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

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 thetable from

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 curriculum / learning activities / If not covered, please provide reason(s). / Remarks
Subject
(English Language) / School-based curriculum / Cross-KLA Learning activities
(e.g. project learning) / Others
With reference to the school plan or SoW for the subject of English Language, please

indicate the year level(s) (S1 /S2 / S3) in which the elementsare covered;
list the major activities in which the essential elements are covered;
check the coverage of the essential elements; and
indicate the element(s) which is/are not covered adequately

/ Examples:

Promotion of language arts activities

Task-based learning
More exposure to authentic materials

Interpersonal, Knowledge & Experience Strands / A balanced coverage of the Learning Targets* to develop students’ capabilities to use English:

To communicate with others

To develop and apply ideas

To express one’s thoughts and feelings about experiences

* / Refer to pp.32-33 of the CDC English Language Education Key Learning Area Curriculum Guide (P1-S3) (2002) for details of the Learning Targets for KS3
Listening Skills & Strategies /

To identify key ideas in a passage, discussion orconversation

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

To make connections between ideas and information with the help of discourse markers

To develop and apply a range of listening strategies, e.g. using semantic and syntactic clues (such as formulaic expressions and cohesive devices), knowledge of text structures and knowledge of the features of connected speech (such as stress and intonation)

Speaking Skills & Strategies /

To convey ideas and information in conversations or discussions

To describe the sequence of events, causes and effects

To use words and expressions appropriate to the context

To use appropriate discourse markers

To seek and give clarification, explain what information one requires and why, rephrase one’s question when necessary, sum up points made and redirect the discussion when the need arises

To express, elicit and respond to ideas, opinions and feelings in a group discussion

To make a balanced contribution without either dominating the discussion or being too reticent

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

Reading Skills & Strategies /

To acquire, extract and organise information relevant to specific tasks

To know what a word or phrase refers to in the previous or subsequent context

To understand the use of discourse markers

To relate facts, opinions and information from a variety of print sources

To understand how sentences and parts of a sentence relate to each other

To understand different feelings, views and attitudes

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

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)

Writing Skills & Strategies /

To produce written texts appropriate to context, purpose and audience

To describe, express or explain ideas, feelings and experiences

To use strategies to arouse and sustain readers’ interest

To evaluate and make use of given information to complete specific tasks

To plan and organise ideas, and use appropriate cohesive devices

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

Average no. of teaching periods per week / cycle at S1 in2013/14s.y.
Average no. of teaching periods per week / cycle at S2 in2013/14s.y.
Average no. of teaching periods per week / cycle at S3 in2013/14s.y.
Total no. of teaching periods per week / ___-day cycle*in2013/14s,y. :_____

*Please delete as appropriate

2. With reference to the outcome of the audit, pleasesuggest remedial measures for essential learning elements that are not covered.

Learning elements not covered / Remedial measures that can be taken