Comprehensive language strategies to promote students’ all-round development

SKH Holy Carpenter Secondary SchoolIt is our responsibility to support students’ all-round development and is committed to cultivating students’ continuous growth in six aspects: moral, intellectual, physical, social, aesthetic and spiritual. This coincides with the Hong Kong government's implementation of various talent import programs to attract more overseas and domestic students to reside and study in Hong Kong. In view of the increasing diversity of student enrollment in recent years, SKH Holy Carpenter Secondary School provides comprehensive language strategies and learning language support for newly arrived students and non-Chinese speaking students, such as: English group teaching, after-school English spelling classes, Trinity GESE English Speaking Training, after-school homework tutoring classes, adaptation classes for newly arrived students, Chinese classes for non-Chinese speaking students, etc., to help them adapt to Hong Kong culture, integrate into the school and community, and master the importance of biliteracy and trilingualism, cultivate their common abilities, values and attitudes, and achieve whole-person development.

Design high-quality school-based courses to lay a solid foundation in Chinese language

Schools are well aware that some students have weak Chinese or English abilities and differences in learning progress. Therefore, they need to provide them with appropriate curriculum and teaching policies to reduce learning differences and establish a sustainable space for language learning and development. Starting from the junior high school level, the school arranges after-school English phonics courses for students to teach spelling and stringing skills, and online English learning platforms (such as i-Learner, Quizlet, Edpuzzle, etc.). It also provides Chinese adaptation classes for newly arrived students and non-Chinese speaking students to learn Cantonese and Mandarin, encouraging them to speak biliterate and trilingual. At the same time, the Trinity GESE course is provided for students with better ability to obtain international recognition. In high school, we continue to strengthen students' listening and speaking skills in the language, for example, providing applied learning courses in English communication, after-school language supplementary classes, English improvement classes for foreign tutors, and recommending students to take the National Language Commission Mandarin Proficiency Test, etc. On the other hand, in response to the English learning needs and levels of high school students, the school divides the current candidates into groups according to their English proficiency. Each group is paired with an English teacher to follow up and conduct regular group discussions on HKDSE test questions, as well as oral and listening training, so that students can gradually reach the level required to sit for the Hong Kong Diploma of Secondary Education Examination (HKDSE). In addition to the school’s foreign English teachers, the school also hires other foreign tutors and teaching assistants, and arranges for them to assist Chinese teachers in organizing Chinese activities. The school also employs former university students as tutors for junior high school after-school homework tutoring classes and senior sisters from the University of Hong Kong to return to their alma mater to teach English classes, so that students can apply what they have learned and develop their biliterate and trilingual talents.

Passing on the torch, homework tutoring class alumni tutors

University of Hong Kong:

Classmate Lin
Classmate Chen
Classmate Lin

The Chinese University of Hong Kong:

Classmate Wu
Huang

Hong Kong University of Science and Technology:

Classmate Zhao
Classmate Yang

The Education University of Hong Kong:

Classmate Liu

City University of Hong Kong:

Classmate Chen
Classmate Luo
Classmate Li

Appropriate teaching policies and adapted learning and teaching plans

The teaching team is committed to optimizing the curriculum structure and designing language courses that meet the needs of students. The school implements an English group teaching strategy for students in Form One and Form Two. Students are assigned to appropriate English learning groups based on their personal English learning level and basic ability test results when they enter school. The groups are Starters, Movers, Flyers, and Masters. Teachers will conduct supplementary or top-notch training for students with different abilities and implement adaptive teaching strategies. In addition, in order to help students smoothly transition to upper-level courses, the English Department has designed 2 sets of test papers (Paper A and Paper B) for students to choose from. The more difficult test papers will serve as an enrichment and extension for students with stronger abilities. Although the less difficult test papers have a score limit, they will make it easier for students to meet the passing requirements, so as to build self-confidence in learning English and gain a sense of success.

Promote interdisciplinary learning and cultivate high-quality talents

The school promotes students' interdisciplinary language learning and reading development through a full range of activities, such as integrating English elements into classroom teaching activities and assessments of different subjects, designing cross-curricular English vocabulary booklets, arranging cross-subject project study activities for junior high schools, the Happy Reading Award Scheme and the Student Learning Award Scheme. The school hopes to encourage students to develop active language learning and reading habits through the "whole-school participation" model, and provide students with more learning experiences in listening, speaking, reading and writing. With the active promotion of the school and the teaching team, students at the school have become more bold in speaking English, Cantonese and Mandarin.

At the same time, the school is also actively organizing interdisciplinary language learning activities linked to STEAM education to encourage students to use English and Mandarin outside the classroom. For example: In the learning activities of aircraft programming and principles, learning elements such as Chinese and English vocabulary knowledge, law-abiding values, and article reading are added; an English musical is organized to link the learning content of the English course, allowing students to show their English learning achievements on the stage; the English Department and the Music Department co-organize a Ukulele class to teach students to appreciate English songs and strengthen their English listening. Through the joint efforts of teachers from different subject groups, unique school-based courses and learning activities are designed to create a pleasant learning environment for students, thereby cultivating students' biliteracy and trilingual abilities and preparing them for future studies and employment.

Make good use of teaching resources and organize diverse activities

The school actively explores external resources to support students’ development in language learning. For example: Approximately 10% of the funding received from the Quality Education Fund this year HK$550,000 is used to implement the "Smart English" project. By optimizing school facilities and adding teaching equipment, we have established a good English learning environment and multi-functional English classrooms, and enriched English learning activities to enhance students' interest in learning English. Members of the school's incorporated management committee are also enthusiastic about obtaining external resources for students to learn the language, such as cooperating with the Academic Society to provide English training for candidates, recruiting church members to volunteer to conduct online English exchanges for Form 4 students, and co-organizing bilingual and trilingual exchange activities with other secondary schools.