本年度中文科已在所有單元中設定預習及筆記摘錄。各級的預習設計均按照要求設定：小一至小三的預習內容，主要涵蓋心理詞彙及生活經驗;小四至小六學生的內容，涵蓋文本，題目類型設計涉及閱讀層次中的「複述」、 「解釋」及「重整」；同時預習題型亦越見多元化，當中不泛如填寫腦圖、表格、短答或畫圖畫等設計。而筆記摘錄方面，小一至小六學生亦能在老師的指導下於作業的閱讀理解及聆聽部分中圈出或間下關鍵字詞。小一至小二學生能在老師的指導下於所有單元作業的詞彙部分圈出或間下重點及已學會的詞語，並且標記詞彙的詞性(如:動詞、形容詞等)及記錄詞語解釋；小三至小六學生在老師的指導下能自行在堂課中記錄每課課業中的字詞解釋或利用腦圖、時間線及表格等方法記錄相關語文知識與學習重點。根據教師問卷所得， 91%老師表示任教班別有多於70%的學生能按照上述要求完成以上的預習及筆記摘錄。
Our school provides a language-rich environment. Teachers of English Department gave its students a wide variety of learning experiences both within and outside the school. These experiences included internal activities and competitions—Speech Try-out, English Drama Competition and English Campaign, external competitions—HKMA David Li Kwok Po College Speech Competition and Hong Kong Schools Speech Festival and an external assessment—The Pearson Test of English. Our students got excellent results in HKMA David Li Kwok Po College Speech Competition in 2018-2019 as follows—three students got 1st runner up, five students got Certificate of Honour and eight students got Certificate of Merit. In 71st Hong Kong Schools Speech Festival, they also got good results. Two students got 2nd runners-up and fourteen students got Certificate of Merit. Because of COVID-19 pandemic, nine students did not have a chance to take part in the competition. They were disappointed due to the cancellations. It was amazing to know that our students achieved impressive performance in The Pearson Test of English in 2018-2019. There were eighteen students got Pass with Distinction and twenty-seven students got Pass with Merit. These language learning activities, competitions and assessment provided the environment for students to learn and use English and broadened students’ experience to build up their confidence in using English.
Reading to Learn
To develop students’ reading skills, interests and cultivate a reading habit, the department spent resources on developing the class library as well as the school library. Students had reading period every day. Teachers designed eight well-structured library lessons for each level. They invited students to read a wide range of materials with different subject content and text types to facilitate the development of a culture of “reading to learn”, and designed appropriate tasks for students to appreciate the value of reading, such as vocabulary brick, extensive reading scheme, good book recommendation, presentations of their favourite books and book sharing in morning assembly. After the feedback given by peer and teachers, the students reflected and prioritized issues raised and notes were taken to assist in follow-up writing assignment—book report.
Furthermore, the department had developed school-based reading curriculum. Students were assigned to read three readers and complete their reading booklets every year. Teachers led students to connect what they read with their personal and learning experience. It is important to equip students with reading strategies, such as making associations, comparisons and inferences to deepen their understanding of the texts and create new thoughts and perspectives, in order to help students reap the most benefits from “Reading to Learn”.
To prepare the new Primary One students for learning Primary Two English, a bridging programme is organized for them in the first three weeks in September. Primary One teachers had decided to develop their own bridging programme materials as students came from different kindergartens and curriculum planning was needed to meet individual needs and standards. In Primary Six, Secondary one textbook and exercise books were used in order to help students in the transition from primary into secondary students.
Collaborative Lesson Preparation and Evaluation
Mechanisms are in place to monitor curriculum implementation in an effective and timely manner. The department conducted lesson observations, exercise book inspections and collaborative lesson preparation and quiz and exam evaluation to ensure the quality of teaching and learning.
For collaborative lesson preparation, teachers had constructive discussion in regular level meetings. They discussed about students’ learning difficulties, teaching strategies, meaningful learning activities, planning of pre-task and note-taking. The refinement of school-based curriculum with focus on promoting self-learning. Teachers implemented various teaching strategies and resources to increase students’ learning motivation and facilitate self-learning, such as extensive reading programme, online lessons and Seesaw App. Elements of pre-task and note-taking were embedded into the various activities in each chapter, in both Usage and Reading. Note-taking was practiced explicitly from Primary one, especially when grammar items were presented.
The department made good use of curriculum evaluation data to prioritize teaching goals based on students’ results and learning needs. Even though teachers had high expectations on students, they would adjust their expectations after evaluation.
The Scheme of Work
The department had refined its scheme of work which put emphasis on both formative and summative assessments. Using formative and summative assessments for reviewing and improving teaching plans and strategies, teachers were able to improve the learning and teaching and trace back the effectiveness of suggested follow-up teaching strategies on enhancing students’ learning performance. A variety of formative assessments such as quizzes, writing compositions, listening and dictation were conducted.
To cooperate with the school major concern, Mathematics Panel has implemented doing pre-task and note taking into our daily teaching in this year. Teachers would discuss about what pre-task or extended learning activities student can do, and what key concept or mathematics formulae students should be jotted down in each chapter during the CLP. Teachers would ask students to collect different information or pictures, watching video to learn the basic concept of the coming topics as a pre-task, students to design the mathematics questions or to solve the challenging or advanced questions as the extended learning activities. J.1-3 students would highlight the key concepts in their books. On the other hand, J.4-6 students would jot down the key point in their self-directed learning book.
