(1) Objectives:

(2) Curriculum:

PLP-R/W (P. 1-3) Twice a week, all students in Primary 1, 2 and 3 go to the English Room to take part in the Primary Literacy Program Reading and Writing (PLP-R/W). PLP-R/W teachers reading and writing, in an integrated and holistic fashion.
New reading and writing programme in KS2 (P. 4-6)
In 2008, we embarked upon the new and exciting PLP-R/W, in P1. It was designed solely for Key Stage 1. Since we implemented PLP-R/W, students’ reading levels have consistently shown greater improvement than in previous years.

New Reading and Writing Programme
By utilising students’ familiarity with the PLP-R/W format, we will ensure that they continue to learn in a style and structure to which they have grown accustomed, over the last three years. Moreover, students’ literacy development will be thoroughly catered for, in a wide range of text types.

Shortly, we will purchase class readers for P4 and P5 students. These readers will provide additional support in comprehending the context, subject-knowledge, and linguistic features of the literary genre studied in class. Consequently, students will be further exposed to the text type they are studying, and their literacy development will be more deeply supported.

Six Thinking Skills We apply Six Thinking Skills in teaching reading and writing. Six Thinking Skills is a simple and effective parallel thinking process that helps students be more productive, focused and mindfully involved.
Concrete Feedback In order to help students express their ideas coherently, teachers introduce different cohesive devices and give concrete feedback, i.e. teachers give prompts, positive feedback and written comments, which help pupils’ self- improvement.
Provision of an English rich environment in upper primary through cross-curricular collaboration In order to prepare P6 students for the NSS, we infuse language arts (social issues) into the P6 curriculum. Through teaching thinking skills, reading articles about specific topics (e.g. global warming) and student-led discussions, students are ready to give presentations about their own findings to others. All of these elements maximize students’ exposure to English and their use of English as a tool to learn.
Dictionary skills Using references such as the dictionary is an essential study skill. They provide meanings of words as well as useful information like pronunciation, parts of speech, phrasal verbs and, through examples, demonstrate how words are used in context.
Promotion of learner independence With the challenges in the 21st century, we want to nurture our students to be independent learners.
Through the help of different pre-lesson preparation tasks and the discussion in the online forum, our students will become more motivated learners.
Students are equipped with different learning strategies such as dictionary skills, thinking skills and various learning strategies in dictation, which will enable them to be active problem-solvers.
Students set their own goals based on understanding of their strengths and weaknesses.
Building the English environment To create the opportunities and language environment, pupils have to use English to communicate with English teachers both inside and outside classroom. Moreover, we have two NETs in our school starting from this year. One NET goes into P.1-3 classrooms to have PLP R/W with pupils and the other NET goes into P.4-6 classroom to have speaking training with pupils.

(3) Photo sharing:

Little Tour Guides


English Reading Mums Programme


After-school speaking class


Games Day at King’s College


English drama class - The Little Prince Performance


Using iPads to facilitate learning in English lessons


PLP-R/W lessons (Making a cake)


English Fun Day—Shakespeare’s World


Happy Story Time by Mr Neil Griffiths


English activities at Reading Path