| Language Policy |
We are dedicated to inducing students' learning interests and develop critical thinking by adhering to mother-tongue teaching. To further enrich the English-speaking environment, the English Department coordinates holistic schemes and activities to maximise students' acquisition and application of the language outside classrooms and even off the campus. |
| Learning and Teaching Strategies |
1. Introducing 'Self-regulated Learning Program' to nurture students' self-learning ability and habit;<br>2. The implementation of E-teaching and Learning Policy ensures more flexible, interactive and interesting lessons; "Bring Your Own Device" (BYOD) policy for allowing Form 1 and Form 2 students to bring their own mobile computer devices to schools for learning activities;<br>3. Curriculum moderation and graded exercises have steadily been proceeding in the hope of providing the education which best caters for learners’ diversity; <br>4. Applied Learning Program and Other Learning Experiences are integrated into senior form curriculum;<br>5. The implementation of project learning, cross-subject curriculum, field trips and inquiry-based learning allows students to learn delightedly in the class and off the campus;<br>6. Cultivating learners' reading interest and habit through various reading programmes. |
| School-based curriculum |
1. Electives: 3X. Senior form students could at most take 3 elective subjects including applied learning.<br> 2. Curriculum highlights: In the subject 'STEM', exploration learning elements are integrated to further boost learners' creativity via the regular practice of hi-tech technological devices. STEAM education is implemented across the curriculum. |
| Approach to Catering for Learner Diversity |
While seeking to create a caring atmosphere in which all are respected and valued, a working team specialized in offering tailored-made support and assistance has been established. Together with streaming and grouping policies, curriculum moderation and better deployment of resources, students' diverse learning needs can well be met. Scholarships and grants are rendered to motivate students to achieve their highest academically and help those with financial needs. |
| Approach to Integrated Education |
The Student Support Team consists of the Special Educational Needs Coordinator, two Special Educational Needs Support Teachers, two counsellors and a teaching assistant. The consent of parents is collected to gather the information of S.1 students with SEN for early identification. Suspected SEN students will be screened out and referred to the school educational psychologist for assessments. Case conferences will be held to and design individual learning plans as well as provide further assistance. With the effective use of the Learning Support Grant, courses are organized such as Chinese literacy trainings, concentration trainings and social skills trainings. Adjustments in assessments, include extending assessment time, enlarging exam papers, providing individual examination rooms etc. The same adjustments also apply to public exam. Diverse teaching strategies, tiered assignments and the adjustments in assessments, aim to cater for learning diversity. With reference to teacher professional development, teachers attend special education needs trainings, seminars, experience sharing sessions, and online programs that enhance their ability to cater for the needs of SEN students. The Student Support Team and the School Counselling Unit join the “Student Mental Health Support Scheme” which provides appropriate support for students with social adaptation needs, helping them integrate into school life and establishing inclusive cultural at school. Summary reports for Student enable parents to have a deeper understanding of the support their children receive at school. Questionnaires meetings with parents to immensely help facilitate home-school communication. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The Parent-Teacher Association was set up in 1997. Parent-Teacher Resource Centre opens every Wednesday afternoon to offer parents a communication and mutual support platform. In recent years, 'Parent Volunteer Scheme' has flocked a team of enthusiastic parents to contribute to the school and the community, leading to the development of a caring and integrated culture. |
| School Ethos |
1. We focus on nurturing students with a high degree of self-discipline in school; <br>2. Learning activities related to moral education, civic education, sex education and environmental protection gear towards the provision of all-round education; <br>3. Seeking to foster altruism, students are encouraged to take part in voluntary work; <br>4. Award schemes and life-wide learning activities strengthen students' self-esteem and morality; <br>5. The deployment of co-form teachers in all classes caters for rendering guidance and students' diverse needs; <br>6. For ensuring safe street crossings and guiding students' behaviors off the campus, teachers-in-charge patrol in the proximity during lunch time and after students' dismissal. |
| School Development Plan |
Foci of the School Continuous Tasks:<br>1. Fostering the culture of love and concern on the campus <br>2. Exploring students' full potential <br>3. Fostering students' moral characters and positive attributes<br>4. Cultivating rich learning atmosphere<br>5. Enhancing students' language competence<br>6. Enhancing the effectiveness of teaching and learning <br>7. Developing the learning of the domains in art, design, technology and creativity.<br><br>School Major Concerns 2021-2024:<br>1. Enhancing students' self regular learning.<br>2. Help students improve academic performance by establishing the right learning attitude and spirit.<br>3. Help students establish a positive value of life. |
| Teacher Professional Training and Development |
1. Staff development days are carried out each year in order to uplift the level of our professionalism.<br>2. Teachers are encouraged to embrace continuing learning and to have sharing in the industry so as to broaden their horizons.<br>3. We cultivate the practice of peer observation to allow beneficial peer learning and raise the quality of teaching.<br>4. In order to improve the pedagogy and the quality of teaching, collective lesson planning is encouraged. |
| Life-wide Learning |
A wide range of clubs categorized as academics, interests, sports and services have been launched to develop students' interests and potentials, coupled with reinforcement of skills like collaborative skills, communicative skills and leadership during the process of participation. All S.1 and S.2 students are trained to be well equipped with a good sense of responsibility, full confidence, the power of resilience and high spirit of servicing through rigorous disciplinary training in different uniform corps and frequent service in the community. Numerous out-of-the-territory cultural tours are also held annually to broaden students' horizons. |
