非華語學生支援 (Eng)

(A) Administration Plan

Our school established a task force for ‘Chinese Learning Support for Non-Chinese (NCS) Students(s) to strengthen Chinese learning support for NCS student(s), raise the awareness of supporting NCS student(s) and develop an inclusive learning environment. A planning coordinator, two Chinese teachers and a teaching assistant comprise the task force.

(B) ‘In-class Chinese Learning Support Programme

Our school tested the students’ Chinese levels according to the samples of listening, speaking, reading and writing in ‘Chinese Language Assessment Tool’ which is an assessment tool that EDB commissioned the Faculty of Education, The University of Hong Kong to develop and set specific learning targets and teaching strategies to support the actual learning needs of students.

Subject	Details
Chinese lessons	NCS student(s) are withdrawn from ordinary Chinese classes and small group teaching is conducted by designated teachers.
	Designated teachers and experienced Chinese teachers provide Tier-1 learning support to NCS student(s) who stay in the ordinary class. A teaching assistant will also provide support in class if necessary.
	Adaption is made in different areas for NCS student(s) such as Chinese courses, homework, dictation, assessment and examinations.
Chinese Enhancement Classes	‘Chinese VIP’ (Every Thursday): Arrange Chinese Classes for Primary 5 NCS student(s) to strengthen and intensify their Chinese learning and improve their Chinese level.
	Saturday School-Based Chinese Enhancement Class: Organize School-Based Chinese Enhancement Classes for Primary 3 and Primary 4 NCS student(s) to strengthen training on Chinese word recognition, reading and writing.
	External courses: Set drama, calligraphy and STEAM classes for NCS student(s) to learn in a mode of ‘Learning by moving, Learning by doing’ and improve their motivation in learning Chinese and know more about Chinese culture.

(C) Curriculum adaption

Students are withdrawn from ordinary Chinese classes and taught by designated teachers in small groups. Adaption is made in different areas which include Chinese lessons, homework, dictations, assignment and examinations. In general, to make the consensus, all arrangements need to be informed to the subject teachers at the same grade and discussed if necessary.

(D) Inclusive Initiatives

Method	Details
Inclusive Activities	Conduct activities to promote cultural inclusion / strengthen diverse cultures and religious sensitivities. ‘Teachers’ Training Programme’ and ‘Students’ talk’ are established for teachers and students to understand the culture, tradition and taboo of Ethnic Minorities which help them to recognize the way to communicate and associate with Ethnic Minorities.
	Provide opportunities for NCS student(s) to learn and interact with Chinese- speaking peers in school and outside school. For example: arrange for NCS student(s) to participate in uniform teams and social services; Provide opportunities for NCS student(s) to be student leaders, strive for cooperation to organize inclusive activities with different organizations; Encourage NCS student(s) to join uniform teams to serve the community and develop their leadership ability.
	Life-Wide Learning Activities Tours, experiencing Chinese culture and diverse Chinese learning activities are organized for NCS student(s) to gain a deeper understanding of Chinese festivals, Hong Kong culture and increase their interest in learning Chinese.

(E) Linking and communication with parents

Measures from our school to promote home-school cooperation to NCS student(s) are as follows:

Items	Methods	Details
1	Translation Services	To enhance communication between the schools and parents, translators are timely arranged for parents of NCS student(s). It includes oral translation of school notices, simultaneous translations on Parents and Teachers’ Day, Parents’ Talk and other Home-School Co-operation activities.
2	Sunshine Call	Discuss the learning progress of the NCS student(s) with their parents (including Chinese learning progress) regularly. Explain and emphasise the importance of learning Chinese to the NCS students’ parents. Provide information about the students’ further studies / secondary school choice-making to their parents.
3	Parents and Teachers’ Day
4	Parents’ Talk

(F) Other Coherent

Care Model

Details

Internal

‘Paired Reading Scheme’

To cultivate an inclusive school environment and develop students’ listening and speaking skills, senior Chinese students will read books with junior NCS student(s)

‘Sunshine Teacher’

Chinese teachers arrange lunch meetings with Chinese and NCS student(s) to cultivate a deep relationship between teachers and students. It also constructs an environment for Chinese students and NCS student(s) to associate with each other which allows them to learn to be tolerant and appreciate each other with different cultural backgrounds.

‘NCS Baby Caring Programme’

Objective: Mainly focus on the adaption of NCS student(s) (School life and Daily life in Hong Kong). Increase their loyalty to the school and hope the Baby Caring Ambassadors can make the NCS student(s) like going to school and love Po Yan.

External

Cooperate with external organizations

Work with external organizations to do voluntary work for the society which enables NCS student(s) to have more contact with Chinese people outside school and find out more about the society and culture in Hong Kong.

Cooperate with secondary schools in the same district

Promote inclusive activities with secondary schools in the same district to enable NCS student(s) to have contact with Chinese people outside school and find out more about the society and culture in Hong Kong.

獻主會溥仁小學

Po Yan Oblate Primary School