| Language Policy |
Our medium of instruction is mainly Chinese (Cantonese) (except for English Language), with English and Mandarin as aid mediums. |
| Learning and Teaching Strategies |
The direction of the designed curriculum is to nurture students through reading, exploring and applying their acquired knowledge and skills to enhance their ability to create. The school emphasizes independent and experiential learning which helps students apply their academic knowledge in everyday life. Through the creating process, students will acquire self-discipline, aesthetic concepts and fundamental skills, social and cultural awareness. Students can be admitted to HKSC from either Form one and Form four. The junior school curriculum focuses on fundamental learning, discovering oneself and the world. The teaching team believes that the junior school curriculum shall focus on establishing a broad and solid knowledge base, cultivating various humanistic qualities through aesthetic education to become a culturally literate citizen.<br>The junior secondary curriculum sees the importance of articulating with the senior secondary curriculum to allow better adaptation to the senior secondary curriculum.<br><br>The three-year high school curriculum has different focuses for each academic year. In the first year (S4) , students engage in foundational learning. In addition to studying the four domains of the Creative Profession-Oriented Programme (CPOP), students also take the foundational components of the Hong Kong Diploma of Secondary Education (DSE) and the basic units of the academy's unique Diploma in Creative Arts (DCA) course.<br><br>In the second year (S5), students choose to specialize in one domain of CPOP and select a suitable learning mode based on their further studies or career plans. They also consider whether to continue completing the units of the Diploma in Creative Arts course.<br><br>In the third year (S6), students will focus on exam preparation or portfolio development, completing graduation projects, and advancing their learning in the units of the Diploma in Creative Arts course. |
| School-based curriculum |
1. Electives: 2X. The school provides five electives, Visual Arts, Design and Applied Technology, Information and Communication Technology and Ethics and Religious Studies.<br> 2. Curriculum highlights: There are 3 main areas of study in Diploma in Creative Arts: Creative Arts, Humanities, and Chinese and English Language.<br>Creative Profession-Oriented Programs include:<br>(1) Design and Visual Communication (2) Film and Video Arts (3) Performing Arts (4) Spatial Studies |
| Approach to Catering for Learner Diversity |
Academically, we arrange curriculum accommodation and differentiated teaching to cater students’ different learning needs. We care for physical and mental health of all students. We provide extra services of social workers and counselling psychologist, organize various activities. Different talents of the students are valued, which will be nurtured with numerous internship programmes outside the school according to their individuality. |
| Approach to Integrated Education |
Whole School Consensus: All staff of the school acknowledge the responsibility of establishing an inclusive environment to cater for the needs of all students; <br>Curriculum Accommodation and Differentiated Teaching: In order to cater students’ different learning needs, many subjects may stream the students into different learning groups, adjust the curriculum and teaching methods to fit the abilities, objectives and learning styles of students. <br>Peer Support: Learning groups are strategically organized;<br>Teacher Collaboration: Teachers work together and support each other, for example, to team teach; <br>Classroom Support: Specialists collaborate with teachers in improving the learning environment for the benefit of all students; and<br>Assessment Accommodation: Assessment methods are adapted to facilitate students’ demonstration of their learning outcomes. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The support from families is a crucial factor for the development of teenagers. The school is collaborating with Parent-Teacher Association (PTA) to organise the following activities to help parents understand more about the school. We will also invite parents with art and culture experience or professional qualifications to be our guest lecturers. |
| School Ethos |
With the targets of nurturing a school culture of self-discipline and active learning and participation, mentors of different classes work towards the actualization of students' independent personality. Students are provided with abundant opportunities to broaden their horizons, to stimulate their thinking and to explore into arts and life. |
| School Development Plan |
1. To develop the school to be a hub for art and culture, and provide platforms for the development of young artists.<br>2. To promote the school-based "Diploma in Creative Arts" to the creative industry and higher institutions, and explore multiple pathways for graduates.<br>3. To promote whole-person development and develop a curriculum that nurtures a sense of citizenship in students. |
| Teacher Professional Training and Development |
Teachers are encouraged to pursue professional development. The school actively organises various workshops to engage teaching members in appreciating and learning about art & culture, and in creating artworks. |
| Life-wide Learning |
Aims at promoting Moral and Civic Education through different types of activities such as art, sports, environmental protection, community services and other experiential courses. The school hopes to nurture students' activeness, imagination, responsibility and care for different communities.<br><br>Students can choose to participate in the activities prepared by teachers, organize new interest groups, clubs or societies under the guidance of teachers. Students can also organize activities for other students to participate. The goal of our extra-curricular is to establish well-constructed learning communities among peers. |
