Young Writer 2017-2018 P.1
Young Writer 2017-2018 P.2
Young Writer 2017-2018 P.3
Young Writer 2017-2018 P.4
Young Writer 2017-2018 P.5
Young Writer 2017-2018 P.6
Young Writer 2018-2019 P.1
Young Writer 2018-2019 P.2
Young Writer 2018-2019 P.3
Young Writer 2018-2019 P.4
Young Writer 2018-2019 P.5
Young Writer 2018-2019 P.6
Our NET and ELTAs
Learning Targets and Objectives
To develop an ever-improving capability to use English;
To think and communicate;
To acquire, develop and apply knowledge;
To respond and give expression to experience;
And within these contexts, to develop an ever-increasing understanding of how language is organized, used and learnt.
A. General English Programme
About 60% of the lesson time is allocated for the development of students' language skills and strategies in the task-based learning lessons.
Enhance students' learning efficiency by promoting an array of pre-task stage activities such as using KWL strategy, interviews, searching for information online etc.
Stimulate thinking and creativity through questioning techniques and conducting drama lessons in P4 and P5(Drama Education Network Scheme).
Strengthen students' writing skills by making reference to their vocabulary book (word bank), doing mind mapping, promoting self-correction using marking codes and conducting peer/self-evaluation during the writing process.
Develop reading aloud and listening skills through integrating array of language arts activities.
Assess students' performance and give students timely feedback for improvement by conducting a variety of assessment activities. These include the use of questioning, formative assessments, evaluation checklists and peer feedback sheets
Engage students in self-access language learning through keeping a word bank, practicing RSCWC spelling strategies, using dictionaries and assessing online tools (i.e. e-homebook and A passage a week from Longman and Student Online Assessment from HKAAE.)
B. Reading Workshops
About 40% of the lesson time is allocated for the development of the students' reading skills and strategies.
Authentic readers with a variety of text types are used in the lessons for boosting students' interests and reading skills.
Primary Literacy Programme-Reading Programme (PLPR) is implemented in Key stage 1 to enhance reading strategies.
Project-based learning and enhancement on reading strategies are the focus in Key stage 2.
Two Native English Teachers ( NETs ) and 2 Chatteris Native-speaking English Teachers (CNETs ) are allocated to support the weekly Reading Workshops through co-planning and co-teaching with Local English Teachers ( LETs ).
Split group activity time (with ability-level groupings) is arranged by four teachers within the two scheduled lessons to help promote small group learning and catering for learner diversity. Frequent in-lesson assessments are conducted during this time to assess students' reading progress.
Dolch sight words list, Home Reading Programme and Thomson Learning PM Benchmark Levelling System are used as a tool to enhance students' reading skill.
C. English Language Environment Enrichment Programme
Provide students with maximum exposure and use of English by promoting English-language activities and events with the help of the 4 NETs (i.e. P.6 Day Camp, P.6 Mock Interview, P.5 Stanley Visit, P.4 Hong Kong Botanical Park visit, Pantomime show, English Café, English Days and other cultural activities.)
Conduct extra-curricular English activities and interest groups for students (i.e. Musical interest group, short film making interest group, drama interest group and English Ambassador Team (EAT) training.)
Provide opportunities to further develop gifted children's capability through nominating them for competitions (i.e. The Hong Kong Young Writers Awards, The Hong Kong Speech Festival etc.)