| Language Policy |
Cantonese is used as the medium of instruction for most of the subjects except for English Language, English Oral, and Language Arts lessons. Two NETs have been recruited to create more authentic opportunities for students to use English for communication purposes. Besides Cantonese and English, students are also required to learn Putonghua. In order to enhance the language proficiency of students, various measures have been introduced; for example, organizing various dynamic English activities, promoting a Morning Reading Session, e-Reading Schemes and English enhancement courses. The measures are aimed at helping students to become trilingual. |
| Learning and Teaching Strategies |
The School offers a variety of practical courses for students, aiming at boosting their creativity. We strive to foster qualities and talent to prepare them for success in the 21st century. All aspects, ranging from curriculum design to student development programmes, are implemented based on this principle. The newly established Maker Programme is also considered our best response to this trend.<br><br>In order to optimize the benefits of a small class context so as to enhance the effectiveness of learning and teaching, our English, Chinese and Math teaching groups are arranged based on students’ abilities. The school also hires Teaching Assistants to provide classroom support during lessons and tutorials after school. Besides academics, the Boarding Section aims to enhance students’ self-management, social maturity and self-discipline while fostering their whole-person development. |
| School-based curriculum |
1. Electives: 2X and 3X. More than 95% of the senior form students are given their first choice in selecting electives. We aim at providing students with a suitable combination of electives and enabling them to develop their full potential and to maximize their chances of admission to university.<br> 2. Curriculum highlights: Integrated Humanities is offered to the junior form students to prepare them for the transition to the subject under the Senior Secondary Curriculum. In addition, Secondary Four and Secondary Five students can also enroll for applied learning courses. |
| Approach to Catering for Learner Diversity |
With the aim of exploring students' potential, our school has joined the Invitational Educational Programme, the aims of which are to provide appropriate support to improve students’ learning, communication and emotional management skills. To enhance teaching and learning effectiveness in the classroom, school-based materials are developed and the school curriculum is adapted in order to suit the ability of students. These measures will maximise the development of our students’ potential. |
| Approach to Integrated Education |
Committed to the establishment of an inclusive culture, our school adopts a whole-school approach to give support to students with special education needs. Through the deployment of various resources, we can enhance these students’ learning effectiveness and also help them integrate into school life.<br><br>Our Student Support Team, led by the SENCO (Special Educational Needs Coordinator), comprises the teaching assistants, core subjects teachers, SEN support teachers and school social workers. The team plans, implements and reviews the work related to the support of students with SEN. <br><br>Our school makes use of the learning support grant to deploy the allotted additional resources to provide appropriate support, including employing additional teaching assistants and hiring outside professional services such as speech therapy, reading and writing skill training, social skills training, and after-school tutorial. <br><br>Additionally, to further support students with SEN, the EDB provides our school with the School-based Educational Psychology Service (SBEPS) to develop effective mechanisms to meet the diverse educational needs. The educational psychologist has regular meetings with the Student Support Team and parents. A systematic data bank on individual students is set up, and with the professional advice of the educational psychologist, we plan and review the school-based support services together with parents. Along with that, our school releases teachers to take training courses on catering for diverse learning needs organized by the EDB. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-Teachers Association aims at fostering close ties between parents and teachers and reinforcing parents’ sense of belonging to the school. |
| School Ethos |
Our school takes pride in a genuine and pure ethos that has garnered a stellar reputation in the neighborhood. Throughout the years, our well-disciplined students have earned a commendable standing. We have fostered a positive and caring culture, where teachers and students mutually encourage and support one another. This is exemplified by our remarkable achievement of receiving the Caring School Award Scheme for an impressive 14 consecutive years. Our commitment to excellence is further demonstrated by the numerous accolades we have received in recent years, including the Inviting Schools Award, Sustainable Development Community Project Award, and Smart Energy Award. To provide robust counseling support to our students, our dedicated Counseling Team and social workers collaborate closely to offer professional guidance and assistance. The Mentor Program serves as an effective approach to reinforce peer counseling and support. Moreover, we are deeply committed to promoting National Education, aiming to enhance students' understanding of our nation's development while fostering a strong sense of identity and belonging to our country. |
| School Development Plan |
The three-year development plan (2023-2026) aims to:<br>1. inspire self-potential, embody the spirit of being eager to learn as a family (Truth, Virtue, Family).<br>2. promote healthcare education and emphasize the value of life (Love, Righteousness, Life). |
| Teacher Professional Training and Development |
Professional training workshops and seminars are organized every year to enhance the professional competence of our teachers. Teachers have received professional training in different areas including basics in Information Technology competency (100%), discipline (13%), guidance and counselling (15%), career counselling (13%), coaching (6%), catering for learner diversity (45%) and using an automated external defibrillator (6%). |
| Life-wide Learning |
We put a great emphasis on the development of multi-intelligence. Students are offered OLE opportunities through interest groups and extra activities. Each form focuses on one of the five areas of OLE, namely Values Education, Community Services, Career-related Experiences, Aesthetic Development and Physical Development. In response to the latest senior secondary curriculum, our school has released lesson time to create space for students to broaden their horizons by participating in Other Learning Experiences. |
