- providing opportunities for the learning and teaching of language forms, functions and skills for purposeful communication as well as the development of language awareness and appreciation skills through the use of creative and information texts in both print and non-print forms;
- developing students’ capabilities for self-directed and lifelong learning; and
- engaging students in the assessment process to promote self-reflection and self-directed learning.
Junior Forms
Junior Bridging Programme for the 3 Electives: Short Stories (S4), Popular Culture (S5) & Workplace Communication (S5) | ||
Themes from S1 to S3 Course Books | NSS Supplements in S1 to S3 | |
S1 | Teenage Life l Making friends / Family matters The World Around Us l On holiday / Festivals Animals and Nature l Exploring Nature / Ocean fun Leisure and Entertainment l Fantastic food / The World of Sports | Popular Culture l Captions Workplace Communication l E-mails, Memo, Phone Calls, Booking Short Stories l Plots, Settings, Characters |
S2 | Leisure and Entertainment l Shop till you drop / Movie magic The World Around Us l Believe it or not / Role models Teenage Life Modern life / Fashion Animals and Nature l Pets / The environment | Popular Culture l Games/Film Reviews Workplace Communication l Interviews, Sales Presentation, Posters Short Stories l Dialogues, Descriptions of five Senses/Appearance, Paragraphing, Vivid Words, Action Verbs |
S3 | Teenage Life l Hobbies / Teen problems – letters, news article The World Around us l Making a living / Charity | Popular Culture l letter of advice, horoscope, Workplace Communication l Letter of Complaint Short Stories l Horror Stories, Introductions, Endings, Flashbacks, |
Senior Forms
Curriculum Aims (Secondary 4 -6) | ||||||
The overall aims of the English Language curriculum are: (1) To provide every learner of English with further opportunities for extending his / her knowledge and experience of the cultures of other people as well as opportunities for personal and intellectual development, further studies, pleasure and work in the English medium; and (2) To enable every learner to prepare for the changing socio-economic demands resulting from advances in information technology (IT) – demands which include the interpretation, use and production of texts for pleasure, study and work in the English medium. | ||||||
Structure and Organization of the Senior Secondary English Language Curriculum | ||||||
Compulsory Part | (1) Getting along with others / Study, School Life and Work (2) Cultures of the World / Wonderful Things (3) Nature and Environment / The Individual and Society (4) Communicating / Technology / Leisure and Entertainment | |||||
Elective Part | Three electives are opened by the school: (1) Learning English through Short Stories (2) Learning English through Popular Culture (3) Learning English through Workplace Communication | |||||
Assessment Framework | ||||||
Paper | Components | Weighting | Requirement | |||
1 | Reading | 20% | --- | |||
2 | Writing | Part A | 10% | Word limit: 200 | ||
Part B | 15% | Word limit: 400 | ||||
3 | Listening and Integrated Skills | 30% | --- | |||
4 | Speaking | 10% | 10% for school candidates | |||
SBA | Part A | 10% | 2 assessments based on the school-based reading / viewing programme (4 texts) | |||
Part B | 5% | 1 assessment based on the modules in the Elective Part | ||||
Requirements for Learning | ||||||
Reading | Students are able to read and understand a broad range of texts. | |||||
Writing | Students are able to write texts for different contexts, audiences and purposes with relevant content and adequate supporting details. | |||||
Listening | Students are able to understand and interpret the purpose and meaning of a range of spoken texts. | |||||
Speaking | Students are able to use English to express information and ideas clearly. | |||||
【Career and Life Elements in English Teaching】
To help students to achieve their individual career goals, it is essential to include career planning in the school curriculum. The English Panel and the Committee on Career and Life Planning work as a team and carry out a programme plan of Career and Life Elements (CLE elements) in English Teaching.
The CLE elements are integrated into the English curriculum as follows:
- Form 1: To understand the importance of effective study skills and time management skills.
- Form 2: To explore different jobs and understand their nature and requirements & to raise students’ awareness of planning for their future jobs and increase their interest in exploring them.
- Form 3: To understand one’s personalities & to select suitable electives based on one’s personalities, abilities and career plans.
- Form 4: To help students explore the nature of different jobs and guide them on how to plan their future studies and career.
- Form 5: To help students further explore the nature and requirements of different jobs and help them start planning their future studies.
- Form 6: To help students consider their programme choices for tertiary education & to help students prepare for job interviews and admission interviews conducted by tertiary institutes.
Through various activities and projects, we hope that students can explore their interests and abilities, strategically plan their career goals and create their future work success by designing learning and action plans to achieve their goals.
2022-23 English Anthology
2021-22 English Anthology
2020-21 English Anthology
2019-20 English Anthology
2018-19 English Anthology