School-based curriculum

A. General English Programme

1. Approach

   • About 60% of the lesson time is allocated for the development of students' language skills and strategies in the task-based learning lessons. 

2. Strategies

   • 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

1. Approach

   • 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. 

2. Strategies

   • 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.)