| Language Policy |
Based on mother-tongue education, individual English learning units and extended learning activities in English are embedded in the junior form curricula including Mathematics, Science, Citizenship, Economics and Society, Home Economics and Music, in order to upgrade students' English proficiency and enrich their English vocabulary. This can pave the way for students learning these subjects in English in senior secondary. Our school adopts small-class teaching in English lessons and there is one class in each form of S.1 to S.3 using Putonghua to teach Chinese. The Campus Television Station and the English Corner at our school provide ample authentic opportunities for students to speak and use English and Putonghua in the campus. |
| Learning and Teaching Strategies |
CBT is to develop students’ multiple intelligences and upgrading biliterate proficiency. Through the formal curriculum and life-wide learning, students can develop their learning skills and become life-long learners. Our school puts a lot of emphasis on curriculum planning, implementation and assessment. Curriculum integration is encouraged students to apply knowledge in various subjects and their generic skills can be developed. In addition, to enhance teachers’ professional development and to maximize their teaching effectiveness, collaborative lesson planning and peer lesson observation are practised in our school. To facilitate students’ learning, teachers also assess students’ attitude and progress by adopting formative assessments such as giving feedback. Moreover, benchmarks have been set for students in all major subjects, i.e. Chinese Language, English Language, Mathematics, Citizenship, Economics and Society and Integrated Science, so as to equip them for the new Senior Secondary Curriculum as well as to pave the way for them to receive tertiary education upon graduation. All the classrooms are equipped with interactive electronic whiteboard. With the use of multimedia, internet and tablet computers (iPad), e-learning elements are integrated into the curricula of various subjects in order to facilitate effective, interactive and autonomous learning; while catering for diverse learning needs. Promoting STREAM education is one of the developmental focuses in the continuous optimization of our school curricula, aiming at equipping students with ample creativity, problem-solving skills, and related general knowledge, values to accustom themselves to society being changed by fast-paced technological development. In addition, through participating in community services, overseas study tours, and diverse activities related to life planning, moral and civic education, our students are well-equipped with positive values, healthy living habits, eagerness to acquire new knowledge. Students will be responsible and willing to seek for meaningful life and to share and contribute to our community. |
| School-based curriculum |
1. Electives: 2X and 3X. Please refer to the school website for subject arrangements.<br> 2. Curriculum highlights: Based mainly on the guidelines provided by the Education Bureau and Hong Kong Examinations and Assessment Authority, the curricula of some subjects are also modified with school-based learning materials and specially designed tasks to meet our students' needs, and to cater for learner diversity. |
| Approach to Catering for Learner Diversity |
In the spirit of Christian faith and love, our school helps students with different needs. Individualized education plans featured by adapted curricula and assessments are implemented to cater for learners’ diversity. Students are fully supported by the school social worker and professionally trained teachers in some special cases. In order to address learners’ diversity, elite classes, remedial classes, tutorial classes and pull-out programs for gifted students are provided after school. Exceptionally gifted students are recommended to participate in training courses and competitions organized by HKAGE, EDB and other tertiary institutions. |
| Approach to Integrated Education |
A student support group has been established for supporting students with special educational needs. The core members include a Special Educational Needs Coordinator (SENCO), SEN support teachers, social workers and teaching assistants. With the Learning Support Grant, small groups for counselling, social skills training, speech therapy services as well as reading and writing training are organized. Individual education plans with adjustments of teaching and assessment will be made according to students’ needs. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-teacher Association in CBT has been established since 1997. Since its establishment, a close relationship has been built between parents and our school. Activities and special talks are organized on a frequent basis to enable parents to better understand their children’s growth and learning needs. Our school also keeps close touch with parents through channels such as newsletters, the school homepage, SMS, email, parents' days, parents' nights and orientation sessions. In addition, we also conduct surveys among them annually to understand parents' views of school. |
| School Ethos |
To practise the Christian values of faith, hope and love, our school adopts a whole-school approach to pastoral care. It is our mission to instill into our students' minds the importance of self-discipline, self-reflection and self-respect. The Guidance and Counselling Committee, the Discipline Committee and the School Social Worker collaborate to launch various programmes and follow up on specific cases. The Healthy School Policy Committee helps foster students’ personal growth with different schemes. There are 2 class teachers in each class to take up a frontline role in pastoral care. The class-teacher periods and the weekly journal provide great opportunity for teacher-student communication. |
| School Development Plan |
School Development Plan (2022-2025) <br>1. Empower students to be effective self-directed learners through comprehensive strategies in learning, teaching and assessment. <br>2. Support the holistic growth of students to meet future challenges. |
| Teacher Professional Training and Development |
To foster the professional development of staff, CBT has set up a Staff Training and Development Committee. Its functions are to assess the needs of staff, plan and arrange professional training for them. In addition, teachers are encouraged to attend seminars and in-service professional development courses organized by outside bodies. |
| Life-wide Learning |
The school values whole-person development and offers Academic societies and various clubs including Art, Interest, Religion and Service, and Sports and Uniform Teams. To pursue their own interests, students are free to join any of the clubs and societies, while S.1 to S.3 students are required to join one activity club and one academic society. |
