Strategies |
Work |
Success Criteria |
Assessment |
Duration/time |
Teacher(s) |
- To improve the leadership training in Senior Forms
|
- Conduct activities for junior forms with the help of English Ambassadors
|
- At least 70% of the English Ambassadors helped in the activities throughout the year
|
|
Whole year |
English teachers |
- To encourage students to participate in both internal and external competitions so as to build up a positive self-image
|
- Encourage mediocre students to participate in activities such as Toastmaster Programme and English Ambassador Team as well as nation-wide competitions e.g. Speech Festival (S1 to S5) and joint-school Oral Practices
|
- At least 15 students joined the Speech Festival
At least 30 students
- participated once in the Oral Speaking Practice at least once
|
|
Whole year |
English teachers |
- To create opportunities for students to understand different people’s needs in the society and help them
|
- Guide S2 students to explore social issues and learn about social enterprises in Hong Kong
- In collaboration with the Careers Guidance and Life Planning Team, organise a cookie-making class with i-Bakery to allow the participants to work with the mentally challenged workers at the social enterprise
|
- 80% of students finish the online assignment about the research of social issues in Hong Kong
- 60 students join the cookie-making class
|
- Teachers’ observation
- Teacher’s record
|
June or July 2022 |
S2 English teachers |
- To enhance students’ sense of belongings to the nation and society by organizing activities relating to value education
|
- Promote positive values and attitudes through English Sayings of Wisdom, e.g. Every cloud has a silver lining
|
- At least 1 teaching activity regarding English Sayings of Wisdom is implemented in S1 to S5
|
|
Whole year |
|
- By organizing the Junior Form Study Skill and Note-taking workshops, teachers can design relevant assignment and learning activity accordingly
|
- - Participate in S3 Cross-subject Project and enhance students’ collaboration and generic skills through helping them join the Study Skills workshops and leading them to complete the project
|
- - Subject teachers led students to finish the project
|
- Inspect students’ work
- Teachers’ observation
|
Whole year |
English teachers |
- To strengthen graded school assessments and conduct courses to cater for learners’ diversity and enhance their learning ability
|
- Set challenging questions for S1 and S2 EMI classes in quizzes
- - Conduct Enhancement and Enrichment course to upgrade students’ English standard
|
- Attendance rate of the courses is more than 80%
|
|
Whole year |
English teachers |
- To establish a talent pool to allow more opportunities to groom gifted students
|
- Establish a talent pool and invite those students to join advanced English activities, such as English Debating Team and lead the English Ambassador Team
|
- A talent pool is stored in the department staffbox by subject teachers
|
|
Whole year |
English teachers |
- To encourage talented students to join territory-wide competitions
|
- - Encourage more-abled students to join challenging activities, such as Budding Poets Competition, Harvard Book Prize and Teen Time organized by RTHK in which participants have to research and record a radio programme at RTHK studio
|
- 2 territory-wide competitions are joined
|
|
Whole Year |
English teachers |
- To make use of data collected to improve teaching
|
- Review the data and exam reports of Pre-S1 Attainment Test, S3 TSA, HKDSE and internal exams, evaluate and modify the teaching pedagogies and exam skills training in order to help students excel academically
- Conduct measures such as remedial classes by Academic Prefects and online enhancement google classroom
|
- Average pass rate of internal exams reach the following targets:
- S1-3:
- CMI classes – 60%
- EMI classes – 85%
- S4 – S6: 80%
|
- Results of Yearly Exam & Mock Exam
|
Whole Year |
English teachers |
- To employ various teaching and assessment strategies to equip students with better researching, note-taking, pre-lesson preparation, collaborative discussion skills and coach students to make good use of online learning resources and platform for self-learning
|
- All teachers set up Google Classroom with all classes and upload learning materials for students to do preparation and revision
- Assign S3 students to do TSA practices on STAR Platform from HK Edcity
- S1-S5 students are introduced to given chances to purchase accounts of Solid Memory
- S4-S6 students are introduced to and given chances to purchase accounts of Wiseman DSE Reading platform
|
- All teachers upload some learning materials to Google Classroom at least twice
- At least 2 practices are done by students on STAR Platform
|
|
Whole Year |
English teachers |
- To join training on e-teaching and learning and apply various teaching strategies for blended teaching modes
