| Language Policy |
English is the major medium of instruction in school. To prepare our students to be global citizens, we train them to be trillingual and biliterate. Since 1926, Putonghua has already been incorporated into the formal curriculum. In order to promote students' interest in learning languages as well as polishing their communication skills, they are encouraged to participate in the Speech Festivals. The Native English Speaking Teacher (NET) and language teachers organized various activities, e.g. English Monday, to enhance the English proficiency of our students. EMI subject teachers also collaborate to develop common language across curriculum. |
| Learning and Teaching Strategies |
We provide students with a lively and well-equipped learning environment to nurture their moral and intellectual development, and foster their sense of responsibility and willingness to serve. Also, we develop students' potential in independent thinking and creativity in a liberal learning atmosphere. Different subject panels organize various co-curricular activities or competitions to motivate students to learn, enhance their study and leadership skills, and develop their ability to work independently. Through interactive learning and teaching, students' interest and motivation in learning are enhanced. Besides learning from textbooks, more emphasis is placed on promoting the high order thinking skills of our students. Learning strategies such as goal setting, reflection, pre-lesson preparation, note-taking and teachers' modeling of applying metacognitive skills in learning, self-assessment and peer assessment are adopted to cultivate students' awareness and abilities in self-directed learning. |
| School-based curriculum |
1. Electives: 3X and 4X. Electives: By using block timetabling, students are flexible to have different combinations of electives. They are allowed to choose three electives from different key learning areas, which include Science, PSHE, Technology and Aesthetic Development.<br> 2. Curriculum highlights: Life and Society courses are offered to all junior form students. A student-centred, issue-enquiry approach is adopted for learning and teaching in this subject. It aims to broaden students’ knowledge base and enhance their social awareness through the study of a wide range of issues. Besides, Accounting Fundamentals and Economics Fundamentals have been introduced to F.3 students. It is based on the three curricula, namely NSS BAFS, NSS Economics and Life and Society (F.1 – 3). All the teaching and learning materials are developed through the collaboration of our experienced teachers and for a better preparation of our students in their studies in senior curriculum. |
| Approach to Catering for Learner Diversity |
There have been trainings for gifted students to stretch their potentials in Chinese, English, Mathematics, Integrated Science, Information & Communication Technology and Physics. Before the second term examinations, F.1 to F.3 less-abled students are provided with remedial teaching in Chinese, English and Mathematics. Various remedial programs are offered to selected students to improve their skills in learning and examinations. |
| Approach to Integrated Education |
Our school adopts a whole school approach to cater for the special needs of students. We provide relevant and diversified services to enhance students’ learning efficiency and assist them to adapt to the school life through Capacity Enhancement Grant, Learning Support Grant and other resources in the community. Our student support team members including vice-principals, SEN coordinator, teachers of counselling committee, school social workers, educational psychologist and teaching assistant collaborate and coordinate with other subject departments and functional teams within the school. We make use of various opportunities to identify the special needs of students, provide them with appropriate support services based on their special needs and the feedback from different types of stakeholders. For example, teaching assistant provides after-school tutorials to the students under the guidance of teachers; school social workers and educational psychologist offer developmental groups in enhancing students’ social skills and self-management skills; speech therapist provides workshops for students with SEN on an individual basis or a group basis; teachers of counselling committee collaborate with special schools to arrange social service. Our school establishes a regular communication mechanism with parents to let them understand the special needs of students, encourage them to discuss and review the progress of service support strategies. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
All teachers and parents are members of the Parent-Teacher Association. The Association is actively promoting home-school co-operation and in full support of activities and measures launched by our school. This year, interest classes, fund-raising programme, parent talk, volunteer work, parent-child tour and parent workshop will be organized to strengthen parent-child communication. |
| School Ethos |
Division of Student Development is responsible for the provision of “Student Support Services”. The Discipline Committee implements various measures to train students to be well-behaved and to foster their sense of responsibility. The Counselling Committee, school social workers and educational psychologist closely co-operate with the community to help students in need and to hold various counselling activities, talks and growth development services. Through the Student Association, six houses, and co-curricular activity groups, the Co-curricular Activity Committee helps developing students’ organization and leadership skills, supporting them to excel in their areas of interest. In addition, the committees work collaboratively in honing resilience skills, nurturing Christian and positive values, national identity and global citizenship among students. In the College, students have a strong sense of belonging to the school and participate actively in various activities. Similarly, teachers form a harmonious team and demonstrate keen collaboration. Parents trust the school and appreciate the simplicity of our school’s culture. They play an active role in expressing their opinions to the school, whereas the school cares about their feedback on school policies. |
| School Development Plan |
School Major Concerns of the School Development Plan (2021/22 – 2023/24):<br>1. Cultivating positive and growth mindset in students, so that they could enshrine resilience and grit in their career and life planning<br> (a) To seek and follow Christian values with emphasis on resilience and grit<br> (b) To prepare and facilitate teachers with the target values and mindset<br> (c) To create an atmosphere of mutual support and understanding on the campus<br> (d) To foster sustainable and positive values among students<br> (e) To prepare students with the global and national horizons for career and life planning<br><br>2. Inspiring and supporting students to excel in multiple academic endeavors and pursuits, so that they could appreciate and rejoice in learning<br> (a) To enhance students’ self-confidence and proficiency in bilingual competence<br> (b) To encourage students’ active participation in STEAM areas and activities<br> (c) To encourage students’ active participation in aesthetic and sports areas<br> (d) To prepare students in joining both local and overseas gifted education programmes<br> (e) To optimize curriculum planning and enhance a smooth transition from junior to senior forms<br> |
| Teacher Professional Training and Development |
The Staff Development Committee has been set up to coordinate matters regarding teachers' professional development. Various activities such as workshops and sharing sessions are arranged on Staff Development Days for echoing the School Major Concerns. Moreover, peer observation, collaborative lesson preparation and open classroom activities are organized for inculcating and developing a sharing culture among teachers. Mentorship programmes are provided to newly-promoted middle managers and new teachers to support their professional development. |
| Life-wide Learning |
Munsang College offers students with over 50 CCA groups, including the Student Association and 6 houses. They are grouped into nine categories: leadership training, school ambassadors, service training, presentation skill training, horizons widening, academic society, aesthetic development, sports development and interest group. Learning tours and local exchanges with various themes and destinations have also been organised throughout the years. Through the above activities, students are provided with opportunities to receive an all-round education in love, integrity, intelligence, physical fitness, gregariousness, aesthetics and national and global citizenship. |
