| Language Policy |
Our school has created an environment in which English is widely used in learning, which eases the transition between the junior form and senior form curricula. The native English teacher (NET) conducts enrichment classes in the junior forms and oral classes in F.4 and F.5 to help students improve their speaking and listening skills. A wide variety of lunchtime English-learning activities are organized by the NET to arouse students’ interest in learning English. To promote self-directed learning, the school has designed a school-based online English platform where students have access to the English vocabulary items they have acquired in various subjects and their correct pronunciation. The school has also created an atmosphere conducive to learning English. For example, English is used in morning assemblies, and English videos or TV programs are shown on TVs on the school campus during lunch time. Moreover, a time slot in the morning is allotted to reading English materials. Furthermore, the “Job-Hunting Experience” helps students acquire essential job skills like interviewing and resume writing. Our teachers have been presented with the Chief Executive’s Award for Teaching Excellence in recognition of outstanding performance in English language teaching and Language across the Curriculum (LAC). Our school has adopted a “whole-school approach” to implementing LAC. Students understand the importance of learning English across different subjects through cross-curricular writing and LAC class drama presentation. A school-based LAC vocabulary logbook has been designed to help students acquire vocabulary and phrases from various subjects in a more systematic way. There are split classes for Chinese, English and Mathematics in order to enhance teaching and learning effectiveness. Students are grouped according to their abilities. |
| Learning and Teaching Strategies |
The school focuses on the learning of Chinese, English and Mathematics among junior form students since language ability is the foundation of learning. The school offers varied curricula which help broaden students’ horizons. On top of that, junior form students are required to take part in various extracurricular activities and cross-curricular projects. LAC Lesson” and “Reading across the Curriculum (RAC) Lesson” are introduced in the F.4 and F.5 curriculum with a view to raising students’ interest and abilities to read. There are both Chinese and English extensive reading programmes. The Parent-Teacher Association has launched the Reading Award Scheme in conjunction with the library to promote reading. The school library has worked with other departments to encourage students to read more often and hone their reading skills. Our teachers are accustomed to using e-learning regularly in classes to make lessons more interactive and engaging. Our teachers have become increasingly skillful in the use of electronic teaching and “blended learning”, which has the benefits of both online learning and face-to-face teaching, as a means to enhance students’ participation in class. For instance, teachers can employ “Flipped Classroom” to encourage students to prepare for lessons via the Learning Management System, and take part in learning tasks involving high-order thinking in lessons. Students can also achieve personalized learning through the use of a “learning playlist”. Our school will participate in the ‘Quality School Improvement Project’ organized by the Chinese University of Hong Kong this year, with the aim of enhancing teachers’ professional capacity to cater for learner diversity through co-lesson planning, lesson observation and lesson analysis. |
| School-based curriculum |
1. Electives: 3X. <br>(1) Information and Communication Technology, Chinese History, Geography, History, Business, Accounting and Financial Studies (Business Management Module and Accounting Module), Tourism and Hospitality Studies, Physics, Chemistry, Biology, Economics, Physical Education.<br>(2) Cross-curricular projects for humanities and STEM for F.1-F.3 students.<br> 2. Curriculum highlights: Curriculum highlights: Cross-curricular projects for humanities and STEAM for F.1-F.3 students. |
| Approach to Catering for Learner Diversity |
There are only a very small number of students with special needs in the school. Apart from Guidance Team and the school social worker rendering support to parents & students, the educational psychologist (Tung Wah Group of Hospitals) and clinical psychologist(Tung Wah Group of Hospitals) are an important resource for parents, students and teachers. They assess students’ needs and provide professional help and service. |
| Approach to Integrated Education |
In order to promote integrated education, build a culture of inclusiveness and provide comprehensive support to students with special educational needs, the Student Support Team was set up. Its members consist of the Vice Principals, the Educational Psychologist (TWGHs), the Clinical Psychologist (TWGHs), two School Social Workers, the Special Educational Needs Coordinator (SENCO), the Special Educational Needs Support Teacher (SENST) and guidance teachers, etc. Regular meetings are held to develop appropriate plans for supporting SEN students and discuss students' learning and behavioral performance. SENST has been provided on account of "Learning Support Grant" to support SEN students by organizing various types of activities so as to boost their potential. Speech therapists have been arranged to meet the SEN students. Concerning students with considerable SEN, our teachers have worked closely with educational psychologists (TWGHs) and clinical psychologists (TWGHs), who provide them with professional help such as assessments, referrals and individual plans to support their studies. To promote home-school co-operation, we have close communication with parents so that parents are fully aware of their children's performance at school. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The school has the full support and co-operation from parents. |
