| Language Policy |
The school mainly uses English as the medium of instruction. Our school also employs a native-speaking English teacher and emphasizes the development of bi-literacy and tri-lingualism. In addition, the English environment is enriched by diverse activities including English Speaking Days, Lunch Time Forum and the English Corner. Furthermore, activities held by the Chinese, English and Mathematics Panels and the Putonghua Speaking Days are also popular among students. |
| Learning and Teaching Strategies |
Our school not only emphasizes academic performance but also cares about students' personal development. The harmonious relationship between teachers and students helps them learn effectively and fosters a warm and affectionate environment. Our curriculum does not just fit the demands of the society but also nurtures whole-person development and caters for different abilities of students. Project-learning is conducted in S.2 and the curricula of all subjects help develop higher order-thinking skills. Through our multifarious learning activities, students are well-equipped for future challenges. Besides, we run Lunch Time Forum to train up students' communication skills. The Reading Award Scheme broadens the scope of knowledge. Class study groups are encouraged to promote collaboration in learning. To cope with learning diversity, catch-up classes and booster classes are offered as well. Our school joined the Intercultural Exchanges Program organized by ASF. This year, a student from Germany come to our school for cultural exchange for a year. |
| School-based curriculum |
1. Electives: 3X. Please refer to our school website (http://www.scc.edu.hk).<br> 2. Curriculum highlights: Please refer to our school website (http://www.scc.edu.hk). |
| Approach to Catering for Learner Diversity |
We have plentiful resources for enhancement and remedial classes. Split class teaching is implemented in Chinese, English and Mathematics lessons to assist students' learning. To enhance learning effectiveness, we adopt different teaching methodologies in a student-centered approach. |
| Approach to Integrated Education |
Our school endeavors to cultivate an inclusive environment for our students. We have adopted the Whole School Approach to support our students with Special Educational Needs.<br><br>Student Support Team is set up to cater for the various needs of our SEN students. The core members include Vice Principal, SEN Coordinator, Student Guidance Mistress, Discipline Mistress, Careers Guidance Mistress, school social worker and Educational Psychologist. To enhance the professional capacity of teachers in catering for students with SEN, our school has been arranging teaching staff to receive structured Basic, Advanced and Thematic (BAT) Courses offered by EDB, which help implement integrated education through the Whole School Approach. The school has made use of the Learning Support Grant (LSG) to employ a Student Counselor and Teaching Assistants to provide appropriate support for students in need. Besides, the LSG is used to purchase services to render supportive measures to students. They include: Individual Psychotherapy, School-based Speech Therapy, Social Skill Training and Career Exploration Program. On top of that, a school-based Educational Psychologist has also been employed by the school sponsoring body to help in early identification and accommodation of the SEN needs, conduct necessary assessment and provide counseling to students with learning problems to help them better adjust to the school curriculum. The school has also provided special arrangement for assignments or tests and examinations for SEN students in need. Multi-disciplinary case conferences have been held for designing Individual Educational Plan for better adjustment of SEN students in need. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-Teacher Association and the School have been working together harmoniously to foster growth of our students. PTA has organized many activities, including S.1 Parents’ Class, peer group for parents, music therapy workshop, interest classes and seminars for parents, Fruit for Health Campaign and Parents Appreciating Teachers Drive. |
| School Ethos |
Our school promotes purity and simplicity. Students are polite, well-behaved and teachable. Teachers develop a close rapport with students. The "Bi-Class Teacher system" is implemented in S.1 to S.4 to ensure that students receive enough attention from two class teachers. The S.1 summer bridging course helps students adapt to a new learning environment in secondary school. The Student Union, Prefects and Guidance Prefects also provide great support. Our social worker, educational therapist and teachers are easily accessible. |
| School Development Plan |
The school's major concerns for the years 2023-2024 are as follows:<br>1. To nurture students to become more confident and reflective learners;<br>2. To promote a positive school culture. |
| Teacher Professional Training and Development |
Teachers are well-equipped for the Senior Secondary curriculum. We organize staff retreats and seminars every year. Teaching effectiveness is also raised through teaching collaboration, peer observation and evaluation of seminars and workshops. |
| Life-wide Learning |
Our school promotes extra-curricular activities. This year, we offer 39 extra-curricular interest groups to all students. Students can develop their creativity and potentials through religious, academic, cultural, sporting activities and also through community service. "Muse of Music" especially for S.1 students includes Chinese Orchestra and Western Orchestra. Other programs include Special Learning Days, voluntary work, Christmas Celebration, Athletics Meet, Swimming Gala, mainland military camp and overseas study tours, etc. |
