| Language Policy |
Our school adopts Chinese as the main medium of instruction. The “allocation of time to subjects” arrangement has been adopted and English is used as the medium of instruction for specific S.1 to S.3 classes in Mathematics and Integrated Science lessons. To enhance the biliterate and trilingual ability of students, in addition to offering Putonghua classes in S.1 and S.2, our school aims at creating a rich language learning environment by organising a wide range of English language and Putonghua programmes and activities for the whole school. |
| Learning and Teaching Strategies |
The major measures adopted in this academic year include enhancing students' self-learning skills, enhancing teaching effectiveness through blended learning, promoting extensive reading, enriching students' cross-curricular learning experiences, catering for learning diversity etc.<br><br> |
| School-based curriculum |
1. Electives: 2X and 3X. Students are to choose two to three elective subjects among the 12 given choices. <br> 2. Curriculum highlights: We offer Technology and Living at all junior forms to promote technology education and to respond to students' demand for the latest technology knowledge and skills. Through hands-on classroom activities, students are not only interested in learning about technology and using electronic devices but are also able to enhance their generic skills, such as problem-solving, collaboration, and communication. In senior forms, students can choose to take Applied Learning courses according to their abilities and interests. S.4 students who take two elective subjects participate in the newly established diversity-learning courses to enrich their learning experience and skills. Our school implements small-class teaching to teach Chinese, English, and Mathematics at different levels. Teachers can adapt the curriculum to students' levels and cater for learner diversity. Thus, teaching effectiveness is enhanced.<br> |
| Approach to Catering for Learner Diversity |
Our SST is responsible for planning, executing, and reviewing school-based measures to provide whole-school inclusive education. We invite inputs from parents, educational psychologists, and teachers to attend case meetings to establish a comprehensive support system for relevant students. Our school uses the NCS-SEN Grant to employ teaching assistants to provide after-school support or emotional, communication and social support for students. SST organizes different activities to create an inclusive learning environment in school. |
| Approach to Integrated Education |
Our school upholds the five basic principles of early identification, early support, whole-school participation, home-school cooperation, and cross-sectoral collaboration to cater to the students with special educational needs in various areas, such as learning, social and emotional, in the hope that they will be inspired and have fun in learning, and that a caring and inclusive campus culture will be built. SEN coordinator leads the SST in order to foster a more inclusive school culture and enhance the effectiveness of providing support to students with SEN. Our school uses the LSG to hire teachers to improve the teacher-student ratio and employ student counsellors and support staff to provide after-school support services and activities, such as speech therapy services, occupational therapy services, inclusion activities, social skills enhancement groups, concentration enhancement groups, career-related interest activities, study skills courses, and test adjustment arrangements. We hope to provide targeted support to students with special educational needs. We have trained Guidance Prefects - to develop students' spirit of service and leadership skills, as well as to protect their peers with special educational needs, to achieve "mutual help, love, and growth.” We have arranged training for our teachers, teaching assistants, and other support staff by external professionals so that all school staff can help build a caring culture. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Our school established the Parent-Teacher Association in 1999. Rapport between parents and teachers is enhanced through various activities. Our PTA arranges regular meetings to let parents understand students' learning in school. The meetings also allow parents to share their invaluable parenting experience. Our PTA, moreover, organises workshops, interest classes, picnics and fun days. Through keen participation in these activities, harmonious relationships between teachers, parents and students are developed and their sense of belonging to school is strengthened. |
| School Ethos |
We have built a conventional and caring school to ensure that our students cultivate self-discipline, personal integrity and self-awareness, pursue excellence, establish good interpersonal relations, and become problem solvers. We also nurture our students into citizens with a sense of social responsibility to one’s family, our nation and the world.<br>Our discipline and guidance teachers are very experienced. Civic and moral education, as well as life education, is constantly strengthened to enlighten students from different perspectives. In August, we arranged for new S.1 students to participate in orientation activities to help them adapt to secondary school life and reduce their anxiety. <br>In addition, our school has also launched a "Big Brother Big Sister" programme, through which senior form students bond with junior form students by regularly playing board games and sharing campus life with them. This programme aims to establish a peer support system and promote a caring campus culture.S.1 students are required to participate in self-care camps in the first semester so that they can better develop self-discipline and self-awareness.<br><br> |
| School Development Plan |
1. Self-directed learning: To encourage peer-to-peer learning and enhance learning effectiveness<br>2. Blended Teaching and Learning: To promote blended learning for effective teaching and learning<br>3. Values Education: To enhance national identity and nurture students a sense of belonging to our motherland<br>4. Diverse Development: To develop students' potential and enable them to set life goals |
| Teacher Professional Training and Development |
Our school attaches great importance to teachers' professional development and training and encourages all teachers to keep abreast of the times. To raise the professional standards of teachers, the school organises annual professional training activities for teachers to meet the key concerns. Teachers are also arranged to participate in the Joint Teacher Development Day of The Kowloon Lok Sin Tong Benevolent Society’s secondary schools and the Project WeCan Joint-school Teacher Professional Development Day, which cover national security education, Basic Law education, blended learning, independent learning, school administration, curriculum development, assessment methods, student growth, and information technology education. Apart from attending external teacher training courses, teachers also share their experiences with their peers, including LoiLoNote workshops and TEAMS online teaching operations, to help solve problems in e-learning and improve the effectiveness of learning and teaching. In addition, the school has set up a mentorship programme for new teachers, with experienced teachers serving as mentors to help new teachers adapt to the administrative and teaching work of the school as soon as possible. To enhance the professional skills of our stakeholders in caring for students with different learning needs, we have arranged training for our teachers, teaching assistants, and other support staff by external professionals (e.g., educational psychologists, social workers) so that all school staff can help build a caring culture. |
| Life-wide Learning |
With the mission of "whole-person development,” we provide students with a wide range of learning activities, including uniformed teams, arts and culture, hobbies and skills development, academics, sports and artistic talents, leadership training and community service, etc., so that students can learn about themselves, discover their potential, and develop leadership, teamwork, and social responsibility. Students are encouraged to participate in various performances, exhibitions, competitions, and community services to build successful experiences. Different subject groups also organise life-wide learning or cross-disciplinary activities for students, such as overseas study tours and study trips to the Mainland, so that students can go out into the world to broaden their horizons and practise diversified learning.<br>In terms of joint school activities, our students participate in The Lok Sin Tong Sunshine Youth Project, The Lok Sin Tong Charity Walk, The Lok Sin Tong Charity Candy Campaign, the Project WeCan, allowing students to get involved in the community while cultivating the spirit of teamwork and service to the society. |
