| Language Policy |
English is used as the MOI in most subjects as what we did in the past. (Refer to Subjects Offered in the 2023/24 & 2024/25 School Years.) To create an English-rich learning environment, announcements in morning assemblies are made by students in English and school major functions are conducted in English with students being the MCs. School notices and internal posters are bilingual. Students are trained to share in English in morning assemblies and English Week is held annually. Putonghua can be used as the medium of instruction for Chinese if there are enough applicants in S.1 and there is an individual Putonghua lesson for each junior class every cycle. Students are trained to participate in the Speech Festival of different languages, as well as English and Cantonese debating and drama activities. All these help to equip students with bi-literarcy and tri-lingualism. |
| Learning and Teaching Strategies |
Collaborative teaching featuring joint effort to work out the curriculum framework, division of labour in lesson preparation, collective discussion, revision in teaching plans, peer/cross-curricular lesson observation, reflection and evaluation, is promoted. We promote a student-centered learning approach emphasizing teacher-student and peer interactions. Students are required to have lesson preparation and reflect on what they have learnt during lessons to cultivate in them the ability for self-learning to enable them to become a life-long learner. Together with the project learning in various KLAs, students can construct their own learning in these processes. We strive to create a rich English learning environment and promote teaching of Chinese through Putonghua. We designed the S.1-S.3 Chinese Language, English Reading Comprehension and English Literature curriculum. Small-class teaching, together with the streaming mechanism based on students' abilities in English, Mathematics and learning Chinese Language through Putonghua, have been practised in all levels since September 2015 to cater for the needs of students with mixed abilities. Over the past few years, over 70% of the students agreed that the teacher-student and student-student interaction in class, and teachers' concern given were enough. Enhancement or remedial classes in core subjects are arranged at different levels. Student performance in public exams reflected that these strategies have been effective. For HKDSE, the average percentage of attaining Level 4 or above in 2021-2023 is higher than 76% while that of attaining Level 5 or above is higher than 35%. An average of more than 93% students were offered a local degree programme. In 2023, 78% of the S.6 graduates were offered a UGC funded local degree program while 13.8% of them were offered a self-financing local degree program. Among all students, 46.3% of them were offered a degree program in HKU, CUHK or HKUST. |
| School-based curriculum |
1. Electives: 2X and 3X. The subject combinations of 12 elective subjects allow students to study all arts or all science subjects or a combination of arts subjects, science subjects, business subjects, Visual Arts and Physical Education.<br> 2. Curriculum highlights: (i) There are school-based curricula like Thinking Skills, Arts-in-Life, Technology, Christian Education & Life Education. (ii) English Literature is in place to enhance students' awareness of language arts. Arts-in-Life is an integration of music, home economics and visual arts. Life education aims at instilling correct values in our students. There is more emphasis on drama education to enhance students' expression of ideas and creativity. (iii) Junior form students will complete projects on different KLAs to equip them with various generic skills. (iv) Our Thinking Skill Curriculum and teaching of various subjects aim at helping our students develop their critical thinking and problem-solving skills. English and Chinese debate training is promoted to enhance their critical thinking and debating skills. (v) STEM education is practised in every junior form and includes topics like programming and robotics. In S.1 STEM lessons, students learn about electronics, hydroponics and making fan cars. (vi) Junior form students are streamed into different classes based on their abilities in different subjects. There are programs for gifted students and remedial classes for students. (vii) A great variety of learning experiences are provided for our students and a non-academic report is in place to encourage them to take an active role in arts, sports, personal development and services. |
| Approach to Catering for Learner Diversity |
Students in the junior and senior forms are allocated to different classes with reference to their abilities in English, Mathematics or their choice to learn Chinese Language through Putonghua. These classes have a tailor-made curriculum to maximize students' strengths. Gifted students are arranged to join relevant internal and external courses/activities. Remedial classes are provided to students who are less capable. In addition to counseling students on an individual basis, the two School Social Workers and two Student Support Assistants lead some growth groups and run various activities. School - based educational psychology and speech therapy services have been introduced to conduct assessments and carry out follow-up work for students in need. |
| Approach to Integrated Education |
