| Language Policy |
1. Signs and slogans in Chinese and English are posted around school campus, Chinese and English departments provide online learning platforms, English Corner, English morning assemblies and morning reading are organized for students to experience various activities. <br>2. To motivate students to read extensively, both Chinese and English language departments organize various co-curricular activities that extend their learning experience beyond the classroom. For example, Chinese Department organizes storytelling competitions, cultural quiz competitions, debate contests, cultural studies, seminars solo verse competitions, emcee training courses, interviews, inquiry studies on authors and so on. <br>3. To implement the fine-tuning of MOI policy, Science subject conducts extended learning activities in English to provide students with more exposure to English. <br>4. Some lessons are conducted by both local English teachers and the Native-speaking English teacher to enhance the interaction in English lessons and take better care of the needs of different students. |
| Learning and Teaching Strategies |
The School provides an education which emphasizes spiritual, moral, intellectual, physical, communal and aesthetic development among students. Nurturing students with the ability to learn and to become citizens with good qualities, inspiring students and fostering them with a positive attitude towards learning are the beliefs the School embraces. 1. The School stresses foundation consolidation and implements self-regulated learning from F.1 to develop students' generic skills. Learning for Good is added to F.1 and F.2 syllabi to highlight the importance of serving the community while studying. 2. Chinese, English and Maths lessons in junior forms are split into 4 ability groups to give better care and cater for learner diversity. 3. Every subject has subject-based reward schemes, enhancement and remedial measures, note-taking strategies and study strategies to enhance students' learning effectiveness. 4. Core subjects including Chinese Language, English Language, Mathematics and Liberal Studies organise after-school enhancement and remedial classes to provide high achievers with extra training and weaker students with academic support. 5. The School has set up a "Senior Form Elite Training Programme" under the School-based Learning and Support Programmes and the Elite Student Project offered by EDB and other institutions. 6. The School utilises a variety of e-learning tools, platforms and pedagogies to facilitate self-regulated learning and enhance students' IT literacy and learning effectiveness. |
| School-based curriculum |
1. Electives: 2X. Ten HKDSE electives are available for BSC students. Each student is eligible to choose two subjects and they can also enroll for applied learning courses according to their abilities and interests.<br> 2. Curriculum highlights: A. To cater for students' diverse interests, aptitude, abilities and needs, the School offers senior form students applied learning courses and a Japanese language course. B. To enrich students' learning experience, the School integrates Physical Education and Buddhist Moral Values Education into the curriculum and organises activities, field trips, projects, services, visits, interviews, overseas trips and religious activities. C. To consolidate and enhance students' foundation on core subjects, the School holds Elite and Booster courses for F.5 and F.6 students. |
| Approach to Catering for Learner Diversity |
1. The school attaches importance to class management. With the system of ‘dual class teachers’ in most classes, students are guided to be respectful, considerate and cooperative so as to build the common good. Our teachers are united through collaboration and professional development. 2. To build up an inclusive culture, various competitions such as inter-class competitions, inter-house competitions, sports day and class board decorations are organized. <br>3. Based on the school context, our Inclusive Education Team coordinated by the Special Education Need (SEN) Coordinator establishes our SEN policy.<br>Through close collaboration among the SEN coordinator, the educational psychologist, social workers and teachers, students with special educational needs are offered an optimum learning environment. |
| Approach to Integrated Education |
A student Support Team has been formed to assist students with SEN. Members include the Special Education Need Coordinator, Educational Psychologist, our school’s speech therapist and social workers, Inclusive Education Teaching Assistants. They will provide assistance to the students under the principles of Whole-school approach and Catering for learners’ diversity. Individual meetings, group trainings, external activity experience and curriculum adjustment are provided to cultivate learning motivation, capability and a sense of learning efficacy of students. |
| Education Support for Non-Chinese Speaking (NCS) Students |
|
| Home-School Co-operation |
Class teachers contact parents on a regular basis so that they understand the school life of their children. Our Parent-Teacher Association organizes multifarious activities including parents' talks, workshops, interest groups and thank-teachers activities every year, aiming at fostering parent-child relationship and school-family cooperation. The captioned activities are conductive to better communication between teachers, parents and students while encouraging positive personal development in our students. Also, our school encourages parents to keep abreast of the times and social changes and foster a life-long habit of learning. |
| School Ethos |
Adopting "Enlighten the Wisdom, Manifest with Compassion" as the school motto, our school is committed to offering students a holistic education based on Buddhist values, nurturing students’ moral, intellectual, physical, social, aesthetic and spiritual virtues in a balanced way. Hence, students will develop self-respect, responsibility, a positive outlook on life, as well as develop their potential, apply their knowledge, advance with time, serve society and contribute to the country. |
| School Development Plan |
1. To enhance the motivation and learning ability of students as well as catering the learning diversity. 2. To tackle the mindset of 'self-limiting' by boosting the self-confidence of students and encouraging them to cherish the moment. Students are guided to be responsible, benevolent and loving. 3. By cultivating the Buddhist spirit, students will care for the community and learn to serve other people. Teachers and students will build up a rigorous and caring school culture. 4. To enrich the collaboration of teachers and strengthen their unity by professional development. 5. To promote parent education actively and encourage parents to practise lifelong learning. |
| Teacher Professional Training and Development |
1. Teacher professional development guidelines are established to comply with EDB's Professional Ladder for Teacher policy and requirement of school development. <br>2. At least four teacher professional development periods and four teaching professional development days are organized annually to carry out professional studies on specific modules. <br>3. Besides establishing administrative committee and Key Learning Area (KLA) as coordination units, regular meetings and Common Lesson Preparation periods are held to foster experience sharing and professional exchange between administrative committees and subject departments. <br>4. In order to strengthen teacher professional development, subject-based teacher professional training and development plans are formulated annually by each subject department. Committee members are encouraged to pursue further studies and carry out professional sharing. The professional development team also systematically arranges subject departments to participate in the school-based collaboration schemes organized by the EDB and various tertiary institutions.<br>5. To promote trust and mutual understanding in the team, day camps and team-building activities with collaborative tasks are organized. Middle management is thus strengthened as well. |
| Life-wide Learning |
1. Through the collaboration of different subjects and departments on value education, students’ perseverance and sense of gratitude are strengthened, which facilitates an environmentally-friendly school campus and a healthy lifestyle. <br>2. To develop their perseverance, students are encouraged to take part in various co-curricular and experiential learning activities. Students' learning outcomes are displayed to boost their leadership and self-confidence. <br>3. Through the experiences of serving others, students learn the spirit of self-improvement. Students are equipped to be leaders by continuous leadership training programmes. <br>4. Through the organization of inter-house activities, students are guided to do self-reflection and seek self-improvement. |
