- To improve the English learning of our students
- To provide our students with different ways English is used
- To develop students' English language proficiency and competency
- To prepare our students for higher education
- To provide a rich language environment by using English in the lesson at all times and by changing the classroom decoration regularly
- To adopt a Balanced Literacy Approach in the teaching of English by designing activities and lessons which will help students to develop their reading, writing, listening, speaking, viewing and representing skills
- To teach the 12 reading comprehension strategies and encourage students to develop love of reading
- To teach the 6 traits of writing
- To improve students’ writing skills through process writing and other writing tasks
- To focus on interactive learning experiences, e.g. provide opportunities for students to enhance their English skills through a variety of interclass and school wide English activities (Speech Festival, Poetry Café, Spelling Bee, and inter-school competitions)
- To improve students’ creativity and critical thinking skills in English
- To cater for learners’ diversity and promote self-learning
P.1 to P.6 pupils are encouraged to read English story books regularly to build their language awareness to master the English language.
Our school participates in the PLPR-W programme offered by the Native English Teacher (NET) section of Education Bureau that emphasizes reading and writing. Each week, P1-P3 students have the opportunity to enjoy three lessons which are co-taught by the NET and Local English Teacher (LET).
This year we have joined the pilot programme called Development of Text Sets (DTS) for classes 1DS, 1EL and 2EL, which is also offered by the Native English Teacher (NET) section of Education Bureau.
“A text set is a collection of materials, composed of diverse resources on a specific subject matter, genre, or theme. Text sets can include information form online and print-based sources at various reading levels.”
(adapted from Lent, 2012)
These classes will have one module of PLPR-W replaced by the DTS implemented in the second term.
Students learn that the letters of the alphabet are actually symbols of specific speech sounds. When they recognize the sound symbol relationship of words, they learn to decode words for meaning. Reading decodable books provides learners with opportunities for practice in decoding. The more they read, the faster they can decode.
with initial consonant sounds.
Connection of the sound to the symbol is made one at a time. When students sound out the letter
symbols to read words, they are decoding. Conversely, when they write out the letter symbols for
words or attempt word building exercises, they are encoding or making the spelling connection.
Children learn the short vowels before helping them to discover the rules for the long vowels; after
which, they are trained to discriminate the r-controlled and the variant vowel sounds.
Phonics is taught in context so that students can practice blending sounds and decode meaningful
words and sentences. In this way, they begin to READ.
Pupils are grouped according to their abilities. On the one hand, there is the core curriculum which is followed closely when teachers teach students. On the other hand, there are adaptations to the core curriculum in order to cater for learner' differences. Since pupils are placed into different classes according to their abilities, weaker students shall have more support from their teachers as well.
There are a wide variety of e-learning platforms and resources that are available for students, including WELNET, My Words Junior, Achiever, Nearpod, Google Classroom and Raz-kids. All our students have an opportunity to use at least one, if not more, of the above platforms. Teachers teach and assist students in gaining access to the platforms. Once done, pupils can access those platforms on their own and do homework and exercises without teacher's support. Having these platforms help in many aspects in students' development including positive self-directed learning.
English Summer Camp (P.5)
Cultural exposure is essential for students to grow and flourish. To encourage students to English, a selection of P.5 students are sent off to Canada during the summer of every year to take part in activities in an immersive English environment. Students take part in interactive English lessons with native speakers followed with a variety of outdoor activities such as kayaking, visiting museums and picking fruit.
Learning by acting is an important skill for students to have. A team is available for students from P.2 to P.6 to enjoy drama and arts throughout their school life. At the end of the year, the English department puts on a show to showcase the wonderful talents the students have developed throughout the school year.
Reading is one of the essential elements to effective learning and a way in which students can discover their interests in a particular topic(s). Our school has designated Thursdays as our school's English Day. As such, students are required to choose English books of their interest to read during lunch time, a measure implemented to enrich and develop students reading habits and interests in the language.
Our school offers different in-school English activities to build up students' habit in using what they have learnt and to create a rich environment for their learning. Drama, Buddy Reading and Board Games are some of the many activities that aim to motivate students to learn English and explore the fun of the learning the language.