School based Curriculum
A. Read Write Inc. (RWI)
The programme familiarizes children with the 44 pure sounds and teaches them the skills of blending and segmenting. They acquire reading and comprehension skills through reading stories.
B. PLP-R/W
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Aims
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To develop children's four language skills with a focus on reading and writing
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Strategies
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- Native-speaking English teacher and the local English teacher co-teach together with classroom assistant support.
- Develop independence and motivation in learning to read and write.
- Cater for learner diversity, provide children with focused support through small group teaching, tracks and profiles children's progress.
- Help children develop lifelong reading habits with parental support.
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Learning Activities
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1. Shared reading
 
2. Guided reading
 
3. Guided writing
4. HFW teaching
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Assessment
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C. EEGS
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EEGS programme
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Aims
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To develop a programme with focus on reading and writing for p4 and P5 with the EEGS funding(11-13) to enhance students' learning interests, literacy and establish their reading habits.
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Strategies
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1. Intensive readers are chosen based on the themes of the modules.
2. Various learning tasks are designed to foster reading and writing skills.
3. To cater for learners' differences and cultivate reading habits with leveled supportive readers.
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Framework
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Textbook
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Intensive Readers
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Supportive Readers
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Longman Elect 4A U1-6
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2 readers
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6 readers x 3 levels
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Longman Elect 4B U1-6
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2 readers
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6 readers x 3 levels
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Textbook
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Intensive Readers
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Supportive Readers
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Longman Elect 5A U1-6
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2 readers
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6 readers x 3 levels
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Longman Elect 5B U1-7
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2 readers
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6 readers x 3 levels
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IIa. P.4 students' survey
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Survey
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IIb. P5 students' survey
 
 
The results of the survey showed that students liked to learn English through readers. They believed that it could both help improve their English and build up their confidence in writing.
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Students' work
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III. Sharing
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One of the best ways to help students increase their language proficiency is to encourage them to read intensively. Throughout this year, we were able to work with a group of inspiring, hardworking and enthusiastic English teachers at CATSHCC Primary school. We have to adapt new teaching methodology to keep up with new needs and aspirations.
This year, the primary 4 students were exposed to a range of interesting and illustrated storybooks. They were encouraged to read and to share the books in a regular basis. With this program, students were able to learn the target language more quickly, and they appeared to learn the language incidentally when immersed in meaningful text.
After the post assessment, most students have shown strong interests in story books and greater improvement in reading ability and vocabulary knowledge. They have developed a good overall attitude and approached English language in a positive manner, and developed a reading habit as well. Some students have steadily gained confidence in speaking English. We strongly believe that we have successfully helped the students to raise their interest towards English language through effective delivery of the selected intensive and supported readers by an innovative and interactive learning environment. Hope that student would have further enhancement in the coming year.
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By Jessica, Storyjungle Company Ltd.
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IV. Photos
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1. Read
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2. Assessment
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3. Co-planning
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4. Sharing in the English panel
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5. Readers
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