| Language Policy |
Except for teaching Chinese, Chinese History, Citizenship, Economics and Society(S.1), Life and Society(S.2, S.3), Citizenship and Social Development(S.4, S.5, S.6), Tourism and Hospitality Studies (S.4, S.5), Health Management and Social Care (S.6), Visual Arts (S.4, S.5, S.6) and Putonghua (S.1, S.2, S.3), all classes in STMGSS adopt English as the medium of instruction (please refer to the "Subjects Offered in the 2023/24 School Year" and "Subjects to be Offered in the 2024/25 School Year" for details), and a Native English speaking Teacher is employed. We also promote the use of Putonghua and Chinese enthusiastically to provide students with an environment that cultivate students' ability in biliteracy and trilingualism. In order to foster a good language learning environment, students are given opportunities to present in English and Putonghua, as well as serving as emcees at school assemblies and other school events. We provide opportunities for students to communicate with students from Mainland China and other countries with an aim to enhance their English and Putonghua standard. To promote reading, the school arranges one reading session every afternoon for students to read extracurricular books or assigned reading materials. Students are encouraged to join inter-class and inter-school reading competitions. |
| Learning and Teaching Strategies |
In order to cater for learner diversities, S1 – S5 students have been streamed according to their English ability and overall results in the past academic year so that teachers could teach according to the learning standard of students. The more able students are encouraged to join various gifted programmes, along with leadership training programmes and the Mathematical Olympiad classes. Students with less satisfactory results will be arranged to join remedial lessons and retest(s), so as to enhance their learning performance. Besides, collaborative lesson planning periods are arranged for teachers to design the school curriculum together according to students' need. The school also emphasizes the development of reflective learning skills and the teaching of various learning generic skills to students in different forms, including communication skills, problem solving skills, critical thinking skills, logical thinking skills and collaborative learning. Students apply these skills in their daily studies. The school also encourages students to join study tours so as to broaden their horizons. |
| School-based curriculum |
1. Electives: 3X. All secondary 4 students are required to take 3 elective subjects including Physics, Chemistry, Biology, Chinese History, Economics, Geography, Business, Accounting and Financial Studies, Information and Communications Technology, Visual Arts, Tourism and Hospitality Studies<br> 2. Curriculum highlights: Emphasizes curriculum adjustment, graded work and peer guidance to cater for the diversity of students’ needs, interests and abilities, and strengthens the cultivation of information technology, generic skills, and even applied learning and other learning experiences. |
| Approach to Catering for Learner Diversity |
Our school gives learning support to students especially those with special educational needs and run professional development programmes for teachers with a view to enhance teaching effectiveness. |
| Approach to Integrated Education |
STMGSS is committed to developing an inclusive culture through the whole school approach to support students with SEN. A task force on Integrated Education is established. The team members include the Assistant Principals, the coordinators of Special Education Needs and Guidance and Counselling & Life Education Committee, teachers, the school educational psychologist, school-based speech therapist, the school social workers, and a teaching assistant (responsible for Integrated Education).<br><br>Our school has developed systematic professional training plans for teachers in this area. Resources are deployed to provide appropriate and diversified support for students with diverse needs so as to enhance their adjustment to school life and assist them in achieving the desired learning outcomes. Students are provided with supporting measures like differentiated teaching, assessment accommodations, and pull‑out remedial lessons. Other professional support includes guidance groups, reading and writing training groups, social skills and emotion management skills training groups, occupational therapy services, speech therapy services, attention training, and individual education plans for students with needs. Individual counselling and assessment are also provided for students with SEN. In addition, our school treasures home school cooperation by establishing regular communication channels to facilitate parents’ participation in the formulation of policy on students' support and the evaluation of its effectiveness. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-Teacher Association (PTA) was established in 1993. It aims to promote close liaison among parents as well as to strengthen the connection between parents and school administration in order to support the school's sustainable development. Parents may also become a member of School Management Committee (SMC) to discuss school development plans and related issues of mutual concern through joining the election of parent representatives of SMC. |
| School Ethos |
Our school excels with its good and pure ethos. Various student support activities are organized to foster students' character growth and development such as the 'Big Brother Big Sister' Scheme for Secondary 1 students, prefect training and leadership training schemes are a few examples. Talks and activities on national security education and national education, moral and civic education, environmental education, life and sex education are regularly organized during school assemblies and class teacher periods. A Student Learning Profile (SLP) is an account of each student’s participation and achievements in non-academic activities and social services at secondary levels. |
| School Development Plan |
Major Concern 1: Promoting self-directed learning and enhancing learning efficiency.<br>Major Concern 2: Establishing healthy lifestyle for students and enhancing their resilience towards challenges. |
| Teacher Professional Training and Development |
1. In-house staff development days are organised for enhancing the professional knowledge of teachers so as to boost the teaching and learning effectiveness. <br>2. Teachers are encouraged to attend seminars and workshops organised by EDB or other organisers. They share what they learn from the seminars and workshops with their colleagues for enhancing teaching effectiveness. |
| Life-wide Learning |
Life-wide Learning is collaboratively implemented by different teams such as Discipline & Values Education Committee, Guidance, Counselling & Life Education Committee, Career and Life Planning Education Committee, Moral and Civic & National Education Committee, Social Services Team and Extra curricular Activities Coordination Committee. Whole school approach is adopted between subject departments and different teams. There are 4 Houses, 29 clubs and Student Association in the school to organize different activities for students to participate in. In addition, through “An Art and A Sport for Life Scheme”, S1-3 students are to be a member of a club in Aesthetic or Sport Domain and a member of the uniform group. Therefore, Chinese music instrumental classes and uniform groups such as Girl Guides, Scouts, Flag-guards and Red Cross are formed for junior form students to join in order to foster students’ independence and related character education. |