| School Ethos |
In accordance with Tung Wah Group of Hospitals’ beliefs and missions in education, the school is committed to the whole-person development of students and the achievement of students’ full potential. The school helps students to grow by developing desirable qualities in their characters, and creating a caring culture in the school so that their self-confidence and self-esteem can grow. Different administrative teams like the Discipline Team, Guidance Team, Moral and Civic Education Team, Careers Team, Student Support Team, Extra-Curricular Activities Team and Life Education Team often come together to organise activities in collaboration for the entire school, such as the F.1 Induction Programme, Big Brothers and Sisters Scheme, Whole-School Volunteers Programme, Leadership Training Programme, etc. The school has taken great pains to provide financial assistance to needy students so that they can join more extra-curricular activities and gain diverse learning experiences, with a view to boosting their self-confidence and self-esteem. The school has taken sustainable, preventive and remedial measures in counselling students. The school has also established a rapport with parents since we strongly believe in parent-teacher collaboration. |
| School Development Plan |
In recent years, the school has been investing heavily in the upgrade of school facilities with a view to developing life-wide learning, STEAM education and blended learning. New facilities include a gym and a performance room which enhance the physical and aesthetic development of students, and a laboratory for Biotechnology education. "WYY Maker's Studio" has been constructed to raise students’ technological capability and microcomputer control skills. "Yu Chamber", a centre equipped for videotaping and interactive teaching is being constructed in order to enhance students’ presentation skills and facilitate collaborative learning. Our school has also established a "mentorship scheme" so that a caring atmosphere is created among the teaching staff and new teachers are given much-needed support in their job, which definitely benefits the sustainable development of the whole school. The school has encouraged teachers to enroll in professional development courses to keep up with the times. Our school has joined “Blended Learning Professional Development Project” jointly organized by International Society for Technology in Education (ISTE) and Esperanza, and another project organized by Jockey Club named “Flipped Learning Pilot Project”. The school makes every effort to optimize the curriculum design and overall planning at all levels to enhance the effectiveness of learning and teaching, sharpen students’ language skills, especially in English, and broaden students' horizons by organizing overseas study tours. The school emphasizes students' whole-person development, and different groups strive to cultivate students' correct values and attitudes. Our school provides students with well-rounded learning experiences and nurtures their whole-person development by conducting various learning activities. The school has also established the “Life Education Group” to instill love and compassion in the campus life and mold a positive learning environment for our students. |
| Teacher Professional Training and Development |
The school values teachers’ personal and professional development. With the overarching goal of achieving school sustainable development, our school has established a “mentorship programme” to nurture mutual care between teachers and encourage more experienced teachers to aid in the development of new teachers. Our school has partaken in the “Quality School Improvement Project” conducted by the Chinese University of Hong Kong. Combining with the school’s development of “e-learning” and “blended teaching,” the school aims to improve teachers’ teaching and assessment strategies that cater for learning diversity and promote teachers’ professional growth through lesson co-planning, class observation and discussion. Our teachers have attended various seminars, lectures, and training courses conducted by the Education Bureau, universities, and other organizations. Teachers who are required to use English as the medium of instruction have all undergone relevant English language training. In addition, our school has established an effective cross-curricular English-learning approach and tailored relevant learning materials. It was awarded “The Chief Executive’s Award for Teaching Excellence” by the Education Bureau in recognition of our teachers’ efforts and achievements. Our school has been awarded the "Tung Wah Group of Hospitals Teaching Excellence Award" for four consecutive years, including "English Language Education," "Science Education," "Chinese Language Education," "Guidance and Counseling," which reflects our outstanding academic performance and student guidance and discipline. |
| Life-wide Learning |
A wide variety of extracurricular activities have been organized by class committees, clubs, the four houses and the Student Association. There are some forty clubs which fall into 5 categories: social service, moral and civic education, job-related experience, arts and aesthetic development, and sports development. The Student Association is responsible for organizing most school activities, which provides a good opportunity for students to develop their leadership skills. |
