Our Programme
We have always believed story books are the most powerful and effective tool to build up students’ reading proficiencies. While we understand the importance of fostering stronger English skills, it is the ability to adapt, and transfer gained knowledge through reading that is the most crucial and sustainable means necessary for providing a better future for children from underserved families.
We started our first English reading programme with Lok Sin Tong Primary School in May 2014. Since then, we have successfully completed:
- A 4-year English programme with Yaumati Catholic Primary School (Hoi Wang Road) between 2015 – 2019
- A 3-year English Programme with Tai Kwok Tsui Catholic Primary School between 2015 – 2018
| Yaumati Catholic Primary School (Hoi Wang Road) | Tai Kok Tsui Catholic Primary School | Kowloon City Lok Sin Tong Primary School | |
|---|---|---|---|
| Duration of programme | 3.5 years | 4.5 years | 3 years |
| Hours of classes delivered | 180 hours | 268 hours | 106 hours |
| Number of students taught | 3,000 students | 2,700 students | 360 students |
| Grades covered | Primary 1 – Primary 6 | Primary 1 – Primary 4 | Primary 1 – Primary 4 |
| Teachers’ trainings provided | 20 hours | 20 hours | – |
| Number of teachers trained | 25 | 23 | 0 |
| Impact achieved | Average of 31.56% increase in Story Seeds’ administered skills test score, as well as an improvement in English skills across all sampled grades (P.1-P.3). | Average of 39.46% increase in Story Seeds’ administered skills test score. | Students’ passing rate in the REACH assessment rocketed from 9% to 90%. |
Our Impact
In the 2022-2023 academic year, we partnered with two organizations that closely support families in need of social welfare or residing in subdivided flats. During this period, our Story Seeds programme welcomed a total of twenty four kindergarten students, with fifteen students referred by the Society for Community Organization (SoCO) and nine students from Yan Oi Tong Pang Hung Cheung Kindergarten (YOT). Notably, all these students came from low socioeconomic backgrounds and had limited prior exposure to the English language.
Overall, the students demonstrated significant improvement that surpassed our expectations, both academically and in terms of their socioemotional growth.
