| Language Policy |
Our school adopts English as the medium of instruction in some subjects in junior forms, including English, Math, Science, Geography, Music, Computer Literacy and Citizenship Economics Society, For other classes, English is the medium of instruction (MOI) for English, Mathematics, and Science subjects, including S.3 Physics, Chemistry, and Biology (please refer to the "Subjects Offered in the 2023/24 School Year" and "Subjects to be Offered in the 2024/25 School Year" for details). In addition to one Native-speaking English Teacher (NET), the school has employed an additional NET to further enhance English education. |
| Learning and Teaching Strategies |
1. The school has established “Language Across Curriculum (English)” lessons for students in S.1 and S.2 to enhance their ability to learn other subjects in English.<br>2. Emphasis is placed on training in core subjects (English, Chinese and Mathematics) with small classes or groupings based on students’ abilities in these subjects.<br>3. We promote STEAM education through programs such as “STEAM for ALL” and “STEAM for ELITES.”<br>4. We promote reading and encourage self-directed learning using information technology. “Study Skills and Strategies Course” is designed to help S.1 students become efficient and effective learners.<br>5. We offer Life-wide Learning lessons, Saturday classes, and an “Xplore Week” (including local and overseas activities) to provide students with diverse learning experiences.<br>6. The school implements a “Curriculum Evaluation and Assessment System” to ensure teaching quality.<br>7. In S.1 to S.5, there are two tests and two exams, with progressive assessments in junior high. As for S.6, there are two mock exams to strengthen exam training. |
| School-based curriculum |
1. Electives: 3X. Elective subject group 1: History, BAFS;<br>Elective subject group 2: Chinese History, Economics, Physics, Biology;<br>Elective subject group 3: Chemistry, HMSC, ICT, Geography, Visual Arts.<br> 2. Curriculum highlights: In Secondary 3, our curriculum offers a great variety of subjects catering for the studies in the senior forms. |
| Approach to Catering for Learner Diversity |
A dedicated committee is responsible for formulating and implementing policies to address individual student differences and provide appropriate support. The school applies for additional funding from the Education Bureau to assist non-Chinese-speaking students in learning Chinese. This includes providing after-school Chinese learning support, organizing cultural integration activities, and hiring additional staff and/or purchasing translation/interpretation services to facilitate communication with parents. |
| Approach to Integrated Education |
Our school is committed to building a culture of inclusiveness for students with Special Education Needs (SEN) by adopting a whole-school approach. Through flexible resource deployment, our students’ individual needs are met, and the ultimate goal is to raise learning effectiveness and to facilitate seamless integration for everyone. Our school makes use of the Learning Support Grant to acquire additional human resources and to procure different professional services, such as Speech Therapy, Social Training Services and the like. Our school encourages them to take part in the planning of intervention programs, to evaluate their progress and effectiveness. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
TTC's Parent-Teacher Association (PTA) was established in 1998, serving as a bridge between parents and the school. Various activities, like workshops, courses, interest groups, volunteer programs, are held regularly to facilitate better communication between parents and their children. To ensure comprehensive care and healthy development of students, the school will continue to organize “Parent Academy”. The activities are built on Christian values and provide learning opportunities for parents through theoretical and experiential sharing by guest speakers, assisting them in understanding their children's growth and development needs. |
| School Ethos |
TTC encourages simplicity in life style and industriousness in school work. The Student Discipline Committee, the Student Counseling Committee, the Moral and Civic Education Committee, the Health Education Committee, the Extracurricular Activities Committee and the Parent-Teacher Association work together to build a learning-conductive environment for students. A set of moral values, i.e. be respectful, be responsible, be kind, are inculcated in the classroom, the morning assemblies and the weekly assemblies so as to achieve the ultimate goal of pastoral care — Build character, Seek wisdom, Honour God, Serve man. |
| School Development Plan |
The school has three developmental directions: <br>(1) To strengthen students' intrinsic learning motivation;<br>(2) To foster a positive attitude towards life among our students;<br>(3) To nurture students to live an abundant life with wellbeing practices. |
| Teacher Professional Training and Development |
Our mentoring program arranges for a veteran teacher to mentor a newly appointed teacher to ensure smoothness in his/her adaptation to the new environment and to expedite professional development. Staff development activities and lesson observations are carried out in a manner designed to spur improvement both in terms of values, professional knowledge and pedagogy. |
| Life-wide Learning |
Our school has always emphasized the holistic development of students. We offer more than 40 clubs and interest groups for students, allowing them to engage in various interest areas and develop their individual potential. To inspire students to strive for excellence, our school regularly organizes competitions that cover different fields and interests. These competitions not only provide a platform for students to showcase their talents but also opportunities for learning and growth. To encourage students to broaden their horizons, our school holds a large-scale event called "Xplore Week" annually, which lasts for approximately 4 to 5 days. This event gives students the chance to step out of the classroom and travel to different cities, both locally and internationally, for learning and exchange. These experiences not only enrich their knowledge but also cultivate their international communication and collaboration skills. After the final exams, our school also organizes a series of post-exam activities to allow students to relax and prepare for the new academic year. In addition to the above activities, our school offers students the "Holistic Development Lesson" every Friday afternoon. This curriculum encompasses areas such as National and Civic Education, Values Education, Life Planning Education, and Leadership Training Programs. With the aim of nurturing students' spiritual well-being, the "Holistic Development lesson" also includes religious activities such as student fellowships, spiritual cell groups, and youth worship. Furthermore, to enhance the reading atmosphere and cultivate students' self-directed learning abilities, we have incorporated a reading scheme into the "Holistic Development Class" to allow students to read more and teach them various self-directed learning skills. |
