Measures to raise students’ English standard
師資 (Teacher Qualifications) :
- 全體英文科教師均達英文科語文能力要求 (即語文基準)，持有大學學士或碩士學位及教育文憑。
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 Language Proficiency Assessment for Teachers (English Language).
外籍老師和學生 (Native English-speaking Teachers & Exchange Student)
- 聘請 2 位全職外籍英語老師，組織不同活動營造英語學習環境及氣氛。
Our school employs 3 full-time native English-speaking teacher. They help create a motivating English language environment in school. They regularly organize activities in the English Room and the English Garden to arouse students’ interests in learning English.
- 安排 2 位外籍老師擔任班主任，增加同學與外籍老師的接觸。
Three native English-speaking teachers will be the class teachers so that they will have more opportunities to communicate with our students.
配合英語發展的設施 (Facilities maximizing English learning opportunities)：
To help students learn English in a relaxed environment, the English Room and the English Garden have been established to hold various kinds of activities such as Scrabble Competition and lunchtime movie shows for students at different levels.
English magazines, DVDs, computer games and board games are also provided for students to use them in the English Room.
A projector, air-conditioning system and desks and chairs have been installed in the English Garden to ensure organized activities are held in a comfortable environment.
銜接高中採用英語教學的安排 (Bridging to EMI in senior form)：
To help students be ready for the senior form, non-English teachers constantly teach students some English vocabulary items and use English to raise other issues related to their subjects. English worksheets are given to students to enable them to become more familiar with English as a medium of instruction.
- 繼 2008-09 學年參加公開大學與教育局合辦的「跨學科學習英語研究計劃」，2009-10學年本校成立「推動跨學科學習英語小組」，於 2010-2011學年成立「跨學科學習英語委員會」，專注在初中發展跨學科學習英語的課程，以提升學生在各科運用英語學習的能力。
Based on the fruitful experience from the joint ELA research project with Open University and EDB in 2008-09, we set up the ELA team in 2009-10. In 2010-2011, we have formed the LACC (Languages Across Curriculum Committee). The committee is mainly responsible for the design and implementation of ELA curriculum in junior forms in order to enhance students’ abilities to use English in other subjects.
To consolidate students’ language foundation, English teachers conduct assessments for S5 and S6 students in the morning reading periods.
照顧學習差異 (Cater for learning diversities)：
- 在1C, 1D, 2C, 2D, 3C, 3D 及高中的 A 班及 B 班英文課時採取小班教學，師生比例為1 ：20，進行拔尖。
We adopt a small-class teaching policy in both junior and senior forms. 1C, 1D, 2C, 2D, 3C, 3D and senior form A and B classes are split into groups in English lessons, and the teacher-student ratio is reduced to 1:20 in order to enhance students’ English.
To cater for students’ learning diversities, students are assigned to use two sets of English course books in the junior forms. More able students use an advanced level of course books and vice versa. Different assessment will be arranged in accordance with students’ abilities.
Students are nominated by their English teachers to participate in English remedial or enhancement classes after school to consolidate their language abilities.
Potential students are nominated to be the Academic Prefects to receive training and to help teachers promote English on campus.
Students are encouraged to sit for public examinations like International Competitions and. Assessments for Schools.
Students are encouraged to participate in the Speech Festival every year to enhance their speaking skills.
To help students familiarize themselves with English lessons, English summer bridging classes are organized for S1students.
為學生創造英語環境 (Create a motivating English language environment)：
Tuesdays are English Speaking Days.
By taking part in ‘Morning Chat’ on Mondays, Tuesday and Wednesdays, S3 students will have chance to talk and share with two Native English Teachers in groups.
English teachers sharing in English on Tuesdays and Thursdays.
In LAC period, Subject-based dictation will be carried out so as to consolidated students' subject-based vocabulary and sentence patterns and strengthen students' English foundation.
Holding English Weeks to encourage all teachers and students to use English in daily life.
S1-3 Subject-based Morning Reading Programme is implemented on Thursday mornings to allow students to read school-based subject-based reading materials before the lessons start. It also incorporates with online audio version, graphics, progressive paragraph writing skills, etc. in order to strengthen students’ English foundation in reading, and listening perspectives.
Extensive English Morning Reading Programme is implemented on Thursday mornings to allow S4 students to read extensively on fiction while S5 students to read English newspaper. This programme is to align with the requirement of English language learning under New Senior Secondary Curriculum.
Posting English posters, proverbs, famous quotations and slogans at campus.
Labeling school facilities and clubs’ notice boards in English to help students learn more daily life vocabulary.
Printing school circulars in both Chinese and English versions.
Printing student Handbooks in both Chinese and English versions.
- 定期出版中英文文集及英文報刊Sun Dayz，並將作品上載學校網頁上，以鼓勵同學寫作。
Students’ work is published and uploaded to the school website so as to encourage them to write more and share their ideas with other students.
The weighting of average marks is increased in order to build up students’ learning motivation.
- 利用特別節日或活動 (例如「感恩節」、由外籍老師在早會訪問老師的個人興趣等 )，將英語學習處境化，寓教於樂。
Holding special activities such as Thanks Giving Day and Interview with SFCC teachers so as to help students learn English in a relaxed atmosphere.