- 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.
with initial consonant sounds.
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 Camp (P.5)
It was clear that what the students needed was to take part in an environment with fun-filled activities thtat encouraged play, having fun and setting the students' minds to thinking and communicating in English. Students were guided through a series of challenges and tasks that prompted their use of the English language in ways that were both fun and challenging.
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.