| Language Policy |
We aim at training our students to be proficient in Cantonese, Putonghua and English by: 1. Creating a favourable learning environment for language acquisition as in the weekly English Day, English Broadcast and Festival Celebrations. Students can improve their English skills through learning activities in the "English Everywhere" environment. 2. Having Native Speaking English teachers teaching most of the English Speaking classes. 3. Mathematics, Computer & Technology of some of the junior secondary classes are taught in English. Extended learning activities conducted in English are implemented in other subjects. For example, some of the modules are taught with English as the medium of instruction to enhance students' ability to use the syntax and vocabulary of English. Extra-curricular extended learning activities are also conducted in English. |
| Learning and Teaching Strategies |
1. Teaching is focused on the differing abilities and cognitive development of individual students and designed in a learner-centered approach. 2. An inquisitive learning process is encouraged for the acquisition of general and specialized knowledge, logical thinking and calculation skills. 3. Self Regulated Learning Scheme is adopted. We hope our students can be equipped with the skills of "life-long learning" and "learning to learn". 4. Continuous assessment as a form of learning feedback conducted throughout the year besides the regular tests and examinations. 5. 40-minute classes are conducted to allow more time for a diverse range of highly intensive activities. 6. School-based curriculum is set out for junior secondary forms according to the needs and abilities of the students in line with the NSS syllabus and assessment. 7. 'Morning Reading with teachers', Reading Awards, and online reading schemes, plus top reader recommendations are all offered to encourage a good reading habit. |
| School-based curriculum |
1. Electives: 3X. Biology, Chemistry, Physics, Economics, Geography, Chinese History, History, Physical Education, Tourism and Hospitality Studies, and Visual Arts, Information and Communication Technology, Health management and Social care, Technology and Living.<br> 2. Curriculum highlights: Several school-based curricula are implemented at junior secondary level to raise students’ interest in learning. These curricula are Values Education, STEM courses, Life and Society, and Computer and Information Technology. |
| Approach to Catering for Learner Diversity |
To cater for individual differences of students, our school adopts teaching in small groups and collaborative teaching. For some of the Secondary One subjects (Chinese, English, Mathematics and Science), tiered assignments are used. Teachers customize appropriate teaching materials to meet students’ individual needs and help them learn effectively. |
| Approach to Integrated Education |
Student Support Team had been set up to provide appropriate support to students with special educational needs. We aim to help students develop their personal potential and integrate them into the life of mainstream school. The main members of our Student Support Team include our Vice-Principal, Special Education Needs Coordinator, Special Education Needs Supporting Teacher, Chinese Language Teacher, English Language Teacher, Mathematics Teacher, School Counselor, School Social Worker, Educational Psychologist and Teaching Assistant. We do not only work for our students but work together with class teachers and parents. For Teachers: In order to enhance the learning effectiveness of our students and to provide appropriate support for them, SST and the class teacher discuss students’ learning progress and relevant strategies constantly. The school also actively encourages teachers to enroll in inclusive education-related courses to enhance the overall professional competence of teachers in special education. For Students: In order to identify the special educational needs of students at an earlier stage, we conduct Chinese reading and writing tests for S1 students at the beginning of each year. Besides, the school has used the "Learning Support Grant" to recruit additional staff or purchase professional supporting services to implement various training courses and group activities such as speech therapy to meet the special learning needs of individual students. For parents: The school attaches great importance to the cooperation between home and school. In addition to establishing a constant communication mechanism, we also organize talks and individual meetings for parents to better understand their child’s learning progress at school. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Through the Parent-Teacher Association activities, close liaison with parents is ensured. The school works hand in hand with parent managers and parent volunteers in the best interest of students. |
| School Ethos |
Our school puts emphasis on moral education and training students’ endurance and self-discipline. Students are taught to respect others, strive for academic excellence, and care for the school so as to create a harmonious and orderly school culture. The school organizes various activities such as the Big Brother and Big Sister Scheme and Leadership Scheme for students’ whole person development. This also helps students to have good self-understanding, develop their potential and cultivate positive values, in order to become a self-loving teenager with self respect. In addition, Quality Circle is formed at all levels. It aims to combine the resources of the class teachers of the same grade to provide comprehensive care to the students. |
| School Development Plan |
Cultivate students’ self-respect and self-confidence; enhance students’ Self Regulated Learning ability and learning effectiveness. |
| Teacher Professional Training and Development |
Our School encourages the continuous professional development of teachers. We implement various schemes and activities for our teaching staff, including the Peer Teaching Observation, Guidance and Assistance for new teachers, and sharing of teaching experiences, to enhance their teaching capabilities. |
| Life-wide Learning |
Emphasis is put on organizing learning activities outside the classroom to enrich students’ learning experiences in “intellectual development, moral and civic education, community service, physical and aesthetic development, and career-related experiences”. For example, English drama, reading club, science exploration interest classes, hydroponic gardening, volunteer services, leadership teams, peer counseling, Auxiliary Medical Service, scout activities, marching band, flag-guard team, Junior Police Call branch, Chinese orchestra, choir, hand-bell team, dance team, cheerleading team, basketball, football and volleyball teams, kin-ball team, archery team, track and field team, balloon art, overseas cultural exchange. These diverse activities aim at boosting students’ whole-person development. |
