| Language Policy |
1. The School emphasises on "bi-literacy and tri-lingualism". We are committed to providing a language-rich learning environment for the students by adding extra learning materials and extended learning activities in English funded by EDB and Alumni. All our language teachers have met the Language Proficiency Requirement while the non-language teachers are qualified to teach in English.<br>2. Teaching methodologies are devised to meet students' diverse needs and to bridge the gaps between individuals' abilities and the demand of the NSS. Starting from the school year of 2022/23, all S.1 students will learn Mathematics and Science in English.<br>3. The School has enriched the language learning environment on campus through a series of activities, including tailored curricula, online learning platforms, enhanced reading schemes, extended learning activities in English, after-school extended activities and courses, whole-school English Days, and English Study Tour.<br> |
| Learning and Teaching Strategies |
1. In order to match with the educational reform in diversified learning, each lesson lasts for 45 minutes. Diversified learning enables students to take part in the learning process through different learning strategies. For example group discussion, experienced learning, cooperative learning are used to build up knowledge and to develop critical thinking. <br>2. Problem-based learning and 'all-round learning' provide enrichment learning activities which cater to the need and the learning differences of learners. <br>3. A variety of teaching strategies, including group discussion, collaborative learning. e-learning flip classroom teaching are adopted to engage students in active learning. <br>4. E-learning platforms are established to facilitate students' learning and encourage better use of learning resources. Students are taught with note-taking skill, so that they can grasp an effective learning strategy. <br>5. The 'Lunchtime Reading Scheme' is implemented in our school. Through participating in the Chinese extensive reading scheme, English reading scheme, the online reading platforms 'Chinese i-Learner’ for junior forms, as well as ‘Language Fun and Star Page’ sections of Mingpao Education for senior forms, students develop their life-long learning skills.<br>6. The three areas, teaching, learning and assessment, are closely linked with each other. Real-time and continuous assessments promote learning.<br>7. Remedial and enrichment classes of the three subjects, Chinese, English and Mathematics are arranged for students to cater for learner diversity. |
| School-based curriculum |
1. Electives: 2X and 3X. Students are to choose two to three electives among fourteen choices according to their interests and abilities.<br> 2. Curriculum highlights: Tailored curricula and teaching methodologies are devised to meet students' diverse needs and to bridge the gaps between individuals' abilities and the demand of the NSS. The school-based curricula of Life & Society, Geography and Business Fundamentals serve to broaden students' horizons. Teachers adopt varied teaching methodologies including cooperative learning, field studies, to foster students' generic skills and enhance their participation. Split-class policy in language lessons has proven a success in boosting junior students' motivation. Regular musical instrument lessons are provided for junior form students to cultivate artistic talent.<br>3. S.4 and S.5 Life-wide Experiential Learning emphasizes learning in real contexts and authentic settings. Such learning helps students to achieve the aim of whole-person development and enables them to develop life-long learning capabilities that are needed in our ever-changing society. |
| Approach to Catering for Learner Diversity |
Our school provides a variety of plans, adjustments and support strategies for students of diverse learning abilities and growing backgrounds. To cater for their needs and styles and stimulate learning outcomes, various teaching programmes, methods as well as assessment mechanisms are implemented. We nurture students in a learning environment of multiple intelligences. Positive Education Programme aims at discovering individual strengths and potentials. Through collaborating with community resources, students are immersed in both on-and-off-campus activities of specialised fields in the hope that maximal opportunities are provided to trigger aspirations. |
| Approach to Integrated Education |
Our school is dedicated to create an inclusive and caring campus, adopting a ‘whole-school approach’ to support students with special educational needs. The Student Support Team (SST) is established and made up of the Principal, Vice Principal, Special Educational Needs Coordinator (SENCO), core KLA Heads and teachers, support teachers, social workers and other supporting staff. Coordinating the efforts of professionals such as educational psychologists, clinical psychologists, and speech therapists, the SST maps out policies for inclusive education. With the joint implementation of the entire teaching staff, an integrated environment is created in order to cater for all students’ educational needs. According to students’ learning needs, our school provides students with curriculum and assignment adjustments, employing strategies like ‘group learning’, ‘collaborative learning’ and ‘information technology learning’, so that students with diverse abilities can actively participate in lessons and construct knowledge on their own initiative. In response to the diverse learning and developmental needs of students, we utilise the ‘Learning Support Grant’ to provide ‘add on’ intervention for students (for instance, social skills training groups, “Development of Executive Skills” (DOES) training, after-school remedial and pull-out programmes), so that students can receive adequate training and support. