| Language Policy |
English is adopted as the medium of instruction in major subjects across all forms. The Chinese Department implements 6 coherent years of classical Chinese teaching. Meanwhile, the Chinese Language curriculum also aims to enhance students’ understanding and appreciation of Chinese Culture. Putonghua is set as an independent subject in S.1-S.2 to enhance students’ biliteracy and trilingualism. Our school organizes programmes such as overseas study tours and culture tours to Mainland China. Furtermore, the school encourages students to participate in the Hong Kong Speech Festival, inter-school debating competitions and all kinds of language-related activities. |
| Learning and Teaching Strategies |
The school aims at striving for excellence in teaching effectiveness and academic performance through continuous optimization of school-based curricula. The school basically adopts mixed-ability and streaming teaching strategies to provide an effective and collaborative learning atmosphere. Meanwhile, an elite class is introduced in S.1 – S.3 respectively. Streaming is adopted in some subjects to provide better support and cater for individual learning differences. School-based and pull-out gifted education programmes are also in place. We attach great importance to students’ all-round development and strive to build a whole-school learning atmosphere to encourage students to develop sound learning attitudes and autonomous learning strategies. |
| School-based curriculum |
1. Electives: 2X and 3X. Our school offers a lot of subject combinations in senior forms. A broad range of arts, science, social sciences and commerce subjects are available to cater for students’ interests.<br> 2. Curriculum highlights: The Chinese Department implements 6 coherent years of classical Chinese teaching. School-based EMI bridging programme is implemented. English reading is promoted to enhance English proficiency and an English-rich learning atmosphere is fostered. Co-curricular activities, joining competitions and electronic platforms are used to implement mathematics education. For science subjects, investigative learning is adopted. School-based curricula are designed to facilitate students’ personal growth (PATHS), Career and Life Planning Education, Moral, Civic and National Education, as well as Culture and Arts Education. |
| Approach to Catering for Learner Diversity |
Based on the rationale of ‘total participation’, ‘catering for learning diversity’ and value education, the school implements formal, non-formal and hidden curriculum to nurture students and cater for their learning diversity through the collaboration of subject panels and departments. Although a mixed-ability class approach is adopted across all forms to facilitate peer collaboration, students are streamed into different ability groups in some subjects to cater for individual differences. An Elite class is introduced in S.1 - S.3 respectively to cater for students with diversified talents. In senior forms, students can choose to study either two or three elective subjects. |
| Approach to Integrated Education |
Our school has the following supportive measures in place for students with special needs in education. The establishment of a student support team coordinated by the SEN Coordinator, and run by the Vice-principal, the Guidance Coordinator, the Discipline coordinator, a student counsellor, two social workers and an educational psychologist, and the employment of 1 additional counsellor and 1 additional teaching assistant to take care of students with different learning abilities and special education needs.<br>Case meetings are held at the beginning of the school term for form teachers, subject teachers and form guidance teachers to understand the situation of each student with special learning needs and discuss appropriate arrangements for schoolwork and test adjustments. Individual Education Plan (IEP) for students with special needs in education is implemented. Regular face-to-face discussion sessions are provided by the student counsellor to meet the special learning needs of students. Various groups, such as concentration training groups, speech therapy groups, art therapy groups) and interest classes are organized to enable students to improve their concentration, interpersonal skills, pronunciation, communication skills, confidence and interpersonal relationships through training. Examination adjustments and provision of schoolwork guidance are offered to help SEN students to overcome difficulties encountered in learning.<br>Some teachers and staff members have completed training on catering to students with different education needs. |
| Education Support for Non-Chinese Speaking (NCS) Students |
|
| Home-School Co-operation |
Cooperation between parents and teachers is always promoted. A parent representative is elected to be one of the school managers in the Incorporated Management Committee (IMC) in the PTA annual general meeting. Parents' day, parents' gatherings and parents' nights on topics such as S.1 & S.2 curriculum, S.3 subject selection, career counselling for S.6 are organized on a regular basis. Parents actively take part in various school activities so that they can better understand and contribute to the school development. |
| School Ethos |
1. Our school is the first recipient of the Quality Education Fund's Outstanding School Award for its excellent performance in the domains of “Support for Students” and “School Ethos”. The Outstanding School Awards Adjudication Panel was particularly impressed with the student-centred and whole-school approaches to provide an environment conducive to students' all-round development. The school's vision and mission is embodied in the basic belief that all students can and will learn through multiple means and activities, as well as experiential involvement. The school's goals, policies, plans and major decisions are aligned with this philosophy. Teachers and staff all share this vision and are intrinsically motivated to work together towards achieving the school's mission. With strong team spirit and high morale, teachers are conscious of their roles in providing loving care and support to all students, especially those who need extra encouragement to learn and develop.<br>2. Two school reviews were conducted by the QSIP of the Chinese University of Hong Kong and the Education Bureau respectively. The school receives highly encouraging remarks on school ethos and the support given to students in both reviews. Our persistence in value-setting, diversified participation and excellent leadership is highly appreciated. A good rapport is established between teachers and students. |
| School Development Plan |
1. Guided by the values of education, the school strives to enhance the professional development framework and improve the efficiency of its management system.<br>2. To concretize the objectives of teaching and learning, the school aims to enhance teachers' instructional effectiveness and develop a comprehensive curriculum and assessment framework.<br>3. In practicing the values of personal cultivation and altruism, the school endeavors to lead by example, inspire and guide students, and implement a comprehensive curriculum blueprint for their growth. |
| Teacher Professional Training and Development |
All our teachers hold a bachelor’s degree or higher, together with a postgraduate certificate or diploma in education. Our school has been elected as one of the Resource Schools by the Education Bureau for years and has participated in the Professional Development Assistance Scheme. Experienced teachers are constantly invited by and seconded to the Education Bureau or local universities to share the school’s successful experiences with other teaching professionals. Our school is one of the 5 member schools in the project "Quality Schools in Hong Kong" by the Faculty of Education of the CUHK. Professional development activities such as Mainland and overseas exchange tours are organized on a regular basis. Teachers can keep abreast of the times and provide the most suitable education for students. |
| Life-wide Learning |
Learning experiences of students are highly regarded. A wide range of extra-curricular activities in the aspects of academic, interests, religion, services, careers education, STEAM education and so on are provided. All students belong to different houses. Subject activities are organized to cultivate students’ multiple intelligences. Cross-curricular projects are assigned in line with the scheduled culture trips every year. |