With the aim of being inclusive and nurturing a caring school culture, our school adopts the "Whole School Approach" to provide support for students with special educational needs. Through home school cooperation and appropriate allocation of resources, we provide our students with suitable and comprehensive support in the hope of enhancing students' learning effectiveness and ability to adjust to the school life. A Student Support Team has been established in our school. The team consists of an Assistant Principal, the SENCO, a SENST, the School Social Workers, the Educational Psychologist, the Speech Therapist, class teachers and Student Support Assistants. Teachers and teaching assistants have taken courses on integrated education so as to enhance their professional capabilities. For students with special educational needs, our school provides assessment and referral to the educational psychologist if necessary. With a Learning Support Grant and the school resources, school-based inclusive activities and training for students are provided with the help of external institutions. Our school invites relevant professionals, teachers and parents to join IEP meetings and draw up an IEP for students who are assessed to be in need of intensive individualized support. Parents concerned are equipped with effective nurturing skills. Furthermore, our school arranges internal assignment and assessment accommodation and helps them to apply for accommodation in public exams. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
To maintain effective contact between parents and the school, the PTA continues with programmes that contribute to the forging of a better home-school cooperation culture. Such programmes include 'Meeting Parents of First-formers', a school policy forum, Parents' Day, talk for parents and seminars on the senior secondary curriculum. Moreover, home-school communication can be further strengthened through various publications (e.g. Tips for Parents of First-formers, Bulletin for Parents and the Parent Basic Law), a hotline, an email link and WhatsApp. Parents are also welcome to sit in the meeting of the Parent-Teacher Association. eClass Parent App is used to deliver the most updated news and information about their wards' learning and campus life to parents and/or guardians. |
| School Ethos |
Students are generally attentive and motivated to learn. They follow teachers’ instructions and classroom discipline can be maintained. Most students are serious about completing their pre-lesson tasks. They have established the habit of doing pre-lesson preparation well. Students can learn from each other and strive for excellence by exchanging views. They construct knowledge collaboratively and the learning atmosphere is pleasing. Students have a serious and active learning attitude, and are keen to seek for improvement. Students have a neat and modest appearance. They respect teachers and get along well with each other. They love and care about the school. They enjoy school life and are willing to participate, organize and manage school activities. They have a sense of belonging to the school (extracted from 2019 EDB ESR report). Refer to "Others" section for the strategies. |
| School Development Plan |
2022/23 to 2024/25 School Development Plan:<br>1. To incorporate e-learning into teaching to promote self-regulated learning; <br>2. To promote values education to support Shatin Tsung-Tsiners' character formation and positive education; <br>3. To maintain a professional teaching team towards sustainability and sustain the school culture by preparing suitable teachers to be school leaders.<br>The gym room and running tracks have been renovated with the incorporation of AI tools. The Bowling School Team has also been set up. Interactive panels have been installed in all junior form classrooms. In addition, a room has been converted into a venue for students and teachers to relax and chitchat. |
| Teacher Professional Training and Development |
Our teachers are experienced and hardworking. They are professional, caring and committed to nurturing the youth. Their relationship with students is harmonious. They actively take part in school-based and external training programs to strive for excellence. Collaborative teaching and Mentorship Scheme are in effect to encourage teachers to conduct collective lesson planning, mutual class observation and class reflection to enhance teaching effectiveness. Student-centered teaching approach, which emphasizes peer interaction as well as teacher-student interaction, is promoted. |
| Life-wide Learning |
Our school offers a variety of more than 30 interest groups (including the ones initiated by students) and school teams, and some 20 music instrument classes and courses about drone, Robomaster and AI. The "One-student-one-music" and "One-student-one-art/sport" policies adopted in the junior forms and the "One-student-one-art" policy implemented in the senior forms encourage students to unearth their potential in aesthetics and sports. In addition to two choirs, we have a standard Chinese Orchestra, Symphonic Orchestra and School Band. Students are arranged to join various gifted programs in the domains of aesthetics, languages, Maths & science, leadership training, etc. Students have obtained awards in international and territory-wide mathematics and science competitions, the Hong Kong Biology/Physics/ Informatics Olympiad, the World Robot Olympiad (Hong Kong), various Chinese and English writing, debating, drama and dancing competitions, as well as the Speech Festival. Last year, our school attained a total of 2 Gold Awards, 5 Silver Awards and 1 Bronze Award in Joint School Music Competition and Hong Kong Youth Music Interflows. Our sports teams ranked top 4 in 27 categories under 9 types of sports and first 8th in another 18 categories. We take part in all grades of 11 types of sports competition every year. Among 50 secondary schools in Shatin and Sai Kung District, we rank first 8th in boys' overall championship and 2nd to 5th in girls' section every year. Our school once was qualified to join the territory-wide Jing Ying Tournament in basketball, badminton, cross country and handball and ranked first 8th in the first 3 competitions. |
