Senior Secondary Curriculum – English Language
A)   Proposed Subject Framework
As a core subject, English Language constitutes 12.5% (approximately 319 hours) of the total lesson time of the senior secondary curriculum.  The English Language curriculum consists of a Compulsory Part and an Elective Part throughout the 3 years of senior secondary education.   The following is a suggested time allocation for the Compulsory and Elective Parts of the English Language curriculum:

Components Percentage of lesson time (Approx. number of hours)
Compulsory Part 70% (223 hours)
Elective Part 30% (96 hours)

A) The Compulsory Part

Revised proposed framework
Components Weighting Requirements
Paper 1 Reading 20%
Paper 2 Writing 25%
      Part A 10% Word limit: 200
      Part B 15% Word limit: 400
Paper 3 Listening & Integrated Skills 30%
Paper 4 Speaking 10% For all candidates
SBA 15%
     Part A 10% Two assessments; group interaction and individual presentation; report two marks
     Part B 5% One assessment based on the modules in the Elective Part of the curriculum; report one mark

 

B) The Elective Part
It provides a range of modules which reinforce different aspects of English language learning at senior secondary level.  It is proposed that students take at least THREE modules throughout the three years of senior secondary education.

 

B)   Modules Chosen by TST
1) Learning English through Popular Culture (To be introduced in the second term of S4)
In this module, learners will be provided with opportunities to extend their range of English abilities through exploring popular culture. They will be exposed to an array of popular culture texts covering a range of text-types, such as reviews, newspaper/magazine columns, photo captions, advertisements and commercials. They will engage in different activities which aim to increase their critical thinking, creativity and cultural awareness. At the end of the module, they will present a selection of their work in a form that is agreed upon between them and the teacher (e.g. a time capsule, an online publication, a newspaper-type publication).

Time Allocation
It is recommended that a total of around 50 periods be allocated to the teaching of this module. The suggested number of periods is based on the assumption that schools are running 40-minute periods.   Schools may adjust the number of periods if their time-tabled periods are of a different duration.  The breakdown for the three parts can be as follows:
Part 1      4 periods
Part 2      42 periods
Part 3      4 periods

2) Learning English through Drama (To be introduced in S5)
In this module, drama is used as a medium through which students engage in purposeful communication.  Appropriate drama activities offering an extensive range of contexts and roles are designed to boost students’ self-confidence in using English and to develop their language skills (notably pronunciation and oral skills), creativity and critical thinking skills.   Such activities include:

  • Voice control practice;
  • Role-play;
  • Improvising short scenes or sketches;
  • Interpreting dialogues;
  • Script writing; and
  • Producing a play.

Time Allocation
It is recommended that a total of around 50 periods be allocated to the teaching of this module. The
suggested number of periods is based on the assumption that schools are running 40-minute periods.
Schools may adjust the number of periods if their time-tabled periods are of a different duration.

The breakdown for the three parts can be as follows:
Part 1      12 periods
Part 2      16 periods
Part 3      22 periods

3) Learning English through Social Issues (To be introduced in S5)
In this module, learners will be provided with opportunities to develop and consolidate their language skills through exploring and researching social issues they are interested in. They will be exposed to a variety of resources through which they will learn to define issues/problems, analyse information, understand the arguments and use of language in the texts on these issues, and express their points of view about the issues through speaking or writing. At the end of the module, they will present their views or arguments on a selected social issue through various oral and/or written means.

This module requires students to apply the knowledge about some of the text-types (e.g. letters to the editor, pamphlets, editorials, TV/radio programmes on current affairs) that they have developed in the Compulsory Part. It aims to provide the basis for further exploration of these text-types in the context of examining social issues. Students taking this module are expected to have had previous exposure to these text-types.

Time Allocation
It is recommended that a total of around 50 periods be allocated to the teaching of this module. The suggested number of periods is based on the assumption that schools are running 40-minute periods.  Schools may adjust the number of periods if their time-tabled periods are of a different duration.  The breakdown for the three parts can be as follows:
Part 1      22 periods
Part 2      16 periods
Part 3      12 periods

NOTE:
For all the modules, students should be encouraged to keep a folder for this module which will serve as a record of their learning. The folder may comprise all the assignments the students have done for the module, both oral and written. Students are also encouraged to reflect on and monitor their own learning process, and teachers should provide them with feedback and assistance where necessary.

C)  Paving the way for the Senior Secondary Curriculum in Junior Forms

Forms NSS Items Introduced
Form 1 Various elements of Popular Culture are introduced in some of the modules
Form 2 1)      Classroom Drama has been introduced to F.2 students since 06-07.
2)      Drama lessons are timetabled and additional resources are provided.
3)      Students are required to stage a drama performance at the end of the school term.
Form 3 Various elements of Social Issues are introduced in some of the modules