To enable students to develop an ever-improving capability to use English, the overall curriculum aims are:
- to think and communicate;
- to acquire, develop and apply knowledge;
- to respond and give expression to experience;
and within these contexts, to develop and apply an ever-increasing understanding of how language is organized, used and learned.
To be in line with the recommendations of the English Language Education Key Learning Area Curriculum Guide (P1–F3) (CDC, 2002) and the English Language Curriculum and Assessment Guide (F4–F6) (CDC & HKEAA, 2007, with updates in 2014), the attention of teachers is drawn to the importance of:
- the three strands: Interpersonal Strand, Knowledge Strand and Experience Strand;
- the nine types of generic skills fundamental in helping students acquire, construct and apply knowledge: collaboration skills, communication skills, creativity, critical thinking skills, information technology skills, numeracy skills, problem-solving skills, self management skills and study skills;
- the equal emphasis on helping students master the language forms (including vocabulary, text-types, grammar items and structures) and communicative functions of English;
- the use of a learner-centred approach focusing on the four language skills of listening, speaking, reading and writing catering for the needs and interests of the students;
- the integrative language use by which the four language skills are practised for the completion of contextualised tasks;
- increasing students’ exposure to authentic language use;
- the use of quality feedback to improve students’ learning;
- promoting the development of strategies, values and attitudes that are conducive to effective, independent and lifelong learning.