| Language Policy |
(1) In junior forms, a majority of students learn in English in nearly all subjects except Chinese Language, Chinese History, Putonghua, Life and Society, Religious Education and Reading. In all junior forms, English is adopted as the medium of instruction in Mathematics and Science for each level for catering students' needs. (2) In senior forms, several subjects are continuously taught in English. |
| Learning and Teaching Strategies |
(1) Emphasize curriculum planning and building good interface in terms of knowledge as well as generic skills at different levels. (2) Actively employ Information Technology to promote self-directed learning. (3) Promote the design of self-study topics among subject departments to enhance students' self-learning ability. (4) Whole school approach to cater for learner diversity so as to uplift teaching effectiveness. (5) Emphasize extensive and intensive reading to enhance language proficiency and broaden world vision. (6) Make full use of the life-wide learning opportunities to enrich students’ learning experience. (7) Focus on career-planning and guide students to set goals and foster their aspirations and ambitions for the future. (8) Integrate STEAM Education in learning activity or cross Key Learning Area project. |
| School-based curriculum |
1. Electives: 3X. Provide 3 elective subject combinations where a maximum of 3 elective subjects can be chosen from 16 NSS elective subjects.<br> 2. Curriculum highlights: (1) With reference to the learning objectives, the curriculum is tailor-made to adapt to students' different abilities and needs.(2) Various bridging programmes are launched to help students to adapt to the changing learning needs at different stages. (3) Science subjects adopt subject-based STEM education project learning. |
| Approach to Catering for Learner Diversity |
(1) A SEN Supporting Team is launched to look after students with diverse learning needs. <br>(2) Each subject adopts booster and catch-up scheme to cope with students’ learning diversities.<br>(3) Regular remedial and enhancement programs are conducted. <br>(4) Recruit teaching assistant and counsellor as well as set up a resource corner to facilitate learning. |
| Approach to Integrated Education |
Our school has long cultivated an inclusive and caring school environment by offering a range of comprehensive support to students with special educational needs. A Special Educational Needs supporting committee consisting of a vice principal, an educational psychologist, a speech therapist, social workers, a counsellor, a SEN coordinator and the trained teachers and an assistant was established. Regular meetings are held on the supporting plans and strengthening the understanding of SEN students' needs and counselling services. Besides, committee members and other school teachers work collaboratively on working out study plans, supporting measures and evaluating students' learning progress. In addition, information on SEN is sent to teachers regularly. The pedagogies and teaching suggestions are shared in in-school seminars so as to strengthen the teachers' capacity in understanding inclusive education. Teachers are also encouraged to attend professional development courses and training workshops held by EDB. Besides the assessment adjustments, with the supporting grant, services on occupational therapy, reading and writing, social skills are also provided.<br>Our school also puts emphasis on the home-school cooperation, including a well-established mechanism in fostering communication and regular gatherings and seminars with parents, hoping that parents can understand more about their children and support their learning and growth collaboratively. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
(1) 2 parent representatives are elected to the Incorporated Management Committee; <br>(2) Parents gatherings and Annual General Meeting are held regularly to collect their opinions about the school; <br>(3) The PTA holds regular family activities and provides supports of various kinds to school activities; <br>(4) PTA holds “Good People, Good Acts” campaign, Most Improved Conduct Award and "Parents-Also-Appreciate-Teachers Drive" every year so as to cultivate among students the spirit of helping others; <br>(5) Parents serve as volunteers in academic as well as extra-curricular activities of the school. |
| School Ethos |
According to the ESR report issued by the EDB, the school was praised for having an austere school ethos, friendly and approachable teachers who showed great concern for the students, worked diligently and collaborated well as a great team. In addition, students were honoured for being well-mannered, highly disciplined and accommodating who exhibited enthusiasm in learning, good respect for their teachers and had good interpersonal relationship among their peers. The ability of the school to adjust to meet the needs of students in different stages of growth was also highlighted in the report. Through activities such as 'F.1 adaptation programme', 'Life planning activities', and 'Leadership training program', etc., adequate supporting services were provided to enhance students' development. |
| School Development Plan |
2021-2024 School three-year development plan<br>1. Learning and teaching<br>Major concern 1.1 Nurture our students to become lifelong learners<br>Objective 1.1.1 Keep using e-learning tools as a habit to facilitate self-directed learning<br>Objective 1.1.2 Through reading across curriculum, deepen the scope of knowledge and consolidate students’ competency in critical thinking<br><br>Major concern 1.2 Care after the widened learners’ diversities<br>Objective 1.2.1 In accordance with students’ interests and abilities, adopt appropriate strategies so as to let students achieve their underestimated potentials and gain accomplishments through learning experiences<br>Objective 1.2.2 Incorporate the elements of gifted education, design creative and challenging curriculum and activities so as to advance students’ potentials<br><br>2. Student Support<br>Major concern 2.1 Promote value education with the Catholic education core values and the spirit of whole person development<br>Objective 2.1.1 Deepen one’s understanding with an enthusiastic attitude towards life, cherish everything and live with thankfulness<br>Objective 2.1.2 Keep a persistent, optimistic and considerate attitude with friendliness and acceptance when getting along with others<br><br>Major concern 2.2 Promote life-wide learning, creative opportunities so as to develop the competence for lifelong learning<br>Objective 2.2.1 Through life-wide learning activities, develop one’s competence in problem solving and facing adversities so as to nurture students with problem-solving skills and strengthen their adaptability<br>Objective 2.2.2 Proactively bring up student leaders and adopt positive attitude towards the betterment of our country and society |
| Teacher Professional Training and Development |
(1) Staff development days are held regularly to enhance professional development.<br>(2) Teachers are encouraged to further their studies and conduct lesson preparation meetings to improve their teaching capacity.<br>(3) Academic subject teachers promote self-directed learning and cater for learner diversity.<br>(4) Teachers are encouraged to broaden their horizons by participating in the EDB secondment program, enrolling as members of subject committees of the public examinations, and participating in "Seed Project" provided by the EDB. |
| Life-wide Learning |
1. There are more than 60 school clubs grouped under five main categories, namely Athletic, Academic, Interest, Art and Social Service. Some highlighted school clubs include Reading Club, Church Choir, Catholic Society, Campus TV Team, Chinese Orchestra, Fencing Club, Street Dance Club, Rope Skipping Club and the like.<br>2. The school organizes F.1 Admission Talk to showcase the achievements of students.<br>3. The school organizes Study Tours to English speaking countries, the mainland and the pilgrimage. |
