Curriculum
Language-Rich Environment
A language-rich environment is essential for fostering meaningful language acquisition. At our school, we take pride in immersing students of all levels in authentic English through a variety of engaging and purposeful experiences.
Inside the classroom, students embark on their language journey through PLP-R/W lessons co-taught by Native English Teachers and Local English Teachers. These lessons take place in a vibrant, print-rich English Room that inspires creativity and exploration. Students engage in hands-on activities and complete tailor-made booklets that are thoughtfully designed to support their development. Guided reading is also introduced, offering exposure to diverse text types carefully selected to suit students’ abilities and interests.
Beyond the classroom, students participate in a wide range of English activities, including English Week, English Recess, and English-related ECAs. Themed banners and bulletin boards throughout the school serve as visual touchpoints for daily language interaction. Additionally, cross-curricular and life-wide learning activities further encourage students to apply what they’ve learned in authentic, real-world contexts.
Together, these rich and varied opportunities ensure that every student benefits from a holistic language learning experience in a truly immersive English environment.
Curriculum Highlights
1. PLPR-W Program Since joining the PLPR-W program launched by the EDB since September 2013, our school has conducted at least two co-taught lessons weekly from Primary 1 to Primary 3. These sessions are delivered collaboratively by Native English Teachers, Local English Teachers, and Classroom Assistants. Currently, teachers are refining differentiated instruction strategies to better cater to the diverse learning needs of students.
2. Development of Text Sets (DTS) Between 2017 and 2019, we partnered with the EDB NET Section to participate in the Development of Text Sets (DTS) initiative aimed at enriching the school-based English language curriculum at the primary level. We are now focused on consolidating DTS within the KS2 reading curriculum. Students engage with a variety of modal texts to construct core learning concepts. The initiative aspires to develop school-based reading text sets that sustain students' interest in reading, encourage cross-curricular engagement, and strengthen their critical literacy and higher-order thinking skills. Two units featuring multi-modal texts will be implemented throughout the school year.
3. “Today a Reader, Tomorrow a Leader” Fostering students’ reading interest and proficiency is a cornerstone of our school development plan. To support this goal, we have subscribed to an e-reading platform that offers a wide selection of English books across various genres and topics. Students are also invited to contribute ideas on book selections to ensure engaging titles are available to their take-home readers. A variety of enjoyable English reading activities are integrated with cross-curricular learning experiences. Building on previous success, our levelled reader scheme continues to enhance both interest and competence in reading.
4. “Every Child is Unique” Recognizing and catering for students’ diverse learning needs is one of our key commitments. Our school has designed bespoke curriculum booklets that link reading with writing development. Available in two to three differentiated levels, these resources empower students to build confidence and produce quality written work inspired by extensive reading.
5. Writing Portfolio Throughout the academic year, students are required to maintain a personal writing portfolio. They are guided in self-review and editing skills using a reference list that outlines the language features expected in each writing task. This process helps students take ownership of their learning and develop essential writing competencies over time.