| Language Policy |
English is our medium of instruction. All our English teachers have attained the Language Proficiency Requirement for Teachers ("benchmarking"), and our students' command of English meets the requirements set out in EDB's "Medium of Instruction Policy for Secondary Schools". An English Bridging Course is provided to S.1 students. We also strive to improve the biliterate and trilingual competence of our students. Introductory Japanese and Spanish courses are given to junior students. DSE students may choose "Other Language" subjects, e.g. French and Japanese. |
| Learning and Teaching Strategies |
In high-tech teaching, we choose advanced computer hardware and systems together with the latest authorized software, e.g. mobile learning platform, cloud technology, to upgrade teaching.<br>Life-wide learning activities include project-based learning, visits, excursions, social service, local and overseas education tours. Four NETs are employed. In oral lessons, each class is divided into four small groups to maximize students' practice opportunities. |
| School-based curriculum |
1. Electives: 2X and 3X. Students may choose 2X or 3X based on their own ability, etc. They may also choose Maths Extended Part Modules M1 & M2.<br> 2. Curriculum highlights: CFSS is an EMI school. Resources are used flexibly. Language policy, curriculum restructuring, financial & human resources are arranged flexibly. Based on the theme of "21st Century Education in CFSS", students establish positive core values and search for excellence to attain life-long learning. With strong sense of responsibility and commitment, they aim to be future learned citizens. Being forward-looking, CFSS's curricula include such subjects as Enrichment Course, Science Education, ICT Education and STREAM Education. |
| Approach to Catering for Learner Diversity |
The school actively develops gifted education. With the Education Bureau's 3-tier structure as the blueprint, students are provided with different opportunities in such areas as writing, mathematics, scientific research, IT, sports, music and visual arts. In addition, we hold several pull-out programmes every year. The specially-gifted students are provided with enforcement courses and training, subsidies for courses in tertiary institutions and scholarships. Educational psychological assessment and tutorial/remedial classes are also provided to take care of the diverse needs of individual students. All subjects offer group/individual tutorials to students during free periods and after school by teachers/assistant teachers. Our school arranges education tours during long vacations. |
| Approach to Integrated Education |
The school makes use of resources inside and outside of school as well as the Learning Support Grant to provide assistance to SEN students. In addition to learning support and assessment adaption, there is school-based service from an educational psychologist and a speech therapist. They pay regular visits to the school to support needy students. Courses and workshops on various themes are organised to provide training and support to students with diverse educational needs. There is a close cooperation between parents and teachers. Parents are informed of the learning progress of students. Besides, the school arranges teachers and staff to attend related training programmes so as to foster a caring, supportive and inclusive learning environment for students' effective learning and good health. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Parent-Teacher Association is established to act as a bridge between the School and parents. To help parents cope with challenges of parenting, our PTA organizes various workshops and activities to help parents understand the needs of teenagers. |
| School Ethos |
Our approach is proactive, interactive and down-to-earth. We advocate self-discipline among our students, and combine discipline with counselling in enhancing students' self-image. Our on-campus social worker and educational psychologist provide pertinent guidance to students in need. S.1-S.3 students are required stay in school for lunch. During the lunch period, comprehensive cultural and sustainable development (SD)-related activities are regularly organized. Various uniformed groups are also established to heighten students' sense of discipline and civic responsibility. <br>In addition, Personal Growth Education (PGE) is used to raise the overall quality of students by reaffirming CFSS core values. It is our new approach in actualizing this area of concern. And whole-school approach in the process is indispensable. |
| School Development Plan |
For more detailed information, please visit the School's website for School Development Plan 2021-2024. The 3 major concerns are as follows:<br>1. Smart Healthy School Life<br>2. Student-centred Learning<br>3. Social Responsibility and Global Awareness |
| Teacher Professional Training and Development |
Our Staff Induction and Development Team, consisting of members of the Discipline, Counseling, CCA Team and Academic Committee, provides training and backup for new staff. At least 3 Staff Development Days are scheduled throughout the school year. Besides in-house training, talks and workshops by external professionals are arranged for staff. Teachers have also had cultural exchange tours or education visits to Beijing, Shanghai, Nanjing, Singapore, Hokkaido, Northern Europe, Switzerland and Germany, etc. |
| Life-wide Learning |
Our School treasures each student as a unique individual. Along with cultivating their academic faculties, we strive to develop students' potentials in different fields. We have 26 vibrant clubs and societies organizing a rich variety of functions and activities. These co-curricular activities boom under a three-way development: intellect, interests and social services. Each student joins at least one and no more than three clubs. Different other learning experiences will be arranged by teachers and recorded in the Student Learning Profiles (SLP). |
