| Language Policy |
The School believes that students learn better by using their mother tongue. Yet, students should enhance Chinese and English proficiency. The English Department stresses the use of local and international news and online resources as learning materials, whereas other subjects may also incorporate English elements into the curriculum. Besides, Chinese language lessons are conducted in Putonghua in S.1 and S.2 classes to enrich students' Putonghua proficiency. |
| Learning and Teaching Strategies |
The School believes that nurturing students’ good learning habit is of prime concern. Thus, preparation before lessons and regular assessments are emphasized. To equip students with knowledge facing challenges of the world, the School has stressed the cross-curricular teaching, aiming to help students unite concepts and skills from various subjects. Through organizing Gifted Classes and Remedial Classes, students have more learning support after school. |
| School-based curriculum |
1. Electives: 3X. Students choose 3 among 10 electives (S.4); students choose 2 among 10 electives (S.5, S.6)<br> 2. Curriculum highlights: Gifted Classes and Remedial Classes are organized in S.1-S.3; English Department highlights the importance of using authentic materials to teach English (local and international English newspapers and websites). Besides, in hope of creating a proactive English learning atmosphere, teachers lead the whole school to learn English news during weekly morning assemblies. With all these policies, students’ exposure to learning English through authentic materials is stressed. Besides, emphasis is also put on Chinese newspaper reading. By doing so, students’ knowledge in social issues and language abilities are strengthened. |
| Approach to Catering for Learner Diversity |
Students are allocated to different classes according to their learning abilities in Chinese, English and Mathematics. By doing so, students can learn effectively with reference to the tailored learning materials and assessments. Besides, Gifted and Remedial Classes are also arranged to cater for different learning needs. |
| Approach to Integrated Education |
Our school adopts a whole-school approach to establish an inclusive culture. We are committed to improving the understanding and acceptance of students with special educational needs among all stakeholders, including school staff, students, and parents. <br><br>A student support group is formed under the guidance of the principal and vice-principals. Special educational needs coordinators, school-based social workers, educational psychologists, speech therapists, relevant subject heads and teachers are included in the group. These parties jointly establish policies that facilitate integration and flexibly manage additional resources (such as special educational needs support teachers) to support students with special educational needs. Our school also schedules different professional training courses for teachers to support students with special educational needs cooperatively.<br><br>Based on the Three-Tier Intervention Model, our school adjusts the curriculum in response to the different needs of individual students while utilizing learning and teaching strategies to meet the needs of students. We will work with relevant stakeholders for severe students with special educational needs and devise an “individual learning plan” to provide further support.<br><br>Our school actively strengthens communication and cooperation with parents through regular communication, which allows parents to understand the progress of their children and enhance involvement.<br><br>The school will provide different extracurricular activities and courses according to the students’ personalities, interests, and academic performance so that all students can unleash their potential by participating in diversified learning activities.<br> |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-teacher Association regularly holds meetings to strengthen the cooperation and communication between school and parents. In collaboration with Christian Family Service Centre (CFSC), our two school social workers regularly organize various school-parent activities. |
| School Ethos |
The School advocates the close cooperation between Discipline and Counselling Committees in educating students. Teachers from these two committees organize educational activities to help students overcome ups and downs in life; and strengthen students’ sense of belonging to School. |
| School Development Plan |
The major concerns of our school in the coming 3 years are:<br><br>(1) Further facilitate interactive learning and teaching; stimulate students' interest in learning.<br>(2) Strengthen self-directed learning; practical application of knowledge.<br>(3) Enhance value education; discern accurately and wisely. |
| Teacher Professional Training and Development |
Teachers’ professional development is crucial in achieving education success. To facilitate this, the three “Staff Development Days” held each year have played an important role. Besides, the atmosphere of lesson observations is also emphasized. On top of regular subject-based lesson observations, some teachers even open their classrooms for teachers in other subjects to observe so as to achieve the target of professional exchange. |
| Life-wide Learning |
The School offers students different kinds of clubs and let students monitor them. Students are assigned to one of the four houses, namely St. Mark, St. Matthew, St. John and St. Luke. Each house organizes a variety of activities for members. The School has three uniformed teams, including Boys Scout, Girl Guides and The Boys' Brigade. Students are also keen to partake in activities organized by the Community Youth Club. In addition, the School organizes “Life-wide Learning Day” to create exceptional learning chances to students. |
