Head of English Panel: Ms. Sabrina Tsang & Ms. Vienna Ng

1. To develop a learner-centered and task-based curriculum by

  • • providing ample scaffolding to guide students to progress toward stronger understanding and, ultimately, greater independence in the learning process.

2. To facilitate the development of a “learning to read" and “reading to learn” culture by

  • • promoting students’ genuine interest in reading through establishing and reviewing school-based reading initiatives such as morning reading, story-telling time and Book Day
  • • developing an appreciation in literature through the MPS-tailored literature programme in which students learn key elements such as vocabulary building, critical thinking as well as cultural values from the first day of school.

3. To develop students’ language learning skills and strategies by

  • • engaging students in learning set in meaningful and authentic contexts to develop their learning skills in reading and writing through different text types, and in listening and speaking.
  • • learning phonics through a MPS custom-fit phonics programme in which students acquire an understanding of the relationship between the letters and the letter sounds, and how they connect to form the words we see in printed text in order to enhance their reading skills.

4. To enhance assessment-for-learning literacy and practices by

  • • using diversified assessments such as mini-projects, role-plays and creative poster designs and improving assessment-for-learning practices and policies which are part of the teaching-learning-assessment loop

5. To cater for learner diversity by

  • • designing learning activities that are the right fit for visual, auditory, kinesthetic and gifted learners in order to reach their full potential through after-school learning groups, competitions through nominations and school-based writing projects.

6. To create an effective language learning environment at school level by

  • • fostering among students positive attitude, responsibility and confidence in learning and using English through their participation in life-wide learning, project learning, self-directed learning, e-learning and language arts appreciation in a language-rich environment.