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The PTA was founded in 1994 with the following aims:<br>1. To enhance the connection between the school and families, to foster parent-teacher relationship and parent-parent relationship, and to enhance teaching effectiveness.<br>2. To discuss important issues in order to help students achieve all-round development.<br>3. Parental education and school education fulfil complementary needs of education.<br>The PTA includes various teams such as editorial, recreation, development, contact, public affairs and meal inspection. Parents are willing to join and support school activities, aid learning activities and organise parent education courses. Parents attend different school activities and become a member of the IMC. |
| School Ethos |
1. ‘The Preventive System’ suggested by Don Bosco is based entirely on reason, religion and loving kindness which leads students to a positive development.<br>2. The school motto “Diligenter Dirigor” requires students to be hardworking, polite and positive.<br>3. With a pleasant school culture, the student-teacher relationship is harmonious and students have a sense of belonging.<br>4. School discipline emphasises autonomy in order to develop responsibility and self-esteem.<br>5. Discipline and counselling approaches are adopted when handling behavioural differences.<br>6. Students respect, care, tolerate and help each other. This enhances students’ confidence and sense of satisfaction and improves physical and mental well-being.<br>7. Bi-weekly moral topics to develop students’ awareness of the society and positive moral values, improve morals, academic performance and critical thinking.<br>8. Make good use of fruitful material in the community, broaden students’ horizons and take care of other people.<br>9. To sustain benevolence and love, students can always get professional guidance from school counsellors (from NAAC) as well as teachers. |
| School Development Plan |
For the academic years 2022-2025, our school has formulated a development plan which focuses on the two following areas:<br>1. Diversity Learning Empowers Your Mind<br> - Enriching students’ learning experience and raising their language proficiency through diversity learning;<br> - Enhancing students’ learning effectiveness through self-directed learning.<br>2. Virtues and Beauty Enrich Your Life<br> - Students can have a deeper understanding of positive values and have a caring and helpful heart;<br> - Students can put into practice their positive values by doing social service;<br> - A positive atmosphere will be strengthened to nurture positive values. |
| Teacher Professional Training and Development |
High-quality teaching is vital for students’ success. We value professional development of teachers as a means of improving achievement of students. We are a group of professional teaching staff who are active, caring and reflective participants in the ever changing process of teaching and learning. (Over 50% of our teaching members are equipped with a master’s degree or above) With frequent participation in educational seminars, workshops, school-based professional training, collaborative lesson planning and peer observations, teachers can acquire and use new knowledge and skills in their lessons. |
| Life-wide Learning |
Extra-curricular activities<br>1. To foster students’ interest in participating in extra-curricular activities, to emphasize the importance of teamwork, devotion and dedication.<br>2. To broaden students’ horizons, stimulate their thinking and creativity, and promote diversified learning.<br>3. To establish harmonious teacher-student relationships and strengthen their sense of belonging. <br>4. The school runs more than thirty clubs and interest groups, classified into five groups including religious, academic, interest, service and sports.<br>5. Junior form students have to join at least one extra-curricular activity. Catholics in junior forms are required to take part in one religious group, thus boosting their religious beliefs. <br>6. There are a number of school teams, namely Putonghua Choral Speaking Team, Chinese Debate Team, English Choral Speaking Team, Maths Team, School Choir and various sports teams (soccer, basketball, handball, table-tennis, badminton, swimming) which enable students to unearth their potential.<br>7. Various subjects, boards and clubs motivate students to engage in inter-school competitions or activities as well as offering mainland or overseas study tours, thereby broadening students’ horizons.<br>8. Engaging in regular voluntary school service.<br>9. Arrange the Mainland Study Tours of the Subject of Citizenship and Social Development, volunteer teaching activities. |
