| Language Policy |
1. Co-teaching is adopted in junior form English lessons whereas senior form English classes are split into groups. <br>2. To maximize students' opportunities in English learning and bridging the gap in senior forms, English has been adopted as the medium of instruction to teach Math in all classes and Science in elite classes in Junior Forms. Cross-curricular English learning and Extended Learning Activities in English are implemented to help students learn other subjects using English. <br>3. To enrich the English and Putonghua environment, a NET teacher is hired and there is an English and a Putonghua morning assembly every week, the English iZone is open regularly and organizing the English Week, arranging bilingual circulars, notices and school website.<br>4. English enhancement classes and bridging programmes for S1 and S4 Science Stream students are offered on Saturdays and in summer respectively. <br>5. Local and overseas English immersion programmes are organized during summer vacation. <br>6. English iZone has been set up with funding from the Quality Education Fund to provide situational English learning.<br>7. Students join the English and Putonghua verse speaking competitions in the Hong Kong Schools Speech Festival annually and win many awards.<br>8. Students read Chinese and English books in alternate months while S.4 to S.6 students read English and Chinese books in different reading time. |
| Learning and Teaching Strategies |
1. The Curriculum and Teaching Development Team and the eight KLAs monitor and review the school curriculum, and promote cross-subject collaboration. 2. With the following teaching strategies, student motivation is enhanced and learning performance improved: (a) peer lesson co-planning and observation as well as after-class evaluation; (b) introduce self-regulated learning (SRL), establish the peer support approach to cater for learner diversity; (c) diversified teaching activities linked to daily life to arouse students' interest and cultivate the ability of students in 'learning to learn', learning attitude and positive values; (d) diversified modes of assessment; (e) introduce e-learning elements and electronic platforms: implementing ‘Bring Your Own Device' (BYOD) to increase interaction and the level of interest in class; use various electronic platforms and video software to prepare learning materials as well as offer real-time online tutoring to extend the time for learning; (f) adopt co-teaching or split group teaching.<br>3. Learning and teaching development: (a) implement self-regulated learning to facilitate individualized learning; (b) promote cross-curricular activities to inspire students' curiosity and enhance their confidence; (c) promote teacher professional exchanges through teacher professional development week. |
| School-based curriculum |
1. Electives: 3X. <br>(1) According to students' abilities and interests, students in senior forms can take 3X with 14 electives, or take applied learning courses. <br>(2) To enhance students' abilities and vocational development, the school also provides a school-based Competency Enrichment Course, including study skills, life skills, practical Chinese, mastering Mathematics and vocational English.<br> 2. Curriculum highlights: <br>(1) There are split classes in English to cater for individual learning differences. <br>(2) The learning experiences in aesthetic development and Competency Enrichment Programme can raise students' diverse abilities as well as enhance students' attitudes and manners and pave way for the development of positive attitudes and values. <br>(3) Students can take an Applied Learning Course -Vocational English as one of their chosen electives. |
| Approach to Catering for Learner Diversity |
1. To accommodate the needs of gifted students, enrichment programmes are organized and they are nominated to join training courses for gifted children.<br>2. A working team regularly counsels students with special education needs to find out their needs in learning.<br>3. An educational psychologist, a school-based speech therapist and a school social worker provide professional assistance.<br>4. English and different subjects offer enrichment and enhancement programmes to raise students' academic standards, using extra resources. <br>5. Graded assignments are designed to meet the needs of individual students.<br>6. Assistance and counseling are offered to students with learning difficulties. |
| Approach to Integrated Education |
Students with special education needs are supported by the Learning Ethos and Support Team. With parents' consent, the team collects students' information so as to identify students' education needs and offer support for them. Our school also refers students who are suspected to have special education needs to the education psychologist to follow up. Our school also adopts a flexible approach in making use of the Learning Support Grant, the Grant for Supporting Non-Chinese Speaking Students with Special Educational Needs and other school resources to provide diverse support to students, including school-based speech therapist, tutors, social workers and teaching assistants. Support also comprises homework tutoring, interpersonal skills' training and individual counselling. Services like school-based speech therapy, life planning services and relaxation groups are also provided to students with related needs. To meet students' diverse learning needs and raise their learning efficacy, curriculum design, diverse teaching strategies, graded exercise, homework and assessment accommodations are also adopted. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
1. Promote parent education, organize the "Parents' Academy" programme, and organise talks and activities so that parents can work to learn more about teenagers' development and growth.<br>2. Organize parent-child activities on Parents’ Day and second-hand book sales, participate in races held on Sports Day, etc. <br>3. Hold principal-parent meetings to strengthen communication between parents and the school.<br>4. Assist parent manager election of IMC promoting parental involvement in education.<br>5. Award students scholarships to encourage improvement in academic results.<br>6. Organize parent volunteers to help improve the learning quality of our students and to enhance communication between parents and the school. |
| School Ethos |
1. The school has a good school ethos. Students are loving, caring and willing to learn and serve.<br>2. An atmosphere of solicitude and mutual respect prevails in the school. The relationship between teachers and students is good.<br>3. Student leaders have a strong sense of responsibility and are willing to serve schoolmates. |
| School Development Plan |
1. Facilitate students’ individualized learning, showcase their talents and learning outcomes; <br>2. Cultivate students’ enthusiasm for life and family through the experience of serving others and career goal development; <br> <br> |
| Teacher Professional Training and Development |
1. Hold self-assessment workshops to facilitate better school development by inviting comments from different stakeholders. School development strategies can be set according to the data analyzed and comments drawn from group discussions.<br>2. The complete teacher appraisal system is intended for accountability and professional development. <br>3. Hold ‘Professional Development Week’ in which classrooms are open, and other colleagues are welcome to observe the lessons. This allows mutual learning, professional exchange, and sharing to strengthen teaching effectiveness. Moreover, it allows teachers and students to show their learning outcomes. <br>4. Use teachers’ professional forces outside school to promote teachers' development.<br>5. Hold different events to enhance teachers’ physical, mental and spiritual well-being. |
| Life-wide Learning |
There are more than 50 clubs, including spiritual, academic, physical & artistic and interest in nature. The school activities, such as Music Festival, Sports Day, Swimming Gala, Student Union and Four Houses Election, English Week and Religion Week, are coordinated and organized by different teams/committees. Moreover, Life-Wide Learning Week, Outward Bound training for senior forms, mainland field study for S3 students and so on are arranged. |
