| Language Policy |
Learner diversity is well taken care of through group teaching in Chinese and English Language. The design and provision of a rich language environment and an English Language Centre can maximize our students’ exposure and use of the target languages. Language activities and games are conducted by the NET teacher for students. In junior forms, non-language subject teachers design tasks for students to review the concepts and contents covered in the mother tongue in English. Reading programs are organized to enhance students’ interest in language learning. |
| Learning and Teaching Strategies |
Our teachers design scaffolding activities to help our students to construct their subject knowledge, to apply and reinforce their knowledge learnt. We teach them appropriate learning strategies, and encourage them to make good use of diversified modes of learning (e.g. e-learning, online learning platforms, extensive reading and project work, etc.) to facilitate their learning. We promote and implement self-directed learning and life-wide learning. Teachers adapt the curriculum, learning activities and teaching pace according to students' prior knowledge, abilities, interests and needs, in order to embrace learner diversity. |
| School-based curriculum |
1. Electives: 2X. Students can choose according to their own interest an Applied Learning course in any one of the six areas of studies.<br> 2. Curriculum highlights: Curriculum highlights: School-based curriculum is developed to suit students’ interest and abilities in learning. Our teachers have been adapting and designing teaching materials to arouse students’ interest in learning. We also offer a variety of Other Learning Experiences to our students. |
| Approach to Catering for Learner Diversity |
Measures are implemented to support academically more able and less able students such as split class teaching. Our counselling team works closely with parents to support the development of students. We employ teacher assistants and collaborate with voluntary organizations to run courses for our students in enhancing their learning. School-based Support Programs are offered to disadvantaged students to improve their learning effectiveness and broaden their learning experiences outside the classroom. The Student Support Team has been set up to offer extra help to students with special educational needs. Since 2008-09 academic year, our school has received the EDB School-based Educational Psychology Service. An educational psychologist visits the school regularly to assist the team. |
| Approach to Integrated Education |
Please refer to "Others" field. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Parent-Teacher Association (PTA) helps to plan parent education and activities. Parents' opinions are collected through IMC meetings, PTA meetings and daily communication. Diversified activities are held to help parents enhance their knowledge and skills needed for educating their children. Our parents provide appropriate support to the school by participating in volunteering services and being helpers in excursions, etc. The School also utilizes resources and the expertise of parents to enhance parent-teacher cooperation. Our school has participated in the biennial competition organized by the Hong Kong Eastern District PTA Federation and our PTA won the award “Star of Home-School Partnership (Parent leader)” & “Golden Award in Outstanding Careers Counselling” in 2021-2023. |
| School Ethos |
The school places great emphasis on unlocking the students’ latent capacities and developing their potentials in various fields to foster whole-person development and balanced education, alongside the adoption of the whole school approach in discipline and counseling to cultivate positive behavior and the right minds. The harmonious teacher-student relationship is distinctive and advice sought from teachers regarding the students’ life planning strategies are well-received. To promote the caring atmosphere, the ‘Big Brothers, Big Sisters Program’ is launched to provide a platform for S.4 and S.5 students to assist S.1 and S.2 students respectively in tackling personal growth problems encountered. Two form teachers are allocated for each S.1 to S.4 class to maximize attention and care. Many value-based and goal-orientated functions and projects have been organized to cater for the students’ needs. A series of award schemes and programs are also introduced to reinforce the students’ positive performance in both the academic and non-academic fields to achieve whole-person development. |
| School Development Plan |
Major Concerns in 2022-25 school year: <br>1. To enhance learning and teaching effectiveness<br>2. To cultivate positive values and attitudes to foster students’ generic skills<br> |
| Teacher Professional Training and Development |
1. To enhance teaching and learning effectiveness, our teachers collaborate on lesson planning, peer observations and experience sharing.<br>2. The school has a mentoring scheme for newly recruited teachers. The mentors provide guidance and support to help the new teachers adapt to the new work environment.<br>3. We promote a culture of professional sharing and set up a professional development resource bank for teachers. We encourage teachers to share ideas on teaching strategies in subject meetings.<br>4. We encourage teachers to participate in educational workshops, seminars and intensive courses to enhance teachers’ professionalism.<br> |
| Life-wide Learning |
Our school has over 30 activity groups. They are divided into 4 categories: academic (e.g., Geography Society); services (e.g., Red Cross (HK Youth Unit 83); sports (e.g., basketball, table-tennis, dance) and interests (e.g. Cognitio Zheng). Co-curricular activities also include functions such as activity days, inter-form activities (e.g., STEAM Fortnight), voluntary services and study tours abroad. |
