| Language Policy |
Students are taught by mother tongue, supplemented with Extended Learning Activities in English and will maximally use not more than 25% lesson time as English as medium of instruction so as to enhance the English learning environment and inspire their interest of learning English. F.1 (Two classes), F.2 (Two classes) and F.3 (One class) adopt Putonghua as medium of instruction in teaching Chinese Language. |
| Learning and Teaching Strategies |
Curriculum Tailoring: Teachers will revise the teaching content which suits the needs of students. Learning and teaching materials are developed to meet the level of students so as to enhance their motivation through fruitful and successful experience in learning.<br>After-school Learning Support: Teachers work closely with undergraduates to launch after-school learning support team, providing tutorial classes, supplementary classes.<br>Fostering self-learning ability: Students are taught to formulate learning objectives and priorities by themselves, for example, time-tabling, organising learning notes, reading skills and examination strategies. Students are developed to build up their self-learning habits, techniques and abilities. |
| School-based curriculum |
1. Electives: 2X and 3X. (Students from elite class takes 3X, 14 Elective subjects to be allocated in 11 groups.)<br> 2. Curriculum highlights: Curriculum is tailor-made to suit the needs of students. |
| Approach to Catering for Learner Diversity |
The School makes use of Diversified Learning Grant (DLG) from the EDB to provide Gifted Education to cater for a more learner-centred school-based curriculum. The School’s Gifted Education is organized at three different levels:<br>Level 1: Whole-class: Teachers’ lessons are embedded with various teaching pedagogies such as group discussion, peer evaluation and situational approach of teaching. Students’ higher order thinking skills are developed through different questioning techniques. Starting from 2018/19, “Learning Skills” lessons are assigned to F.1 and F.2 elite classes, aiming at improving students’ self-learning ability and higher order thinking skills.<br>Level 2: Pull-out: For a group of selected Form 3 to Form 5 students, they will receive training on leadership, critical thinking etc. and they will be provided enhancement classes, in order to establish a pool of talented individuals. <br>Level 3: Off-site Support: The School nominates target students to receive training from the Hong Kong Academy for Gifted Education in the areas of leadership, science, mathematics and humanities. |
| Approach to Integrated Education |
School Support Team includes a Special Educational Needs coordinator (SENCO), an Educational psychologist, an Inclusive Development Officer, a Mathematics Teacher, a Chinese Teacher, and a Computer Teacher. All school teachers will take care of individual differences in a "Whole School Approach”. The following support measures will be implemented this year to enhance students' interest and ability to learn:<br>1. "Speech therapy/training/assessment" services to improve students' speaking skills. <br>2. The "Reading and Writing Skills Training Team" and the "Social Training Team" provide students with learning and emotional support to enhance their social skills. <br>3. "Careers Planning Activity Team".<br>4. "Clinical Psychologist Service" to provide more emotional support to students in need. <br>5. Arranging educational psychologists to provide literacy assessment services for students suspected of having special learning difficulties. <br>6. "English Interest Group", "Chinese Interest Group" and "DSE Mathematics enhancement Group" are held to support students in needs. <br>7. Arranging teachers or teaching assistants to support students with special educational needs in the classroom in a collaborative teaching mode/group teaching mode. <br>8. Provide study, homework, test adjustment and after-school learning support to students in need. <br>9. To formulate an "individualized learning education programme" for students in need. <br>10. Setting up a "big brother, big sister" plan and holding a "love, communion" week. These will enable students to have better understanding of the difficulties that special learning students face. <br>11. Provide parent education and teacher training enhance the culture of inclusiveness. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Teachers' Day, Book Sharing, Parent-Child picnic, Parent-Child activities and volunteer services are held by PTA every year. Parent Representative in Incorporated Management Committee participates in formulating school policy. |
| School Ethos |
The School upholds the Bible Truth as Core Values so as to develop positive attitude among students. We aim at nurturing good conduct and caring spirits among students. We believe "More praise and more encouragement" can stimulate students to have high aspirations. We have Kei San Award Scheme aiming at helping students to have balanced development in the aspects of academic, discipline, religion and extra-curricular activities. Dual Class-teacher system is used in junior forms. Together with "One-Student; One Role" scheme, Civic Ambassadors Scheme will foster self esteem, self confidence and sense of responsibilities. Our school has obtained "Caring Campus Award" continuously since 2005. |
| School Development Plan |
1. To develop effective learners - implementing suitable curriculum catering for students' learning diversity, in order to continue to raise pupil attainment;<br>2. To cultivate a habit of positive thinking among students - helping students to build resilience so as to establish their life-long achievements;<br>3. To enhance our teacher professional development - developing a professional learning community among teachers (e-learning, catering for learner diversity. |
| Teacher Professional Training and Development |
The school organizes Teachers' Development Day every year. It equips teachers with updated learning and teaching strategies. Besides, lesson preparations, observations and sharing sessions are held regularly so that teachers can share pedagogy with an aim of enhancing the learning of students. |
| Life-wide Learning |
Our students belong to one of the houses: Benevolence, Sincerity, Diligence and Perseverance. By participating in different inter-house competitions and activities, such as Sports Days, Kei San Cross Country Race, various ball games and music contests, students are encouraged to develop their collaborative skills, enhance good sportsmanship and create a sense of belonging to school.<br>In order to train more student leaders, there are a variety of leadership training activities and workshops being held every year. This includes the "Leadership Training Certificate" course, the House Officers Training Day, and the Adventure-based Leadership Training Camp, etc. The leadership training programs aim at enhancing students' self-confidence and developing their leadership skills.<br>In addition, there are Other Learning Experience (OLE) days for Senior Secondary students, and Life-Wide Learning (LWL) day for Junior Secondary students. Different subjects and committees will organize various cross-disciplinary out-of-classroom activities that students can learn in real contexts and authentic settings. This will enrich students’ learning experience, and broaden their horizons. Learning through reflection lets students understand how to think and learn, cultivate creativity and generic skills, which results in promoting the student’s whole-person development.<br>Last but not least, our school also holds Christmas Worship, Easter Worship, Education Sunday Service, Gospel Week and Gospel Training Camp, in order to achieve the school vision of “Together we nurture the lives of our students. Hand in hand we witness the Love of Christ.” |