|
- Organize school-based professional development workshops to learn about new online platforms and resources
|
- All teachers attend at least one relevant workshop
|
|
Whole Year |
English teachers |
- To refine the curriculum content in order to comply with the education on national security
|
- Organize activities on ‘Sayings of Wisdoms’ to promote positive energy and strengthen students’ mental health according to the suggested unit plan from the EDB as laid down in the scheme of work
- Display posters of ‘Sayings of Wisdoms’ on campus
|
- S1 -5 implement at least one activity on ‘Sayings of Wisdoms’
|
|
Whole Year |
English teachers |
- To construct learning materials regarding national security education and enforce the teaching on information literacy in 2020-21
|
- Design, implement and upload learning materials, as well as students’ good work, regarding national security education and information literacy in department staffbox
|
- A data bank of learning materials regarding national security education and information literacy is established
|
|
Whole Year |
English teachers |
- To cultivate students’ reading habits and promote Extensive Reading
|
- Morning Reading Session on Thursdays mornings
- Read more e-books
- Online reading of TV news or reading newspaper
- Assign students to use the online reading app Epic for extensive and leisure reading
- Incorporate reading activities in the English Fortnight
|
- S1-S5 students read 2 books per year
- English Ambassadors host activities on e-books at least once
- S1-S5 students read online news or newspaper at least once biweekly
|
- Teachers’ observation
- and record
- Students’ borrowing record from the library
|
Whole Year |
English teachers |
Strategies |
Work |
Success Criteria |
Assessment |
Duration/time |
Teacher(s) |
- To create an English learning atmosphere for students
|
- Organise an inter-house champion league on English academic performance
- Generate the Top 10 LightSail readers in S1 in 3 different phrases
- Re-decorate the Language Room to a more student-friendly English learning center
- Organize English Speaking Days with the help of English teachers and English Ambassadors
- Hold weekly English Morning Assembly (Wednesday) or monthly English videos
- Organize English activities inside and outside the classroom
- To post student-designed posters on writing tips in all classrooms
|
- At least 70% of the junior form students have the chance to interact with Senior Form students in English (English Ambassadors) at least two times per year
- Students show interest in the activities
|
- Observe the
- Students’ participation
|
Whole year |
English teachers |
- To foster students’ personal growth and diversify their learning experience with English activities
|
- Organize English Fun Day and train 4H students to be the helpers
- Organize table manner workshops and talks in S4
- Guide students to reflect on life planning with process drama in S4
- Cultivate the reading culture with reading activities in S4
|
- All S4 students take part in the activities
|
- Observe the students’ participation
|
Whole year |
S4 English teachers |
- To improve students’ discussion skills through Group Interaction
|
- Conduct Group Interaction for S6 & S5 students on Tuesday and Thursday mornings (8:15am to 8:40am) or Friday afternoons for half-day schools
- Conduct inter-class speaking practice
|
- All S6 & S5 students take part in at least 2 practices
- All S6 students join at least 1 inter-class speaking practice
|
- Observation and Results of the Speaking Paper
|
Whole year |
English teachers |
- To support weak students in learning English through collaborative learning
|
- Implement Collaborative learning in S1 classes
|
- Improvement shown in tests and exams
|
- Results of tests and exams
|
Whole year |
S.1 English teachers |
- To streamline the curriculum of Junior Levels and strengthen students’ language abilities in understanding Language Arts
|
- To tailor-make the junior English curriculum by introducing Language Arts in S1
|
- Students show interest in learning English
|
- Observation by teachers and performance of students
|
Whole year |
NET |
- To streamline the curriculum to avoid redundancy
|
- To streamline the curriculum regarding grammar and writing genres from S1 to S5
|
- Level coordinators design the Scheme of Work with respect to the streamlined curriculum
|
|
Whole year |
All English teachers |
- To reduce the class size to cater for learners’ diversity
|
- To allocate the CMI students into 3 small groups in S2 and S3
|
- Passing rates of Half-yearly and Yearly Exam reach 60%
|
|
Whole year |
S2 and S3 English teachers |
- To relate the English curriculum to authentic setting
|
- Organise a visit to an aesthetic medicine clinic in relation to Unit 8 in S3
|
- 30 students participate in the activity
|
|
June or July 2022 |
S3 English teachers |