Ching Chun Hau Po Woon Secondary School
English Department 2012 – 2013
First Panel Meeting
Date: 27th August, 2012 (Monday)
Venue: Room 107
Time: 8 – 11am
Agenda:
1. Program Plan
2. Analysis of the DSE and TSA results and targets for the Department in the next
three years (see Appendix 1 for strategic plan to enhance academic attainment)
3. Action Plan for the year ahead
3.1 Classroom level
3.1.1 English Ambassador
3.1.2 Routines in the English lessons
3.1.3 Suggested lesson allocation
3.1.4 Homework Policy/English Reading time to reinforce self-discipline
(Refer to Appendix 2 for details on Reading Programs)
3.1.5 S1 English Language Support Service (EDB)
3.2 Teacher level
3.2.1 Lesson Observation
3.2.2 Book Inspections
3.2.3 Number of Compositions
3.3 School level
How to create a language rich environment?
4.
5.
6.
7.
Success Criteria
Evaluation
Budget
AOB
7.1 Book report/newspaper cutting format
7.2 Setters for test and exam papers
7.3 Set dates for each form meeting
1
CHING CHUNG HAU PO WOON SECONDARY SCHOOL
ENGLISH DEPARTMENT 2012-2013
PROGRAM PLAN
Yearly School Theme:
Enhance Academic Active Self Life-Wide Learning for a Globalized Future
1. Aims:
1.1 Build up a school-based curriculum which can better cater for our students'
interests, needs and abilities;
1.2 Cultivate our students’ positive values, interests and attitudes towards
1.3
1.4
1.5
1.6
1.7
1.8
1.9
learning English;
Increase their language proficiency for the purposes of their study, work,
leisure and personal enrichment;
Enhance our students’ English competitiveness both in the internal and
public examinations;
Maintain a positive value-added trend in the public examinations;
Furnish students with a rich holistic English learning environment through
curricular, extra-curricular activities, cross curricular collaborations with
other subjects and committees in school;
Cultivate students’ self-access language learning skills as one of the
life-long learning skills;
Extend higher order thinking by nourishing students’ attitudes, interests,
skills, knowledge and abilities in appreciating and analyzing language arts
in junior and senior forms;
Prepare students for the New Senior Secondary by incorporating the
elements of the new curriculum into our current Junior Secondary English
curriculum;
Furnish a platform for students to learn English by other learning
experiences.
1.10 Establish a team of professional English teachers who are open-minded,
flexible, knowledgeable, creative and receptive to the needs of our
students and the pedagogical trend.
2. Present Situation:
Strengths
2.1
2
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
The facilities like the multi-media language room, English Wonderland,
Campus TV and the classrooms equipped with audio-visual aids can all
help to provide students with a physical environment that is conducive
to English learning.
Teachers are caring and willing to seek improvement.
High amount of input funding from School and EDB to conduct various
programs for students.
All English teachers are qualified with English major degree and teacher
training.
All English Teachers are provided with different kinds of staff
development training.
2.1.6
The English Wonderland is a desirable physical setting that can provide
students with monolingual second language stimulation, separating
them from a mother tongue dominated environment.
2.1.7
Teachers are committed to preparing S6 and S7 students for public
examinations. After school tuition and daily lunchtime speaking
practices are the examples.
Activities like English Club, musicals, English Week, Singing Along, Friday
stall games, drama shows, tours to English speaking countries, exchange
of experience by student leaders in Student Voice projects, festive
celebrations, English ambassadors’ games and activities and choral &
2.1.8
verse speaking in the Inter-school Speech Festival are able to furnish
students with a rich English learning environment beyond the formal
curriculum.
2.2
Weaknesses
2.2.1
2.2.2
Form one intakes are generally found not proficient in English.
Some students do not have a serious attitude towards English learning
and assignments.
2.2.3
Most students lack the language proficiency in English and they may find
it difficult to handle both internal and external tests and examinations:
2.2.3.1
Vocabulary
 Students have limited vocabulary and they are
reluctant to memorize the vocabulary which would
not appear in the examination.
