| Language Policy |
Our school is one of the first batch EMI schools approved in 1998 to use English as the medium of instruction in teaching. All subjects are taught in English except Chinese Language, Chinese History, Religious Education, Citizenship and Social Development. In addition, the Chinese language classes (S1-3) are supplemented with teaching Putonghua periods. Such policies strengthen students' foundation in biliteracy and trilingualism. |
| Learning and Teaching Strategies |
Our school encourages whole-person education which emphasizes students’ moral, cognitive, physical, social, aesthetic, and spiritual development; uplifting their self-esteem; paving sound foundation on their language skills; building up discipline among them; and developing the spirit of serving others. <br>Comprehensive measures to facilitate the participation of teachers and students: <br>1. Reading periods are held twice a cycle; <br>2. Organizing different language learning activities to enhance students' interest in biliteracy and trilingualism; <br>3. Students are encouraged to take part in external reading activities and contests; <br>4. Continue promoting self-directed learning. |
| School-based curriculum |
1. Electives: 3X and 4X. With school’s permission, students are allowed to take the 4th elective (M1 or M2, Music) when promoted to S4.<br> 2. Curriculum highlights: Students can take any 3 electives (can select M1 or M2 besides 3 electives) offered by the school according to their interests. Our school also provides enrichment courses of the 3 core subjects - Chinese Language, English Language and Mathematics. The school will also arrange students, who are interested in taking Applied Learning, enabling them to have a diversified learning and development. |
| Approach to Catering for Learner Diversity |
1. Enhancement and Remedial courses are conducted to cater students’ learning difference; <br>2. The curriculum of each subject is tailor-made to suit the particular needs of students; <br>3. Students are encouraged to take part in exchange programmes and activities outside the school in order to spot out students with hidden potentials and to emanate an atmosphere of pursuing the best of oneself. |
| Approach to Integrated Education |
Our school strives to create an inclusive culture. We have set up Student Support Group which engages our Vice-Principal, Special Educational Needs Coordinator, Guidance Master, teacher with special educational needs training, teachers of core subjects, school educational psychologist, school-based speech therapist, stationing school social workers, student counselor (SEN) and teacher assistant. Our school takes whole school approach making use of Learning Support Grant and school resources to support students with special educational needs like giving them teaching and assessment accommodation.<br>A professional student counselor is employed to coordinate and organize diverse activities such as integrated classrooms, attention-focus training group, study-groups for Diploma for Secondary Education Examination, social behavior and emotion training group and individual counseling services, etc. Besides, services for occupational therapy are hired for students in need of such training.<br>Our school disseminates information on integrated education to all teachers so that they are updated with strategies and pedagogical advice. Teachers are encouraged to enroll in relevant courses on integrated education with a view to strengthening their professional knowledge and capabilities. Moreover, the members of the student support group keep close contact with parents to facilitate home-school cooperation. All these efforts are aimed to support learning and growth of our next generation. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
In order to be in tie with parents in family education, the Parents Association was established in May 1993 to facilitate the connection among parents, students, and the school. Our school places great concerns on parenting education. Since 1990s, various activities like parent-child seminars, “DIY” workshops, etc. have been organised. |
| School Ethos |
Our school pays great attention to students’ behaviours both within and outside school. Students are cultivated into a self-discipline person with outstanding ethos and good manners. The implementation of ‘Big Brothers and Big Sisters’ Scheme enables each F.1 student to be under personal care of a senior student. |
| School Development Plan |
Major Concerns of School Development: <br>1. Nurturing students to be self-directed learners and catering for their diverse learning needs;<br>2. Promoting positive values education and good mental health to help students live a purposeful life.<br><br>The Future Development Item: <br>A wide range of activities will be organized to encourage students to develop a sense of 'acting justly, loving mercy and walking humbly with God'. They can develop a sincere and genuine interpersonal relationships and fellowship among them. More occasions will be arranged to improve and recognise students' good academic performance to heighten their sense of responsibility towards learning and encourage them to embrace success. |
| Teacher Professional Training and Development |
Through teacher retreat, prayer meetings, seminars, joint-school conference, teachers’ spiritual growth and team spirit are developed and built up. Special talks, workshops, and experience sharing among teachers are constantly arranged. Teachers are also encouraged to attend various training courses. |
| Life-wide Learning |
Uniform Teams (Scouts, Girl Guides, Red Cross Youth Team, School Safety Patrol), Academic Clubs, Interest Groups, Voluntary Service Team, School Teams (Quiz Team, Debate Team, Various Ball Teams, Athletic Team), House Activities. In order to develop students’ attainments in Sports, Visual Arts and Music, students can join various courses of the 'SAM' programme according to their interests and talents. |
