To provide every pupil with an opportunity 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 and apply an ever-increasing understanding of how language is organized,
  used and learned.

1. Promote teachers’ professional development and advocate a sharing-based learning culture to raise
    learning and teaching effectiveness.

2. To integrate the school curriculum in order to raise the effectiveness of teaching and learning.

3. To inspire pupils’ learning incentives through an enjoyable learning atmosphere and a language-rich environment.

4. To improve pupils’ writing, listening and speaking skills.

5. To enhance and develop pupils’ generic skills, especially in creativity, collaboration skills, critical thinking skills,
    self-management skills and problem-solving skills.

6. To integrate the assessment policy and raise the effectiveness of the assessments for learners.

1. To deliver whole-person education and encounter future development by enhancing learning efficienc and inspiring students’ potential.

2. To construct a postive and caring school environment and nurture students’ postive thinking by promoting the moral and life education at school.

A.    Read Write Inc. Phonics Program (P.1-6)

l   Teachers teach RWI Speed Sounds Set 1 in P.1.

l   Teachers apply the phonics skills in daily teaching in P.1-6.

B.     School-based E-Curriculum (P.1-6)

l   E-books (i-solution) are being used.

l   Teachers design graded reading comprehension and writing worksheets for our pupils which cater for our pupils’ learning diversities.

l   Teachers design different teaching and learning activities with the use of various IT tools such as ActivPanel, ClassFlow, iPads, Augmented Reality, Virtual Reality, etc. to enhance the effectiveness of English teaching and learning.

C.    School-based Reading Programme

l   To nurture pupils’ interests and abilities for English reading, a school-based English reading scheme is being conducted in P.1-P.6.

l   For each term, at least 12 e-readers and 8 e-readers are taught in the lessons in P.1-3 and P.4-6 respectively by using the e-platform, Fun and Friends and Scholastic. Some more e-readers would be assigned as pupils’ home readers.

l   For P.2 and P.3, guided reading approach is used during the reading lessons. 

l   Reading strategies / exam skills are taught during the process of reading.

D.    NET Scheme

l   NET works as a vice-class teachers in P.1 in the class teacher period in order to integrate the use of English in their daily routine.

l   NET plays an important role to enable P.6 students to pursue a wide range of post-secondary education.

l   NET takes part and plays important roles in English related groups and activities: STEAM activities and Sports Day on Wednesdays and Fridays during recesses, English Debate Team (P.3-P.6), English Ambassadors (P.3-P.6), Hong Kong Schools Speech Festival (P.1-P.6), English drama (P.1-P.6), English Fun Day, Reading Day, etc.

E.     Elite Classes

l   For elite classes, an extra supplementary reading comprehension exercise book is ordered as an further enhancement on pupils’ reading abilities.

l   Teachers prepare relatively more creative teaching and learning activities to further develop pupils’ high-order thinking skills and strengthen their self-directed learning abilities.

F.     Reading

l   English readers are stored in every classroom.

l   Pupils are required to do book sharing in class.

l   The digital readers are provided for pupils with more exposure in reading and teach pupils reading skills and strategies.

l   Guided Reading Programme have been implemented in P.2-3.

l   A large variety of authentic texts and activities have been used to stimulate students’ interest in learning English.

G.    Writing

l   Scaffolding writing strategies should be used for the writing tasks.

l   Process writing approach is adopted in P.1-P.6.

l   Different kinds of organizers such as mind-maps, flow charts or tables should be included in every writing task in order to help pupils brainstorm ideas before starting to write.

l   For P.2-P.6, every writing task should be attached with either a peer or self-checklist so as to raise pupils’ awareness on peer and self-evaluation.

H.    Vocabulary Building

l   Encourage pupils to jot down the newly learnt vocabulary items in their Logbooks.

l   Encourage pupils to use their own picture dictionaries, iPads and netbooks for self-directed learning and enhancement.

l   To enrich and consolidate pupils’ writing capacity, ‘Word Banks for the Writing Tasks’ are designed for pupils in P.1-6.

(a) Lauguage-rich environment

    - A variety of activities are held in the English Corner by the NET every day.

    - English Ambassador conduct games and activities in English at school. 

    - Morning Story-telling Corner is held by the NET.

(b) Reading culture

    - Home Reading Scheme is implemented in P.1-6.

    - For each class, around 30 readers (including stories about life education and non-fiction books about STEAM)
      are put in the classroom for pupils to read during the Joyful Reading Session on Wednesdays.

(c) Pull –out Programme

    - P4-6 Debate Team is arranged so as to further enhance student’ speaking skills and provide experience in developing a convincing argument.

    - Elite Writing Class and Cambridge YLE Class are arranged for more competent students.

(d) Catering for learner diversity

    - Self-designed worksheets with different levels of tasks are given for pupils of different learning abilities.

    - Tutorials are arranged once a week after school for the less competent learners.

(e) English activities

    - Organize various kinds of English activities such as English Folk Song Competition, English Drama Competition,
      excursion to Sai Kung and Stanley (P.5) and English Fun Day.