英文

 

Characteristics

  1. In line with the English Language Education curriculum framework,
    our school has constructed a balanced and coherent school-based
    English language curriculum which enhances students’ four
    language skills. Reading workshops, school-based writing curriculum
    (Little Writers), e-teaching and learning resources and self-directed
    learning are the core components throughout the 6-year English
    teaching and learning.

  2. PLP-R/W has been in implementation in P1 to P3 since 2013. Both LETs
    and NET are familiar with the programme and adaptations have
    been made. In order to cater for learners’ diversity, book leveling
    is conducted yearly so that students can read books according to
    their reading abilities. 

  3. In 2009-2010, we joined the SCOLAR Drama Scheme in primary four to promote creativity. This established school-based drama curriculum now continues in P4 every year.

  4. A variety of life-wide or cross-curricular learning activities are developed in order to further promote experiential learning. Examples include interclass role-play and mock interview with tourists in P.4, Balloon Rocket Experiment in P.5 and studies and presentations on endangered animals in P.6.

  5. Thinking tools and visuals tools are used in all levels to enhance students’ thinking skills, writing skills and self-directed learning ability.

  6. In order to cater for learners' diversity, the enrichment curriculum
    such as Bright Sparks for P4, P5 and P6 students enhance the
    standard of the more able students through different meaningful
    activities like publishing our school newspaper, puppetry and drama.

  7. “English Week”, which is a yearly programme, provides students with
    opportunities for reading some famous classic stories and participating in
    language arts activities like songs, rhymes and role-plays.

  8. The SCHOLASTIC e-library and PLP-R/W programmes are carried out so as to facilitate the development of a reading culture and to expose students to a wide range of text types in order to both enhance their reading proficiency and to broaden their reading interests.

  9. Our school has employed a NET to form a collaborative workforce
    with local teachers and to develop our school-based English
    language curriculum. Co-planning meetings are held every week for
    teachers to discuss the teaching of reading, writing, speaking
    and language activities.

  10. Tuesdays have been allotted as “English Speaking Day” in order
    to cultivate students’ speaking habit.

Foci of English
Curriculum
Development

  1. A New Drama Project (Quality Education Fund)
    • The project aims to further promote drama in education and
      strengthen the drama special effects by installing a new lighting and
      sound system set up under the approved grant from QEF.
    • New elements will be added in the school-based drama curriculum:
      ~ Students will learn about how the use of lighting and sound effects can enhance the drama performance.

      ~ The drama curriculum will incorporate cross-curricular collaboration with the subjects Music and PE

      ~ An introduction of the story and characters will be shown to the audience prior to the final performance.

  2. Reading across the Curriculum (PEEGS)
    • Reading across the Curriculum aims to help students connect their
      learning experiences, and to enhance their language proficiency and
      application of language knowledge and skills for non-language
      subjects
    • Our school joined the PEEGS launched by SCOLAR in 2019-2020.
    • This school-based reading programme is carried out in P4-P6. It aims to promote reading across the curriculum (RaC) and to incorporate
      values education in the core English Language curriculum. 
    • Through reading various printed and multi-modal texts that
      thematically align with the textbook units, students will extend their
      knowledge base and learn various reading strategies.

  3. Assessment as Learning
    • In order to engage students in reflecting on and monitoring their own progress. Assessment as learning has been gradually carried out
      throughout P1-P6 since 2018.
    • Revised writing checklists with particular foci in different levels will
      be rolled out in three stages over three years.
    • A revised peer evaluation form for presentation has been adopted and a similar form for drama practice will be used in this academic year.
  4. To leverage e-learning through the effective use of IT tools to
    increase students’ learning motivation and facilitate self-directed
    learning
    • e-Teaching kits with the use of Ed-puzzle and OneNote for lesson
      preparation are co-designed among teachers.

English
Activities

  • English Week (English Literature, Quiz Show, American Studies
    Outreach Programme, Language Arts Activities)

  • Canada English & Culture Summer Camp (2 Weeks)

  • Bright Sparks (P.4-P.6)

  • Solo Verse Speaking Training

  • Drama Competition and Performance - Spiderella (P.4)

  • Science Museum Excursion (P.2)

  • STEM in English - Balloon Rocket Experiment (P.5)    

  • RaC activity – Endangered Animals (P.6)

  • English Morning Broadcast (once a month)

  • Little Makers (held by Mr. Gordon & Miss Ann every Tuesday recess)

American Studies Outreach Programme

Drama lesson

Drama Performance

Learning about a recipe through making cake

Little Makers

Quiz Show

Science Museum Excursion