 Students mix up the seemingly alike words.
3
2.2.3.2
Spelling
 Students have difficulty in spelling new words.
2.2.3.3
Speaking
 Most students are not confident enough in speaking
English.
 Students are not willing to communicate with their
peers in English in English classes.
 Students do not have enough opportunities to do
group discussion and experience sharing.
Reading
 Most students do not do well in reading which is
2.2.3.4
shown in the borrowing ratio of English books ( i.e.3)
in comparison with Chinese ratio( i.e.7). Also,
students have not formed the habit of self-access
2.2.3.5
2.24.
2.2.4.1
reading well.
Listening
 Some students are not competent in listening.
Teaching Method
The lesson observation of teachers of
English conducted by
the consultant in 2010-11 indicates that
there
is
still
room
improvement with pedagogy.
3
for
Objectives
3.1
To build up students’ extensive reading habit of English books through the
school-based reading program administered by the school library which involves
reading across curriculum, the elaboration of SEED project in our current English
curriculum;
3.2
To attain a higher passing rate in S6 through lunchtime speaking practice, tuition by
S6 teachers, self-access learning in reading, writing, speaking and listening,
enhancement of vocabulary and writing and the policy of catering for the needs of
marginal students;
4
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
To upgrade the ASL result through self-access learning in reading and listening,
lunchtime speaking practice, increased exposure to English T.V. news and
documentary programs, frequent quizzes and tests as well as practices in past
public exam papers;
To implement an examination oriented curricular in S1-S7 levels through the
self-access learning platform, frequent quizzes and tests and an intensive homework
policy;
To encourage students, especially the lower ability students to study what they have
taught, prepare for their tests and examinations well and perform confidently by
giving frequent direct assessments based on their daily intakes in the lessons.
To create a lively interesting English learning environment in the curriculum,
activities and school context;
To furnish S1-S7 students with a self-access learning platform in reading, writing,
speaking and listening so that this sort of active learning attitude becomes their
study habit;
To increase students’ exposure to English through ERS Award Scheme, expert’s
speeches and video-conferences with universities overseas;
To develop the authentic, student’-centered, school-based teaching resources that
nurture students’ creativity, communication, collaboration and critical thinking
through the English Enhancement Scheme, Seed Project and ILLIPS;
To improve junior form students’ proficiency in English through the cross curricular
project collaboration with other subjects;
To refine pedagogy through lesson observation, peer collaboration periods, level
meetings, in-house professional development workshops, learning circle,
co-teaching with educational institutes under the English Enhancement Scheme and
the co-designing school-based teaching resources practice in all levels.
Ching Chun Hao Po Woon Secondary School
The English Department
Action Plan (2012- 2013)
5
School theme: Enhance Academic Attainment, Reinforce Self-Discipline
Part 1: Our Targets in the next three years:
Hong Kong Diploma of Secondary Education (DSE)Examination Targets:
(Overall Passing rate)
2012 (this year)
2013
2014
2015
57.7 %
65+ % (F6)
70+% (F5 in 2003)
70+ % (F4 in 2003)
Results of our students in 2012 DSE: (by level)
Total number of students: 138
Level
5-5**
4
3
2
1
U
ABS
No. of ss
0
3
8
68
37
21
1
No of students who pass (level 2 or above): 3 + 8 + 68 = 79 (57.7 %)
How about our target number of students in 2013? 142 students x 65% = 92 students
University minimum requirement: 3 3 2 2
Territory-wide System Assessment (TSA) Targets:
2012
2013
2014
2015
20 + %
30 + % (F3)
40 +% (F2 in 2003)
50 +% (F1 in 2003)
(Refer to Appendix 1 for strategic plan to Enhance Academic Attainment)
Part 2: Action Plan:
To echo the school theme: Enhance academic attainment, reinforce self-discipline,
the following action plan has been drawn up based on three levels: classroom,
teacher and school.
