Measures to raise students' English standard

Teacher Qualifications:
All English teachers are Bachelor or Master degree-holders majoring in English or Education (English) and have Postgraduate Diplomas or Certificates in Education (PGDE or PCED) majoring in English. They are also exempted from the Language Proficiency Assessment for Teachers (English Language).

Native English-speaking Teachers & Exchange Students:
Our school employs two full-time native English-speaking teachers. They help create a motivating English language environment in school and regularly organize activities in the English Room and the English Garden to arouse students' interests in learning English.

Two native English-speaking teachers are class teachers, providing students with more opportunities to communicate with them.

Facilities maximizing English learning opportunities:
To help students learn English in a relaxing environment, the English Room and the English Garden have been established to hold various activities such as Scrabble competitions and lunchtime movie shows for students at different levels.

English magazines, DVDs, computer games, and board games are also provided for students in the English Room.

A projector, air-conditioning system, desks, and chairs have been installed in the English Garden for holding activities in a comfortable environment.

Bridging to EMI in senior form:
To help students prepare for the senior form, non-English teachers incorporate English elements into their lessons and distribute English worksheets to familiarize students with English-medium instruction.

Based on the fruitful experience from the joint English Language Across the Curriculum (ELAC) research project with the Open University and EDB in 2008-09, we set up the ELAC team in 2009-10. In 2010-11, we formed the Languages Across the Curriculum Committee (LACC). The committee is mainly responsible for the design and implementation of the ELAC curriculum in junior forms to enhance students' abilities to use English in other subjects.

English teachers conduct assessments for S4 students during reading periods to consolidate their language foundation.

Cater for learning diversities:
 

• We adopt a small-class teaching policy in both junior and senior forms. Junior form C and D classes and senior form A and B classes are split into groups for English lessons, reducing the teacher-student ratio to approximately 1:20 to enhance learning.
• To cater for students' learning diversities, two sets of English course books are used in the junior forms. More able students use an advanced level of course books, and assessments are differentiated according to students' abilities.
• Subsidies are provided for students to attend IELTS preparation courses.
• We subscribe to an online English learning platform and encourage students from S1 to S6 to use it daily to enhance their proficiency in reading, writing, listening, and speaking.
• Lunch-time and pre-DSE oral practice sessions are arranged to prepare S6 students for the DSE oral exam.
• After-school remedial and enhancement classes are offered to consolidate students' language abilities. Students are nominated by their English teachers to participate.
• Potential students are nominated to be Academic Prefects to receive training and help teachers promote English on campus.
• Students are encouraged to sit for public examinations like the International Competitions and Assessments for Schools (ICAS).
• Students are encouraged to participate in the Speech Festival every year to enhance their speaking skills.
• English summer bridging classes are organized for S1 students to help them familiarize themselves with English lessons.

Create a motivating English language environment on whole-day teaching days:

• Tuesdays are designated English Speaking Days.
• Through oral practice sessions on Mondays, Tuesdays, and Wednesdays in the second term, S3 students have the opportunity to talk and share with the two Native English Teachers in groups.
• English teachers give sharing sessions in English on Tuesdays and Thursdays.
• During LAC periods, subject-based dictation is carried out to consolidate students' subject-based vocabulary and sentence patterns.
• English Weeks are held to encourage all teachers and students to use English in daily life.
• English posters, proverbs, famous quotations, and slogans are posted around the campus.
• School facilities and clubs' notice boards are labeled in English to help students learn everyday vocabulary.
• School circulars are printed in both Chinese and English.
• Student Handbooks are printed in both Chinese and English.
• Student writing is published in regular publications and the school newspaper, Sun Dayz, and uploaded to the school website to encourage writing and sharing ideas.
• The weighting of continuous assessment marks is increased to build up students' motivation in daily learning.
• Special activities, such as Thanksgiving Day and interviews with SFCC teachers, are held to help students learn English in a relaxing atmosphere.