| Language Policy |
Our school adopts English as the main medium of instruction (please refer to the subjects offered in 2023/24 and 2024/25 for details). Through the Chinese Society, the English Society, the Putonghua Society and a whole host of language enhancement activities, students' interest and proficiency in languages have greatly improved. The different reading schemes, the Reading Lounge and the Campus TV Broadcast enhance students' reading and self-directed learning abilities in languages. |
| Learning and Teaching Strategies |
Lesson study and peer observation encompassing intensive professional exchange is a pivotal area in staff development. Teachers are also assisted in their teaching through the help of the Information Technology Committee. Students' learning is enhanced through project learning. Computer rooms are open to all students during lunch time and after school to facilitate research. The Exhibition Corner regularly displays outstanding project works. The curriculum is structured according to students' abilities and needs. Within such a framework, each academic discipline sets its own teaching goals, activities, homework policies and assessment tools in its annual plan. Through the on-going cycle of "planning", "implementation" and "evaluation", each subject fine-tunes the development of learning and teaching in the school. Enhancement of students' reading and language ability is achieved through extensive reading schemes in both English and Chinese lessons as well as the establishment of the Reading Lounge. The Reading Period in the morning has nurtured a good reading culture. |
| School-based curriculum |
1. Electives: 3X. Offer 3 electives in the SS curriculum. (Visual Arts/Music as the fourth elective)<br> 2. Curriculum highlights: “Personal and Social Education” (F.1-F.2) is a school-based subject in our junior form curriculum. Through varied themes or topics, junior form students are introduced to the exploration of self, society, the country, human civilization and the material world for better preparation of their senior secondary curriculum. |
| Approach to Catering for Learner Diversity |
Numerous scholarships award students of good conduct, outstanding service, excellence in academic pursuits and remarkable improvement. Topping up courses of the EDB and tertiary institutes for gifted students and remedial courses for weaker students address student diversity. With funding from the Learning Support Grant of the EDB, we implement a whole-school approach to support students with special educational needs. |
| Approach to Integrated Education |
1. A Learning Support Team comprising two school social workers, a speech therapist, an educational psychologist and a number of teachers has been formed to care for students with special educational needs.<br>2. One Integrated Education Assistant is employed to provide support to our students with special educational needs.<br>3. A Speech Therapist is employed to offer training and treatment for students with different educational needs. <br>4. With funding from the Learning Support Grant, courses on social skills are conducted to provide better support for our students with special needs.<br>5. In order to implement integrated education through a whole-school approach, teachers are given relevant training. Integrated education issues have been incorporated into our school curriculum. |
| Education Support for Non-Chinese Speaking (NCS) Students |
|
| Home-School Co-operation |
Established since 2000, the Parent-Teacher Association strives to promote close home-school collaboration. Parents participate actively in various school functions. Parenting courses, Christian fellowship, workshops, interest classes and social activities such as Christmas Party and picnics are organized regularly so that parent-child and parent-teacher relationships could be strengthened. |
| School Ethos |
The school ethos is pure and genuine. Most students are self-disciplined, well-mannered and rule-abiding. Occasional deviations from school rules are approached with both counseling and discipline support. The Counselling Team has also tailored programmes to suit the needs of different levels. S.1 students are socialized into the school culture through the "Big Brothers and Big Sisters" and "Pastoral Care" Schemes. |
| School Development Plan |
1. Unleash students' potential in innovation - STEM education.<br>2. Help students build a flourishing life.<br>3. Enable students to gain a variety of experiences beyond the classroom. |
| Teacher Professional Training and Development |
The focus will be to enhance teachers' expertise in integrating self-directed learning into the junior and senior secondary curriculum. |
| Life-wide Learning |
The school has about 50 clubs encouraging students' participation in various activities for the development of their potential and leadership. To nurture students' life-long interest in sports and art, our school has launched "One-Sport-Each Scheme" for S.1 students and "One-Art-Each Scheme" for S.2 students. Volunteer work has been actively promoted to reinforce the development of social consciousnesses and to align with the senior secondary curriculum. This includes the "One-Service-Each" Scheme for S.3 students and the S.4 Class-based Community Service Project. |
