| Language Policy |
All subjects are taught in English except Chinese Language, Chinese History and Putonghua. To improve students' language competence, training in all four skills - listening, speaking, reading and writing is emphasized. Students are also encouraged to participate in various language activities such as writing competitions, public speaking contests, debates and the Hong Kong School Speech Festival, so as to gain more opportunities to practise their language skills. All the morning assemblies held at school are conducted in English. There are also regular sharing sessions and presentations in English and Putonghua by the students in the assemblies. |
| Learning and Teaching Strategies |
Enabling QC boys to become self-regulated life-long learners is strategically implemented for promotion of the development of independent thinking, the spirit of exploration and innovation, creativity and the enhancement life competencies among students using subject-based activities inside and outside classrooms. Through effective questioning and timely feedback, students’ learning progress can be monitored and high order thinking abilities can be systematically developed. The application of various e-Learning equipment, e-Learning platforms and training workshops can facilitate self-directed learning and build up students’ good learning skills. Moreover, students are encouraged to read extensively across various curricula and contexts to enhance their language proficiency and self-learning ability. |
| School-based curriculum |
1. Electives: 3X. A maximum of 4X can be chosen, depending on students’ ability.<br> 2. Curriculum highlights: Cross-curricular projects are arranged for junior forms for systematic development of students’ generic skills. In order to enhance students’ language skills, split-class teaching is adopted for Chinese and English lessons so that students will have more opportunities to apply what they have learned in smaller classes. Striving to develop students' potential and fostering their creativity and higher order thinking skills, our school has developed a school-based gifted education curriculum in Mathematics. Moreover, junior form Integrated Science has incorporated into its curriculum the 'Creative Science' module, which aims to encourage students to investigate scientific phenomena and apply STEAM education to solve daily life problems. In addition, entrepreneurship experience is incorporated into the S.3 Life and Society curriculum, which aims to develop students’ entrepreneurial spirit and skills, including goal setting, creativity, problem solving skills, teamwork, communication, digital marketing and learning from mistakes. |
| Approach to Catering for Learner Diversity |
Queen’s College has adopted the three-tier operation mode suggested by the Education Bureau in implementing gifted education. In tier 1, we have used pedagogies that could tap the potential of students in creativity, critical thinking, problem solving or leadership in the regular classroom by providing curriculum enrichment content in class. In tier 2, we have offered pull-out programmes after regular school hours, for instance, QC Mathematics Olympiad training sessions, Chinese / English Debate team training sessions. In tier 3, students are enrolled in local and international competitions and various programmes offered by local universities every year, including the University of Hong Kong and the Hong Kong University of Science and Technology. |
| Approach to Integrated Education |
Our School is committed to developing an inclusive and caring culture through the “Whole School Approach”, providing students who have special educational needs (SEN) with diversified supporting services to enhance their learning efficacy. The Student Support Team consists of the following members: The Principal, Vice Principals, Special Educational Need Coordinator (SENCO), teachers-in-charge of Curriculum Development, Counselling, Careers and Life Planning, Examinations, and teachers trained in special education, school social workers and teaching assistants. Training for teachers on supporting students with SEN is provided by SENCO and Educational Psychologist (EP). The Learning Support Grant and other resources are fully utilized for recruiting teaching assistants, purchasing services such as clinical psychologist support, school-based Chinese courses etc. Learning activities, homework / assessment adjustment, referrals, evaluation and study plans are devised for students concerned through cross-discipline collaboration. Peer support is also provided for SEN students for better adaptation to school life. With a view to enhancing home-school co-operation, teachers of the Student Support Team and other teachers responsible always maintain regular contact with parents of SEN students. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Family upbringing and school education have always formed the cornerstone of child development, and hence good communication and correspondence between parents and teachers are essentially important. Established in 1989, the Queen’s College Parents-Teachers’ Association (QCPTA) performs the function of facilitating said co-operation, and has been serving parents, students and the school for 34 years. The QCPTA has enlisted the help of parent volunteers to organize events such as community service activities, domestic or overseas tours, Teachers’ Day celebrations, Open Day bazaars, briefing sessions for new S.1 parents, Parents’ Blood Donation Day, used book sales, overseas university talks and uniform recycling. The QCPTA has also established the “Music Fund” to raise money for the development of Music as a subject. These activities and initiatives have provided opportunities for parents, teachers and teachers to communicate with one another and facilitated understanding. In conclusion, the QCPTA hopes to leverage the enthusiastic support of parents to maximize home-school co-operation, and improve the learning environment and family lives of Queen’s College students.<br> |
| School Ethos |
Our school focuses on the whole-person development of the students as well as the five core values, namely Diligence, Brotherhood, Integrity, Responsibility and Pursuit of Excellence, in order to groom students to become future leaders. Diligence reminds our students to be hardworking. Brotherhood indicates the hope that our students treasure their friendship and are willing to help each other. In fact, many graduates participate actively in various school functions to provide support to the students. In recent years, a 'mentoring scheme' has been established, in which alumni of various professions offer work-related learning experiences to the students and provide guidance and advice for their career and life planning. Integrity and Responsibility are values that our students are expected to possess and are reflected in their behaviour. Pursuit of Excellence is the goal of each of our students. They are always eager to improve themselves and strive for the best. All in all, our students are self-disciplined and are ready to uphold the five core values of Queen’s College. |
| School Development Plan |
2021/22 - 2023/24 School Development Plan<br>1. To enhance students’ life competencies and enable them to become self-regulated life-long learners.<br>2. To instill positive values into students and nurture them into upright and committed citizens. |
| Teacher Professional Training and Development |
The school emphasizes on the professional training and development of teachers. Teachers are encouraged to participate in professional training and school-based staff development programmes related to the major concerns and needs of students, which can enhance the efficacy of learning and teaching. They also take the initiative to attend courses, workshops and seminars organized by the Education Bureau and other educational institutions, in order to facilitate professional development. The content of the courses and workshops are highly diverse, including collaborative teaching, self-directed learning, curriculum development, assessment literacy, student development, school administration and mental health etc. Besides, members of our school E-Learning Team and STEAM Team also promote e-learning and cross-curricular teaching to enhance students’ learning effectiveness. Additionally, teachers of various subject departments share on different pedagogies, so as to broaden our horizons of teaching. Their experience also helps to optimize our teaching and enhance the efficiency and effectiveness of learning and teaching. |
| Life-wide Learning |
Extra-curricular activities are an important part of school life at Queen’s College. Through participation in the organization of various activities, our students gain precious learning experiences, which foster their independence and resilience. Queen’s College offers a vast array of extra-curricular activities, including the Student Council, 8 Houses and 43 clubs or societies. In order to create an amicable relationship among students from different levels, a House system in the school has been in place since the 1950s. Inter-house competitions are conducted in the annual Athletic Meets, Swimming Gala and other competitions. The performance of each House will be recorded and an Overall Championship is awarded each year. There are teacher advisers for each club, though students take the role of leaders such as Chairman and committee members. Sometimes, our alumni come back to assist students in the activities and thus traditions and the school’s core values can be passed on from one generation to the next. Among all the clubs and societies, the Music Society (consisting of the School Orchestra, String Orchestra, Wind Band, Recorder Band, Harmonica Team, A Cappella Team, Band Society, Dance Team, Male Voice Choirs and Treble Choir) is one of the largest, while the Scouts (Hong Kong 12th Group) and the Astronomers’ Club have the longest history in the school. Equipped with an astronomical telescope, the Astronomers’ Club is one of the most popular amongst the students. |
