| Language Policy |
Our school uses English as the main medium of instruction, and actively promotes English debates and online reading, and organizes English days, English gifted courses, emcee training courses, English morning assemblies and other diversified activities with a view to creating a rich English learning environment and improving students' English ability. |
| Learning and Teaching Strategies |
To equip students with the skills, knowledge and attitude of independent learning and problem-solving, the school provides quality education and student-centred learning and teaching. The School Development Plan aims at arousing motivation and enhancing independent learning capabilities of students. Students are taught basic independent learning skills and the ways to apply them so as to enhance learning effectiveness. In teaching strategies, our school carries out reform in school curriculum and assessment and develops students' language proficiency in Chinese, English and Putonghua. The Chinese, English and Mathematics departments make use of 'My Learning Progress' on the internet to identify the strengths and weaknesses of students so as to make adjustments and improvements in learning and teaching effectiveness. |
| School-based curriculum |
1. Electives: 2X and 3X. Taking into consideration the students' ability and interest, they can apply for 2 or 3 elective subjects in the NSS curriculum.<br> 2. Curriculum highlights: For students taking only 2X, the Whole Person Development Team has designed a comprehensive OLE curriculum underpinned by the principles of 'learning by doing, gaining wisdom from life and nature' to provide other learning areas ranging from financial management, careers planning, cherishing life, cultural experiences, farming, wetland to sustainable development for students to explore their interests and potentials. The Chinese, English and Mathematics departments have designed subject-based feature curriculum: RAC, LA and TIPS respectively, to enrich their exposure.<br>3. STEAM Education: To cater for students' needs and to keep pace with contemporary educational trends, STEAM elements have been infused in KLAs like Science, Technology and Mathematics in order to develop students' talents in STEAM-related areas. Besides, the Guided Activity Periods are tailored to promote students' whole person development.<br>4. Gifted Education: Subject-based "Three-Tier Implementation Model" gifted education programmes are implemented:<br>Tier 1: A talent pool is established in Junior Forms to let teachers understand the talents and strengths of each student as early as possible.<br>Tier 2: In-school gifted training courses (Mathematics, Science, English and Music, etc.) are provided to students with different talents.<br>Tier 3: Students are nominated to join off-campus courses, outstanding student award programmes, funding programmes and off-campus competitions. |
| Approach to Catering for Learner Diversity |
Students' diverse learning needs are taken into consideration when planning the curriculum. Tailor-made learning content and worksheets are designed for the students with different needs. Flexible groupings and different questioning techniques are used to facilitate students' thinking and learning process. In addition, there are support measures in place for the academically gifted and under-privileged. |
| Approach to Integrated Education |
Our school has adopted a whole school approach to Integrated Education. A Student Support Team has been established, with members including Assistant Principals, SEN teacher coordinator, Educational Psychologist and Teaching Assistants, to give support to students with special education needs and encourage teachers to receive relevant training in special education so as to enhance the professional capacity of teaching force. The Integrated Education Team works closely with the school's Counseling Team, School Social Workers, Class Teachers, Discipline Team and other functional teams to provide a wide range of supports. With the support of the Learning Support Grant and other funding, our school has employed Teaching Assistants, Speech Therapy Services, Occupational Therapy Services, Clinical Psychological Services and other social learning groups to cater to their individual needs. Every summer at the Orientation Camp for S.1 Students, teachers will observe newcomers' learning performance and identify pupils at risk of learning difficulties to provide follow-up support, such as tailor-made learning curriculum, diverse teaching strategies, special tests and examination arrangements. The Integrated Education Team has kept a close connection with the Education Bureau and Educational Psychologist by holding regular meetings, carrying out assessments and trainings for students. By establishing a regular communication mechanism between school and parents, parents are invited to participate in meetings and workshops in order to have better understandings in the planning and reviewing of the Individual Education Plan for target students. |
| Education Support for Non-Chinese Speaking (NCS) Students |
|
| Home-School Co-operation |
The Parent-Teacher Association was established in 1966. The main aim of the PTA is to strengthen home-school communication and understanding to educate as well as unleash the potential of students. Every year, the PTA organizes various events and activities such as parenting education workshops, subject talks, interest classes, national security education seminars and newsletter publications, etc. A team of enthusiastic parent volunteers has been set up to foster home-school co-operation. |
| School Ethos |
Our school focuses on the personal development of each student. The Whole Person Development Plan administered by various committees aims at providing diversified learning opportunities in the courses of moral, intellectual, physical, social and aesthetic domains, with holistic development of students as our target. To enable parents to have a better understanding of their child, the Student Learning Profile is created to demonstrate students' performance in all aspects. We develop a caring culture among students and teachers, strive for a campus with love and empathy and cater for learner's diversity, are aimed at the flourishing development of every student with sufficient support. |
| School Development Plan |
1. To embrace and cater for Learner Diversity through <br> - adjusted learning environment;<br> - differentiated learning content;<br> - diversified learning process;<br> - various modes of assessment.<br>2. To promote value education through nurturing in students the ten priority values and attitudes.<br> - To promote students' respectful mind.<br> - To develop students' empathy.<br> - To foster the spirit of caring and helping others. |
| Teacher Professional Training and Development |
All teachers actively participate in continuous training in various learning areas, such as SEN, career planning, online teaching, STEAM, etc., to meet the professional requirements of teachers and keep pace with the times. Recently, Teacher Development Day has focused on National Security Education, understanding of the Greater Bay Area and other activities to enhance national identity and respond to society's demands for the values and ethics of teachers. |
| Life-wide Learning |
1. To realise the curriculum goal of whole-person development, the school has provided diversified and sufficient learning opportunities for our students and guide them to plan a well-balanced development in the areas of Ethics, Intellect, Physique, Social Skills, Aesthetics and Careers Related Experiences. Through the activities organized by more than 30 clubs and societies in academic, physical, service and aesthetic domains, as well as the Civic and Moral Education Committee, we focus on nurturing students' positive values; developing relevant knowledge and generic skills and widening students' horizons, so as to prepare them for the challenges of social changes in the future.<br>2. To set up various uniform groups for S.1 students to help them develop as paragons of virtues and persist with the spirit of self-discipline as advocated by the school. |