In this year, Math teachers have learnt to use different online learning apps in panel meeting and general staff meeting. To enhance the interaction in the lesson, teachers made use those eLearning apps in learning activities. They could collect instant responses from each student in each exercise to enhance the learning effectiveness and adjust their teaching paces. According to the teachers’ observations, students were eager to participate in learning activities and their learning interests were enhanced.
Our school has joined the HKU program - Supporting the learning and teaching of mathematics for non-Chinese speaking students in primary school in this year. J.4-6 mathematics teachers would collaboratively plan and review a mathematical topic with HKU colleagues. J.4 discussed about the topics of Fraction, J.5 was about Area of polygon, J.6 was about Capacity and Volume. Our teachers have learnt different vivid eLearning apps and teaching activities in this program. We also implemented those great teaching idea and apps in the daily teaching.
Our students are highly motivated in learning General Studies. Our tailor-made curriculum has been continuously modifying to suit our students’ needs and learning objectives. Pre-task and note-taking element are added in our curriculum to enhance students’ self-learning abilities. Teachers strongly focus on developing students enquiry through different hands-on experience. In this academic year, the General Studies curriculum has integrated with different computing elements such as Micro:bit, 3D printing and Scratch. Teachers also use various E-learning tools such as Seesaw, Nearpod and Plickers etc. to cater learner diversity and enhance learning motivation. Students are familiarize with using different platforms and they can fully demonstrate their learning outcomes both in and outside school.
STEM education is a significant development area in our school. In order to promote a good learning environment, our school has newly established a STEM room which enables students to participate in more STEM learning activities. A 3-year plan for STEM development are implementing and some remarkable achievements and activities include external awards of Smart City Model Design, VR courses after school, Joint Parent Science Fun Day and GIGO model making etc. These activities can definitely provide opportunities for students to have a taste of little scientist. In the coming years, our teachers would enhance the use of E-learning and develop a well-structured STEM education curriculum.
Moreover, project learning is one of key learning areas in primary school. Our school aims to develop the generic skills through school-based cross-subject project learning. STEM elements are added in some project learnings which help students to utilize their knowledge to solve daily live problems. Apart from learning in classroom, educational outings are arranged for all students to broaden their horizons and promote life-wide learning.
As students’ self-learning is one of the school key development targets, students use music self-learning exercise book to complete assigned pre-lesson tasks and take notes to summarize the key concepts they learnt by using different graphic organizers such as mind maps. A self- evaluation form from each term is provided for students to evaluate their learning progress, which helps them to improve their learning in music.
Outside classroom, students attended different musical concerts during school hours, which brings them new insights and a greater understanding and interest in music. Besides, students participated in different competition, including Hong Kong Inter-Primary School English Folk Song Group Singing Contest, Hong Kong Music Festival and integrated musical contest. Different instrumental class such as ukulele, handchimes, etc. are provided for students to select as their after school activities.
This year, our school is selected to participate in Drums in Move Drumming in Practice Project, which is co-operated with the Hong Kong International Drummer Festival. This project is a school-year-long educational project on drumming that aimed at enhancing students’ musical ability and rhythmic sense, team spirit, discipline and physical training. Students participated in the “learning Achievements Show Time!” finale performance to share their learning outcomes with the public. This helps to nurture students’ sense of appreciation, which to appreciate the unique features of drum line and drumset, as well as to appreciate the quality of self and others.
The goal of the P.E. subject is to enable students to learn sports skills, acquire relevant sports knowledge, and develop positive values and attitudes through diversified sports activities, so as to establish an active and healthy lifestyle. Therefore, the school has a number of extra-curricular activities related to sports, such as ropes skipping, DodgeBee, table tennis, etc. And the school team has basketball, cricket, track and field and football.
In terms of the curriculum, in order to meet the school’s concerns---Pre task, teachers will ask the students to collect relevant information before teaching the new unit, and then share their information when they back to school. The content of the curriculum also covers different items, including gymnastics, track and field, ball games, fitness, so that students can have an understanding of different sports.
In the coming year, the school will add new sports as extracurricular activities, so that students can have more choices. At the same time, the first school sports meeting will also be held, so that more students can feel the competition atmosphere and the fun of sports. The school will also participate in fitness reward scheme and promote spine protection exercises to improve students' health.
In alignment with school’s major concern of learning and teaching, pre-task and notes taking are conducted in Visual Art to develop students’ self-learning ability. Students on general are willing to collect relevant information for various topics and they are able to present artwork with originality. Students are motivated in Art learning activities and they enjoy sharing creating ideas with peers. A new Visual Art curriculum has been introduced since last year (2018-2019) and it has been implemented for two academic years. Under the new curriculum, students have more opportunities to explore the artwork created by classical and modern artists. With the application of self-evaluation form, students are able to express reflection for their artwork. Moreover, students’ ability of Art criticism and appreciation can be enhanced in Art Exhibition. To encourage students’ creativity and deepen their interest for Visual Art, a number of artwork is displayed in school hall. Students learn to appreciate others’ creation through peer evaluation activity. The Art Exhibition was held on Parents’ Day for which positive comments have been received from parents. The publication of Exhibition Booklet is the collection of students’ masterpiece. To further maximize students’ learning benefit, teachers will be devoted in more professional training for subject’s development in the future.