| Language Policy |
The policy of bi-literacy and tri-lingualism is implemented in our school. On the one hand, English is adopted as the MOI for Non-Chinese speaking students so as to set up an English-rich environment. On the other hand, Junior Form students (S.1-S.3) are taught in their mother tongue while some Senior Form students (S.4-S.6) are taught in English according to their individual abilities. In addition, some classes of two non-language subjects, namely, Mathematics and Integrated Science in Junior Forms, are taught in English. |
| Learning and Teaching Strategies |
The whole school year is divided into two terms. To cater for learning uniqueness, streaming arrangement and small class setting are adopted. Some classes are taught in different ability groups for English, Chinese and Mathematics subjects. A variety of teaching approaches, e.g. collaborative learning, project-based learning, e-learning and etc, are employed to facilitate teacher-student interaction as well as student-student interaction and to encourage students to think, express themselves or do self-learning. Continuous assessment is used in all levels to facilitate learning and monitor learning progress. In common periods, teachers meet to design teaching materials and activities for lessons, evaluate students’ progress and reflect on their teaching effectiveness so as to seek improvement in teaching. We also strive to develop a “school-based curriculum” to cater for students’ needs & abilities. |
| School-based curriculum |
1. Electives: 2X. There are 9 elective subjects for Senior Form students to choose. The elective subjects would be assigned to S.4 students so as to maximise the satisfaction rate of students’ choices and to meet their learning needs.<br> 2. Curriculum highlights: <br>The school is focusing on the development of the STEAM Education Aviation Curriculum. Besides Science, Technology, Engineering and Mathematics, we have added on the elements Art and Aviation. Through STEAM, students can learn physics and astronomy knowledge. Through assembling robots and writing programs, students can also develop their knowledge in computer programming and engineering. Art is an indispensable element of STEAM education because any product would become raw and lifeless without it. As for Aviation, it helps students join the aviation industry by learning UAV operating skills and aviation knowledge.<br>To meet the senior secondary curriculum and the needs of our students, we develop a school-based curriculum which includes: Ethics and Religious Studies, English Drama. Other than the learning in the classroom, our curriculum provides students with sufficient opportunities for life-wide learning, which includes: visits, excursions, voluntary work and study tours, so as to extend and enrich their learning experience. |
| Approach to Catering for Learner Diversity |
Our school has both a core and an extended curriculum to cater for students’ different learning abilities. We provide after school learning support for junior form students in need. Senior form students can choose academic, physical education, practical or Applied Learning courses according to their abilities and interests. For students with special education needs, we have an Individualized Education Program (IEP) which provides personal assistance for their learning. For students with lower abilities, we provide after-school guidance and adaption in both the curriculum and assessments for them. |
| Approach to Integrated Education |
Our school SENCO leads a support team to implement SEN policies at school. The team, including an educational psychologist and a guidance mistress, strategically plan, implement, monitor, review and evaluate various support measures for SEN students. We stress on early identification and intervention. We devise holistic support programmes, curriculum adaptations, and special exam and assessment arrangements for SEN students. The team supports teachers to enhance learning effectiveness through collaborative lesson planning and co-teaching; We work together with the guidance team to cater for the learning needs of students with mental illness; We work with parents to support SEN students; The team also ensures teachers have received enough training on special education, as well as organises professional development activities and strengthen liaison with external parties. Our school utilizes the Support Grant for Non-Chinese Speaking Students with special educational needs to hire teaching assistants to conduct small group learning. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Our school has established a parent-teacher association and we value parents’ participation. Workshops are held occasionally to help parents establish a good relationship with their kids and school. We take parents as our partners and are willing to listen to them and respond to their opinions. |
| School Ethos |
We have a simple ethos. Our teachers and students strive to excel and there is a good teacher-student relationship. Through the class management, mentorship scheme, Life Education, interview with students, award schemes, Student of the Month Program and Lunchtime Program, student-teacher communication is increased. Students can grow in an environment filled with Christ’s love and hence establish an ethos of love and care. |
| School Development Plan |
Under the “Blueprint for School’s Strategical Development”, we focus on:<br>1. Pushing forward with Catholic Education.<br>2. Improving the quality of teaching and learning.<br>3. Students’ development and establishing a school ethos of love and care.<br>4. Establishing good partnership with the community and making good use of community resources.<br><br>“Renew, Enlighten, Succeed” is the major concern of this year. This year, we will<br>1. Establish regular study habits, Implement life-wide learning, Strengthen cross-disciplinary collaboration.<br>2. Cultivate students' positive values and practicing positive life through diverse learning experiences, |
| Teacher Professional Training and Development |
Common periods for lesson preparation, peer lesson observations, professional sharing of good practices in classrooms/homework design are measures to optimize teaching. To meet the needs of students and curriculum development, teachers participate actively in various seminars and workshops for professional development. Furthermore, some of our teachers have taken the Master of Education course and other courses for professional development. |
| Life-wide Learning |
At YCK2, Life-wide Learning plays a significant role in students’ learning, specifically learning in authentic situations which break through the traditional classroom settings. The emphasis of ‘Experiential Learning’ facilitates students to pursue whole-person development and help build up a habit of self-directed learning that are the essential qualities in this era of ever-changing society. Such unconventional way of learning experiences effectively motivates our dynamic and multinational students to explore and acquire knowledge from different perspectives.<br><br>Our Life-wide learning activities touch on five key learning area. They consist of:<br>1. Intellectual Development (e.g. visits to exhibitions and field trips)<br>2. Moral and Civic Education (e.g. leadership trainings, experiential learning camps and military camps)<br>3. Community Service (e.g. service learning and uniformed groups)<br>4. Physical and Aesthetic Development (e.g. sports competitions and English drama performances)<br>5. Career-related Experiences (e.g. work experience programmes and visits to enterprises) |