Section A: Classroom Level:
1. English Ambassadors:
6
Objectives: To train a group of more-able students as English Ambassadors to act as
role models to the class.
Each English teacher has to select a certain number of students in each of his/her
teaching group as the English Ambassadors.
The English Ambassadors have to set a good example to the whole group,
eg. 1.1
To speak in English with the classmates in the English lessons/on the English
Day
on Fridays.
Elite groups
10 - 15
1.2. To
submit their English homework
Average groups
8 - 10
on
time and help teachers to
collect the homework.
1.3. Help design a portion of the notice board displaying the homework
submission record of the group, students’ homework performances,
test/dictation results, good works of the students etc.
1.4. To help teachers check if every student has the textbooks and notebooks
before the start of the lessons.
Weaker groups
5-8
May I have the list of English Ambassadors by _mid-Spetmeber_?
Any suggestions on how we can make the ambassadors feel proud of this identity?
Eg. Should this be recorded in the report cards? Award Ambassadors
certificates/small gifts? More chances for them to host English activities or give
English sharing? Give them a specially-designed badge?
2. Routines in the classrooms
2.1 Notebook Policy: Students are expected to bring a notebook to class in every
English lesson, to write down useful vocabulary items, notes, fluency writing
habit eg. Sentence-making.
2.2 Maximize students’ talk: Students can refer to their notes when they are asked to
give presentations or group interaction, preferably in the last 20 minutes, to
7
encourage students to get engaged in the lessons. (for the bright students to
shine and the weaker students to practise!)
2.3 Certain portion (at least 1/3) of the display board should be reserved for the
English works of students/chart displaying students’performances/
English-related contents eg good quotes etc.
2.4 Teachers are encouraged to use some IT elements eg. Youtube/Ted/songs in
lessons from time to time to motivate students to learn.
3. Suggested Lesson Allocation
Dict/
compo
reading writing speaking listening grammar correction.
(Alternate
Cycle)
TSA/
web
Eng/
revision/
quizzes
Junior
(7.5)
2
1
1
1
1
0.5
1
Senior
(7)
1.5
1
1
1.5
1
N/A
1
4. Homework policy
In order to foster students a habit of doing homework, students should be assigned
homework on a daily basis as follows:
S1 – S3: 30 to 40 mins daily
S4 – S6: 40 to 60 mins daily
1. workbook 2. grammar book 3. newspaper cutting
4. online assignment 5. reading exercises+ book report (impression marking)
6. journal writing/diary 7. practice papers (senior forms only)
English Reading time
S1 – S3:
S4 – S6:
30 to 40 mins daily
40 to 60 mins daily
Star Reading Prgramme will continue to be run in collaboration with the school
Library. (Refer to Appendix 2 for details on the Reading Programs)
8
5. Form 1 English Language Support Service from the EDB
The mission of the support service is to enhance English teaching and learning. To do
so, a staff from the EDB will be working closely with our F1teachers in designing the
school-based curriculum, exploring different learning and teaching strategies,
working out materials, using assessment data to inform about students' needs, and
conducting on-going evaluation.
Apart from those, it is expected to arrange lesson observation for identifying
student's learning styles and improving the lesson design and teaching materials. As
all school visits are on need's basis, there is no fixed number on the frequency. From
past experience, a meeting is held with teachers once a month. Very often the
meeting lasts for about 75 to 90 mins. To allow flexibility, it is better to arrange the
meeting in the last period, so the discussion can continue after school.
The first meeting had already been held on 17 August (Friday) from 10:30 – 1200
(with Carol, Janet, Peggy, Tina, Rice, Grace & Frank attending the meeting right after
the Form 1 Bridging course.)
Teachers from other forms are most welcome to join our future meetings if
interested.
Section B: Teacher Level:
1. Lesson observation:
To enhance peer collaboration and foster a team-spirit, lesson observations of three
different levels would be implemented.
September
Each teacher will be observed by the
9
Panel Head ONCE.
