught through the following subject / school-based If not Remarks curriculum / learning activities covered, Subject School-based Cross-KLA please (English Language) curriculum Learning provide With reference to the school plan Examples: activities reason(s). or SoW for the subject of (e.g. project English Language, please  Promotion learning)  indicate the year level(s) (S1 of language /S2 / S3) in which the elements are covered; arts activities Others  list the major activities in  Task-based which the essential elements are covered; learning  check the coverage of the  More essential elements; and  indicate the element(s) exposure to which is/are not covered authentic adequately materials Average no. of teaching periods per week / cycle at S1 in 2013/14 s.y. Average no. of teaching periods per week / cycle at S2 in 2013/14 s.y. Average no. of teaching periods per week / cycle at S3 in 2013/14 s.y. Total no. of teaching periods per week / ___-day cycle* in 2013/14 s,y.

:_____

* Please delete as appropriate 2. With reference to the outcome of the audit, please suggest remedial measures for essential learning elements that are not covered.

Learning elements not covered Remedial measures that can be taken

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