1. Facilitating factors for implementing the curriculum initiative

1. Inclusion of evidence-based learning in the school-based English curriculum
   • Engaging students in a mini-study which involves a small-scale longitudinal study of one's eating habits to collect data over a period of eight days
   • Use of questionnaires to help students and their peers to assess eating habits
   • Inclusion of evidence collection such as qualitative and quantitative data to help students change their attitudes and perception about their deep-rooted unhealthy eating habits
   • Setting of three goals based on the data in the health logs and the feedback obtained from peers and teachers
2. Use of collaborative learning for peer learning
   • Discussion of health logs to share data about one's eating habits with peers
   • Obtaining written feedback from peers on eating habits to raise awareness of some deep-rooted unhealthy eating habits
   • Group story writing and inter-group story telling and publicity work included in the eat-well-and-be-fit festival outside the classroom for all P5 classes to foster peer learning and instill positive values among students
3. Setting very clear learning outcomes at the initial planning stage
   • Setting of very specific and clear learning outcomes for students to achieve at the initial planning stage
   • English teachers working towards the same teaching goals in the task-based unit to achieve the desired effects
4. Determination and readiness of teachers and the Principal
   • Both the Principal and English teachers wanting a change to happen in the school-based English curriculum and showing much determination at the planning and implementation processes
   • More ready English teachers to pilot the curriculum initiative at P5 for demonstration purposes to English teachers at other levels

2. Difficulties encountered

1. The need for a paradigm shift among English teachers within a short time
   English teachers saw an urgent need to adopt a task-based approach to module design and to include the essence of the curriculum reform in the school-based English curriculum. Such a shift would be rather drastic for most of the teachers despite their readiness for a change. P5 English teachers also experienced some pressure as they had to develop a good practice for other English teachers' reference in the panel. The scale of the curriculum initiative was also considered quite large.
2. Use of different professional skills in piloting the curriculum initiative
   At the planning, implementation and evaluation stages of the curriculum initiative, English teachers would have to apply different professional skills. Besides working collaboratively with each other, they had to make use of more sophisticated professional skills in planning the task-based unit and working out learning outcomes. The design of the health logs as a mini-study for students to carry out was a new endeavour for them. They also had to align the formal curriculum closely with the co-curricular activities. Such a leap from a textbook-bound approach to a student-centred approach would be quite big and intimidating for English teachers.

3. Difficulties to overcome

• Appropriate and sufficient input from the officer to ensure that English teachers could develop confidence in piloting the curriculum initiative and pick up useful professional knowledge and skills
• Sharing of other schools' English practices to help English teachers pick up the professional knowledge and skill within a short time
• Nurturing a positive atmosphere among English teachers during meetings to encourage them to work collaboratively and develop confidence in piloting the curriculum initiative

4. Conclusions

The findings obtained are generally encouraging and positive. With the inclusion of issues for students' exploration in task-based units, they have developed a more acute awareness of some deep-rooted and unhealthy eating habits and shown willingness to change them. In the process, students' ability to reflect based on qualitative and quantitative data in the health logs and to set goals has also been developed. Through conducting their own mini-study on eating habits, students have evidence-based learning and stand a better chance for changing bad eating habits. They have also learned positive values and attitudes, critical thinking, communication and collaboration skills through discussions of the health logs with peers and the eat-well-and-be-fit festival held outside the classroom.

Teachers have become more reflective in their teaching through the pilot project. They have acquired essential professional skills in designing task-based units and aligning classroom learning with co-curricular activities. Such experience accumulated has enabled them to create a positive impact on other English teachers. The school case developed can also be a good reference point for English teachers at other levels.