October
Peer Observation:
new teacher -- new teacher
experienced – experienced
November
Form-based Observation
ONE teacher from each form (F1 to F5)
will be observed by the other teachers
teaching the same form. The teaching
materials should be co-designed by all
the teachers teaching in the same form.
(in the peer- collaboration meetings*)
* Tentative Peer-collaboration period:
2nd Monday: F1 , F2
3rd Monday: F4
4th Monday: F5 – F6
S3: Day B Lesson 4
Any available designated free periods at the level.
2. Book Inspections
All the homework listed above (section A4) will be inspected. In addition, the
following items will also be inspected.
8. Dictation 9. Composition 10.listening exercise books
Inspection Dates:
Junior Forms
Senior Forms
Mid October
Early November
December
February
March
--------
Which items should be inspected in each inspection period?
Compositions
No. of pieces (the whole year)
S1 – S3
11 13
S4
10 (3 short + 7 long)
S5
10 (3 short + 7 long)
10
S6
6 long ( including 2 from practice
papers)
More discussion on the genres of composition in each form meeting.
Section C. School Level: Extended activities organized to create a
language-rich environment
1.English Passport Scheme:
Objectives: To entice students to take part in the English activities actively,
students would be awarded a certain number of stamps when they participate in any
of the English activities. Prizes would be given to students when they accumulate a
certain number of stamps. (A monthly/bi-weekly chart displaying the names of the
students/class with most stamps in each form? Announcement made about the
classes with most active participation? What prizes should be given out? Where are
the old passports?
2. Inter-class competitions:
1. Penmanship for S1 – S3
2. School-based speaking competitions
S1: poem S2: reading aloud S3: story telling S4: group interaction
S5 speech S6: debates
4. Online assignment competition
5. Self Access Learning (SALL)
6. English Week (29 Oct – 2 Nov)
7.English Camp: (X’mas/ Easter Holiday/ Summer Holiday?)
8. Afterschool tutorials
9. Archie Project? (Archie is coming to visit us on 14 Sept and plan to observe the
lessons of the new t teachers)
10. Nesta Activites:
1. Debating in CMI section(starts in October)
2 CHOICES (after the Christmas holiday): nominate 3 students as participants from
F3-4 and 2 students from F5 as judges for the presentations and Nesta will
train the 5 students on research skills (on a charitable organization) and
presentation skills
11
11 . Trips to other countries:
12. F6 Lunch-time Oral Practice (Monday, Wednesday, Friday)/ F3 TSA Oral Practice
13. Campus TV (Friday):
14. Newspaper Subscription:
F1 Junior Standard(Friday)
F2 – 3 ES Junior(Thursday)
F4-5 Student Standard (Thursday)
15.Monday Morning Sharing:
16. Speech Festival: 1 team (NET?) + each teacher helps to train at least 2 students to
join the solo-verse competition
17. English Assembly (Wed in the English week)
18. English Day (Friday)
19. English Enhancement Scheme (EES)
1. S2 Writing workshops
2. S3 Speaking workshops (Public Speaking)
3. S5 NSS Elective: Introduction to Social Issues
4. Hire consultancy services to provide training for S2 students to organize drama
performance
20. Refined English Enhancement Scheme (REES):
Language Across Curriculum (LAC) for F1 Maths, F1-2 IS, F4-6 Chemistry + Biology
Coordinator: Frank English teachers of Classes 1I LMW (Carol), 2I NKY (Jennifer)
Lesson Observation in collaboration with the Maths and I.S teachers of 1I & 2I
21. English Day Camp (Kirin i/c 24 August)
22. F1 Bridging Course (13,14, 17 August): all F1 English teachers
23. Video conferencing
24. Learning Circle
25. SCOLAR: English Alliance English is Everywhere Fun Day
26 SCOLAR: Voluntary Language Passport Ambassador (VLPA) Competition
27. Saturday LAC tutorial classes
28. Golden Glimpses
29. TA duties for Junior Forms/ Senior Forms
30. Festival Celebrations
31. SBA Coordinators (S4/5/6)
Section D:14 Success Criteria:
4.14.1 Students show satisfactory class performance and homework performance.
4.14.2 Students have satisfactory results in tests and examinations.
12
4.14.3 Students obtain satisfactory grades in the Extensive Reading Book Reports.
4.14.4 Both teachers and students are positive towards the form-based or school-based English
activities.
