| Language Policy |
Although Chinese is adopted as the medium of instruction, Life-wide Learning English activities can be found, e.g. English Morning Assembly, Singing Contest, English Corner, Solo Verse Speaking and Public Speaking competitions. Elite and remedial classes are organized after school in all forms to enhance students' interest and competence in English. Our school has also put great emphasis on boosting students' Putonghua (PTH) proficiency by organizing PTH Day, recruiting PTH ambassadors, joining Solo Verse Speaking Competition, having Song Dedication, Film Appreciation, PTH Store etc. |
| Learning and Teaching Strategies |
Cooperative Learning Strategy has been adopted for Chinese and English over the years to enhance interaction in lessons and raise teaching effectiveness. We aim at optimizing study habits, formulating classroom rules and creating a good learning environment for our students. Students are habituate to write reminders in their handbooks and submit their homework punctually. Since 2022, we have collaborated with the expert team from the CU again. Through workshops, lesson observations and debriefing sessions, we can optimize students’ strategies for note-taking, pre-lesson preparatory work and doing revision and ultimately foster their self-study skills. The 'Easy Start, Regulated Input, Frequent Practice, Instant Feedback' assessment mode is adopted in the S1-3 empowering them to enjoy a greater sense of achievement. Topped with mobile learning strategy, lessons have become interactive and engaging, students’ learning effectiveness can then be enhanced as well. Besides, promoting “STEM” education is another objective to provide more learning activities for students. They can combine the knowledge gained and students’ creativity can be boosted through application, investigation, collaboration and problem-solving skills. Motivated and dedicated students are appreciated with certificates and scholarships in various award schemes. |
| School-based curriculum |
1. Electives: 2X. Economics, Geography, Chinese History, Chemistry, Biology, Physics, Visual Arts, Business, Accounting and Financial Studies, Information and Communication Technology, Tourism and Hospitality Studies, Design and Applied Technology<br> 2. Curriculum highlights: (a)Characteristics of S1-3: Apart from providing foundation studies, school-based curriculum has been devised to meet the diverse needs of the students. We have development programmes which help nurture students’ interests, skills, study habits and learning attitudes. As for inquiry-based learning, it is associated with OLE and Life-wide Learning activities. Cross-curricular activities, visits, field trips, learning opportunities in overseas are also organized every year. School-based curriculum can be found in 4 subjects: History, Chinese History, S1-2 Computer and S3 Science. (b)Characteristics of S4-6: On top of the 4 core subjects, which are Chinese, English, Mathematics, Citizenship and Social Development, 12 electives are offered and students to choose. To enrich their learning experiences, art-oriented lessons are also provided in the time-table. |
| Approach to Catering for Learner Diversity |
Our school adopts the policy of having elite classes. In Chinese, English and Mathematics, students are put in small groups according to their abilities. Remedial classes and enhancement courses are organized after school and during holidays to raise students’ academic performance. Based on students’ abilities and needs, school-based teaching schedule and homework policy are laid down in all subjects. Besides, “After Class Enhancement Plan” and “Homework Tutorial Classes” are implemented to support students with different learning abilities. Centralized after school classes are compulsory for senior form students. The academically more able senior form students are recommended to join different schemes such as the "Springboard To University" to boost a higher number of students with university offers. Furthermore, the Task Force has been established to support the new immigrants and the non-Chinese speaking groups to let them adapt to the new school life. |
| Approach to Integrated Education |
The Integration Support Team is responsible for devising and organizing various support services and activities to build a caring environment for this group of students. Through active participation, their self-confidence will be enhanced and as a result, expanding their social circle. The task force is headed by the SENCO, supported by a team of professionals, which includes two SEN support teachers and an assistant Student Development officer, a school based Speech Therapist and counselor assistants. The Whole-school approach allows us to devise policies and strategies to meet the individual needs of the students. Early identification of the students’ needs, which includes collecting information from S.1 students, screening of suspected cases, and referrals to specialists, such as education psychologist, or speech therapist, provides appropriate and timely follow up measures to the needy students. In the area of assessments and examinations, these students can enjoy adjustments and time allowance in internal quizzes as well as in public examinations. In addition, the team makes flexible use of the Learning Support Grants to tender out services when organizing social training groups, such as expressive art therapy groups, homework counseling service, support groups for S.1 and board games. With these fun and engaging activities, these students can easily adapt to the school environment, enjoying the support from peers and ultimately boost their self-confidence. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
We emphasize collaboration between home and school, and parents are very supportive and cooperate with the school's policies. The Parent-Teacher Association (PTA) establishes a Reading Scholarship to cultivate students' interest in reading. The PTA strives to implement various activities, including educational seminars for parents, sharing sessions with parents, Respect Teachers Campaign, and annual general meeting, etc. while parent volunteers actively participate in assisting with the PTA affairs as well. The Principal regularly meets with parents to strengthen the partnership between the school and parents. Besides, we are also actively involved in participating in activities organized by FPTA of Tusen Wan in order to maintain close ties with the community. |
| School Ethos |
The school embraces the philosophy of simplicity and humility, advocating the integration of discipline and compassion. Character building, moral education and self discipline top the priority in the school practices and are realized through holistic programmes on counseling, personal growth and careers planning such as "Peer Counseling Scheme" and "Respect to Life and Joyful Partnership", “Adventure Training Scheme”, “Positive Education”, “Duel Form Teachers” “Homework Support”. The "Whole School Campus Activity Day", aiming to foster a home-like feeling, not only enhances teacher-student relationships, builds a sense of belonging, but also develops their potential. "Self-directed Learning" has been launched in junior forms to promote effective learning habits. A "Goal Management Initiative", integrated with their careers planning and job tasting programme, helps students establish their own goals, equip themselves for future challenges. The "Leadership Training Programmes" for senior and junior forms develop leadership potentials in our future community elites. Students are encouraged to participate in various territory-wide competitions, to realize their potentials and experience success. The “Community Experiences Scheme” widens their horizons, arouses their concerns to the society and develops their empathy to the needy. |
| School Development Plan |
1. Striving for Academic Competence:<br> - Nourishing and enhancing the attitude and ability in self-directed learning<br>2. Cultivating Moral Excellence:<br> - Enhancing Information Literacy<br> - Learning to cherish, be grateful as well as caring of others<br>3. Cherishing LPY as Our Home: <br> - Agglomerating different stakeholders and strengthening a sense of belonging |
| Teacher Professional Training and Development |
Teachers' Day, all subjects' lesson planning and peer lesson observation, within subject and cross subject teaching experience sharing, professional development activities with outside educational bodies all aim at teachers' professional development. In addition, the Mentoring Scheme for newly recruited teachers helps inculcate mutual care and support among peer teachers. Resources for teacher development in the school are ample. The professional development resource bank has been set up and teaching strategies sharing sessions have been organized to provide support to teachers to upgrade their teaching effectiveness. |
| Life-wide Learning |
There are more than 24 ECA groups for different domains like academic, sports, music, service and personal interest. "A Student A Sport or Art Group Scheme" is implemented in S.1 and S.2. The ECA aims to instil a sense of responsibility and self discipline while providing valuable opportunities to broaden students’ horizons and serve the community. External expertise is sought to teach and organize activities in Drama Club, Dance Club and Percussion Band. Also, the "Leadership Training Programmes" for senior and junior forms offer relevant training to current student leaders and the interested ones. |
