| Language Policy |
(1) Our medium of instructions policy is based on the students' needs and their English proficiencies. Basically, we adopt Chinese as medium of instruction.<br>(2) To better prepare students for tertiary education, students having good English foundations, will be taught in English for some subjects in senior forms.<br>(3) Students are exposed to an English-rich learning environment throughout their Junior Form studies.<br>(4) The English-rich learning environment helps students to strengthen their English proficiencies and increase the number of students who are capable to learn with English.<br>(5) The school scaffolds students with lower socio-economic status to learn English, so as to ensure equal chances are given to all of our students to fully develop their potentials. |
| Learning and Teaching Strategies |
Our school is an ordinary grammar boys' school. We strive to provide substantial, interactive, diversified and lively curriculum that aims to cater for the unique needs of boys. Our Senior Secondary curriculum provides a broad spectrum of electives that spans across humanities, science, technology, arts and sports for students to actualize their aspirations and abilities. As for our lessons, we emphasize clear learning outcomes, which are achieved by means of interactive learning activities and regular students’ assessments. Besides, we also provide a summary at the end of every lesson to consolidate learning. In Junior Secondary level, Self-Regulated Learning Scheme is implemented to nurture students to be autonomous learners and enhance their learning motivations. The scheme greatly uplifts students’ participation and initiatives in class through group discussions and pre-lesson tasks. The school is committed to facilitating the development of STEM and IT education. To strengthen our students’ problem solving skills, creativity and hands on experiences to solve realistic problems by integrating their skills and knowledge learnt from different subjects, the Mathematics Department, the Science Department, the Computer Department and the Technology Department have jointly organized a cross curricular collaboration in our junior forms known as The STEM Education. With generous donations received, the school has setup a STEAM Education Centre where students can actualize their creativity, sharpen their problem-solving skills and engage in communications, collaborations, logical deductions and investigations. |
| School-based curriculum |
1. Electives: 2X. Our students may take two electives according to their interests, aptitudes and abilities.<br> 2. Curriculum highlights: Our school is a normal cultural boys' school in Hong Kong, students are required to sit for the HKDSE exam. Our school offers students a wide range of subjects: the four core subjects and various electives covering all learning areas. To cater for the individual needs and ensure learning progress of our students with different levels, we adopt a learner-oriented approach with tiered teaching strategy, implemented with collaborative learning and self-regulated learning methodologies. In addition, we emphasize hands-on experience for our students to assist their learning and boost their confidence. In science lessons, they learn through participating in lab experiments. We hope the sense of achievement gained in science subjects can stimulate their learning interest in other areas. |
| Approach to Catering for Learner Diversity |
We adopt small group teaching and co-teaching so as to enhance classroom interaction, more teaching resources are spent on remedial teaching. With Boarding program and After-school Nurturing program, not only do we help the junior form students with their homework and revision, but also offer them chances to learn to interact with the others through group work. To enrich students' spiritual needs, Catholic priests would do sharing in some occasions. |
| Approach to Integrated Education |
Our school adopts a “whole school approach” model to promote integrated education. We establish a learning support team, members include vice-principal, SENCO, SENST, school social workers, student support team and educational psychologist to students with special educational needs (including NCS-SEN students). We also arrange teachers to receive integration education training to enhance their professional competence. Our school makes a flexible use of the Learning Support Grant and other school resources to provide diverse support to students with special educational needs (including NCS-SEN students), which includes hiring teaching assistants to provide students with comprehensive learning support and social skill training, and outsourced speech therapy services for students in need. We also cater for students’ learning diversity and improve their learning outcomes through the adaptation of curriculum design, diversified teaching strategies, group teaching and homework and test accommodation. Our school also works closely with school-based educational psychologists to conduct regular student assessments and meetings, and invite parents to participate in individual meetings to design concrete, feasible support programs or individual educational plan for students. Furthermore, our school strengthens the staff’s professional knowledge on inclusive education by regularly distributing relevant information and organizing staff development seminars. Our school is committed to building an inclusive culture. We aim at enhancing students’ learning effectiveness and helping them integrate into school life by providing students with appropriate and diverse resources. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-Teacher Association was founded 29 years ago as a formal channel of communication between families and the school. Its aim is to strengthen the school-parents relationship through the collaboration between the school, students, teachers, and parents. Lots of events have been organized, such as parents’ volunteer service group, educational seminars, teacher appreciation day, field trips and Christmas party. Parent volunteers provide our children with a wealth of activities, events, and resources, which complement the comprehensive education. |
| School Ethos |
We are like a large family, where students and teachers are bonded by the Christian values and their closeness is conducive to students’ growth and helps students overcome obstacles in learning. We place strong emphasis on establishing a routine for students’ daily life. Apart from their studies, students have ample opportunities to participate in stem activities and various exercise, such as ATS STREAM Club activities, STEM competitions and different ball games. |
| School Development Plan |
(1) To enhance value education on the basis of core Catholic values. We achieve this by various means: a school setting with ornaments of religious significance, talk in the morning assembly and sharing in the class master period. We also provide various opportunities where students can better understand core Catholic values. Besides, a reward scheme Good People, Good Deeds is implemented to instill in students' proper values. (2) Enhancing STEAM education: We always put strong emphasis on training our students as all rounded individuals. In addition to STEM education, a further element A “Art” is added so that STEM is transformed into STEAM. In junior forms, we create a cross curricula STEAM learning package that enables students to master the skills of different disciplines. It connects their learning with real life situations and enriches their learning experience. |
| Teacher Professional Training and Development |
Teachers will join the staff development days and enroll courses from the EDB to update their teaching pedagogy. To align with the development needs of the school, many teachers would join STEM and SEN related courses. There are collaboration periods allocated for teachers for pre-lessons preparation and for exchange of ideas. |
| Life-wide Learning |
There are more than 50 Life-wide learning activities are provided to help the students to gain the five essential learning experiences. They are: (1) Intellectual Development (mostly through classroom learning in KLAs): Chinese Club, Reading Group, English Board Games, Mathematics Club, Fiction Reading Group, Drone Club, Video Production Group (Bosco Club), Board Games Club, WCT Board Games, Young Scientists, Design and Applied Technology Study Group, STEAM Pioneer Team (Bosco Club), ATS Robot Club, Science and Technology Club, Innotech Club, Computer Society; (2) Moral and Civic Education (character formation): Catholic Association, Catechumen Class, Prefect Team, Student Librarian, Peer Counselling Group: Model Making Club, Environmental Protection Club (Bosco Club); (3) Community Service: Red Cross Youth Team, Sea Scout, Salesian L’Oratorio; (4) Physical and Aesthetic Development: Basketball Team, Football Team, Badminton Team, Volleyball Team, Fitness club (Bosco Club), Football Club (Bosco Club), Basketball club (Bosco Club), Table Tennis Club (Bosco Club), Squash Club, Boxing Club, ATS Taekwondo Club, ATS Mr. Vaudeville (Bosco Club), Magic Club, ATS Shooting Club, Model Making Club, Graphic Design Group, Elite Art class, Gardening Club (Bosco Club), Leathercraft Club, Audio-visual Team. |
