This paper shares with readers the findings of a study that was set in the context of a school curriculum initiative on task-based instruction. The study examined 1) the understanding and decision-making of teachers teaching English as a second language about language learning and classroom task preparation, 2) the difference in task interpretation among elementary and secondary teachers, and 3) the factors influencing interpretations. A total of 114 secondary and primary teachers of English attending an in-service teacher education program on the new curriculum were surveyed and interviewed. Findings indicate that the teachers had a tacit understanding of how to develop and adapt a task description for classroom instructional use.

This document sets out a "Framework" to underpin the development and ongoing renewal of the school curriculum in Hong Kong. It also indicates the basis on which the Framework is developed. The Framework forms the foundation of Hong Kong's Target-Oriented Curriculum (TOC) initiative, and provides a useful reference for curriculum developers, teacher educators, and teachers, as well as all those concerned with the TOC initiative.