| Language Policy |
We put great importance on improving students' biliteracy and trilingualism. Chinese and English subjects are taught in small groups split-class setting. "The Six Targets Enhancement Programme" is specially designed for S.1 students focusing on English listening and speaking skills. In junior forms, English is adopted as the medium of instruction for Mathematics and Science. Extended Learning Activities (ELA) is conducted to increase students’ exposure to English across a broad range of subjects. Putonghua is taught in S.1 and S.2. All-round learning activities are carried out, such as Language Week and English Activity Days. Students are encouraged to submit articles for newspaper contributions, recitation, speech, and drama competitions. The N conduct oral activities which support the development of a school-based curriculum. |
| Learning and Teaching Strategies |
(I) Emphasizing a student-centered approach, we employ differentiated instructional strategies and measures to catering students' learning needs. Classroom instruction places a strong emphasis on interactive exchanges between teachers and students. (II) We highly value students' achievements and leverage their strengths as the foundation for helping them unleash their full potential, thus enhancing their learning motivation and self-confidence. (III) Employing an evidence-based approach, we use various data to provide teachers and students with a comprehensive understanding of students' learning conditions. (IV) Each subject area put emphasis on fortifying students' learning skills and higher-order thinking abilities, enabling them to acquire and apply effective cognitive strategies. (V) Through interdisciplinary collaboration, we create authentic contexts and problem-solving tasks that afford students opportunities to apply their knowledge and cultivate their creativity. (VI) By leveraging online self-learning platforms and digital repositories, we provide instruction on learning methods and self-regulation skills, nurturing students' capacity for autonomous learning and fostering their habits of self-directed inquiry. |
| School-based curriculum |
1. Electives: 2X and 3X. Students can choose elective subjects according to their individual strengths, interests and Career & life development.<br> 2. Curriculum highlights: (I) We prioritize the care and accommodation of student diversity by implementing differentiated instruction strategies such as tiered goals and tiered assignments. (II) Our curriculum design is evidence-based and follows a backward design approach. We emphasis alignment between teaching, learning, and assessment. (III) We value the learning process of students and emphasize assessment practices that promote and enhance learning. (IV) We offer a diverse range of curriculum options, such as the Junior Secondary One Talent Program, Applied Learning in Senior Secondary, and opportunities in sports and music, respecting students' individual development. (V) We develop school-based curriculum to provide diverse learning experiences, opportunities for exploration and reflection. This approach aims to cultivate generic skills, values, and the application of knowledge. |
| Approach to Catering for Learner Diversity |
(I) Differentiated instruction is adopted in the lesson. (II) For Chinese, Mathematics and English, groupings of students of diverse needs are arranged in all forms. (III) English speaking and listening training classes are provided for S.1 students on Saturdays. (IV) Homework tutoring class is available for junior form students. (V) For different subjects, enhancement and remedial classes are organized to enhance students’ learning effectiveness. English speaking and listening training courses are organized for all S.1 students on Saturday mornings. (VI) Students from various forms are nominated to attend different gifted programmes. Elite students in junior forms are invited to auditions and training sessions under “Team Tenacious.” which offers diversified enhancement programmes, e.g. internal and external school activities and overseas study tours. |
| Approach to Integrated Education |
Student Support Team is led by the Vice Principal and the main members include core subjects teachers, heads of counselling and discipline division, social worker, counsellor and administrative assistant. The Learning Support Grant is used to acquire individual and group counselling services, arrange after-school homework classes to help students to improve their learning and social skills. Members of the Student Support Team will review the learning progress and teaching objectives of students regularly. Each subject panel will set assessment paper with appropriate levels of difficulties in order to cater for learner diversity. The Team will also assess the needs of special educational training for teachers and arrange them to receive relevant training systematically. Through planning and organizing professional development activities, we hope to help teachers to understand the learning needs of students and improve their classroom management with skills in effective teaching strategies. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-Teacher Association (PTA) and the school are good partners. Our parents participate in voluntary work such as being tutors of activities and helping to reheat students' lunch boxes. The Parent Managers support the school policies thoroughly and participate in the school management. The school also offers interest classes and lectures for parents. |
| School Ethos |
Our school has a rich Christian culture. Students are polite, well-behaved and are recognized by parents and the community. Consistent with the philosophy of Christian education, we aim to provide each student with quality all-round education, and stress the importance of cultivating students' virtues and values based on the Christian faith. Students are also encouraged to care for and help each other to build a healthy school community. |
| School Development Plan |
1. Utilize student data to enable teachers to understand students’ needs in various aspects;<br>2. Teachers adopt differentiated instruction to cater for learner diversity;<br>3. Cultivate in students good character traits and attributes in line with values education curriculum;<br>4. Students are able to put into practice in daily life the values they have acquired. |
| Teacher Professional Training and Development |
Our school places great importance on teacher training and encourages educators to participate in professional development courses, cross-school collaborations, and overseas exchange activities. These opportunities enable teachers to stay updated with the latest educational trends and enhance their teaching effectiveness. Additionally, we promote a culture of collaboration and lifelong learning through activities such as peer observations, collaborative lesson planning, teaching research, and sharing of best practices. |
| Life-wide Learning |
1. Rhenish’s Got Talent is a 3-year multi-intelligence programme launched for junior form students. It provides chances to enhance students' talent and interest, enrich their other learning experience and unleash their potential. It consists of 5 domains: Aesthetic Learning, Innovative Technology, Global Communication, Team Building, as well as Sport and Art Performance. 2. Life-wide Learning Programme: Life-wide Learning Week is held every year with different themes for each form each term. This 6-year Programme aims to nurture students to develop a positive outlook in life, enhance their personal qualities to serve the community and care about the world. 3. Student Union, Houses, our school offers clubs, societies, uniform groups and school teams covering different areas such as academics, cultures, social services and so on. We aim to provide diversified activities to meet students' interests and explore their talent. |
