| Language Policy |
As an EMI school, not only are all lessons (excluding Chinese, Chinese History, Putonghua, Christian Ethics, Physical Education and Thinking Skills) are taught in English, most school events and activities including morning devotion sessions, announcements and promotions are mainly conducted in English. In order to create an English-rich learning environment, we have a number of Native-speaking English teachers so that teachers and students can share through a language they are both familiar with and students' exposure to English can also be increased. On the other hand, Putonghua is used to teach Chinese Language in some junior classes so as to cater for the needs of the students who have learnt Chinese in Putonghua in their primary schools. |
| Learning and Teaching Strategies |
(1) Small Class Teaching – Each class consists of 28 students on average. Teacher-student and student-student interactions can be increased through low student-teacher ratio. <br>(2) Self-directed Learning – Our school aims to promote self-directed learning among all forms and all subjects. Having prepared for their lessons, students are expected to participate in lessons proactively so as to improve their self-efficacy in learning. TTCA's Chinese department integrated MAPS Teaching Methodology with school-based pre-lesson enquiry to promote self-directed learning. <br>(3) Pre-lesson collaborative Learning – We emphasize the importance of building knowledge and skills together by encouraging students to work closely with each other inside and outside classroom. A variety of strategies is practised to promote collaboration among students, so that students can master the objectives of each lesson and fully understand the knowledge taught. <br>(4) E-learning – Information technology, including various online platforms, apps and tablets, has been widely used in the school to enhance the effectiveness of learning and teaching. (5) Modular Curriculum – S.1 and S.2 students focus on fewer subjects per semester so that they can master the newly acquired knowledge and skills with more flexibility and relieve their stress from assignments and assessments. |
| School-based curriculum |
1. Electives: 3X. For senior secondary curriculum, there are over 200 combinations of elective subjects provided for students. To explore different pathways for students, IAL curriculum has been implemented for S.5-S.6 in parallel with the HKDSE curriculum.<br> 2. Curriculum highlights: (1) International Advanced Levels (IAL) curriculum for S.5-S.6 students. The IAL curriculum is run in parallel to the HKDSE curriculum, allowing students to select the pathway most suited to their abilities and interests so that they can be better prepared for tertiary education. A maximum of 1/3 places are reserved for the IAL curriculum. The six electives are Physics, Chemistry, Biology, Mathematics, Accounting and Psychology. In this academic year, we will review the curriculum and consider adding further mathematics, business, and economics; (2) Catering for learner diversity through enhancement classes; (3) Curriculum adaption with reference to 3-3-4 curriculum<br>School-based curriculums funded by the QEF: Self-directed Learning in Chinese Language: Integration of Pre-lesson Enquiry and MAPS Teaching Methodology; STEM Education of Synthetic Biology, training students to join the iGEM competition; School-based Junior Form Thinking Skills Curriculum |
| Approach to Catering for Learner Diversity |
Class allocation is made to maximize students' strengths. We have elite English and elite Mathematics classes which provide with materials that are best suited to their abilities while taking into consideration their degree of mastery of the content so that they become enthusiastic learners. Elite training courses and local and global contests are arranged for gifted learners to take part in order to further explore bright students' hidden potential with their counterparts. Enlightening classes are also there for less-abled students to consolidate their learning outcomes and experience a sense of accomplishment. |
| Approach to Integrated Education |
To assist students with special educational needs, social skills workshops, peer mentoring scheme and study skills workshops are provided in TTCA, funded by the school and additional resources (e.g. Grant for Supporting NCS Students with SEN). Our three social workers and an educational psychologist work as a team to support students with special educational needs. Respective class teachers also meet parents regularly to evaluate the growth and development of those students. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
