| Language Policy |
In accordance with the policy of Fine-tuning the Medium of Instruction, we now use English as the Medium of Instruction for Social Studies in the junior curriculum so as to enhance students' motivation to learn English and to facilitate their transition to senior secondary levels. The native-speaking English teacher and CNET (Chatteris Native-speaking English Tutor)offer students chances to be exposed to the language through different English activities. |
| Learning and Teaching Strategies |
The school aims for the balanced development of students' abilities. Self-regulated learning is adopted by which students construct their knowledge through collaborative learning. Students are streamed into different classes based on their learning abilities. Teachers vary their teaching materials and methodology to meet students’ diverse learning needs. Curriculum tailoring, enhancement and remedial measures have been implemented by teachers of different subjects and at different levels in order to raise students’ learning outcomes and effectiveness. Homework policies have been improved to help students to prepare for their lessons. Students performing well are awarded different prizes. |
| School-based curriculum |
1. Electives: 2X and 3X. Extended Part of NSS Mathematics - Module 1: Calculus and Statistics<br> 2. Curriculum highlights: Regarding timetabling, subjects are arranged according to the options of the students. This provides students with greater flexibility and caters for their differences regarding ability and aptitude. Enrichment classes for core subjects are designed to cater for learner diversity. Junior form students have two Talent Development Periods every week. During the periods, students participate in either a musical or sports activity since it is the belief of the school that it is important for every teenager to nurture an interest or a talent in either area. Students can also participate in other activities like STEAM, Visual Art, Debating, Scientific Inquiry, Campus TV, Girl Guides or Life Education. Enhancement and remedial programmes are arranged on Extended Learning Day on Fridays to cater for learner diversity. An Applied Learning (Vocational English) course offered by HKUSpace will be provided. Life-wide learning activities are also arranged which enhance students’ learning experience outside the school in different contexts. |
| Approach to Catering for Learner Diversity |
There is whole-school involvement in guiding and disciplining students; professional development is provided to enable teachers to identify and handle cases of learning diversity. A duo form teacher system is implemented from F.1 to F.5. Every F.1 student has a personal talk with the school social worker or guidance teacher so as to give students sense of ‘going along together’. Form meetings are conducted to discuss matters concerning the same form. Policies have been established to assist students with special educational needs. Special grants provided by the EDB help cater for the needs of these students. Lessons on the teaching of life and society have been arranged for all junior form students starting from the year 2018/2019. Lesson content includes life and society, as well as the teaching life skills. It is expected that students can be nurtured to become autonomous learners. |
| Approach to Integrated Education |
A whole-school approach to integrated education has been adopted in order to support students with special education needs. Various resources and grants have been deployed so as to provide more comprehensive services for students with special education needs to enhance their learning abilities and integrate into the school life. With the collaboration of the Special Education Needs Coordinator, Guidance Master, Education Psychologist, teachers and teaching assistants, support programmes, curriculum and teaching adaptations, individual education plans, an after-school learning support scheme, assessment adaptation measures are devised to support students with special education needs. In order to cater for students with special educational needs, various activities are arranged, for instance, remedial classes, social skills groups, tailor-made curriculum suggested by the school-based educational psychologist; individual learning schemes, speech therapy services and special examination arrangements. Home-school cooperation is emphasised. A regular communication mechanism between the school and parents has been established to evaluate the progress and the effectiveness of measures provided for students with special education needs. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Parents communicate well with the teachers and the school. An excellent collaboration platform has been built to facilitate the healthy development of our students. Parent-School Day is held before the commencement of a new academic year in order to facilitate communication between parents and our school. Parents receive PUSH messages through the eClass Parent App. To foster home-school cooperation, parent meetings are held to enable parents to understand the learning and developmental needs of students in different stages of growth. Communication between parents and the school is facilitated by Parent-Teacher Association (PTA), which acts as a bridge between the two parties to enhance their understanding of school culture and policies. During the academic year, members of the executive committee attend regular meetings, organise parents’ network, publish a newsletter, work as members of the ‘lunch patrol group’ ,‘homework remedial classes', and tour around the school to check the facilities in use. It also sponsors learning activities and offers awards such as Academic Improvement Award and Improvement in Conduct Award. It also organises activities to foster a harmonious family relationship. Parent managers also contribute a lot in the IMC, providing opinions on the setting and implementation of our school policies. The school’s efforts have been highly recognised. |
| School Ethos |
We aim to create a supportive learning atmosphere and enable our students to become life-long learners. We foster the virtue of simplicity and develop self-discipline through diversified experience. We inculcate students to reflect and express gratitude all the time. We also facilitate students to identify their own potential and move towards self-actualisation. We instill in students the ethos of proper values and a sense of responsibility in order to help them become caring and responsible national and global citizens. |
| School Development Plan |
1. Putting self-regulated learning theory into practice and developing students’ capacity for lifelong learning.<br>2. Promoting physical and mental health and nurturing in students' positive values and attitudes.<br>3. Instilling value education and cultivating sense of national identity among students. |
| Teacher Professional Training and Development |
Developing teachers’ expertise in critically evaluating existing practices so as to enhance the effectiveness of learning and teaching. Three Staff Development Days and Teacher Learning Circles on different themes are organised every year, including the themes of ‘Student Support’ and educational needs. Teachers are encouraged to join training activities organised by the EDB. Different kinds of peer observation, collaborative lesson preparation and communication help teachers to develop professional learning and teaching plans. The implementation of mentoring programme also offers new teachers support and guidance. |
| Life-wide Learning |
The Student Union and 4 Houses have been formed. Different activities in the important areas of the Other Learning Experiences (OLE) are arranged, e.g. sports, talent, uniform groups and clubs. We aim to develop students’ self-care, activeness, communication skills and leadership by encouraging students to participate in different community activities, such as team building, adventure camps, work experience, study tours etc. |
