| Language Policy |
S1 students are allocated to different classes (English classes and Chinese Class) according to their pre-S1 Attainment Test result. English, Science and Geography are taught in English while Chinese History, History and Life & Society are taught in Chinese in all Junior Form classes. For the Chinese Class, main topics in Mathematics are taught in English. There would be class re-allocation in Secondary Two.<br>Much efforts have been made in enhancing the whole-school English atmosphere. Through English dramas, debate activities, assemblies, English Speaking Days and publication of KYC Post, our students become more confident in using English. Students also learn vocabularies and interesting facts when they look around the campus, where we have lots of English posters with well-known sayings and short passages in which key vocabularies are highlighted. |
| Learning and Teaching Strategies |
The Learning & Teaching Committee leads the e-Learning Team and Student Learning Team to improve teaching effectiveness and students’ learning ability. The committee strives towards these goals by leading and coordinating different subject panels, scheduling academic activities organized by different KLAs, offering elite and remedial classes to cater for the students’ diversified learning needs and organizing book fairs to create a rich learning atmosphere. The e-Learning Team explores effective teaching strategies for e-learning and motivates our teachers to try them out. Our students would then benefit more from e-learning and self-directed learning by not only acquiring knowledge, but also developing learning skills while strengthening self-confidence. The Student Learning Team encourages students to become motivated learners by organizing learning skills workshops and tutorial classes, promoting gifted education programmes and setting up a school-based Student Talent Pool to enhance holistic school-based gifted education. These measures help students to build a learning routine and make their learning more effective, and finally nurture a positive school climate which encourages students to stay curious and motivated. |
| School-based curriculum |
1. Electives: 2X and 3X. Senior secondary students are encouraged to study 3 electives or 2 electives + 1 Applied Learning course to raise their chance to pursue further studies. S3 students study Business Fundamentals to acquire basic knowledge of Economics and BAFS for better transition to S4.<br> 2. Curriculum highlights: I. Students are the subject of learning. They need to develop learning habits, skills and self-learning ability. Through extensive reading, English Language activities and life-wide learning activities, students are encouraged to reach out and learn outside of the classroom to enhance their academic level and develop different potential. II. The importance of training in Chinese Language, English Language and Mathematics is emphasized in the junior secondary level. Students are encouraged to read more, write more and think more. Small class teaching is implemented in Chinese Language, English Language and Mathematics classes so that students' learning diversity can be catered for. Furthermore, there are elite classes of Chinese Language, English Language, Mathematics and Science subjects. We encourage the gifted students to participate in international tests and courses provided by tertiary institutes to broaden their horizons. III. The NSS courses and junior secondary courses are closely linked, so as to enhance students' learning ability. The course content is developed in a balanced and diversified manner, with a lot of options and allows smooth transition to students' tertiary studies. <br>IV. all subjects continuously develop “assessment for learning” strategies and give timely feedback to elevate students’ learning effectiveness. |
| Approach to Catering for Learner Diversity |
Extra funding is used to provide gifted and remedial classes of Chinese, English and Mathematics. Tailor-made materials are adopted to suit the needs of different students at all levels. |
| Approach to Integrated Education |
Our college adopted a whole-school approach to help the students with special education needs. By adequate resources allocation, we offer support to students who have special education needs to facilitate integrated education and cater their learning needs, so that we could enhance their learning effectiveness. Our Student Health & Support Team comprises Vice Principals, the SENCO, the Guidance Mistress, SENST, two school social workers, an education psychologist and a teaching assistant (Inclusive Education). Deploying resources holistically and flexibly, we use the “Learning Support Grant” to hire a teaching assistant to support students with SEN. We also support students’ growth by hiring outside professional services to provide diverse support, such as attention training groups, social and language groups, emotion management programmes, language therapy, occupational therapy and after-school tutorial classes. To ensure that our assessment mechanism is fair to all students, we make special arrangements for internal examinations for the students with SEN and help them apply for Special Examination Arrangements in HKDSE. We also organize seminars, workshops and lunchtime board game activities to create an inclusive campus culture. In addition, our teachers attend professional development programmes, courses, workshops, seminars, webinars and experience-sharing sessions to enhance their professional capacity in supporting the students with SEN. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Taking into account the development of school and the needs of the parents, the Parents and Alumni Affairs Committee designs and holds a wide range of activities and talks related to parenting with the Parent-teacher Association every year. By supporting each other, our teachers and parents have developed mutual trust and a lasting harmonious relationship. Through close communication and hearty co-operation, we are actualising a shared dream that the next generation can grow happily and healthily. |
| School Ethos |
Founded upon the Bible's teaching, our college has always emphasized establishing and maintaining a loving and caring environment, and to build up students' lives by the school motto of "Fides, Spes, Caritas" (Faith, Hope, Love). Parents in the district have long been impressed by our down-to-earth style and the harmonious relationships between teachers and students. Our college aims not only at building up the students' proper attire, words and deeds, but also accomplishing their thoughts and minds. Outside the classroom, our teachers always grasp the opportunity to get acquainted with students and build in-depth relationships through activities such as devotional groups, lunch gatherings, after-class counseling, etc. |
| School Development Plan |
1. To implement English Enhancement Scheme and foster the learning atmosphere in English; <br>2. To coordinate cross-curricular English bridging programmes to prepare the students to use English as MOI in senior forms;<br>3. To nurture students’ self-learning ability and improve their learning effectiveness by effective pedagogies; <br>4. To promote the message of “leading a fruitful life” by implementing life education;<br>5. To educate students to be virtuous and be good followers of Christ. |
| Teacher Professional Training and Development |
Professional Development Activities are organized on Staff Development Days and teachers are encouraged to attend refresher courses and professional development programmes. Peer Lesson Observation Scheme, lesson study, collaborative lesson planning, mutual lesson observation and post-lesson reflection are implemented to enhance teaching effectiveness. |
| Life-wide Learning |
Life-wide learning experience is provided to students, and they are encouraged to develop in areas of art, sports, character and service. There are 50 interest clubs, uniform and service groups, sports teams, and academic societies. We provide students with the opportunity to grow to their full potential. Students are allocated to 4 different Houses when they enter Secondary One. The Student Union also holds various functions after school hours and during post-examination periods in order to develop the talents of students and to enhance inter-personal relationship and the cooperative spirit among students. |
