| Language Policy |
1. English-rich environment: Two NETs are employed to integrate English extended learning elements into various subjects in junior forms according to students' abilities. English Funland is set up to enhance students' confidence and opportunities in using English through diversified English activities.<br>2. English is adopted as medium of instruction in lessons of Maths and Science for some students in Junior Form.<br>3. Our school provides full sponsorship for students to participate in international English examinations.<br>4. English drama is being promoted to let more students polish their English in application. We prepare and implement year-long English drama training programmes to raise students' motivation, sense of appreciation and confidence. Our vice panel head is fully qualified for drama education.<br>5. Overseas platform: In order to cultivate students with different English levels, 39 junior form students were fully funded in the Academic Year 20/21 to take a distance English group course taught by overseas English teachers and adopting American leveled books. The focus was to deepen participants’ reading and writing skills in order to raise their confidence in coping with public exams in the future.<br>6. Sister Schools: We create opportunities for students to use foreign languages through exchange of visits with our sister school (Howick College).<br>7. Overseas immersion: Through the exchange in Scotland and New Zealand, we create higher-level language learning opportunities for students.<br>8. Third Language: Our school has more than ten years of experience in providing Japanese courses for junior and senior forms to cultivate their awareness and ability to communicate with the world's advanced economies. |
| Learning and Teaching Strategies |
(Please refer to the "Others" field for details.) |
| School-based curriculum |
1. Electives: 2X and 3X. Offer 16 elective subjects, which is more than those offered by average schools.<br> 2. Curriculum highlights: (1) Offer all subjects that are required for further studies in traditional tertiary institutions and universities. (2) Innovation and Technology in junior forms to prepare students for the new economic era.(3) Through the cultivation of artistic attainments, students are shaped to be irreplaceable by technology. |
| Approach to Catering for Learner Diversity |
1. Our school has obtained a passing rate of 100% in the Foundation Course for Teachers in Gifted Education and over 60% of our teachers have completed the special learning needs courses.<br>2. Major subjects are taught in groups according to students' abilities and Homework Guidance Classes are provided in junior forms. <br>3. Organises elite classes to provide additional resources for the training of gifted students. Our Learning Support Team is directly led by the Vice-Principal and composed of representatives of administration, Academic Team, Guidance and Discipline Team, and the school social workers. It supports students with special educational needs in an all-round way. <br>4. Healthy Mind: The school attaches great importance to the overall physical and mental development of students. Employ the third social worker with the school's own fund. |
| Approach to Integrated Education |
1. Integrating the mainstream and adjusting strategies: Providing appropriate, low-profile and all-round support for students with special learning needs, and making transitional preparations for students' successful integration into the mainstream. <br>2. Adhering to the concept of multiple intelligences: The whole-school approach was established years ago to promote inclusive education. Through the four core modules of "gifted education", "special learning needs support", "career planning" and "innovation and technology", all admin groups and subjects assisted students with different abilities and learning needs to build academic achievements and explore valuable directions for development. <br>3. Focusing on Home-School collaboration: Provide enhanced professional support for parents, organise a group of parents and educational psychologists, invite parents to try out speech-to-text software, and arrange case report meetings with parents on Parents Day.<br>4. Learning Support Grant: using the grant to hire additional teachers, outsource professional services. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
1. Since 2000, parents' representatives have been invited to serve as IMC members. We are one of the first schools in Hong Kong to do so.<br>2. Every year, we hold a "Whole-school Work Plan and Review Conference", which we invite representatives of the PTA, the Student Union and alumni to attend.<br>3. Heads of all administrative groups attend PTA meetings in turn to understand parents' views and opinions in the process of drafting and refining school policies. |
| School Ethos |
1. Our Guidance and Discipline Team was awarded the Certificate of Merit in "Chief Executive's Award for Teaching Excellence" and "The Excellent Teacher" by Hong Kong Federation of Education Workers. <br>2. All students are required to keep a "Personal Learning Profile" to help them set their learning goals and accomplishment. |
| School Development Plan |
With reference to the Secondary Education Curriculum Guide, the trend of socio-economic and industrial development, and based on the characteristics of our students, our school has formulated a three-year development plan, which is as follows: 1. Enhance assessment literacy and facilitate learning and teaching. 2. Promote cross-disciplinary reading and nurture students’ interest in reading. 3. Reinforce values education and maintain students’ mental and physical health. |
| Teacher Professional Training and Development |
1. Overseas further study: For four consecutive years, four teachers at management level have been selected to join Education Bureau’s i-Journey and Jockey Club’s InnoPower@JC: Fellowship for Teachers. In the programmes, the participants conducted educational further study in overseas countries including the UK, Germany and the Netherlands. The topics of further study include assessment of literacy and curriculum planning. The study topics included assessment literacy and curriculum planning.<br>2. Interdisciplinary collaboration: According to the needs of different students, the Special Education Needs Team invites educational psychologists, clinical psychologists and speech therapists from the Education Bureau to cooperate with teachers of the school to conduct professional exchanges on learning objectives, teaching methods and homework design.<br>3. Outstanding moral teaching award: Our school was the only one to receive the "Moral Education - Outstanding Teaching Award" by the Education Bureau and Winsor Education Foundation. The overall teaching work of the school was appreciated by the external review. We have been granted “My Pledge to Act - Award for Outstanding Life Education Teaching Plan” by the Education Bureau in the school year 2021-22. |
| Life-wide Learning |
There are 5.2 extra-curricular clubs in our school, which are grouped into six categories: discipline, academic, sports, art, interest and service. The school provides diversified advanced learning opportunities for students with different abilities. <br>1. Bridging support: Through two bridging support activities (S.1 Growth Camp and S.4 Resilient Camp), students in the new learning stage are provided with learning elements such as positive thinking, leadership, gender respect, anti-drug education, discipline, emotional management and information literacy. <br>2. Overseas exchanges: Our Students visited to Airbus’s A320 assembly line in Tianjin(for three consecutive years) and Xichang Satellite Launch Centre (Innovation and Technology). They also joined Taiwan Handball Cultural Exchange (Sports) and New Zealand sister school exchange (English), the "One Belt, One Road" Site Visit in Myanmar (Civic and Moral Education), etc. <br>3. Advanced Learning: In addition to traditional scholarships, the school has planned advanced learning activities for students who are confident in further study. They can choose to increase their learning content or participate in extended learning activities. Our school provides them with high subsidy. This ensures equal opportunities of participation for students in different financial conditions. |
