| Language Policy |
1. A practical approach has been adopted in school-based medium-of-instruction policy. From S.1 onwards, Extended Learning Activities in English are introduced gradually. Mathematics is taught in English in S.3 to prepare students for studying Mathematics and Science in English in senior forms. <br>2. To enrich the school’s English environment, three Native English teachers have been employed in order to provide students with more opportunities to communicate in English, both in and out of the classroom. Also, a school-based English curriculum has been introduced to raise students’ English standards. <br>3. In addition to English learning, the school has been promoting RAC and cross curricular learning. Besides, the school has stepped up the training on students’ Chinese writing skills, as well as their analytical and presentation skills in Chinese. Students are frequently required to think deeply and give comments in depth in order to strengthen their communication and inference skills. |
| Learning and Teaching Strategies |
1. The school aims at promoting diversified teaching approaches which encourage interaction between teachers and students, as well as cooperative learning. Various life-wide learning activities are regularly held to develop students’ creativity, critical thinking and self-regulation in learning. Students' learning experiences in areas such as moral education, life planning and social services can be broadened.<br>2. Every classroom is equipped with a computer, a visualiser and a television to facilitate teaching using information technology. Tablet computers are used to increase students' autonomy through mobile e-learning.<br>3. In order to cater for students' diversified needs and abilities, and provide tailor-made teaching materials, school-based curricula are adopted in various subjects in junior forms to help students acquire knowledge and develop critical thinking skills.<br>4. There are split groups in major subjects in junior forms to create a more favourable teacher-student ratio, so as to cater for students' learning needs. |
| School-based curriculum |
1. Electives: 2X and 3X. For the first and second groups, each group consists of six electives respectively. The third group offers 2 electives for students to choose from.<br> 2. Curriculum highlights: The school stresses diversified curricula in order to promote students' spiritual, moral, intellectual, physical, social and aesthetic growth and balanced development. By encouraging student-teacher interactions and collaborative learning, students’ communicating and problem-solving abilities are effectively enhanced. In addition, various life-wide learning activities and cross-curricular learning programmes are regularly organised to develop students’ creativity and critical thinking from multiple perspectives. |
| Approach to Catering for Learner Diversity |
Besides the splitting class arrangement in junior major subjects, the Student Support Team has also been established to formulate and oversee the school's inclusive policy, its operation and training programmes. In the past few years, teachers and student prefects have been offered with relevant training. In 2022/2023, 44% of our teachers have received 30-hour or more systematic special education training courses. |
| Approach to Integrated Education |
Our school actively promotes integrated education to create a socially inclusive environment, so that students with special educational needs can have the same opportunity to play to their strengths and showcase their learning in a safe and mutually respectful learning environment. The Student Support Team consists of the vice-principals, the coordinator, the support teacher, teachers from the Academic Committee, language teachers, social workers, the educational psychologist and the speech therapist. They meet regularly to set up suitable support programs for students. The team always discusses with class teachers the learning, adaptation, and support measures of relevant students. Additionally, our school is flexible in the deployment of the Learning Support Grant, which allows the school to provide suitable assistance to students based on a diversified support model. These include the employment of additional teaching staff for individual counselling and adaptation, participating in school-based support services for ASD, the holding of training groups and integrated activities, for instance, social skills training, literacy skills training, executive skills function, attention training through dart throwing, dog-assisted therapy, social inclusion workshops and social inclusion days. Our school attaches great importance to home-school cooperation so that parents understand their children’s learning and work with our school for their children’s growth. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Nurturing the next generation is the responsibility of parents and teachers. Our Parent-Teacher Association (PTA) was founded in 1998 in order to strengthen the partnership between teachers and parents. In this capacity, we have organized various activities, including seminars, workshops, barbecues, picnics, and cooking classes. We have also conducted sharing sessions such as the home-school sharing session, “Talk with the Principal” and “Tea with School Managers.” We have also established the PTA fund, awarding scholarships to special needs students and gifted students respectively. Provision has been made since 2007 for a parent to be elected as a parent manager on the Incorporated Management Committee, so as to liaise more closely with the school on matters of mutual interest. |
| School Ethos |
Keeping in step with the spirit of Jesus Christ our Lord, and justice and love, we have built an excellent school spirit, with the expectation that students will develop a sense of independence and organizational skills needed to achieve better self-management. We believe that a good school ethos, an active learning attitude and a serious approach to teaching are keys to successful learning. |
| School Development Plan |
1. Our school continues to adopt cooperative learning strategies and introduces new elements and resources in the curriculum, including Life-wide Learning Day and School-based Developed Subject (STEAM and learning strategies), so that learning and teaching can advance with times and students can be activated as owners of their own learning.<br>2. To nurture students’ good conduct and positive life value systematically by maintaining a good school ethos; to enhance life planning guidance so as to help students explore their goals and direction in life.<br>3. To streamline administrative procedures and to create more room for teachers and students so as to foster learning effectiveness. |
| Teacher Professional Training and Development |
All our teachers possess university degrees and have received teacher qualification training, with 41% of them possessing a master’s degree. Our teaching team is very experienced. We encourage the pursuit of life-long learning for our students.<br><br>Our teachers also serve as role models to our students by receiving continuing education in order to raise their professional standards. We also organise regular professional training for our teachers with a view to facilitating professional exchange, improving the quality of teaching and raising the ability of<br>middle management, so as to ensure the school’s future development.<br> |
| Life-wide Learning |
We aim to provide students with a wide variety of extra-curricular activities in academic study, music, art. In addition, we have school teams and run uniformed groups and volunteer service available for interested students. S.1 students are required to select one activity from those offered. Such an arrangement offers students the opportunity for further training and improvement, and nurtures their interests and multiple intelligences. <br>We also have organised systematic students' leadership training. The Student Union was founded to guide students so that they would care about their school, community and country. It is also meant to strengthen students' sense of belonging to the school, and enhance the school ethos so that students develop civic awareness. The Student Union’s efforts also extend to activities outside of the school. <br>The school organises cultural exchange programmes each year to such destinations as Beijing, Shanghai, the Pearl River Delta, Nanjing, Inner Mongolia, Australia, England, Singapore, Seoul and Osaka. This programme broadens our students’ horizons through academic and cultural exchange. |
