| Language Policy |
English is the main medium of instruction. After-school enhancement courses are arranged for students who have a weaker English foundation so that more attention and support will be given to raise their English Language competence. In order to enrich the English speaking environment, a variety of interactive English Language activities are organized outside the classroom to maximize students’ exposure to English and to provide them ample opportunities to use the language. Examples are English For All, English Broadcast, Inter-class drama competitions and so on. |
| Learning and Teaching Strategies |
The school emphasizes the importance of nurturing students' ability to learn. With more teacher-student and student-student interactions, students are nurtured to be collaborative, responsible, inquisitive and proactive learners. The quality of teaching is enhanced through systematic teacher development programs which enable teachers to review and reflect their existing teaching practices and learn new ones. Collaboration among teachers is encouraged and peer observation among teachers is a common practice. In order to shape a supportive learning environment for students to be 21st century learners, we have also installed fibre-optic cables and there is full access to WiFi in every corner of the school campus to support learning and teaching. |
| School-based curriculum |
1. Electives: 3X. Students can choose 3 electives from 13 subjects.<br> 2. Curriculum highlights: In order to reach the goal of developing students into well-educated people who are able to meet the demands and challenges of the 21st century, the curriculum is designed with the following emphases: Enabling students to attain knowledge and skills in diverse fields so that they will be able to actively explore their own academic pursuits and career paths. Developing students into self-directed learners so that they can be collaborative, responsible, inquisitive and proactive. Designing a vertical curriculum in all subjects to bridge the junior and senior levels. |
| Approach to Catering for Learner Diversity |
The Twin Class Teacher System, Big Sister Program and the enhancement/remedial classes can cater for individual differences and students with different needs. To cater for the needs of more gifted students, the Gifted Education Committee co-ordinates various programs in school. For junior forms, students with outstanding achievements are invited to join the "Accelerated Learner" program where they are given ample opportunities to develop their potential through selective programs and competitions. Budding Leader scheme has also been introduced to nurture junior level students to become young leaders. |
| Approach to Integrated Education |
The Student Guidance Committee adopts a whole-school approach in promoting integrated education. Core members of the Student Support Team (SST) include the Principal, Vice-principal in charge of student affairs, Student Guidance Mistress, Educational Psychologist and School Social Worker. To cater for the needs of students with special education needs (SEN), different pull-out programs which are fully funded by Learning Support Grant are organized. Examples of those programs are Executive Functioning Skill Training Workshop, Speech and Communication Skill Training and Art Therapy Session. Besides, the Learning Buddy Program is organized to provide after-school tutorials for students with SEN. To promote an inclusive culture, various programs and activities such as workshops and talks which aim at promoting mutual understanding and respect are organized. ‘Fun Teen Day’, Lunch Gatherings for Non-Chinese speaking (NCS) students, Chinese and English Reading and Speaking sessions during which both NCS and Chinese students take turns to be the ‘little teachers’ were held. To improve the effectiveness of the SST, members and Student Guidance teachers have received relevant training so as to enhance their professional capacity. Besides, home-school co-operation is emphasized in supporting integrated education. The school has established a regular and effective communication mechanism with parents. Through meetings with parents, teachers and parents would discuss matters regarding student support strategies and plans. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Parents offer help in school-based Community Service Learning in S.4 and S.5. Moreover, in recent years, the relationship between parents and the school has become even more proactive and effective, with cooperation emphasized on further promoting affable parent-teacher relationship, boosting student academic achievement and personality development, amplifying parents' potential in assisting the implementation of school policies and the improvement of school facilities. The Parents-Teachers Association is kept well informed of new school policies, even at the initial planning stage, with rationales explained in detail. |
| School Ethos |
Students are well-mannered, disciplined and virtuous. |
| School Development Plan |
Areas of Concern:<br>1. To bolster students' capacity to grow and aspire.<br>2. To enhance the effectiveness of learning and teaching for academic excellence. |
| Teacher Professional Training and Development |
Regular programmes are held every year to update teachers with recent educational initiatives and effective teaching strategies, as well as to provide them with opportunities for professional exchange and collaborative lesson planning through the formation of a Professional Learning Community. |
| Life-wide Learning |
Activities are organized by around 50 clubs, categorized into 6 groups: namely co-curricular, art and cultural, interest, sports, social service and religious groups, focusing on enhancing students' multiple-intelligences and leadership skills as well as fostering in them a sense of responsibility to society. The School Picnic and Life-wide Learning Day are held for S.1 -S.6 students once a year. |
