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The School-based English Curriculum

The School-based English Curriculum

Developing a lifelong reading habit is part of the core programme of activities pursued by our students who are acquiring a second language. It contains policy initiatives based on the three main guiding principles of enhancing the children’s language proficiency, widening their life experience and extending their learning capacity.

We aim to develop a love of reading in our students at a young age. With this in mind, the Big Book Approach will continue to be a regular classroom practice in Key stage One. This is the seventh year we have used the Integrated English Language Programme (IELP) in our school. The IELP is an integral component of the Education Bureau’s overall strategy for language education and is organized by the Hong Kong Council of Early Childhood Children and Services. Students’ reading skills are enhanced through the programme and strong reading habits are cultivated.

Under the programme, we will set storybooks as the focus instead of textbooks and use the Shared Book Approach. Writing Process Activities and other interactive language activities will be integrated into lessons. We will intensify efforts to promote the practice of singing songs, reading storybooks and participating in different activities in class.

P.1 to P.3 teachers have been amazed by how much the students enjoy the lessons and how well they manage to learn the language foci. From the teachers’ observation, the students’ four language skills have been enhanced by the IELP. Students can grasp key grammar points easily when they read storybooks alound. Regarding the shared-reading approach, phonic skills are identified as a key area for providing the necessary sounds and letter identification ability. It is also the key to further strong progress and advancement through the different reading stages. In the programme, learning opportunities for developing writing skills are presented in an integrated manner. Students are required to complete class writing or group writing after learning all the language foci. In the writing process, the students are eager to voice their ideas. Their writing is displayed in the classroom. Every time a new book is introduced, one can tell how eager the students are to find out what is going to happen; and each time they are asked whether they would like to take the new reader home, the answer is always unanimously positive. Teaching in the classrooms also becomes an enjoyable experience for the teachers.

It is obviously an amazing experience for parents to view the change in their children. They say that their children, who never suggest reading textbooks to them, insist on reading the readers aloud once the storybooks are given out. Their children’s vocabulary capacity, confidence in reading aloud and speaking skills have also been enhanced. And most important of all, through observing their children, reading in English is now regarded as pleasurable and enjoyable by the parents.

For Key Stage Two, a series of measures will be pursued to facilitate students moving on to read a wider range of text-types like textbooks, set readers and school-based reading materials.


The Holistic Innovative Educational Approach has been adopted to develop the students’ communication skills. Through participating in diverse activities (discussions, barrier games, matching, board games and other language games), students are provided with a platform to communicate effectively with others. It is more likely for them to find that English can be a means for communication and that learning English can be enjoyable. Their confidence in speaking in front of audience is thus built up.

Our vision is that the use of English should not be confined only to the classroom. We will endeavour to create a language rich environment for the students such as English Day and English Day Camp. There will also be some courses such as phonics and creative writing for the students.

香港嘉諾撒學校電話:25610115傳真:25627840地址:香港鰂魚涌海澤街8號
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