| Language Policy |
English is the major Medium of Instruction (MOI) in HTYC. Due emphasis is put on strengthening an English learning environment with English ready for use in academic pursuits and daily life situations. English debating, drama and puppetry training, musicals, and Language Arts activities have been developing vehemently, with students having remarkable performances and attaining outstanding awards. All subjects are taught in English except the Chinese Language, Chinese History, Putonghua, Citizenship and Social Development, Life & Society and Ethics & Religious Education, with the announcement, sharing and conversation in English, etc. Also, abundant resources work on trilingualism and bi-literacy. Promoting reading habits, implementing a well-designed curriculum, and offering a diverse range of language-immersive activities like debates, dramas, writing exercises, and more — all these measures aim to foster effective expression and high-order thinking skills, English and Chinese alike. Native-speaking English teacher is employed. The annual English Week is the most valued highlight during which all students participate and enjoy. |
| Learning and Teaching Strategies |
The school prioritizes "high expectations with love" as a crucial aspect of student development, emphasizing individual care alongside high standards. The educational approach focuses on both academic pursuits and personal growth, driven by a commitment to excellence and self-regulation. The "Study Targets Scheme" motivates students to aim for academic success, while cultivating learning effectiveness, self-management skills, and self-assertion among all students. The curriculum takes into account guidelines from CDI, requirements from HKEAA, and students' abilities. Teaching effectiveness is continuously improved through collaborative curriculum design, peer observation, and professional dialogues. Extensive reading is encouraged through the Reading Log Book, Good Books Recommendation Scheme, morning reading sessions, and participation in external reading awards. Various initiatives such as reading clubs and workshops contribute to language proficiency and promote book sharing. Differentiated instruction is implemented through "performance grouping" in Chinese, English, and Mathematics in junior forms to enhance learning outcomes. Students actively engage in interschool competitions and international assessments, achieving remarkable success. Talented students are recommended for Gifted Education programs by EDB, HKAGE, and universities to receive suitable training and development opportunities. The school also emphasizes effective implementation of e-learning strategies, extending the Bring Your Own Device (BYOD) policy to the entire school and installing interactive display panels in all classrooms and special rooms to enhance learning quality and foster interactive lessons. |
| School-based curriculum |
1. Electives: 3X. Besides 4 core subjects, students select 3 electives according to their interests, strengths and future planning.<br> 2. Curriculum highlights: The senior form curriculum aims at building a broad basis of knowledge to support further academic studies, mounted with a Gifted Education system to cater for the diverse strengths of the high-achievers. This is accompanied by abundant opportunities to make presentations which promote knowledge consolidation and experience sharing. All-round development is provided especially through school strengths such as Language training, IT education, music education and service opportunities.<br>Implementation of STEM education in junior forms aims to promote critical thinking and problem-solving skills, to enhance interdisciplinary learning, cultivate creativity and innovation and foster collaboration and teamwork. Project-based learning (PBL) Programme in Secondary 3 enables students to apply what they have learned, utilize information technology, and integrate various areas of knowledge to provide solutions for real-life issues. Enriched IT Class Programme running advanced IT training courses for S.2 to S.5 students, helps to elevate students' competence and skills. After-school Student Artists Training Classes are provided in painting, ceramic and glass arts and Chinese Calligraphy. |
| Approach to Catering for Learner Diversity |
The performance grouping system in Chinese, English and Mathematics and supportive groups for junior forms are arranged to cater for diversity. Teachers adjust classroom teaching, assignments and assessments to facilitate adaptation at different paces. Self-management and self-regulation are emphasized --- goal setting, planning, review, adjustment are regular practices. The school also put great efforts to promote gifted education. |
| Approach to Integrated Education |
A goal of HTYC is to establish an inclusive campus culture, strengthen the understanding and acceptance of students with special educational needs among school staff, students, and parents, and provide appropriate support for these students. The Coordinator for Special Educational Needs, together with the Special Educational Needs Committee, assists the principal and vice-principal in promoting inclusive education throughout the school. This includes developing inclusive policies, utilizing additional resources and manpower, such as support teachers for special educational needs, educational psychologists, and support for students with special educational needs. Measures include instructional and assessment adaptations, social skills training groups, speech therapy services, and individual education plans. The school will actively enhance communication and cooperation with parents through regular communication channels, jointly plan support measures, and review their effectiveness. This includes providing "Student Support Summaries" to parents of students with special educational needs annually and inviting them to participate in Individual Education Plan meetings. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Close communication and good collaboration with parents and PTA. ‘Joyful Fruit Day’, Parents Talk, Parents Gathering/Workshop/PTA Picnic are popular activities. |
