structure of the lpf

Attainment Milestones (ATMs)

The LPF runs from a low and rudimentary level (ATM1) to increasingly higher and more sophisticated levels, with each exemplifying a learning development milestone. The number of levels into which the LPF is divided is understandably arbitrary. The ATMs mainly serve as reference points to help teachers understand learners’performance and make plans to help them progress.

Learning Outcomes (LOs)

The LOs are organised and presented under the four language skills of listening, speaking, reading and writing. They are expressed in the form of outcome statements which are supported by pointers. The outcome statements give a general description of learner performance whereas the pointers give specific examples of what learners are able to do in demonstrating the LOs. It should be noted that the pointers are meant to elucidate the LOs. They are neither prescriptive nor exhaustive, and must not be regarded as a checklist for language development.

Pointers

Pointers provide specific examples of what learners are able to do in demonstrating the learning outcome at each level.

Underlying Principles

It should be noted that although some of the Learning Objectives (e.g. fostering language development strategies, generic skills, positive values and attitudes) do not readily lend themselves to description in terms of eight levels of attainment, they are essential to English Language learning and are elucidated in the “Underlying principles”, which forms an integral part of the LPF.

relationship between the lpf & Basic competency

The LPF is derived from the English Language curriculum framework. It outlines the progress of learners within the developmental continuum of learning English from Primary One to Secondary Six. As a subset of the LPF, Basic Competency (BC) represents what learners should attain in relation to the Learning Targets and Objectives as set out in the curriculum by the end of Key Stages One (Primary Three), Two (Primary Six) and Three ( Secondary Three). BC should not be viewed as the ultimate set of expected levels of performance for all learners. It merely provides a general reference point of what learners need to know and be able to do in order to progress to the next stage of learning.

use of the lPf

The fundamental aim of developing the LPF is to provide a reference tool for teachers to help students learn better. It is not intended for summative assessment purposes, nor is it a vehicle for benchmarking learners with reference to the levels of basic competency for Key Stages One, Two and Three. In other words, the emphasis is on “Assessment for Learning” rather than “Assessment of Learning”. As a document, the LPF complements the English Language curriculum guides at both primary and secondary levels. While the curriculum guides provide the basis for schools to plan and develop their own English Language curriculum, the LPF serves as a general reference to help teachers identify learners’strengths and areas for improvement, understand what learners need to achieve as they progress in English Language learning, provide suitable challenges that may take learners to the next level of learning, and plan holistically for effective learning, teaching and assessment.

Language learning and use involves multiple skills and strategies. The organisation of the LOs under the four language skills does not suggest that the learning and teaching of English should be compartmentalised. In fact, while teachers may choose to focus on a particular learning outcome when helping learners improve in a specific area, the learning activities should be designed in such a way that they can help learners work towards the different Learning Targets and Objectives in an integrated way.

Needless to say, assessment benefits learners only when the information collected is valid, and that it is interpreted for the purpose of providing constructive feedback to acknowledge learners’accomplishment and to improve their performance. Based on the learning outcomes of students, teachers can make informed decisions about their expectations of student learning, the content of learning, and their teaching strategies. Teachers can also create a richer language learning environment to increase learners’exposure to English and provide them with greater opportunities to use the language.

Understanding the LPF