The saliencies of the IKTMC English Language Curriculum
The English Language Curriculum on provision is in line with the Education Bureau’s official curriculum “CDC English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6)”, with adaptations being made in terms of its breadth and depth for fitting local needs. The macroscopic curricular objective is to develop students’ linguistic and communicative competences befitting English as a Second Language (L2) users in their preparation for the high-stake HKDSE.
The curriculum places equal weight on formal classroom language acquisition and learning, informal and incidental language acquisition beyond classroom, technology-assisted language learning, as well as cross-curricular language learning. The curriculum is run in a fashion which takes simultaneous care of the language learning outcomes and the language learning experiences. Continuous Assessment (i.e. Assessment for Learning, Assessment as Learning) is administered in tandem with Summative Assessment to inform the teaching-and-learning cycle for the sake of optimizing the anticipated language learning outcomes.
English Language Teaching methodologies
“Communicative Language Teaching” and “Task-Based Language Teaching” form the backbone of the language teaching methodologies being employed. Subject to the target language learning objective(s) in a lesson, as well as in an attempt to address learners’ diversity, alternative language teaching methodologies are occasionally called into use, which may include, but not limited to, the “Natural Approach”, “Situational Language Teaching”, “Content-Based Instruction”, “Cooperative Language Learning” and “Technology-Assisted Language Learning”.