International Learning
From Huadong to the World — Learning Together Across Borders
English Education
A Continuous K–12 Pathway: Making English a Tool for Learning and Communication
At Huadong Taiwan Businessman's School, English learning is developed progressively from Kindergarten through Elementary School, Junior High School, and Senior High School.
Building on Taiwan’s national curriculum, we provide a coherent English-learning environment through local and international teachers, diverse English courses, differentiated instruction, and a wide range of language-learning activities.
Our English Department coordinates English curriculum planning across grade levels, elective courses, placement assessments for new students, English competitions, and student showcases, ensuring that English learning is both systematic and continuous.
At the Kindergarten level, students develop an interest in English through songs, stories, phonics, and everyday communication.
In Elementary and Junior High School, students gradually strengthen their reading, speaking, writing, and presentation skills.
At Senior High School, students advance toward academic reading, writing, oral communication, and formal presentations.
Through festivals, competitions, performances, camps, and other authentic learning experiences, students move beyond simply learning English to using English to communicate, express ideas, and learn.
K–12 English Proficiency Framework
| Grade | Expected Proficiency | Learning Support |
|---|---|---|
| G2 | Understands common classroom instructions, basic vocabulary, and short sentences. | Phonics, songs and rhymes, picture-based reading, speaking games |
| G4 | Can introduce themselves, describe everyday experiences, and read short texts. | Guided Reading, Show and Tell, leveled reading |
| G6 | Understands basic texts and can give short presentations and express simple opinions. | Reading circles, thematic tasks, short presentation practice |
| G9 | Participates in discussions, reads young-adult texts, and writes structured paragraphs. | Debate, Academic Reading, Presentation Skills |
| G10 | Reads introductory academic texts, writes short argumentative essays, and delivers formal presentations. | Academic Writing, Research Skills, Public Speaking |
| G12 | Conducts academic research, reads critically, and produces extended essays or research reports. | Research projects, international curriculum preparation, university |
| Grade | G2 |
|---|---|
| Expected Proficiency | Understands common classroom instructions, basic vocabulary, and short sentences. |
| Learning Support | Phonics, songs and rhymes, picture-based reading, speaking games |
| Grade | G4 |
|---|---|
| Expected Proficiency | Can introduce themselves, describe everyday experiences, and read short texts. |
| Learning Support | Guided Reading, Show and Tell, leveled reading |
| Grade | G6 |
|---|---|
| Expected Proficiency | Understands basic texts and can give short presentations and express simple opinions. |
| Learning Support | Reading circles, thematic tasks, short presentation practice |
| Grade | G9 |
|---|---|
| Expected Proficiency | Participates in discussions, reads young-adult texts, and writes structured paragraphs. |
| Learning Support | Debate, Academic Reading, Presentation Skills |
| Grade | G10 |
|---|---|
| Expected Proficiency | Reads introductory academic texts, writes short argumentative essays, and delivers formal presentations. |
| Learning Support | Academic Writing, Research Skills, Public Speaking |
| Grade | G12 |
|---|---|
| Expected Proficiency | Conducts academic research, reads critically, and produces extended essays or research reports. |
| Learning Support | Research projects, international curriculum preparation, university |