| Language Policy |
English is adopted as the MAIN medium of instruction in all forms (please refer to subjects offered in 2023/2024 and 2024/2025 for details). We aim to create a language-rich environment where students' language abilities in both Chinese and English are enhanced through the implementation of various schemes, such as the Extensive Reading Scheme, morning reading lessons, and English-speaking days. |
| Learning and Teaching Strategies |
1. We provide a balanced curriculum with good coverage of different disciplines for students, who are expected to take the initiative to learn, to be critical learners, and to acquire self-directed learning skills. 2. We emphasise the training of students' logical and critical thinking skills in junior secondary level subjects. 3. We include elements of English for Fun for S.1 students to cultivate their linguistic and artistic sentiment. 4. We implement various reading schemes. 5. We offer Integrated Performing Arts to S.3 students to develop their aesthetic sense. 6. We enrich students' learning experiences and broaden their horizons through activities such as visits, study tours, workshops, and other learning experiences outside the classrooms. |
| School-based curriculum |
1. Electives: 2X, 3X and 4X. Our school curriculum aims at meeting the learning needs among students at different stages of learning. Building up the learning foundation through active participation at junior levels and equipping students with various competencies for future studies at senior levels.<br> 2. Curriculum highlights: According to the abilities and interests of our students, S.1-S.3 curriculum and S.3 Integrated Performing Arts are tailor-made for them. It is hoped that students can acquire critical thinking skills and further their aesthetic development. |
| Approach to Catering for Learner Diversity |
We offer both learning skills and English enrichment classes to students with different abilities after school to consolidate their foundation. Students' diverse learning needs are addressed by various subjects through appropriate policies and teaching strategies. The SEN Student Support Department takes care of students with special educational needs, helping them adapt to the school's learning environment and enjoy school life as soon as possible. An educational psychologist regularly visits our school to assist in both remedial and developmental counseling work. Gifted students are also nominated to attend courses and competitions organised by outside organisations to stretch their potentials. |
| Approach to Integrated Education |
The SEN Student Support Department, consisting of the Principal, the Vice-principals, Special Educational Needs Coordinator, Special Educational Needs Support Teachers, Educational Psychologists, Social Workers, Teaching Assistants, etc., is responsible for planning, promoting, and reviewing inclusive education. Aiming at implementing the Whole School Approach, the department encourages all teachers to enrol in relevant training courses to enhance not only their teaching and learning but also their ability to give guidance and support to students with SEN. Our school also arranges trained teachers to conduct classroom research, implement support strategies, and review in terms of students' learning diversities, enabling students to engage in classroom learning. Special arrangements for internal examinations and the HKDSE are provided to students with SEN, ensuring fair and objective assessments and feedback. We make good use of the Learning Support Grant to assist students with SEN in achieving all-round development. By providing targeted and diversified support services, including speech therapy, study groups, social skills training, volunteer training, visits, interest groups, etc., students' concentration, communication, and collaboration skills can be improved. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Our school places a significant emphasis on home-school cooperation. Parents voluntarily organise teams of volunteers to care for students and assist in both on-campus and off-campus activities and competitions. They are highly involved, dedicating their time and resources to work with teachers to create an engaging learning environment for students. Parents have responded positively to the school's curriculum reform, co-curricular activities, and other learning experiences, resulting in genuine home-school cooperation. |
| School Ethos |
Our school's ethos is characterised by purity and genuineness. Our students are self-disciplined, diligent, and kind-hearted. The Student Support Committee coordinates various student support departments to cultivate a Christian values culture for student growth. Every year, we organise awards such as the All-round Award Scheme, Super Class Award Scheme, Outstanding Student Election, Outstanding Leadership Award, and Students' Perseverance Award to encourage students to develop a comprehensive and balanced skillset. Additionally, various Outstanding Student Awards recognise students' personal accomplishments and contributions to the school and community. We employ a full-time counseling worker to support students with special educational needs. The Parent-Teacher Association and Alumni Association enthusiastically participate in school activities and volunteer regularly. Teachers, parents, alumni, and school social workers work together to create a nurturing school environment for our students. |
| School Development Plan |
The school takes “Rise and Shine” as the theme for 2021-2024. The annual major concerns are:<br><br>Major Concern 1: Pursuing Academic Excellence through Effective Teaching and Learning<br>1.1 Enhancing the effectiveness of classroom teaching.<br>1.2 Equipping students with skills, habits, and attitudes for effective learning.<br>1.3 Enhancing the school’s English environment.<br><br>Major Concern 2: Empowering Students to Be Their Own Remarkable<br>2.1 Be Positive – To cultivate in students a set of positive values through the formal curriculum, informal curriculum, and pastoral care programmes.<br>2.2 Be Committed – To sustain and deepen students’ sense of commitment with respect to their roles in their personal lives, society, and country.<br>2.3 Be Connected – To promote positive school connectedness at the individual, classroom, and school level to sustain a caring school climate.<br><br>Major Concern 3: Improving Administrative Work Efficiency and Building a Professional Learning Community<br>3.1 Optimising the school’s administrative structure to develop teachers’ potential.<br>3.2 Improving school facilities to increase learning and teaching capacity.<br>3.3 Promoting professional development and interflow within the school.<br><br>In addition, the school is putting more effort into promoting religious education on campus. S1 bible classes will be conducted in the form of fellowship so that students can learn about the gospel, experience fellowship life, and grow together. |
| Teacher Professional Training and Development |
1. By organising various educational workshops, teachers' teaching effectiveness is enhanced, empowering them to promote life education. <br>2. By arranging peer observation, teachers establish professional learning communities.<br>3. By timetabling collaborative lesson planning, teachers can optimise their teaching strategies. <br>4. By arranging orientation and mentoring schemes for every new teacher, every new teacher can adapt to the working environment and enhance their teaching effectiveness. <br>5. By continuously releasing the latest information on training programmes, teachers can develop professional skills based on their individual needs. |
| Life-wide Learning |
More than 60 extracurricular activities are provided to students, including religion, academic, culture, sports, performing arts, interest groups, and voluntary services. S.1 to S.5 students are encouraged to participate in at least one extracurricular activity in sports or performing arts to develop their potentials. Senior level students are also encouraged to participate in community service once a year to show their support to the community. Professional coaches and instructors are employed to provide students with high-quality training. Moreover, the school actively engages in developing the potential of our students and empowering them to become future leaders by providing relevant training, workshops, and leadership camps. |
