Characteristics |
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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.
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PLP-R/W has been implemented 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.
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We joined the SCOLAR Drama Scheme in primary four to promote
creativity in 2009-2010. The established school-based drama
curriculum
is continued in P4 every year.
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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.
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“English Week”, which is a yearly programme, provides
students
with opportunities for reading some famous classic
stories and
doing some language arts activities like songs,
rhymes and role-plays.
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SCHOLASTIC e-library programme and PLP-R/W programme 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 enhance
their reading proficiency.
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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.
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Tuesdays have been allotted as “English Speaking Day” in order
to cultivate students’ speaking habit.
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Foci of English
Curriculum
Development |
- To maximize students’ exposure to a wide variety of text types and
to broaden students’ reading interest
- All students will continue to read the e-books published by
SCHOLASTIC (named as “e-Library” below) which provides
pupils
with more than 600 hundred books with different levels
of difficulties.
- In order to encourage students to read beyond the assigned books,
a Reading Award Scheme “Reading Cafe” will be jointly promoted
by the teacher-librarian and the English panel.
- To provide opportunities for students to think and probe deeper
into
the topic and to deepen students’ understanding of positive
values
and attitudes
- part from the literal questions, more higher-order thinking questions
especially related to values education are asked
during lessons.
- To promote self-reflection and self-directed learning by engaging
students in the
assessment process
- In order to engage students in reflecting on and monitoring
their
progress of learning
through their roles and responsibilities
in relation to their learning, assessment as learning
will be
gradually carried out throughout P1-P6 in the coming three years.
- Revised writing checklists for different levels with particular
foci in
each level
will be adopted. In addition, a revised peer
evaluation form
for presentation will be used.
- To enhance students’ self-directed learning ability through visual
tools and thinking tools.
- Making use of the thinking tools teaching kits
(PowerPoint and
worksheets) to enhance students’ thinking
skills and writing ability.
- 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
- To further promote experiential learning through providing students
with a variety of life-wide or cross-curricular learning experiences
- P.4 - A large-scale inter-class role play and mock interview in
P.4
will be held to make use of the key vocabulary and sentence
pattern learnt in the textbook. After the interview, students will
find out which places are the least popular. They need to think
up
some ideas and facilities to promote tourism in these particular
places and then write a letter to Hong Kong Tourism Board.
- P.5 - In order to help P5 students write a procedure and
evaluation
of the experiment ‘Water rocket’ they learned in
General Studies,
a video about the principle of action and reaction
forces will be
introduced to students so as to facilitate integration
and application
of knowledge and skills across disciplines.
- P.6 - An extending activity on Endangered Animals in P6 will
be collaborated with our teacher-librarian.P6 students will explore
more endangered animals by reading other electronic reading
materials in the library lesson. Students need to select 2
endangered animals and study more about their living
habitats
and the problem(s) they face. Students need to do
a presentation
about their findings of the chosen animals in class.
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English
Activities |
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English Week (English Literature,
Quiz Show, American Studies
Outreach Programme,
Language Arts Activities)
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Canada English & Culture Summer Camp (2 Weeks)
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Bright Sparks (P.4-P.6)
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Solo Verse Speaking Training
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Drama Competition and Performance - Spiderella (P.4)
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Science Museum Excursion (P.2)
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STEM in English (P.5)
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RaC activity – Endangered Animals (P.6)
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English Morning Broadcast about STEM (once a month)
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Little Makers (held by Mr. Gordon & Miss Jennifer every Tuesday recess)
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School-based Implementation Plan (PEEGS) |
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