| Language Policy |
Some students in the junior forms use English to learn Mathematics in order to enhance their proficiency in two languages and trilingualism. Besides formal teaching and learning, various activities have been implemented to raise students' language standard in English, Chinese and Putonghua, such as the extensive reading scheme, Chinese Week, English Week, French-Chinese Students Exchange Programme and Speech Festival. Apart from the formal curriculum, our school also provides students with various activities to enrich their learning lives, including English immersion programmes to English-speaking countries, English drama and Cambridge English courses run on Saturday mornings. |
| Learning and Teaching Strategies |
1. Homework classes for F.1 students after school are arranged in the first term to help students cultivate good learning habits; <br>2. Enhancement classes are arranged for junior form students to ensure their learning effectiveness in an improved teacher-student ratio environment; <br>3. Enhancement courses and tutorial classes are organised for senior form students to help them master examination skills and boost their confidence towards studies; <br>4. Different types of student projects have been done, e.g. field trips, interviews, surveys, etc. Good projects are chosen presented on the Project Presentation Day;<br>5. Various academic weeks have been scheduled, such as Mathematics Week, Science Week, Humanities Week. There are also Chinese Essay Competitions and calligraphy competitions. Students have won numerous awards in many inter-school academic competitions, such as the Hong Kong Schools Speech Festival and Writing Competition. <br>6. A wide variety of subjects are provided for the students, so their varied interests and abilities are properly taken care of. In order to prepare our students for the senior form curriculum, Drama Class is also offered in the junior form. <br>7. A Creative Technology subject is offered in the junior form and so the elements of STEAM education are integrated into our formal curriculum.<br>8. An e-learning programme is promoted at school and it has facilitated the interaction between the teachers and the students, and the development of self-directed learning.<br>9. Peer observation between teachers is encouraged at school and our teachers are always invited by the EDB and outside organizations to share their experience. |
| School-based curriculum |
1. Electives: 2X. Electives: History, Geography, Business, Accounting and Financial Studies, Chemistry, Tourism and Hospitality Studies, Biology, Economics, Visual Arts, Chinese History, Information & Communication Technology and Physics.<br> 2. Curriculum highlights: Liberal Studies, Drama lessons, Reading lessons and Project Works are implemented in the junior forms to better prepare students in communication and collaboration for the new senior secondary curriculum. Small class sizes and co-teaching in junior forms make interactive teaching and learning in the classroom more effective. Various programmes, such as One Article one Day reading scheme, Wisenews scheme and the “Mathematics Elite Award Scheme” are organised to strengthen students’ self-learning ability and equip them with generic skills. In order to strengthen the self-learning and critical thinking capability of students, “4-steps” teaching tactic is adopted in our school. This student-oriented teaching approach underpinned with inter-active class activities, group discussion, questioning and presentation inspires students’ thinking and encourages active learning. Students can also apply and consolidate their knowledge and concepts through projects, case studies, field trips and various multi-dimensional continuing assessment. |
| Approach to Catering for Learner Diversity |
Co-teaching are adopted in junior forms. Guidance and special programmes are provided for students with special educational needs. The establishment of a SEN team has further addressed the needs of SEN students at our school. Through the tailoring of curriculum and assessment together with after-school tutorials, the learning progress of SEN students is closely monitored. |
| Approach to Integrated Education |
Whole school approach is adopted in promoting integrated education.<br>The school is committed to provide students with appropriate and diversified support services to enhance their learning effectiveness and help them integrate into campus life by utilizing the School Development Grant, the Learning Support Grant and other community resources.<br>Our SEN support team consists of a special education needs coordinator, educational psychologists, social workers, teachers and tutors. The support team collaborates with other sections of the school to support students in need.<br>The school provides students with appropriate support in response to their special education needs. Some examples of this include after-school homework tutoring and pre-trial tutoring classes; speech therapy services; learning, homework and test adjustments, and inclusive activities. In addition, the school makes good use of community resources by participating in activities organized by different institutions in the local community to provide students with a wide range of support services. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
An information counter is set up by the Parent-Teacher Association (PTA) on the New Student Orientation Day. Parents can therefore share the experience of building up a harmonious relationship with their children. Our PTA will also organize various activities like the parent-student picnic day, summer holiday tutorials and selling of second-hand books to students. Parent-teacher gatherings are also organized for all parents in order to provide chances for parents to share their experience. |
| School Ethos |
There are various activities to increase students' adaptability, sense of belonging and self-confidence. Mass guidance programmes include sharing in the Morning Assembly, the Good Student Award Scheme, and Students and Teachers Appreciation Scheme. Individual or group counseling have been provided for students with special educational needs. Two form teachers have been assigned to each junior form class to look after the students. |
| School Development Plan |
1. Strengthening the learning effectiveness in class and enhancing the results of elite programmes;<br>2. Refining leadership of the administrative group and strengthening the management of resources;<br>3. Emphasizing the importance of life planning education and developing multi-intelligence. |
| Teacher Professional Training and Development |
1. Co-lesson planning sessions have been arranged for Chinese, English and Mathematics teachers. Peer lesson observations among teachers of the same or different subjects are encouraged. Group lesson observation, preparation and evaluation have been conducted in nine junior form subjects. With the close collaboration with colleagues, teachers improved the effectiveness of teaching;<br>2. To enhance the effectiveness of teaching, Lesson Observation Award Scheme and Lesson Video Self–Evaluation Scheme were implemented. |
| Life-wide Learning |
There are approximately forty clubs which provide academic, athletic and arts activities for the students. Students are also encouraged to perform service duties. Inter-class and inter-club competitions will be held to enrich students' school life and to develop their leadership abilities. |
