English Language | DMHC Siu Ming Catholic Secondary School

Mission

English serves as the principal language of instruction across our curriculum, enabling students to access a comprehensive range of academic disciplines. We are committed to developing students' linguistic competence across all four language domains—listening, reading, speaking, and writing—so they can communicate with confidence and effectiveness in English within and beyond the school environment.
Our English Language programme equips students to become articulate communicators, reflective learners, and engaged global citizens. We employ diverse pedagogical approaches, authentic learning materials, and collaborative activities to foster student agency and linguistic growth. Through meaningful engagement with both functional texts and literary works, we cultivate in our students a deep appreciation for the English language and its capacity to shape thought, emotion, and understanding.

Curriculum Goals

Junior Forms (S.1–S.3)	To listen, read and view with critical discernment and interpretive accuracy, drawing meaning and appreciation from a varied range of literary and non-literary texts across print and digital media To express ideas, information and feelings through spoken and written English that adheres to international standards of grammar, clarity, coherence and contextual appropriateness, demonstrating fluency across diverse audiences and purposes To develop confident use of Standard English vocabulary and grammatical structures, understanding how language choices create meaning and achieve communicative effect; to reinforce this knowledge through integrated literacy practices across all modes of language use To foster creative expression, autonomous learning and higher-order thinking through learner-centred pedagogical approaches that encourage active participation and collaborative inquiry

Junior Forms (S.1–S.3)

To listen, read and view with critical discernment and interpretive accuracy, drawing meaning and appreciation from a varied range of literary and non-literary texts across print and digital media
To express ideas, information and feelings through spoken and written English that adheres to international standards of grammar, clarity, coherence and contextual appropriateness, demonstrating fluency across diverse audiences and purposes
To develop confident use of Standard English vocabulary and grammatical structures, understanding how language choices create meaning and achieve communicative effect; to reinforce this knowledge through integrated literacy practices across all modes of language use
To foster creative expression, autonomous learning and higher-order thinking through learner-centred pedagogical approaches that encourage active participation and collaborative inquiry

Senior Forms (S.4–S.6)	To refine analytical reading strategies, deepen engagement with complex texts, and establish sustainable reading practices in preparation for public examination components To broaden vocabulary range through exposure to contemporary, topical discourse and academic language, equipping students for further study and professional communication To explore and produce writing across multiple genres and registers, with particular attention to examination-oriented and real-world composition tasks To strengthen students' capacity to organise, articulate and convey information with clarity, coherence and persuasive impact across varied communicative contexts and audiences To introduce and systematically develop examination-focused writing styles that are benchmarked against internationally recognised English language assessment standards. To embed vocabulary and grammatical instruction within authentic, contextualised learning experiences that connect language form to meaningful communication To cultivate a robust reading culture that sustains student motivation and academic progress

Senior Forms (S.4–S.6)

To refine analytical reading strategies, deepen engagement with complex texts, and establish sustainable reading practices in preparation for public examination components
To broaden vocabulary range through exposure to contemporary, topical discourse and academic language, equipping students for further study and professional communication
To explore and produce writing across multiple genres and registers, with particular attention to examination-oriented and real-world composition tasks
To strengthen students' capacity to organise, articulate and convey information with clarity, coherence and persuasive impact across varied communicative contexts and audiences
To introduce and systematically develop examination-focused writing styles that are benchmarked against internationally recognised English language assessment standards.
To embed vocabulary and grammatical instruction within authentic, contextualised learning experiences that connect language form to meaningful communication
To cultivate a robust reading culture that sustains student motivation and academic progress

Curriculum Highlights

English Literature

English Literature is incorporated into the junior secondary curriculum. Through appreciating a variety of texts in particular, students have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature especially plays a key role in such development.

S. 2 drama

Drama has always been a core element in the Secondary 2 English language curriculum. Students try their hands on script writing and appreciate certain plays. To showcase students’ talents and let them experience the fantastic journey of drama, a Drama Half-day Camp is organized in March every year. Students engage themselves in theatre-related activities, line reading and rehearsals leading to a stage performance.

S.4-5 English Drama Appreciation

Since 2012, our school has been participating in The Jockey Club “From Page to Stage®” Programme, organized by The Absolutely Fabulous Theatre Connection (AFTEC). Every year, Secondary 4 and 5 students are taken to Sai Wan Ho Civic Centre to appreciate an English drama production. Previous shows included ‘Emma’, ‘The 39 Steps’, ‘Sherlock Holmes’, ‘Around the World in 80 Days’, ‘Les Miserables’ and ‘Franky’. Before the shows, students also participated in pre-show workshops at school delivered by the AFTEC team. All the students enjoyed the activities immensely and showed enthusiastic response. During the show, our girls also joined in the interactive activities on stage with the actors and actresses, which were great chances to be a part of the show and have fun.