(1) The communication between the school and parents have been well maintained through the Parent-Teacher Association. A series of Parents' Day are also scheduled to ensure comprehensive 2-way communication.<br>(2) To promote parent education, parents' talks and workshops are held throughout the year.<br>(3) Various apps are also used in the parent community that are connected with the school so that parents can get up-to-date information about their children. |
| School Ethos |
With Christian faith, we value students' holistic development and we are dedicated to nurturing future leaders. In an effort to help students develop positive moral values and responsibilities, the school provides students with specialized support and resources as follows: (1) Dual class teacher system, (2) 12-disciple mentoring scheme in junior forms, (3) Life Education curriculum, (4) Leadership training programme, (5) Form-based social service scheme.<br>Our effort has been highly recognized and appreciated by local educators. In 2018, TTCA was awarded the Excellence Award in the 2nd Outstanding Teaching Award for Moral Education, which was co-organized by the Education Bureau (EDB) and Winsor Education Foundation. In 2019, we were also awarded the 'Caring School Award' by the Hong Kong Christian Service and the 'Outstanding Award' of High-Five Student Engagement Award Scheme, which was co-organized by Baptist Oi Kwan Social Service, the Education Bureau (EDB) and the Education University of Hong Kong. In 2020, we were again awarded the 'Intellectual Engagement (Special Award)' in the scheme. |
| School Development Plan |
(1) TTCA is determined to maintain highly effective learning and teaching environment by promoting pre-lesson culture and Self-directed Learning.<br>(2) Adhering to the spirit and belief in moral education and the teaching award, TTCA is committed to achieve the aims of whole-person development with our school motto – faith, hope, love.<br>(3) The school undertakes continuous upgrade and refurbishment of campus facilities. We are building a STEM Innovation Lab and Classroom of the Future. |
| Teacher Professional Training and Development |
TTCA has a strong team of qualified and caring Christian teachers who strive to provide excellent educational opportunities and effective evangelical outreach for students. Teacher professional training and development are provided on regular staff development days and overseas professional development experiences with the view to building a growth leadership team. Highlights of Staff Development 2023-2024: <br>(1) Teaching and Learning: 'Self-directed learning' that fosters pre-lesson culture and collaboration between learners.<br>- "Lesson Study" for each subject to optimize teachers' teaching skills and to design quality lessons that are interactive and cater for learner diversity.<br>- Regular internal lesson studies and evaluation sessions will be organized to enhance professional exchanges and to strengthen our teacher learning community through peer observations; <br>(2) Student Development: 'Iceberg Theory' and 'Positive Education' will be the foci to construct our school's 'Life Education'; <br>(3) Professional Collaboration with 'Quality School Improvement Project' (QSIP), The Chinese University of Hong Kong. |
| Life-wide Learning |
The school offers a wide range of extracurricular activities to enable students to lead a vibrant campus life. Students are able to cultivate their interests through a total of 40 interest clubs and teams. They can join one to three interest clubs and teams according to their abilities and interests. In order to implement one-life-one-art/sports programme, junior-form students are required to participate in music and sports activity so as to stimulate their artistic temperament and get healthier. Students are also encouraged to utilize the school swimming pool, gym room and indoor gymnasium. Leadership training programme is conducted in both junior and senior forms in order to develop students' leadership skills to serve in various positions or student bodies such as Prefects, Student Ambassadors and Houses. Besides the 3-year 12-Disciple Scheme implemented in junior forms, a life education camp is designed to mold and train S.1 students. In addition, adventure-based activities are planned to discover and develop S.2 students' talents. TTCA is one of the pioneers in organizing whole-form overseas learning trips. All S.3 students go on an annual overseas learning trip together since the founding year. The school also arranges subject-based overseas study tours every year and is the first local secondary school to visit North Korea. All learning trips are led by our subject teachers in different parts of the world such as North America, Europe, Australia and Taiwan to gain deeper understanding of their cultures and knowledge including Arts, Chinese History, Music and Science. Moreover, students are provided with exchange opportunities in different countries, e.g. Australia, Germany, UK and USA. |