4.14.5 Teachers produce satisfactory lesson plans and teaching materials under the Seed Project
ILLIPS and EES
4.14.6 Teachers conduct a reasonable number of peer lesson observations and in-house
professional development workshops.
4.14.7 S5 and S7 students can upgrade their public exam results based on their entry English
capacities.
Section E: Evaluation Methods:
4.15.1 Lesson observation and exercise book inspection.
4.15.2 Result analysis based on the statistics gathered from tests and examinations.
4.15.3 Assess the students’ performance in the Extensive Reading Scheme.
4.15.4 Collect panel members’ qualitative feedback on the curriculum, the materials produced
under the ILLIPS, Seed Project and EES as well as in-house professional development
workshops through the level and panel evaluation meetings conducted throughout the year.
4.15.5 Collect data about the level of interest and effectiveness of the level or school-based
activities.
Section F: BUDGET
5.1
Items
Amount
(HK$)
SCHOOL SUBJECT GRANT
Textbooks and
5.1.1
$17,902
other
Teachers’
and
17,902
Activities Resources
13
5.2NSS SUBSIDY *1
English publications
5.2.1
Computerized Aided Learning Resources
5.2.2
Extensive Reading Scheme
5.2.3
*1*2*:
*3
5.3
Computerized Aided Learning Resources Subsidy *2
5.4.
EES*3
$30,000
5,000
10,000
10,000
$20,000
$371,200
TOTAL
Separate plans and budgets with the Special Responsibilities Committee
Budget from the English Enhancement Grant
14
Appendix 1: Strategic Plan to Enhance Academic Attainment
1. S6
Target Result in 2013 DSE
The target passing rate for 2013 DSE English Language is 65 % and the expected
number of students passing the exam in each class is as follows:
English teachers
6I
6D
NYT
TYN
Expected overall
passing rate
Class size
(no.of ss)
Expected no. of
students passing the
2013 DSE
40%
18
7
40%
20
8
LNY
6E
LNY (MK)
65%
30
20
6A
HPK (MK)
75%
37
28
6L
CTF (MK)
80%
37
30
65%
142
93
S6 Diagnosis Tests for DSE
To let S6 students know what level they will get in each paper in the DSE, the
Academic Affairs Committee suggested giving all the S6 students diagnosis tests
of different papers by 28 September,2012.
Extra-lessons:
Afterschool tutorials on Thursdays :2 meetings for
all classes: 18,Oct & 17 Jan
Afterschool remedial tutorials on Fridays: 13
meetings for two remedial groups (about 13 students per group) from 5,Oct to
1,Dec 3:35 – 4:35
Saturday elite group tutorials: 6 meetings for two
elite groups (about 18 students per group) from 6,Oct to 10,Nov 8:15 – 10:15
15
2. S3:
2.1 Target result in 2013 TSA
Teachers
Expected
overall passing
rate
Class size
Expected no. of
students passing
the TSA
3I
NL (MK)
50%
33
15
3C
NYT (LMW)
50%
31
15
3A1
YYY
40%
13
5
3A2
YKW
40%
13
5
3N1
LNY
30%
10
3
3N2
NKY
30%
10
3
35 - 40%
110
46
2.2 S3 Diagnosis Tests for TSA
To let S3 students know whether they will pass in each paper in the TSA, the
Academic Affairs Committee suggested giving all the S3 students diagnosis tests of
different papers by 28 September,2012.
2.3 Extra-lessons
In order to better prepare the weaker students in S3 for the TSA, Saturday tutorials
will be run from 2 March to 20 April, one hour per lesson.
