| Language Policy |
We employ English as the main medium of instruction (For details, refer to the subjects offered in 2023/2024).<br>1. We organise a summer English bridging programme for the new S.1 students to facilitate a smooth transition to an EMI learning environment.<br>2. We set up an English Learning Center in which students can learn English in a relaxing way.<br>3. A wide variety of English activities is organised to stretch students' English language proficiency in an authentic context.<br>4. To enhance students' "biliteracy and trilingualism", we actively implement 'Language Across the Curriculum', Chinese and English Extensive Reading Schemes, and strongly encourage students to participate in Speech Festival and Putonghua activities. |
| Learning and Teaching Strategies |
Our school places emphasis on enhancing students’ skills in ‘learning to learn’ and building up self-directed learners.<br>1. We promote e-learning to broaden knowledge, increase motivation and to develop skills for self-learning. <br>2. We refine ‘Language across the Curriculum’ to train students to integrate organisational thinking and language skills for better mastery of different subjects.<br>3. We make good use of learning-related data to review students' learning progress, set learning goals and promote self-regulated learning. <br>4. We continue to run Form-based Life-wide Learning activities to broaden students’ horizons, and to apply and consolidate the knowledge learnt in class. <br>5. We design a school-based 'My Growth Journal' for junior forms to help students know their potential and set personal goals for life and career planning according to their personalities. With the support and guidance of class teachers, students are able to manage their time, review their learning habits and outcomes so as to become a reflective and self-directed learner. |
| School-based curriculum |
1. Electives: 2X and 3X. Offer ten different elective subjects.<br> 2. Curriculum highlights: We have diversified the curriculum to develop students' ‘learning to learn’ skills:<br>A. We provide Integrated Technology at junior levels to promote STEM education.<br>B. We implement ‘Language Across the Curriculum’ to help students to learn different knowledge structures so as to develop students’ organisational thinking and enhance their English proficiency. <br>C. We implement Cross-curricular Project Learning at junior levels to help students to develop research skills. The subjects involved are Chinese History, History, Geography, and Life and Society.<br>D. Aesthetic Development in senior forms provides students with formal aesthetic education. The curriculum aims at enriching students’ knowledge of art and developing their abilities to appreciate and criticise art. |
| Approach to Catering for Learner Diversity |
We provide tailor-made support for students with diverse needs:<br>1. Shining Pearl Scheme: Running a sponsorship scheme for high-achieving students to join external elite programmes.<br>2. School-based Elite Enhancement Scheme: Arranging after-class subject-based enhancement programmes.<br>3. Elite Buddy Group: Organising elite groups to exchange study skills and methods, and providing them personal counselling.<br>4. Assignment Support Class: Helping students who seriously fail to submit assignments to cultivate good learning attitude. <br>5. Examination Revision Class: Supporting under-performers to prepare for examination and establish their good learning habit of time management.<br>6. Self-enhancement Scheme: Teachers acting as 'guardian angels' to provide care and support for repeaters. |
| Approach to Integrated Education |
SEN Unit has been established since 2010, seven core members include the SEN coordinator, educational psychologist, social worker, SEN teacher and representatives from different committees. Regular meetings are called to formulate policies and activities to promote an inclusive culture at school campus. To ensure timely provision of appropriate support services, learning support grant is flexibly deployed to arrange trainings and small groups for students. ‘Individual Educational Plan’ will be designed to cater for the learning needs of students if considered necessary. Teachers are encouraged to receive relevant training courses in a systematic manner and parents are invited to discuss learning strategies for students through a constant communication mechanism. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Our Parent Teacher Association (PTA) has been established for 25 years since 1997. The Annual General Meeting and Parent Night serve as a communication channel between the school and parents. The PTA regularly organises educational programmes on different topics for parents. The PTA seminars, workshops and visits help to broaden parents’ perspectives and set a good example of life-long learning for their children. Parents actively participate in the parent volunteer team. Such participation not only allows them to utilise their skills but also supports school development and facilitates parents’ mutual support. Interest classes, picnics with their children, fellowship, sales of used school uniforms and community visits have all proven popular with parents. The PTA has also set up a Scholarship, Student Development Fund and Emergency Relief Subsidy to encourage and facilitate students' all-round development through financial support. |
| School Ethos |
Our school centers on an ethos of morality, integrity, and discipline. Equal emphasis on both discipline and guidance enhances students’ virtues. To develop self-discipline and self-discovery, we organize a range of programs such as:<br>- Form Briefing Session<br>- Budding Leaders (Boys in Junior Form)<br>- Student Improvement Plan<br>These programmes equip students with capabilities to be future leaders. To address the developmental needs of junior form students and to help them discern the right from wrong and to change for betterment, a system of dual class teachers is in place. Moreover, we invite prefects to be the group leaders of orientations and Guidance Angels to foster care, support, and harmony among students of different forms. We also bring in different resources such as:<br>- Hong Kong Young Women's Christian Association for social services<br>- Educational Psychologist from Education Bureau for students with special learning needs<br>- SALEM-Tai Po Lutheran Church to organize activities to support students in their development |
| School Development Plan |
Theme: “Creating the future beyond boundaries”<br>1. Develop students to be adaptive and self-managed learners.<br>2. Cultivate students to be ethical thinkers and healthy contributors.<br>3. Establish a teaching team with high professionalism and a strong culture of collaboration. |
| Teacher Professional Training and Development |
For the school's sustainable development and teachers' professional advancement, we have developed a self-evaluation mechanism. We have also encouraged teachers to have professional sharing and receive systematic professional training to enhance their teaching skills and maintain good professional conduct. |
| Life-wide Learning |
Our school provides about 30 school teams and extra-curricular societies covering multiple aspects of interest and skills development, such as academic, sports, art, interest, social service and uniform teams. We have various student organizations and student leaders including Prefects, Student Union, Christian Ambassadors, Houses, Health Ambassadors, Student Librarians, Student Ambassadors, School Reporters, Sports Association and Wow Production. Most student activities are organized by students under teachers’ guidance. We extend students’ learning outside school on the annual ‘Beyond Limits’ and Life-wide Learning Days. Apart from having project learning in the territory, we also organize cross-border and international study tours to broaden our students’ horizons. |
