| Language Policy |
1. Medium of Instruction: English is the main medium of instruction (except Chinese Language, Chinese History, Chinese Literature, Physical Education, Religion & Ethics, Putonghua, Citizenship & Social Development and Life Education).<br>2. Enriched English Environment: Morning Assemblies and Prayers are mainly conducted in English. <br>3. Biliterate and Trilingual: All students are required to take Putonghua from Form 1 to Form 3. |
| Learning and Teaching Strategies |
1. Implement strategic reading scheme;<br>2. Collaborate EMI across curriculum;<br>3. Develop self-directed e-learning mechanism; <br>4. Design interactive and positive lesson pedagogies;<br>5. Organise co-curricular activities. |
| School-based curriculum |
1. Electives: 3X. Biology, Chemistry, Physics, Business, Accounting and Financial Studies, Chinese Literature, Chinese History, Economics, Ethics & Religious Studies, Geography, History, Visual Arts and Information & Communication Technology<br> 2. Curriculum highlights: Our curriculum design is student-centred and aims at the total formation of our students. The junior curriculum is balanced and comprehensive. Streaming strategy is employed in English & Chinese Language lessons. Other subjects focus on knowledge foundation and basic skills. The diversified senior curriculum allows students with different aptitudes, needs and abilities to reach their full potential. We offer 4 core subjects, 12 elective subjects in dozens of combinations and other learning experiences. |
| Approach to Catering for Learner Diversity |
Students with different learning abilities are accepted and cared for so that they can enjoy their school life and develop their potentials. Besides individual support, gifted students are also cared for. Students with potentials in languages, science, mathematics or leadership will be given chances to develop. They are nominated to join programmes organized by universities or external organizations. |
| Approach to Integrated Education |
A whole-school approach is adopted to support students with special education needs. Apart from the establishment of the Individualized Learning Needs Support Team, teaching assistants are employed to cater for the students’ diversity so that those in need can be supported separately or take part in after-school counselling. A variety of activities are organized to develop individual students’ potential outside of academics. Our staff keep in touch with the parents to support students' in their studies and personal growth. In terms of external manpower and resources, different professions pay regular visits to enhance students’ abilities and learning effectiveness. For the Form 1 students, we have ‘The Big Brothers & Big Sisters Scheme’ to help them to adapt to secondary school life. Senior form students are matched with Form 1 students to give them guidance when needed. As for tests and exams, special arrangements and adjustments will be made to suit students with different special needs. The Educational Psychologists, together with the Speech Therapist, ILNS Team teachers and social workers provide support to the relevant teachers and provide professional assessment and counseling work for cases referred by teachers. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Every year the school organizes various programmes such as Parents' Days, Parents' Nights for different forms, Parents' Talks, etc. The teachers contact parents regularly through the messenger of the parent app and phone calls. <br><br>Parents acquire better understanding of the school policies and measures through the Parent-Teacher Association. In order to facilitate home-school co-operation, parents are encouraged to express their views to schools through various channels, such as parents' surveys and focus groups. The parent-volunteer team assists the school and the community in organising voluntary services. They serve as the bridge between the school and the community. |
| School Ethos |
Our School tailors the Form Teacher period curriculum and coordinates the running of various activities and voluntary services to ensure that the students can develop proper life values and positive attitudes, such as perseverance, respect, responsibility and initiative to undertake different duties. |
| School Development Plan |
The SDP focuses on two major concerns. They aim at fostering our students' two essential attributes: to be competent, committed learners and compassionate, caring as well as responsible citizens in meeting the challenges of the world. This echoes the core values of Catholic education, the Franciscan spirits as well as the school mission.<br><br>The First Major Concern for 2021-2024 is "Nurture students to be confident and motivated learners". The intended outcomes will be meeting the diverse needs of the students, strengthening the positive attributes of the students towards learning and consolidating the foundations of students both in the junior and senior forms. <br><br>The Second Major Concern for 2021-2024 is "To promote positive school culture". It is important to equip students to face challenges and build resilience. |
| Teacher Professional Training and Development |
Teachers are encouraged to attend professional development courses. The School and Staff Strategic Development Team is responsible for arranging teacher development and sharing sessions. Exchange sessions among our kindergarten, primary and secondary schools are organized to make the best provisions for the students. |
| Life-wide Learning |
Our School provides over 30 items of extra-curricular activities including academic, sports, arts, services and interests. Every student, except F.6, has to join at least one club. Besides, all F.1 students have to learn one musical instrument to enhance their aesthetic development. |
