| Language Policy |
All subjects, except Chinese Language, Chinese History, Putonghua, Life and Society, Citizenship and Social Development, are taught in English. |
| Learning and Teaching Strategies |
1. Adopting student-centred approach and making use of a wide range of learning activities to promote interactive learning among students;<br>2. Emphasizing the importance of reflective learning and encouraging students and teachers to make use of the evaluative feedback to improve teaching and learning effectiveness;<br>3. Promoting self-directed learning and catering learners’ diversity by adopting various pedagogical techniques;<br>4. Promoting the culture of collaborative lesson preparation, peer lesson observation and open class among teachers;<br>5. Designing and conducting cross-curricular learning tasks at different levels to equip students with a variety of study skills and to train up students' higher order thinking skills;<br>6. Enhancing learning and teaching effectiveness and promoting interactive learning through the effective and extensive use of IT and e-learning platforms;<br>7. Encouraging students to share their learning experience and providing opportunities to enhance their speaking skills in cross-curricular activities periods;<br>8. Employing a wide range of strategies to develop students' generic skills, values/attitudes and capabilities for life-long learning;<br>9. Practising cooperative learning in different subjects for constructing a closely-knit learning community;<br>10. Promoting STEAM education to empower our students to unleash their innovative potential and equip them with necessary knowledge, skills and attitudes to face the contemporary world with evolving developments in science and technology;<br>11. Enhancing students' language competency and broadening students' knowledge through a variety of reading activities. |
| School-based curriculum |
1. Electives: 3X and 4X. Students are free to choose 3 electives and can take the NSS Music course or Other Language (Japanese) as their fourth elective.<br> 2. Curriculum highlights: Tailor-made school-based curricula are designed to cater for learning diversity among students at junior levels to enhance the effectiveness of learning and teaching. |
| Approach to Catering for Learner Diversity |
1. S.1 and S.2 Chinese, English and Mathematics remedial classes; <br>2. After-class group/individual teaching;<br>3. Adoption of different teaching strategies to tailor make learning materials for students in need of support;<br>4. Employment of Teaching Assistants to support students with different learning needs; <br>5. Provision of support to students with special educational needs;<br>6. Nominating students to attend gifted education programmes provided by external organizations;<br>7. Launching enhancement programmes to further develop students' potential e.g. Mathematics classes for more able students, etc.<br>8. School-based support programmes on Chinese language, Chinese History and Citizenship and Social Development for Non-Chinese speaking students. |
| Approach to Integrated Education |
The school implements Integrated Education by adopting a Whole-School Approach. The Student Support Team has been set up to support students with special educational needs. The members include the Special Educational Needs Co-ordinator, Special Educational Needs Support Teachers, the Counselling Team teachers, the School Social Workers and the School-based Educational Psychologist. The school encourages teachers to actively participate in different training courses related to Special Educational Needs. To provide learning support, our school arranges appropriate teaching and assessment accommodations for students with special educational needs. Through the flexible use of the Learning Support Grant, our school organises various support training sessions and workshops, such as social skill workshops, positive education workshops, speech therapy, occupational therapy, individual educational plans, etc., to help students cope with their problems they come across in their daily life. In order to strengthen the cooperation between parents and the school, our teachers meet with parents regularly to follow up the progress of students’ performance and work out plans for the implementation of relevant support measures. In addition, our school organises a variety of activities for the whole school, such as social service activities to promote the inclusive atmosphere on our school campus. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The KCPTA conducts a variety of well-received programmes every year. These include Parent-Child activities, the publication of PTA Newsletters, parent education programmes, etc. These activities not only provide invaluable opportunities for parents and the School to communicate and exchange ideas but also strengthen students' sense of belonging to the School. |
| School Ethos |
The School, founded in 1926, has rich traditions with strong support from past students and parents. There is a harmonious relationship among teachers and an excellent rapport between teachers and students. The students are generally hardworking and disciplined with a strong sense of belonging to the School. Pastoral care is provided through the Counselling Committee, the Student Support Unit, the school social workers, and the dedicated teachers. The School promotes peer learning among students and encourages them to help each other. After-school activities such as tutorial classes, Fig Boys Scheme and enhancement classes conducted by old boys are held. Apart from fostering brotherhood among students, students are given the opportunity to enhance their leadership and communication skills. |
| School Development Plan |
1. To continuously improve the effectiveness of learning and teaching to enhance the academic atmosphere on campus;<br>2. To nurture students with positive values and attitudes for enhancing capacities to strive for excellence in life;<br>3. To unleash students’ potential for key competencies for adulthood and change agility for tomorrow. |
| Teacher Professional Training and Development |
The School aims at helping teachers to broaden their horizons and to equip themselves with knowledge of the senior secondary curriculum. Apart from the three Staff Development Days, professional development programmes are organized to enhance their knowledge of current teaching methodologies and education reforms. Besides, teachers are encouraged to share their experience in departmental and staff meetings, join teacher networks and attend experience-sharing sessions. Over the past few years, the School has, through joining the School-based Support Scheme offered by the Education Bureau, designed and developed individual subjects' (e.g. Chinese Language) school-based teaching materials to enhance the quality and effectiveness of teaching. |
| Life-wide Learning |
The School provides a variety of activities, including academic, cultural, sports, religious activities, and opportunities for social services through 25 clubs and societies. Student Development Days are held for S.1-S.6 students, which allows students to learn through a wide range of activities. These activities together with those organized under other learning experiences, help foster and reinforce students' whole person development. Students are encouraged to actively participate in external competitions of different kinds and overseas exchange programmes to broaden their horizons. S.1-S.3 students are required to join instrumental music classes and undergo related assessments, with the goal of allowing students to develop balanced progress in all aspects. |
