From Kindergarten to Primary Schooling and from Primary to Secondary Schooling

Music

Recorder practice is included in the course work for students of Primary 5 and 6. The music teacher provides learning materials for students to learn step by step, progressing from Level 1 to Level 10. Students learn basic fingering first. Songs with different levels of difficulty are then included following series of continuous practices via the online platform.

Students of Primary 6 (recorder practice) To boost creativity and selfregulated learning, different composition tasks are given to students of different grade years. For example, Primary 3 students have to create their own lyrics for the song “So Early In The Morning”. Composition of variations is also included in the course work for students of Primary 6. They have to compose their own variations after learning the different methods in creating music variations.

English Language

The interface between different key stages of learning in the local curriculum has always been a challenge to most students, though probably of varying degrees. On the path of learning English as a second language, the challenges facing learners newly progressing from kindergarten education to Primary One as well as those from Primary Six to Secondary One no doubt can be rather upsetting, if not worrying, for most students and their parents. In view of these, the English Department is well-aware of the needs to help prepare both the novice learners as well as the Primary Six school-leavers for their readiness in the smooth articulation from one stage to another. Apart from referring to the official specifications of the curriculum by the Education Bureau for basic education in Hong Kong, we believe that heightened communication among different sectors in education can also facilitate planning, design and revision of learning targets as well as materials for the English curriculum. We thus have joined in inter-sectional sharing to learn about the curriculum design, contents and teaching approaches devised by our kindergarten and secondary school section respectively. Meanwhile at school, we schedule the learning of basic concepts on text types, syntax and vocabulary as well as various language and communications functions progressively for a solid foundation for our students, preparing our students for meeting the challenges ahead on acquiring the target language. In addition, we are well aware of the need to adopt the appropriate strategies addressing the needs and interest of learners of different age groups. For example, the fluency programme infused in the project on producing the short plays to be presented in the English Oral Show aims to help students acquire basic skills in phonics and interaction as well as knowledge in semantics and sentences through a fun-filled, interactive approach. Meanwhile, students of Primary Six are more often required to take the initiative to collect and process language inputs as well as present the learning outcomes obtained in class through application of the four skills. Students’ awareness and knowledge on both fictions and non-fictions as well as print and non-print learning materials are also targeted at, preparing them for the secondary school curriculum. They are also provided the eye-opening opportunities to join featured programmes on, for instance, debate or drama, as designed by the Secondary School Section.

Bridging

From Kindergarten to Primary Schooling and from Primary to Secondary Schooling

中文科

語文是學習各種學問的基礎，語 文教育應從小做起，不斷積累、沉浸、 內化，成為學生重要的學習工具之一。 本校著重中、小、幼的語文課程銜接， 特別為學生設計一系列的校本教材，從 幼升小、小一至小六，以至升中銜接皆 能兼顧，期望為學生提供適切而豐富的 語文材料，包括：小一、小二字詞庫、 小三實用文教材及說話訓練手冊、六 級的校本語文基礎補充、諺語冊、古詩 文導讀用書、聽說讀寫工作紙、成語練 習、溫習工作紙、自學工作紙、以及小 六文言文升中銜接教材，全為本校中國 語言科老師合力規劃及編輯，配合分組 教學、思維訓練、創意教學、恆常鞏固 及評估，讓學生循序漸進地紮穩語文基 礎。