| School Ethos |
School upholding "High Expectations with Love", HTYC students are encouraged to go "from precision to excellence", and they carry the marks of being “Healthy, Tenacious, Young, Caring”. In the spirit of Christ, school aims at student’s all-round development, sound character, spirit of fellowship, and to prepare them to serve and to contribute. With this mission, school upholds value education and character building. Evangelistic weeks, Christmas services, Easter services, S.6 Graduation Camps and S.6 Thanksgiving Services, summer retreats, fellowships, cell groups, Best Conduct Award, HTYC Balanced Development Award Scheme - all join hands for the goal. Based on different activities of the “Add-Oil for Affection” Scheme, students are encouraged to make use of their subject-based knowledge to build closer relationships with their family members and make school life more fruitful. While schemes and projects address specific aspects (e.g. “Sunflower Scheme” calls upon alertness to and reflection on misbehaviour), yearly themes ring in a clear overall direction. Theme for 2023-24 is "Being positive towards learning and life". |
| School Development Plan |
Academically, they are trained to apply study skills and learning strategies and master a deep approach to learning and have a spirit to conduct an in-depth inquiry. Holistically, students are nurtured to establish a commitment to the well-being of people and the community. Teaching effectiveness will continue to be the emphasis through professional team building and professional development while students are developed for the ability to learn for life: targeting mainly on serious and positive attitude in learning and self-reflection for continuous improvements.<br>Growth mindset and positive attitude are promoted. Students are trained to reflect, develop their potentials and strive for excellence. Different types of competitions, interflow and seminars are offered to broaden students’ horizons and enable them to serve the community as servant leaders. <br>Starting from 2015-2016, HTYC is selected as one of the eight Hong Kong secondary schools which organize Enriched IT Classes to nurture IT expert students for the development of Hong Kong. STEM education has a long history in HTYC. In recent years, students have been awarded amiable prizes in computer applications design. To align with societal, national, and global development trends, starting from the academic year 2023-2024, schools will further integrate STEM education into the school curriculum of junior forms. Teachers from different key learning areas collaborate to tailor the curriculum, allowing students to integrate knowledge from various disciplines, unleash their creativity, enhance problem-solving abilities, and cultivate a spirit of collaboration. To align with the development of STEM education, the school will establish a STEM room soon.<br>Following the introduction of the subject Tourism and Hospitality in upper forms in 2021-2022, in order to better accommodate the broad interests and diverse development of our students, HTYC introduces another DSE subject, Visual Arts, to Secondary 4 students from the academic year 2023-2024. This expansion further enhances the completeness of the senior forms school curriculum. |
| Teacher Professional Training and Development |
The Professional Development Committee has been set up to coordinate matters regarding teachers' professional development. Various activities such as workshops and sharing sessions are arranged for echoing the School's Major Concerns. Collaborative teaching in subject panels, including collaborative lesson preparation, lesson observation, and post-lesson discussions, facilitates the formulation of teaching strategies and enhances teaching and learning effectiveness. The school also focuses on enhancing the managerial skills of middle-management in order to promote sustainable development within the school. Moreover, the school is fostering a supportive environment for teachers to maintain a healthy lifestyle. |
| Life-wide Learning |
Besides 4 Houses (Faith, Hope, Love, Grace), ECAs encompass Christian Activities, Regular Activities, interest groups and non-regular activities falling into 4 categories to provide diversified other learning experiences for students. Christian activities include junior/senior fellowships and cell groups. Regular activities are divided into Music (choirs, wind orchestra, A cappella Group and instrumental classes), Sports (swimming, basketball, volleyball, table tennis, cross country and fencing), Arts (design, ceramics and glass arts, digital and multimedia arts)and Uniform Groups(Scouts and Red Cross) and Academic groups. Interest Groups include Film Appreciation Society, Robotics Society, Japanese Culture Society, Dancing Society, Board Games Society, Gardening Society, Multi-media Creation Society…etc. Non-regular activities include Library Group, Social Service Group, HKAYP and IT Team. Student Union was established in December 2015 to further enhance civic education and student leadership development. Students are actively fostered in the principles of global citizenship. |
