| Language Policy |
The medium of instruction for Form 1 to Form 3 is Chinese with an emphasis on their ability to be bi-literate and tri-lingual. Apart from classroom learning, the school’s native English teacher runs a variety of games and activities outside the classroom to enhance students’ speaking and listening skills. In order to increase students’ exposure to English, there are also Extended Learning Activities (ELAs) for all subjects, exclusive of Chinese, Putonghua and Chinese History, in junior forms. Interactive games are designed to help consolidate their learning and maximize their opportunities to use English. |
| Learning and Teaching Strategies |
1. Students are required to reflect on and evaluate their learning experience so as to gain a clearer view of their learning progress. On Parents’ Day, parents and teachers also make use of the reflective learning journals to help students develop appropriate strategies to address their weaknesses and enhance their learning effectiveness. <br>2. Students are guided on how to take effective notes and note-taking rubrics are designed for different subjects. <br>3. After-school enhancement and remedial classes in Chinese, English and Mathematics are run for junior form students with different learning abilities. To equip senior form with better exam skills, the school runs after-school classes and arrange students to take part in different mock exams organized outside school. <br>4. Students are required to read across the curriculum as scheduled. Various measures are carried out to enrich the reading atmosphere on the campus like display of book reports, book exhibition and talks given by different writers. <br>5. Catholic core values are integrated into different curricular to promote positive education and cultivate positive attitudes among students. <br>6. Various modes of e-learning are adopted to give students ample opportunities to experience self-regulated learning. Collaborative learning activities are conducted to facilitate interaction and learning effectiveness.<br>7. A learning hub for teachers is established through encouraging teachers to open up their classrooms for peer observation which gives them opportunities to share teaching ideas and techniques. In order to enhance professionalism in e-learning and collaborative learning, EDB and teachers of other schools are also invited to share their experience in implementing e-learning in classrooms on one of the Staff Development Days. |
| School-based curriculum |
1. Electives: 3X. Our school has set up 3 electives for students.<br> 2. Curriculum highlights: Mathematics are taught in Chinese or English while all Science subjects are taught in English. |
| Approach to Catering for Learner Diversity |
Through small class sizes, group learning, value-added classes, after school tuition classes, learning support from graduates, discipline and counseling activities and community service, the school and teachers cater for students with diverse learning abilities. In addition, there is classroom support, assessment moderation and after school, small group learning provision for students with special educational needs. |
| Approach to Integrated Education |
In order to provide comprehensive support for students with special educational needs and foster an inclusive culture in the learning environment, a whole-school approach to integrated education is adopted. Besides setting up the Student Support Team, which is made up of vice-principals, inclusive education coordinator, counselling teacher, educational psychologist, social worker and teaching assistant, the school also utilizes the Learning Support Grant and other resources to provide various kinds of support for students with special educational needs. The measures include hiring a SEN assistant to offer individual guidance and services such as supporting the students in classroom learning activities and homework classes. The school also collaborates with other professionals through hire of service like programmes about social emotional learning, attention training program and speech therapy. Accommodations in terms of learning activities, homework and assessments are provided to suit the students' needs. Support measures are also implemented for students with severe learning difficulties including assessments, referral, Individual Evaluation Plan (IEP) and running workshops for their parents. Enhancing teachers' professionalism in catering for student diversity is equally important so teachers are encouraged to attend related courses, and the school also conducts talks to enhance teachers' understanding of integrated education and support measures. Similarly, talks are organized to give parents of SEN students information about learning support resources and to strengthen home-school cooperation. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Parents’ Day is organised every year to invite parents to meet with class teachers and learn about the performance of their children at school so as to promote the cooperation between parents and the school. This is a chance for parents and teachers to discuss any topics related to the students and make suggestions on how their children can make improvements both in conduct and in learning. At the same time, class teachers maintain close contact with parents and collect their opinions about the school. The Parent Teacher Association (PTA) helps to improve communication between parents and teachers. The annual activities such as handicraft and dessert making classes and the picnic also provide chances to enhance parent-child relationships. The PTA also gives grants to assist the award schemes of all subjects to encourage students to work diligently in the academic aspect and to increase their sense of belonging to the school. Meanwhile, the PTA regularly prepares refreshments to show support to the students who do revision at school. |
| School Ethos |
The students are modest, courteous, lively and cheerful. They are also willing to communicate with others. Having a serious attitude in class and following the teachers’ guidance, students have developed a harmonious relationship with teachers. There have been strong bonds among students, especially between the senior and junior form students. The senior form students have shown genuine care for the younger ones. (An excerpt from "External School Review Report", January 2020) |
| School Development Plan |
1. Cultivate students' skills in self-regulated learning.<br>2. Cultivate students' positive values and attitudes. |
| Teacher Professional Training and Development |
1. Our teachers actively participate in different training courses, workshops and seminars organised by the Education Bureau, the Catholic Diocese of Hong Kong and various tertiary institutions in order to obtain the latest educational trends, classroom strategies and improve our teaching effectiveness.<br>2. Diversity of thematic programmes for teacher professional development are organised by our school such as self-directed learning workshop, STEM education course etc., so as to promote peer collaboration and professional exchanges. Moreover, the school actively participates in various projects for school improvement, which include the Quality Education Fund Thematic Networks and Collaborative Research and Development (“Seed”) Projects. Our school also encourages professional academic exchanges with local and overseas universities. |
| Life-wide Learning |
Here are more than 30 extra-curricular activities covering academic, social service, sports and arts areas. The school health and sex education committee, moral and civic education committee, environmental conservation committee, social service group, discipline committee and extra-curricular activities committee collaborate with community service groups to organize activities, and nominate students to participate in leadership training programs. Besides, students are strongly encouraged to take part in social services, joint school activities and all inter-school competitions. |
