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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. Success Criteria

5. Evaluation

6. Budget

7. AOB

7.1 Book report/newspaper cutting format

7.2 Setters for test and exam papers

7.3 Set dates for each form meeting

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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

learning English;

1.3 Increase their language proficiency for the purposes of their study, work,

leisure and personal enrichment;

1.4 Enhance our students’ English competitiveness both in the internal and

public examinations;

1.5 Maintain a positive value-added trend in the public examinations;

1.6 Furnish students with a rich holistic English learning environment through

curricular, extra-curricular activities, cross curricular collaborations with

other subjects and committees in school;

1.7 Cultivate students’ self-access language learning skills as one of the

life-long learning skills;

1.8 Extend higher order thinking by nourishing students’ attitudes, interests,

skills, knowledge and abilities in appreciating and analyzing language arts

in junior and senior forms;

1.9 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:

2.1 Strengths

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2.1.1 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.

2.1.2 Teachers are caring and willing to seek improvement.

2.1.3 High amount of input funding from School and EDB to conduct various

programs for students.

2.1.4 All English teachers are qualified with English major degree and teacher

training.

2.1.5 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.

2.1.8 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 &

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 Form one intakes are generally found not proficient in English.

2.2.2 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.

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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.

2.2.3.4 Reading

Most students do not do well in reading which is

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

reading well.

2.2.3.5 Listening

Some students are not competent in listening.

2.24. 2.2.4.1 Teaching Method

The lesson observation of teachers of

English conducted by

the consultant in 2010-11 indicates that

there is still room for

improvement with pedagogy.

3 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;

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3.3 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;

3.4 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;

3.5 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.

3.6 To create a lively interesting English learning environment in the curriculum,

activities and school context;

3.7 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;

3.8 To increase students’ exposure to English through ERS Award Scheme, expert’s

speeches and video-conferences with universities overseas;

3.9 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;

3.10 To improve junior form students’ proficiency in English through the cross curricular

project collaboration with other subjects;

3.11 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)

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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:

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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.

1.2. To submit their English homework

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.

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

Elite groups 10 - 15

Average groups 8 - 10

Weaker groups 5 - 8

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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

reading

writing

speaking

listening

grammar

Dict/

compo

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: 30 to 40 mins daily

S4 – S6: 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)

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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

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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)

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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

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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.

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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

Items Amount

(HK$)

5.1 SCHOOL SUBJECT GRANT $17,902

5.1.1 Textbooks and other Teachers’ and

Activities Resources

17,902

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5.2NSS SUBSIDY *1 $30,000

5.2.1 English publications 5,000

5.2.2 Computerized Aided Learning Resources 10,000

5.2.3 Extensive Reading Scheme 10,000

5.3 Computerized Aided Learning Resources Subsidy *2 $20,000

5.4. EES*3 $371,200

TOTAL

*1*2*: Separate plans and budgets with the Special Responsibilities Committee

*3 Budget from the English Enhancement Grant

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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 Expected overall

passing rate

Class size

(no.of ss)

Expected no. of

students passing the

2013 DSE

6I NYT

TYN

LNY

40% 18 7

6D 40% 20 8

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

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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.

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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.

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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

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students have submitted their works on time as follows:

March March April April

Student name / /

x /

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

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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 Teachers –in-charge

1. English passports Janet + level coordinators

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

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

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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

8.2 CHOICES

YTH

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

S3 Speaking workshops (Public

speaking)

S5 NSS Elective on Social Issues

Hire consultancy services to provide

training for S2 students to organize

drama performance

CTF + YTH

PTY

NKY

HPK

PTY

18. Refined English Enhancement

Scheme (REES)

CTF ,LMW, NKY

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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

YYY

LWY

28. Festival Celebrations MK

29.Primary School Speaking Competition

(May)

HPK, NL

30. Department Webpage PTY

31. To assist MK to decorate the

wonderland + Fun Room

YYY