| Language Policy |
English is used as the medium of instruction (MOI) in some S.1-S.3 classes in non-language subjects: Geography, History and Computer Literacy. English is also used for teaching Science Subjects and Mathematics in all classes in S.1. Students performing well in both English learning and overall academic results will have chances to study in classes that mainly adopt English as the MOI. |
| Learning and Teaching Strategies |
Emphasis is placed on enhancing students' language ability and cultivating effective learning habits as they are essential foundations for successful learning. Higher order thinking skills are nurtured with the careful design of assignments and assessments. The school curriculum is diversified and comprehensive: the inclusion of practical real life topics, the adoption of investigative approach to teaching, the offer of Arts, Science and Commerce subjects. The School adopts an interactive mode of learning. Students are encouraged to participate actively in class. |
| School-based curriculum |
1. Electives: 2X and 3X. 11 elective subjects are offered to students. Students can study 2X or 3X according to their abilities and interests. In the 2021/22 school year, the majority of the F.4 students study 3X. Applied Learning courses are not provided as elective subjects in our school.<br> 2. Curriculum highlights: <br>(1) Our school-based curriculum is closely related to real-life situations, focusing on daily-life application, connecting subject courses, extra-curricular activities, academic weeks and life-wide learning activities, enriching students' learning experience and cultivating students' knowledge, skills and attitudes. The curriculum design is based on a six-year programme, strengthening the transition from the junior to the senior secondary curriculum. Our school actively promotes interdisciplinary collaboration, allowing students to integrate knowledge from different disciplines. <br>(2) Basic training in Chinese Language, English Language and Mathematics is stressed in the junior secondary curriculum. Students are encouraged to read, write and think more. Besides, there are after-school academic support so as to cater for students' diverse learning needs. Besides, English oral lessons in junior forms are mainly conducted by the School NET for the purpose of maximizing the oral practice opportunities provided to students.<br>(3) Elite classes are set up for Mathematics and Science subjects. Gifted students are encouraged to participate in international assessments and EDB courses on gifted education, as well as inter-school and international competitions.<br>(4) Assessment strategies are developed by all subjects for nurturing students' learning skills. <br>(5) Life-wide experiential learning is offered to cultivate students' whole-person development on arts, sports, personal development and services. |
| Approach to Catering for Learner Diversity |
Our curriculum is adjusted to accommodate students’ learning needs. Different teaching strategies, tailor-made materials and collaborative learning are adopted to enhance learning effectiveness. Guidance Committee and School Social Worker cater for the diverse learning needs of the students. |
| Approach to Integrated Education |
The main targets of the Student Support Team are students with special learning needs and their parents. Through a three-tiered support model, the team can take care of the individual differences of students and help them solve their difficulties. Hence, they can have a more prosperous and positive school life and an inclusive school culture can be promoted. The Student Support Team is led by the Special Educational Needs Coordinator (SENCO) to coordinate, plan, implement and review the work related to the support of the students with special educational needs (SEN).It consists of the head of different groups. Support measures include counselling, group training, adjustment of assessment and individual study plans. The social workers, school-based speech therapist and the psychologist meet with students in a timely manner to help them solve their problems. Speech therapy sessions are conducted on both individual and group basis, supporting and improving the speech capability of students. Through various group training including social training, study groups, etc., students’ social skills can be enhanced and their academic performance and learning attitude can be improved. With adjustment of assessment, the team provides and adjusts the assessment content for students in need. In addition, the team invites parents of those joining individual learning programmes to attend meetings to review and strengthen the action plan for supporting students. With different types of support, students will get a more positive and healthy school life. |
| Education Support for Non-Chinese Speaking (NCS) Students |
|
| Home-School Co-operation |
Parents and teachers both play a pivotal role in educating children. To make a concerted effort to raise our children, close home-school cooperation is of great value. The Parent-teacher Association aims to promote connections and communications between parents and the school and to establish a partnership between them. Parent education is equally important in developing the potential of parents and strengthening their relationship with their children. The Parent-teacher Association has a mission to encourage parents' participation in school activities through planning and conducting a variety of developmental and recreational activities. |
| School Ethos |
The School nurtures a culture of loving-kindness and simplicity and deems the rapport between students and teachers as indispensable to effective education. Our B.E.S.T. TEEN is the blueprint for nurturing students' sense of Belonging, Empathy, Self-management and Target Setting. The junior students have to stay at school for lunch so that the School can offer optimum care by arranging extra-curricular activities for them. There are various schemes and programmes to guide students through their growth towards their life goals and to develop their potential. |
| School Development Plan |
A 3-year development plan is drawn in a bid to keep abreast of the times and to achieve life-long learning. The focuses include:<br>1. Cultivating an English-rich Learning Environment through Whole-school Approach.<br>2. Deepening the Growth Mindset in subjects in order to equip students to be self-directed and lifelong learners.<br>3. Deepening positive education - facilitating personal growth and exerting positive influence.<br><br>The school has received a grant of six million dollars from the Jockey Club to implement the plan of Project Well-being, building a Mental Health Center and organizing diversified courses and activities. This strives to cultivate students, teachers and parents’ physical and mental health in the next three years. |
| Teacher Professional Training and Development |
The school implements a comprehensive Teacher Development Program. The theme of the Teacher Professional Development Day is closely related to the school's major concerns. The themes in recent years include Positive Education (by Professor Chiu Chi-yue), compassionate education (by JUST FEEL) and positive discipline (by Professor Ella Chan). In addition, our teachers have received a series of trainings in positive education to establish a positive school. Moreover, teachers have received training on “Responsive Classroom Management” and “Seven Habits of Highly Effective People.” This aims to help students develop from dependence to independence and interdependence, achieve effective management and establish a positive community.<br>Teachers also arrange Collaborative Lesson Planning, lesson observations and learning communities to facilitate professional exchange and enhance professional capacity. <br>Since 2018, the school invited different educators (e.g. Professor Chiu Chi-shing, Principal Hon Hau Sut, Dr. Ho Sai-Mun) to be the teaching consultant to offer valuable advice on methods to cater for learners' diversity and develop instructional leaders. |
| Life-wide Learning |
We are dedicated to offering a wide range of extra-curricular activities. There are over 40 clubs established, including Mountaineering Club, Film Society, Red Cross, Drama Society, Japanese Culture Studies Society as well as various musical instruments (Western and Chinese) classes with the purpose to nurture students' interest, skills and positive attitude.<br><br>We firmly believe that all of our students have the potential to be leaders in various aspects. Thus, we encourage our young learners to broaden their horizons by participating in a wide range of school activities and taking up different posts of an array of student organizations. Through a series of leadership training, students learn to lead themselves and lead others.<br><br>The school conducts “Selection Month for Student Committee Duties” before the end of every school year. Teachers and current students leaders are responsible for interviewing and briefing the potential committee members for the next cohort. This systematic selection of future student leaders encourages a combination of both junior and senior forms students to be engaged in different students unit, passing on the core spirit of the committees respectively. The executive committee of the Student Union is elected by all of the students, by which all students can be engaged in the process, nurturing the civic sense of the students.<br><br>At each beginning of a school year, Inauguration Ceremony for Student Leaders are held. During this event, the school states the expectation to every student leaders, while the student leaders will demonstrate their leadership by giving speeches on stage to all students. Organised leadership training are given to aspiring student leaders, including training camp for potential leaders and workshop for committee members, which cultivates the leadership and team co-operation capabilities. |
