Curriculum Language Policy [ ENG | 中文 ]  
   
Language Policy
With the introduction of the Fine-tuning Policy for Medium of Instruction in 10/11, Bilingual Education policy has been implemented. Junior form students are allocated to three “EMI” classes and one “Less EMI” classes.

Trilingual – Cantonese, Putonghua and English
Biliterate – Chinese and English


Key Learning Areas Subjects S.1 S.2 S.3 S.4
S.5
S.6
Three classes One class Three classes One class Three classes One class
Chinese Language Education Chinese Language C C C C C C
Putonghua P P        
English Language Education English Language E E E E E E
Mathematics Education Mathematics E E* E E* E E* E* E* E*
Mathematics (M1 / M2)       E* E* E*
Liberal Studies Education (Cross KLA) Liberal Studies C* C* C* C C C
Personal, Social and Humanities Studies Geography C* C* C* C C C
History     C* C C C
History and Culture E C* E C*        
Chinese History     C C C C
Economics and Business     C*      
Economics       C C C
Biblical Knowledge C C C C C C
Science Education Integrated Science E E* E E*        
Biology     E E* E* E* E*
Chemistry     E E* E* E* E*
Physics     E E* E* E* E*
Technology Education Computer Literacy
E E* E E* E E*      
Information and Communication Technology (ICT)         E* E*
Business, Accounting and Financial Studies (BAFS)       E* E* E*
Technology and Living C* C*        
Arts Education Visual Arts C* C* C* C C C
Music C* C* C* C    
Physical Education Physical Education C* C* C* C C C

Remarks :
C -- Chinese medium of instruction
C* -- Chinese medium of instruction with English Extended Learning Activities
E -- English medium of Instruction
E* -- English medium of instruction supplemented with Chinese
P -- Putonghua medium of instruction

ENGLISH

1. English Language Education
  This is the “headquarters” for English language learning where the basics and “English for everyone” happen. While in senior secondary it is unavoidably more exam-oriented, in junior secondary, students’ interest and confidence in the language are fostered.
  Formal curriculum
    Use of a variety of learning and teaching strategies and assignments (e.g. Self-Access Learning Record, Fast Write etc.)
  Language Arts Programme to enable students to use the language to express themselves
    S1 Drama
S2 Poetry
S3 Public Speaking
  Smaller class arrangement to cater for students’ learning diversity
    S.1 4 classes 5 groups
    S.2 4 classes 5 groups
    S.3 4 classes 5 groups
    S.4 - S.5 5 classes 6 groups
    S.6 6 classes 8 groups
  Enhancement and Remedial activities
    For example, speaking skills practice in small groups through Alumni Tutorial Scheme
  Annual whole-form activities
    External :
Participation in Drama, Debate, Writing Contests, Scrabble Competition etc.
     
2. English Across the Curriculum (ELA)
  The ELA programme was launched in 2009 with the establishment of a Working Committee led by English teachers with members representing various disciplines. The committee designs the curriculum, compiles materials, monitors the use of English in exam papers, oversees assessments and conducts on-going evaluations.

The principle of our ELA is that the curriculum design should involve the four skills of reading, listening, writing and speaking plus vocabulary.
  All subjects in junior forms are either EMI or contain elements of English.
  English Teachers and Subject Teachers collaborate on selected topics in different subjects. Subject contents of English are reduced in S.1-S.3 to make room for ELA.
  Non-EMI Subject Teachers design EMI learning materials and assignments for students.
  Extensive use of English learning materials in cultural subjects e.g. Music, Home Economics.
  Assessment of students’ ability to use English as a study language (Distinction / Average / Below Average) in The Student Performance Profile.
     
3. English Learning Environment
  “English Around Campus” led by a team of English Teacher Advisors and a body of English Ambassadors to foster the students in using English in campus. Different activities have been held to promote English in learning.
  English used on school occasions and gatherings like Morning Assemblies, Sports Day, Swimming Gala, Inauguration Ceremonies etc.
  Annual musical production
  Gospel broadcast in English
  Annual study tours to English-speaking countries
  English programme on Campus TV – school functions, cross-curricular activitie etc
   
CHINESE AND PUTONGHUA

1. Chinese Language Education
  Chinese is our mother tongue which we use for daily communication and learning. Students learn to appreciate the language and gain a deeper understanding of the Chinese culture.

  Formal curriculum
    Cantonese is used to teach the subject of Chinese Language Education as it faces the challenge of a reformed curriculum which stresses the skills of the language.
  Smaller class arrangement to cater for students’ learning diversity
    S.1 - S.2 4 classes 4 groups
    S.3 4 classes 5 groups
    S.4 - S.5 5 classes 6 groups
    S.6 6 classes 6 groups
  School-based curriculum
    School-based textbooks on Classical Chinese, Anthology, Idioms etc.
  Enhancement and Remedial activities
    Enhancement classes in junior secondary focus on writing skills
  Annual whole-form activities
    External :
Each junior secondary student joins at least one public competition and Speech Festival during the school year.
   
2. The Subject of Putonghua
  One period (55 minutes) per week in S.1 and S.2 - Students grasp essentials in Pinyin and communicate in the language through various activities. Students are recommended with school subsidy to take GAPSK for recognition of qualification. Putonghua Ambassadors host assemblies once every 2 weeks.