| Language Policy |
We are dedicated to providing a language-rich learning environment to help our students to become biliterate and trilingual. Both the curriculum and extended learning activities are strengthened: (a) In-class Language Arts Courses like F.1 Creative Reading, F.4-F.6 Workplace Communication, as well as F.1 Phonics Course and English Award Scheme for junior form classes. In addition, Putonghua is adopted as the medium of instruction for Chinese Language in two teaching groups of each junior form level. (b) Lots of efforts are made to upgrade students' habitual use of the languages through fascinating school programmes. They include English Corner Activities, Life-wide English Learning Programmes, English Drama Workshop, Living English Every Day, English Speaking Day, Putonghua Speaking Day, Chinese Language and Culture Open Forum, English Wonderland Booth Games, Putonghua Ambassadors, English Ambassadors, English Cafe and Chinese Debate Team. There are ample opportunities for students to participate in both internal and external language-related activities and competitions. (c) To facilitate holistic English learning, extended learning activities in English are incorporated in various non-language subjects in junior forms, including Mathematics, Science, Geography, Life and Society, History, Physics, Biology, Chemistry, Computer Literacy, Music, Visual Arts, Home Economics and Design and Technology. |
| Learning and Teaching Strategies |
1. We focus on promoting self-directed learning, guiding students to adopt an active learning style. Students are encouraged to do pre-lesson preparation and reflection. We believe that students can master their learning skills and develop study habits.<br>2. Teachers utilise questioning techniques to encourage students to analyse issues from multiple perspectives.<br>3. Our school cultivates a reading culture, promotes STEAM education and project learning, and combines classroom learning with extra-curricular activities and community services for all students, so as to nurture students' multiple intelligences and strengthen their generic skills.<br>4. Visits, exchange tours, workshops and life-wide learning days are organised to enrich students' learning experiences and broaden their horizons.<br>5. Our school has applied for the Community Care Fund Assistance Programme 'Provision of Subsidy to Needy Primary and Secondary Students for the purchase of Mobile Computer Devices for e-Learning'. |
| School-based curriculum |
1. Electives: 2X. A total of 12 elective subjects plus Mathematics Extended Part: Module 1 are offered.<br> 2. Curriculum highlights: (a) Project Learning; (b) Moral and Civic Education; (c) Aesthetic Education; (d) Life-wide English Learning Scheme and Living English Program; (e) Project-based Learning Skills; (f) Integrated Skills: Foundation and Enrichment; (g) STEAM Project based learning activities; (h) Integrated Chinese Language Skills; (i) Logical Thinking Skills. |
| Approach to Catering for Learner Diversity |
Our S.1 Induction Course and New School Life Adaptation Programme aim at assisting S.1 students to adapt to the new learning environment and prepare for the exciting secondary school life ahead. With a view to helping S.1 students develop social networks at school and tackle their study problems, Big Brothers Big Sisters Programme and Peer Coaching Scheme are implemented. In addition, extra resources are allocated to cater for students’ learning diversity in classroom. To facilitate student learning, after-school tutorials and Saturday enhancement courses are provided. More manpower is deployed so as to offer a strong and comprehensive support for students. |
| Approach to Integrated Education |
Our school adopts a whole-school approach to Inclusive Education to support students with Special Educational Needs (SEN). Through the establishment of Student Learning Support Committee and flexible deployment of the Learning Support Grant (LSG) and other resources, we are well-equipped to provide diverse support to SEN students, creating an inclusive environment for all students to learn effectively and thrive. To meet the diverse needs of students, we provide a range of support services including homework tutoring, counseling, social skills training, speech therapy, life planning, homework adjustments and special arrangements for examinations. Specialist teachers and counsellors work closely with class and subject teachers to provide suitable learning support and monitor student progress. In addition, the school helps teachers to be well-informed of up-to-date information by conducting professional development events and encouraging them to enroll in the Catering for Learner Diversity Courses commissioned by the Education Bureau. To cultivate a diverse and inclusive school culture, we promote the positive values of respect, tolerance and appreciation through assemblies and educational events. The school collaborates with the Education Bureau and educational psychologists in devising, implementing and reviewing student support plans and teaching intervention programmes. Above all, our school values home-school cooperation. We meet parents on a regular basis to inform them of their children’s developmental needs and school performance. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
In a bid to strengthen the connection with our parents, the school has set up the Parent-Teacher Association to gather parents' opinions and provide support for parents. In addition, through holding different kinds of activities, such as talks, workshops, voluntary services, interest classes, picnics and parent-child activities, the school has built up a close collaboration with parents. |
| School Ethos |
Our school upholds the mission of providing meticulous and conscientious education while maintaining strict and orderly discipline. All junior form students must stay at school during lunchtime. Teachers work together to assist students in developing their self-respect, self-confidence, self-discipline and becoming self-motivated, self-directed and independent learners. Efforts to achieve this aim include the integration of discipline and counselling, whole-school engagement and regular meetings amongst class teachers, Discipline Committee, Counselling Committee and Form Supervisors Team. Additionally, we have set up a system of dual class teachers from S.1 to S.6 with a form supervisor at each form level in an attempt to strengthen our care to students. With the best endeavours of teachers, students and parents, our cordial and yet meticulous school culture is well established. |
| School Development Plan |
School Theme: Learning to learn, Developing good character, Enriching your life.<br>Major Concerns are as follows:<br>1. Optimize curriculum and teaching to reinforce student learning.<br>2. Implement Values Education to enhance students' moral literacy.<br>3. Enhance teachers' assessment literacy to provide feedback on learning and teaching. |
| Teacher Professional Training and Development |
Our School maximizes external resources and collaborates with various organizations for teachers' professional development. We also promote peer lesson observation and the culture of professional sharing among teachers to reinforce teachers' professional development and improve teaching quality. |
| Life-wide Learning |
We focus on the importance of the whole-person development of students. The school offers over 40 clubs/societies and interest groups with regard to the domains such as academic, social service, physical, STEAM, aesthetic and music. The arrangement helps students develop social and organizational skills which can cultivate their life-long learning attitude. The programmes of Literary and Martial Arts for S.1, Uniform Groups for S.1 and S.2, Student Leadership Training Programme for S.3 and S.4 and the One Student One Activity for S.1 to S.5 are implemented to strengthen students' self-discipline and self-confidence. In addition, our school, with the collaboration of various subjects and committees, has introduced different programmes to enrich the personal growth and development as well as values education of our students. Furthermore, based on the principle of "Being self-disciplined and Showing concerns to others", a reward scheme for S.1 to S.3 has been set up to encourage them to set goals for self-enhancement. |
