| Language Policy |
English is the main medium of instruction in our school. (Please refer to the latest online information of subjects offered for details.) |
| Learning and Teaching Strategies |
Our teaching and learning strategies are geared to gifted education for students of different abilities and aptitudes. To enhance the effectiveness of classroom teaching and self-regulated learning, we endeavour to arouse their learning interests, give constructive feedback, help them cultivate good habits of making preparation before lessons, learning in lessons and doing revisions after lessons. In the classrooms of Junior Forms, cooperative learning has been deliberately promoted by arranging every 5 to 6 students in a group with 2 group leaders who have higher academic competence and readiness to help. These group leaders are trained in the school-based Peer Coaching Scheme to serve as good neighbours for their group members, delivering timely support during lessons and offering care to their classmates. Through using IT, interactive learning is promoted to enhance students' self-regulated learning through different e-learning platforms. |
| School-based curriculum |
1. Electives: 3X and 4X. Benefiting from our Gifted Education policies, S4 students are allowed to study three or four electives under the new Senior Curriculum.<br> 2. Curriculum highlights: Our school based curriculum is diverse and flexible. To meet our goal of providing student-centred and all-round education for students, we lay emphasis on "Life Education" and "Gifted Education". Our "Life Education", which helps students nurture positive values of affirming and treasuring life, is implemented through lessons on Religious Studies and Moral and Civic Education. Furthermore, the activities about students’ learning and development designed by different Subjects and Sections not only enhance students' mental and physical competence, but also help them further attain a fulfilling and flourishing life. Our “Gifted Education” is implemented through Parallel Curricula, Tiered Assignments, Gifted Tours, Good Mentor Scheme, training courses inside and outside the school, all of which cater to students' different learning needs and develop their potentials. |
| Approach to Catering for Learner Diversity |
We set up enrichment and remedial programmes in every subject to serve our students in accordance with their abilities and therefore cater for learner diversity. Besides, we carry out a school based Peer Coaching Scheme in which senior students are empowered to help their juniors brush up their learning in English and other subjects. |
| Approach to Integrated Education |
The school sets up the Integrated Education (IE) Section to develop an all-round inclusive education plan for supporting SEN students strategically, including the Vice-principal, SEN Coordinator, SEN supporting Teacher, Counselling Teachers, School Social Workers and Educational Psychologist. The core IE teachers have completed the Basic, Advanced and Thematic Courses, and the school will help other teachers attend the related courses successively to enhance their professional capabilities. The Learning Support Grant and other school fundings have been used to hire the SEN Supporting Teacher and outsource training service to furnish diversified support for SEN students. Moreover, the school adopts diverse teaching strategies, offers after-school individualized remedial teaching and makes special arrangements for assignments, tests and exams to cater for learner diversity. Regular SEN meetings, student assessments and close liaison with their parents help devise Individual Education Plans for SEN students, collect opinions and evaluate progress, thus promoting good home-school collaboration. Furthermore, collaborating with the district social service units, the school strives to promote the inclusive culture actively in order to help all students understand and respect their individual differences in a school ethos of care and communion. Apart from providing support for SEN students, the school has participated in the Student Mental Health Support Scheme to conduct more mental health programmes by hiring external services for different Forms of students, thus cultivating their positive attitude towards life and build their resilience. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Our school stresses the importance of home school cooperation. Through diverse means of communication with parents, we have been trying to let parents know more about the school life of their children, willing to listen to parents' opinions and making prompt responses to their concerns. Our Parent-Teacher Association is well established. The committee members are always active and helpful in organizing different kinds of activities to contribute a lot to the school development. In addition to serving as bridges between families and school, our parent committee members participate in the administration of school affairs and discuss with other parents about the issues they concern. |
| School Ethos |
We aim to develop pragmatic, genuine, proactive and caring school ethos. We pay attention to all-round growth and development of our students by providing them with diverse learning experiences to lay the foundation for lifelong learning. |
| School Development Plan |
The school aspires not only to showcase the healthy development of values, policies, personnel, pedagogies and mechanisms, but also promote continuous optimization of the three tiered implementation of gifted education.<br>The school continues to tap resources from the QEF and other fundings to create opportunities for teachers' professional development, empowering teachers to serve as activators of learning who facilitate students to develop the 6C competences for deep learning, namely Communication, Collaboration, Critical thinking, Creativity, Character and Citizenship.<br>Students can grow in good relationships with their families, peers, teachers, professionals and God. With goals, strategies and perseverance, they can serve, learn and play in a balanced manner.<br>Positive Education has been one major concern for promoting professional development of teachers and healthy growth of students. Growth mindset and character strengths are mutually enriching and, together with the ongoing reinforcement of gifted education, help nurture students into good, loyal and wise stewards of life to make their contribution in the local, national and global contexts. |
| Teacher Professional Training and Development |
Referring to the T-standard as the Professional Standards for Teachers of Hong Kong, we have formulated a comprehensive Teacher Development Scheme to encourage and engage teachers in lifelong learning so that they can enhance their quality of teaching and professional competence to become the Caring Cultivators, Inspirational Co-constructors and Committed Role Models.<br>The Scheme embraces coordination among school-based, subject-based and self development-based training.<br>With a view to helping youngsters benefit from gifted education, we are honored by the Hong Kong Gifted Education Academy (HKAGE) to serve as one of the three pioneering Gifted Education Satellite Centres in Hong Kong. Students from different districts can enjoy the convenience of joining the gifted programmes offered by HKAGE in our school premises while our serving teachers may enhance their professional expertise by creating innovative curriculum for gifted students to satisfy their craving for learning beyond the traditionally approved syllabus.<br>Having joined the "Gifted Education School Network" (2021/22), teachers can gain encouragement from network schools' sharing to promote their professionalism for sustainable development of school-based gifted education and help students explore their talents to achieve their life goals. |
| Life-wide Learning |
With reference to the five essential learning experiences (notably intellectual development, values education, physical & aesthetic development, career-related experiences and community services) and major renewed emphases, different subjects actively collaborate to provide related co-curricular activities for broadening students' horizons. <br>Every year, two Diversity Learning Days are scheduled to let students have experiential learning from co-curricular activities conducted outside classrooms.<br>Our school has a Student Union and four Houses Modesty, Love, Diligence and Sincerity to which all the students are allocated. Moreover, there are 26 clubs which include 4 academic clubs, 8 arts clubs, 7 sports clubs, 3 service clubs and 4 interest clubs. To provide our students with different types of sports and arts training, "Lifelong Sports/Arts Programme" is launched throughout the year. |
