| Language Policy |
All along, the school puts emphasis on "Biliteracy and Trilingualism". Our major concerns are: 1) Enrich the language learning environment; 2) Make use of the opportunities from the fine-tuning of MOI to increase Extended Learning Activities in English; 3) Raise the language proficiency of the teaching staff. The school provides a broader coverage of English learning environment for students with the ability so that students can adapt to English-medium senior secondary subjects. The school uses the Attainment Test results to allocate students to different classes. The school has set up a mechanism for students to be promoted to Form 2 and Form 3 classes. Our substantial arrangement to upgrade the language proficiency of students includes split-class teaching for Secondary Two to Six English; school-based English curriculum reform, in order to promote interactive learning; assessment for learning to promote English learning; the implementation of Language-Across-Curricular English learning activities to increase opportunities for students' exposure to English; after-school English enrichment classes and the extra-curricular activities in enhancing language learning. There are bridging courses in English for primary six students allocated to our school to enable them to adapt to changes in the medium of instruction. |
| Learning and Teaching Strategies |
Through Professional Learning Community & Collaborative Lesson Planning, our teachers design interactive lessons, which have a variety of learning activities and are related to daily application for our students. Students are encouraged to participate, collaborate, communicate and create in order to construct knowledge by themselves. Besides, our teachers provide learning activities of different levels to cater for learners’ diversity. Teachers make use of continuous and different modes of assessment to give feedback on students' learning, so as to promote assessment for learning. Students are motivated to learn through projects, site visits, experiential learning, social services and self-learning on the web. In this way, it is hoped that students' self-learning habits and life-long learning skills will be developed. The school has adopted the block-timetabling schedule so as to offer flexibility for students to choose the subjects that they are interested in. |
| School-based curriculum |
1. Electives: 2X and 3X. We offer 11 elective subjects, totally 15 groups, divided into 2 or 3 blocks, for our students to choose with reference to their ability and interest. <br> 2. Curriculum highlights: Our school-based curriculum is broad and balanced, and we provide our students with a variety of subjects so that they can have whole-person development and learn for life. We have curriculum tailoring so as to provide learning activities of different levels for our students and cater for learners' diversity. Besides the acquisition of knowledge, our curriculum also emphasizes the cultivation of values and the mastery of generic skills. In addition to the core curriculum, extended curriculum is provided to further develop students' potential and cater for learners' diversity. For SS core subjects: English, Chinese, and Mathematics, we arrange small group learning so as to strengthen the care for learners' diversity. |
| Approach to Catering for Learner Diversity |
Split-class teaching is implemented in English, Chinese and Mathematics in different forms and the method of splitting is based on the examination results. A tailored class-based curriculum is offered in order to cater for learning diversities in students. Curriculum (English Language, Chinese Language and Mathematics) for academically-gifted students is offered to F.1 to F.3 students after school. We also provide remedial tutorials for students. The SEN Support Committee makes use of the Learning Support Grant for Secondary Schools (LSGSS) to carry out a whole-school plan to cater for students with special educational needs. We also employ assistant teachers and buy outside services to support them. In addition, we have a plan to arrange our teachers to receive training in this area to support students further. |
| Approach to Integrated Education |
Our school has set up the post 'SENCO' to coordinate the Whole School Approach to Integrated Education. Learning Support Grant is mainly spent on employing counselors, clinical psychology service, and speech therapy service and interest classes for exploring students’ talent. In addition, our school participates in the Student Mental Health Support Scheme and Aim Project Autism Support Network. We also implement the Individualized Education Program for some SEN students. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
In cooperation between parents and our school, the PTA supports our school's development and sponsors equipment such as chairs in the school hall, ventilation fans, drinking fountain and air-conditioning facilities. Besides, the PTA has set up a PTA Scholarship to award students' remarkable achievement. The PTA also organizes the Respect Teachers Campaign. In order to achieve the aim of home-school co-operation, the PTA also organizes different activities for the parents, teachers and students to join, such as annual outing, barbecue night, 2nd-hand book donation, and talks for parents. Meanwhile, parents also offer voluntary services such as student lunch tasting, being on duty in the Parents Resource Centre during lunch time, distributing 2nd-hand school uniform for the needy, accompanying students to the Hong Kong Speech Festival and concerts and assisting in handling lost property of students. |
| School Ethos |
In accordance with the Franciscan Spirit and core values of education, the school provides whole-person education to cultivate students’ humility and sincerity to attain wisdom, which enables students to grow up healthily and happily. Besides, our school has adopted a whole school approach to implement Discipline and counselling support to students. Teachers make every effort to help students to foster right attitudes and values, including self-respect, self-discipline and independence. The school has established the Student Development Committee to act as a bridge between class-teachers and various departments, to coordinate various activities to enhance the care and counselling for the students. In order to strengthen the love and care for students, reinforce the liaison with parents, the school implements the “Duo Class-teacher System” in addition to the positive education. Diversified activities and regular assemblies are held to help students to build positive values and attitudes. |
| School Development Plan |
The three major concerns of school development are to cultivate good reading habit, enhance writing competence, foster whole-person development and implement positive education. Both teachers and students can make self-reflection so as to ameliorate teaching and learning. |
| Teacher Professional Training and Development |
Three staff development days are held annually. In addition, teachers are encouraged to attend various seminars and undergo further development and reach the goal of having 150 staff development hours in three years. Our teachers join the School-based Support Services, focusing on the curriculum goals with reference to content, pedagogy and assessment; reflecting on and improving their own practices both inside and outside the classroom. |
| Life-wide Learning |
There are about 30 regular ECA clubs and groups, as well as many co-curricular activities arranged to cater for the diversified needs of students. A wide range of ECAs are launched and coordinated by the LWL Committee. We have outstanding performances in IT, uniform groups, sports and the school band; these groups are the award winning teams of many joint school competitions. Through participating in ECA activities and events, students can develop their generic skills, as well as positive values and attitudes. The emphasis of group service scheme for F.1 to F.3 students is to cultivate their self-discipline and the sense of belonging to our school. Besides, the curriculum of leadership is implemented to enhance students' leadership skills to cope with the challenges in the 21st Century. |