16
3. Form 1 Christmas holiday tutorial after the First Term uniform test:
3.1 Objective: to give remedial support to the weaker students in F1 and help them
to boost their confidence in academic attainment
3.2 Targets:
3.2.1 The 45 weakest students in the First Term Uniform test (held from 29 Nov to
3rd Dec) will be invited to join the Christmas Holiday Tutorials.
3.2.1 They will have tutorial class on one of the three core subjects that they perform
the best in the Uniform test: Chinese, English OR Maths
3.3 Dates:
There will be 4 morning sessions: 20(Thursday), 21(Friday), 27(Thursday) and
28(Friday) from 10 to 12, 8 hours in total.
3.4 Teachers-in-charge:
Panel heads will be the coordinator for the tutorials and will work with the two
teachers concerned (TYN & NYT,) to design teaching materials, which will be
submitted to the Vice-Principal, Mr Leung for approval by 13 Dec(Thursday). For each
lesson, there will be one English teacher co-teaching with one outside staff.
3.5 Evaluation:
3.5.1 Questionnaires will be given to students to collect views from the students
about the tutorials.
3.5.2 Students’ marks in the Uniform test and the First Term Exam will be analyzed to
see if students have made progress after the Christmas Tutorial.
3.5.3 An evaluation meeting will also be held to assess the effectiveness of the
arrangement.
17
Appendix 2: Reading Programs
1. Friday Morning Reading session: (English)
* In total, there will be 17 English morning reading sessions, 15 minutes each.
* Reading materials and comprehension questions will be provided for students.
* Students should put all the reading materials in a folder, which will be checked
and marked by their English teachers.
* Students with good marks will be awarded small gifts.
2. Star Reading Program
Objectives: In order to cultivate a reading habit, the Star Reading Program is
organized by the Reading Club (Chinese Department, English Department & the
School Library), students need to do book reports based on the reading requirements.
The details are as follows:
Dates: 1 October, 2012 – 31 May, 2013
Targets: Students from F1 to F5
Reading requirements:
F1 to F3
F4 to F5
School Days
Two Chinese and
Two English books
One Chinese and
One English books
Long Holidays
Three Chinese and three
English books
Two Chinese and two English
books
* The school librarian will provide a list of new book titles periodically to language
teachers for promotion. Students can also write book reports for DVD and
concerts.
Submission days: The First and the Third Mondays: English book reports
The Second and the Fourth Mondays: Chinese book reports
Marking: Students’ works will be marked by the language teachers with feedback
for improvement. Good works from the students will be displayed monthly in the
school playground and weekly in the classroom notice boards. Small gifts will also be
given to the students with good works in the morning assembly.
Collection of book reports
Each Chinese and English teacher will have a reading record file and check whether
18
students have submitted their works on time as follows:
March
Student name
March
/
/
x
/
April
April
Number of words:
English
F1: 50 – 80 words
F4: 150 – 200 words
F2: 80 – 100 words
F5: 200 – 300 words
F3: 100 – 150 words
End- of –term prize award: Prizes will be given to the students and the classes with
the best book reports.
Members in the English Department- Job allocation:
1. Chan Tsz Fai, Frank
4N, 6L
2. Ha Pik Ki, Peggy
1A, 5I, 6A
3. Lee Ming Wai, Carol
1I, 3C(1),4C,4A
4. Lam Nga Ying, Anthea
3N,6D,6E
5. Leung Wai Yee, Rice
1N,5E + TA duties (senior forms)
6. MK, Karin (NET)
1I,1C, 2I,2C, 3I, 4A, 5E,5A,5L,
6E,6A,.6L
7. Ng Ka Yan, Jennifer
2I,3N,4I
8. Ng Lily
3I.4I,5D
9. Ng Yin Ting, Flora
3C,4C,6I
10. Pang Tsz Hin, Tiffany
2C,2N,5D
11. Tang Yuet Ngor, Racheal
2N,5I,6ID
12. Yip Ka Wai, Tina
1A,2A,3A
13. Yu Tang Heung, Flora
2A,5A,5L
14. Yu Yan Yan, Janet
1C,3A + TA duties (junior forms)
15. Wu Kin Yun, Grace
1N,4N(1)
*Experienced teachers are marked in bold.
