(a) To be responsible for the development of the curriculum resources by using the Tiered Intervention Model (the Model) to support students with specific learning difficulties in reading and writing (SpLD) at upper primary and junior secondary class levels, with specific foci on:
(i) initiating, planning and conducting teacher networking activities on the development of curriculum resources;
(ii) participating in school-based working meetings and network meetings on resources development and curriculum adaptation;
(iii) supporting school personnel to develop resources and try-out the effective teaching strategies at upper primary and junior secondary class levels;
(iv) making lesson observation and provide feedbacks to teachers afterwards to refine the teaching and learning programmes;
(v) supporting school personnel to conduct parent training in respect of the Model;
(vi) supporting schools to plan for the long term implementation of the Model; and
(vii) directing and assisting the collection, compilation and production of resources materials;
(b) To enhance the skills of school personnel and related professionals in implementing the Model through rendering professional school-based support; delivering territory-wide/theme-based workshops/ seminars; and facilitating cross-fertilisation of expertise through networking participating schools for dissemination of good practices and providing consultation service as appropriate;
(c) To collaborate with schools and other educational institutions on resource development and extension of the Model; and
(d) To performing any ad hoc duties as assigned.

(a) A Hong Kong bachelor's degree majoring in Chinese Language, Education (major in Chinese Language) or Psychology, or equivalent;
(b) A certificate in education from a Hong Kong tertiary educational institution, or equivalent;
(c) Level 3 [See Note] or above in Chinese Language in the Hong Kong Diploma of Secondary Education Examination (HKDSEE), or in the Hong Kong Certificate of Education Examination (HKCEE), or equivalent;
(d) A total of six years' relevant experience including experience in teaching and/or providing support to student with special educational needs; and
(e) Experience in developing school-based curriculum or resources on supporting the Chinese reading and writing skills of upper primary or junior secondary students / supporting students with specific learning difficulties in reading and writing (SpLD) / implementing the Model preferred.