| Language Policy |
Chinese is adopted as the medium of instruction and from which understanding of content subject is fully enhanced. Generally, All-Round Language Learning Activities are regularly scheduled to enhance the English and Chinese proficiency of students. Students of higher abilities are streamed in regular Chinese and English classes. As for the English-medium Extended Learning Activities (ELA) implemented in S.1-S.3, four subjects are involved. These include English, Integrated Science, Life and Society and Home Economics. English is used in conducting the ELA with the intention of expanding the English exposure of students. English speaking day is held every cycle to increase students' exposure to English. |
| Learning and Teaching Strategies |
To place strong emphasis on the Multiple –intelligence development of students. To make learning a pleasurable experience for students and develop their life-long capabilities through classroom activities, Life-wide Learning sessions, extracurricular activities and overseas culture exchange programs. To provide a variety of courses with emphasis on knowledge building and integration and to foster learning motivation and ability among students. To promote subject-based extended learning in four core subjects to nurture in equip students independent learning. In order to arouse students’ interest and enhance their proficiency, an extra Native English teacher is hired so that more students are exposed to English-rich environment. |
| School-based curriculum |
1. Electives: 2X and 3X. 3X or 2X+ApL. Students choose their electives based on their academic performance and interest.<br> 2. Curriculum highlights: To achieve compatibility with learner level while at the same time meeting the needs of syllabus content, some core subjects have streamlined their school-based curricula while still matching the principles of the NSS curriculum as well as other extended activity. The highest priority is effective teaching and learning.<br><br>Regarding Applied Learning, we provide students with a wide range of choices by coordinating with different institutes. 1) Pâtisserie and Café Operations 2) Applied Psychology 3) Child Development 4) Computer Game and Animation Design 5) Applied Japanese and Culture are the examples. |
| Approach to Catering for Learner Diversity |
Supporting Integration Education through providing professional seminars to all members of staff and certificate courses to some members. Special Education Needs Group is established to cater for learner diversity. Students with special needs will be supported by provisional arrangements in regard to their homework and assessments. To facilitate the steady development of these students, supplemental programs, for example, fostering social or study skills, will be provided on a regular basis. An educational psychologist will visit our school frequently to offer assistance and professional ideas as support. A 'Talent Nursery' has been established to provide the needs of the gifted, such that their special gifts can be harnessed and channeled along the lines of optimum development. Varied teaching strategies have been adopted proactively to cater for learner diversity. The scheme covers the needs of the whole class, small groups and individuals. |
| Approach to Integrated Education |
Inclusive education is implemented in a holistic approach to cater for students with special education needs. The Special Education Support team is composed of Vice Principal, Special Education Needs Coordinator, Special Education Needs Support Teacher, Through-train Support Social Worker, Education Psychologist, and a number of teaching assistants. The provision of diversified support for students of different kinds of special education needs is funded by the Learning Support Grant, coupled with resources of all sorts. The support service ranges from after school tutorials, Saturday tutorials, exam tutorials, summer courses and speech therapies and the like. The adapted assignments and assessment mode help reduce students’ pressure academically. Our school has been devoted to building an inclusive campus, which offers extra-curricular activities such as board games, photography, kirigami, balloon decoration and school clubs alike, as well as service learning, to explore students’ potential and nurture their interest for their career planning. Parents are invited to take part in some of the activities to forge a closer Parent-teacher relationship. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
As two parents are nominated to Board of directors of School, PTA fosters better communication between parents and school. The Parent-Teacher Association is proactive in organizing and facilitating various school activities with the following objectives:<br>a) to forge closer relations among parents;<br>b) to enrich the learning experience of students towards their healthy development. The Parents’ Day as well as the ‘Warm Call” made by the class teacher to parents each term can facilitate a close contact and deep understanding of the parents, which would further help the development of students. |
| School Ethos |
Harmonious as a family. Highlight Love, Trust, Understanding and Care. Implementing School-based life education fosters students' positive behaviors. |
| School Development Plan |
School Development Plan:<br>The school’s three-year development plan:<br>- To raise students' achievement;<br>- To further promote life education;<br>- To arouse students' awareness and improve their abilities of being equipped for the future;<br>- To strengthen team-building among teaching staff.<br><br><br>The school-based Life Education curriculum aims to imbue students with the core values in Christianity so as to nurture students to become a 'Methodist'. The curriculum is implemented in the mixed mode which features education, nurture and religion, with a view to cultivate in students the vision to understand life, cherish it and live it to the full. The school, which is operated in a through-train mode, aims at bringing up our generations to become all-round persons throughout the 12 years’ primary and secondary education. Every year, the majority of Secondary 1 intake is from Tin Shui Wai Methodist Primary School. Therefore, both schools put much effort on early intervention to help Primary 6 students transit to Secondary 1 smoothly.<br>Tin Shui Wai Methodist College is aligned with Tin Shui Wai Methodist Primary School in such aspects as curriculum, teaching and learning, and students’ personal development. We believe that students can be nurtured in a better way and they can acquire a more comprehensive and fascinating learning experience. An exchange student is arranged to have lessons with local student in order to enhance students' English ability as well as their global outlook. |
| Teacher Professional Training and Development |
All member of the teaching staff has attained the level of a Bachelor’s degree and some have post-graduate credentials. All teaching staff in the approved establishment hold a recognized teacher training qualification. School-based professional development, based on EDB's guidelines, is arranged throughout. To strongly emphasize the professional development of teachers. Co-planning sessions, peer lesson observation and post-lesson conference are strategies employed to enlarge the repertoire of teaching methodologies and hence enhance teacher efficacy. To diligently pursue strategies both in and outside the classroom to foster learning diversity. In all major subjects at school, there is a time slot for peer teacher lesson preparation in each grade which is a part of and followed up by class observation and evaluation. This practice promotes professional teachers’ development at school. The teaching staff have already attained a high level of professionalism evidenced in the practice of self-reflection, unstinting effort and in their wholehearted adoption of the culture of our knowledge-based institute. Starting from 2013, the Education Bureau has recruited our school to become one of the Professional Development Schools (PDS)for 6 years. Our school is going to play a pivotal role in offering other schools professional advice on catering for learners’ diversity. |
| Life-wide Learning |
60 extra-curricular activities/clubs are set up to suit the various interests of the students. All students at the junior levels have to join at least one activity/club. The student fellowship welcomes all students to join.<br><br><br>Certificate for First-aid Course for all S4 students and a foundation First-aid Course for all S3 students are carried out. The aims of the course implementation are to enhance students’ life skills, to better students’ understanding of health issues and thus to make students realize how important lives are. |