English teachers by Class:
1I
LMW, MK
4A
LMW,MK
19
1C
YYY,MK
4N
CTF,WKY(1)
1A
YKW, HPK
5I
HPK,TYN
1N
LWY, WKY
5D
PTY, NL
2I
NKY,MK
5E
LWY,MK
2C
PTY,MK
5A
YTH,MK
2A
YKW,YTH
5L
YTH,MK
2N
TYN,PTY
6I
NYT,
3I
NL,MK
6D
LNY
3C
NYT, LMW(1)
6ID
TYN
3A
YYY,YKW
6E
LNY,MK
3N
LNY,NKY
6A
HPK,MK
4I
NL,NKY
6L
CTF,MK
4C
NYT,LMW
There are 2 level-coordinators in each form. Their names are marked in bold.
“United, we can stand firm! Divided, we can’t stand each other!”
Tentative Non-teaching duties and teachers-in-charge
Non –teaching duties
1. English passports
2. inter-class competitions
2.1 penmanship S1 – S3
2.2 S1 poem
S2. reading aloud
S3 story telling
S4 group interaction
S5 speech
S6 debates
Teachers –in-charge
Janet + level coordinators
PTY
* Level Coordinators
3. Online assignment competition
WKY
4 Self Access Learning (SALL)
NYT + WKY
5. English Week (29 Oct – 2 Nov)
NKY
6 Afterschool/Saturday tutorials
(Refer to Appendix 1 for details)
1. F1 Christmas Holiday remedial
tutorials: 2 morning sessions,
Dec 20, 21(TYN), Dec 27,28(NYT)
2. F3 TSA Saturday tutorials:
YKW,NL,LNY (6 Saturday morning
20
sessions,
each teaching taking up 2
lessons from March to April)
3. F6 remedial tutorials:
CTF + LMW
13 sessions,
Friday afterschool 3:45 – 4:45)
4. F6 Elite Saturday tutorials :
YTH, LWY (6 Saturday morning
sessions from Oct 6 to Nov 11)
MK (2 Saturday morning sessions
6 + 27 Oct)
7 Archie project
To be confirmed
8.Nesta Activites
8.1 Debating
YTH
8.2 CHOICES
YTH
9. Trips to Other countries
CTF
10. F6 lunch-time oral practice/F3 TSA
Oral practice
CTF+ LNY (+ F3 & 6 English teachers)
11. Campus TV (alternate Friday)
TYN
12. Newspaper Subscription
Junior Forms
Senior Forms
LNY
TYN
13. Monday Morning Sharing
MK
14. Speech Festival
NL
15. English Assembly (Wed)
NKY
16. English Day (Friday)
Reading Program
LMW
17. English Enhancement Scheme (EES)
S2 Writing workshops
CTF + YTH
PTY
S3 Speaking workshops (Public
speaking)
S5 NSS Elective on Social Issues
Hire consultancy services to provide
training for S2 students to organize
drama performance
18. Refined English Enhancement
Scheme (REES)
NKY
HPK
PTY
CTF ,LMW, NKY
21
19. English Day Camp
MK
20. F1 Bridging Courses (13,14,17/8)
LMW, YYY, HPK,YKW,LWY,WKY
21. Video Conferencing
LMW +CTF + MK
22. Learning Circle
HPK
23. SCOLAR FUN DAY
YYY
24. SCOLAR Passport Ambassador
LWY
25. Saturday LAC tutorials
(to be confirmed)
CTF, LWY, YYY
26. Golden Glimpses
MK, CTF +NYT + LNY
27. TA Duties
Junior Forms
Senior Forms
28. Festival Celebrations
YYY
LWY
MK
29.Primary School Speaking Competition HPK, NL
(May)
30. Department Webpage
PTY
31. To assist MK to decorate the YYY
wonderland + Fun Room
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