| Language Policy |
As our school lays great stress on the development of Bi-literacy and Tri-lingualism, English is used as a medium of instruction in some junior form classes. (Please refer to the Subject Offered for details). In junior forms, our school arranges different classes according to students' abilities; English together with Extended Learning Activities is adopted in teaching the subjects, namely, Mathematics, Integrated Science, Computer Literacy, Life and society (II) (S.3), Geography and History, to help students consolidate their English foundation. To brush up students’ English, our school makes the best use of formative assessment understanding their English standard and providing adequate support. English Department organizes learning activities with special features in each junior form, for example, English Healthy Cooking Competition, English Fashion Show Competition and so on, to help improve speaking abilities and nurture team spirit. Besides organizing a number of language activities by the Chinese and the English Departments, our school tries its best to improve the atmosphere of learning languages, in which students participate in morning assembly announcements and sharing in English and Putonghua, fostering students’ language learning through diversified activities. In addition, our school wholeheartedly promotes Chinese and English reading schemes and arranges afternoon reading periods with a view to consolidate students’ language foundation. |
| Learning and Teaching Strategies |
Teaching force aims at forming learning communities, focusing on professional discussions and teaching effectiveness. Our school promotes every classroom observation exchange, collaboration, group discussion, lesson study period, open classroom and any other professional development measure to enhance teaching efficacy through mutual observations (same subject or cross subjects) and self-reflections. Our school emphasizes reading, so there are regular afternoon reading periods from F.1 to F.4, cultivating students’ reading habits. The Education Bureau has appreciated our school’s cross-subject reading for several times as teaching force tries hard to establish a sound reading atmosphere. There is a reading scheme in every department in echo with various reading measures, including the activities like book exhibitions, reading at hall assembly, searching reading, book sharing, floating books and so on, which can help widen their horizons in reading, enhance their interests and acquire profound knowledge. Through analysing the students’ feedback of questionnaires in each form, their learning needs are promptly met. What is more, students master effective learning methods through attending training courses for learning strategies, meetings for learning, seminars and special classes. Overall, our teachers provide students with various learning experiences focusing on participation and thinking, hoping that students can nurture long-life learning attitudes and abilities through experiential learning and knowledge framework. |
| School-based curriculum |
1. Electives: 2X. Elective subjects include: Physics, Chemistry, Biology, Information and Communication Technology, History, Chinese History, Geography, Economics, Business, Accounting and Financial Studies, Visual Arts, Chinese Literature. EMI is used in some parts of elective subjects. To provide students with ample learning opportunities, F.4 students can apply for the Applied Learning Courses.<br> 2. Curriculum highlights: Our school offers all students wide, balanced and diversified curricula. Establishing students’ reading habits and language foundation, cross-subject reading activities are organized from F.1 to F.4. to help F.3 students have a deeper understanding about senior form curricula, there are many elective subjects in F.3. Life-wide Learning Days are conducted in both 1st and 2nd terms so that F.1-F.5 students can learn outside the classrooms and they can even travel in Hong Kong or overseas, enriching learning as a whole. Through different learning opportunities, such as morning assembly sharing, hall assembly, diversified extra-curricular activities, character education lessons, gospel week, religion lessons and other periods, our school emphasizes all-round education, nurturing students with positive values and establish life optimism. |
| Approach to Catering for Learner Diversity |
Based on the principles of catering for learning diversity and learning for all, our school is committed to providing quality education through class arrangement, teacher coordination, organizing remedial classes, hiring social workers, educational psychologists, art therapists and so on. Tailor-made curricula and after-school tutorials are offered in certain subjects to foster their learning. |
| Approach to Integrated Education |
Our school adopts the whole school approach to integrated education and has set up an SEN Learning Support Team led by the SEN Coordinator. SEN students in our school are taken care of by different professionals, including Vice Principal, Assistant Principal and Guidance Head, the Academic Head, supporting staff and counsellors, Social Workers, the Educational Psychologist, Speech Therapists and related teachers. The Learning Support Grant is used to recruit counsellors to provide support for SEN students, such as reading and writing skills training for students with dyslexia; social skills enhancement services for students with ASD; concentration training for students with ADHD and counselling services for students with mental health problems. Daily assessments and examinations are also adjusted to cater for diverse students and to help raise the learning effectiveness of SEN students. In terms of professional development, the school constantly updates all staff about the latest trends of integrated education by sharing different pedagogies. Thematic talks are organized to deepen teachers’ understanding of integrated education and enhance their professional capacity. Meetings will also be called to discuss and address the needs of SEN students. The school attaches great importance to home-school cooperation and has established a communication mechanism to discuss and review support strategies with parents through face-to-face interviews, sunny phone calls, and electronic platforms. The school also collaborates with educational psychologists and other professionals to conduct meetings and assessments on individual students. Parents and students are invited to participate in meetings, develop and review the effectiveness of individual learning plans constantly. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Our school puts great emphasis on the home-school co-operation and exchange. There are a number of communication channels between school and parents. Parents trust our school, respect and accept the teaching and discipline methods of our school. Parents' attitudes toward our school are friendly and supportive. Our school treats parents as co-operation partners. The Parent-Teacher Association helps promote our school development by organizing Respect Teacher Week, End Child Sexual Abuse Foundation, Teachers' Resources Centre and so on. |
| School Ethos |
To summarize the reports by the QAI and ESR, 'modesty, integrity, harmony and friendliness' are the words given to our school. Our school lays great emphasis on the implementation of whole-school approach in providing counseling services, a wide range of counseling programs and activities, for example growth groups, student leadership training workshop, multi-directional training camp, life enhancement camp and many others. They aim at implanting a positive attitude and life value in our students for their healthy growth. |
| School Development Plan |
Based on the 3-year school development plan, the school formulates the annual school program plan to help all students and teachers have a deeper understanding and concern about the school development strategies. Through the cycle of “Planning–Implementing–Evaluating”, the school continuously makes self-improvement. The school development plan of this cycle includes the following three concerns:<br>Major Concern 1: Help students to face future challenges by strengthening their “CHRISTian” qualities through the 70th anniversary.<br>Major Concern 2: Continue to strengthen students’ self-regulated learning qualities and study skills<br>Major Concern 3: Succeeding school mission & vision and developing school intellectual capital |
| Teacher Professional Training and Development |
Teachers are our important asset. To promote professionalism among our teaching staff, our teachers are not only encouraged to take part in various training, a Professional Development Committee has also been set up to organize seminars, workshops and exchange programmes. |
| Life-wide Learning |
Under the New Senior Secondary Curriculum, Other Learning Experiences (OLE) is one of the three components that complement the core and elective subjects for the whole person development of students. In parallel with the latest trend, our school provides students with a wide range of OLE opportunities encouraging them to participate in the five areas of OLE, namely Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development. Apart from the above-mentioned five areas, our school also offers students various choices of academic and interest-related activities so as to let them experience a fabulous campus life. |
