| Language Policy |
English is being adopted as the medium of instruction (except Chinese & Chinese History) for NCS students. |
| Learning and Teaching Strategies |
'4 Steps for the success of a Lesson" and "Easy Start, Little Steps, More Activities, Instant Feedback" in teaching are the two whole school teaching strategies. To foster students' self-directed learning is the goal of the school major concern this year. To match the features of the subjects, the school selects different learning strategies for students like e-learning, 'bring your own device programme' or flipped classroom which helps students develop the attitude for self-learning and self-exploration. Students gain knowledge through group tasks that focus on co-operation. |
| School-based curriculum |
1. Electives: 2X and 3X. We provide elective subjects of Japanese, Korean, Urdu, Spanish and After-school Basic Mandarin for non-Chinese students. We also offer a Life Skills course, where practical life skills such as food and beverage preparation and home management techniques are taught. These skills help students better meet the demands of everyday life, enhancing their quality of life and practical abilities.<br> 2. Curriculum highlights: We implement school-based curriculum according to the development of school. For example, we co-operated with the HKU Education Faculty to design a school-based Chinese curriculum to improve teaching and learning. |
| Approach to Catering for Learner Diversity |
Students are divided into different classes and groups according to their individual learning abilities. We set up after-school learning support curriculum tutorials for newly arrived students, non-Chinese speaking (NCS) students and senior secondary students to increase their confidence in learning. To cope with the increasing number of NCS students and the language barrier between them and local students, each form is divided into different groups for Chinese and English tutorial classes. S1 to S6 NCS have Chinese lessons with students from different forms. |
| Approach to Integrated Education |
One of the aims of integrated education is to help our students/teachers/parents recognise, accept and respect individual differences, and even celebrate differences. We adopt various accommodation measures to facilitate the development of students’ multiple intelligence:<br>1. Support groups have been set up and a Special Educational Needs Support Teacher and Special Educational Needs Teaching Assistants have been deployed to help the SEN students. <br>2. The Special Education Needs Coordinator is responsible to lead the Student Support Team, to plan, coordinate and implement the whole school approach to integrated education so as to enhance the support given to students with special needs, as well as to use the "Learning support grant" effectively.<br>3. Our educational psychologist, together with our school social workers, organise activities for students with specific learning difficulties. <br>4. Big Brother & Sister Scheme: One Teacher One Student Scheme; Teaching adaptation and assessment accommodation: Individual education plan.<br>5. Enhancing the professional capacity of teachers in catering for students with special education needs.<br>6. Collaborating with other organisations to support students with visual impairment, autism spectrum disorder or special learning disabilities; enhancing the school-based speech therapy service. |
| Education Support for Non-Chinese Speaking (NCS) Students |
|
| Home-School Co-operation |
The parent representatives attend the IMC conferences. The PTA organises parents’ education seminars, counselling on further studies, outdoor activities and sightseeing for parents and students. Publications report different activities organised by Parents and Teachers Association and our school publish parents’ voices and suggestions. |
| School Ethos |
1. Our school was honourably awarded "Outstanding School in Caring School Award Scheme 2014" (Nearly 300 schools participated). <br>2. "Sunshine Teacher" for S1 classes: Teachers meet students regularly to understand their adaptation to secondary school life and learning situations. <br>3. Support groups have been set up to help the SEN students. <br>4. The Flying Merit Award Scheme encourages students towards good performance. <br>5. The provision of lunch in school for S1-S4 students allows them to have more time to participate in extra-curricular activities.<br>6. A "Student Education Collaboration Team" has been set up in which teachers and panel heads of different departments, work together to set goals and design strategies to foster better development of our students. <br>7. We implement school inclusive cultural activities to enhance communication, understanding and support among local students, newly arrived students and non-Chinese speaking students. <br>8. "Hand-in-hand Friendship Group" organises activities for newly-arrived students. <br>9. Healthy school activities are organised with an NGO. <br>10. The school organises leadership training groups and career counselling activities to give students guidance on studies and career.<br>11. The school participates in the 'My Pledge to Act' programme to cultivate students' positive values and attitudes, so as to achieve whole-person development. |
| School Development Plan |
We strive very hard to maximize students’ learning opportunities in Hong Kong, China and overseas universities. Our ultimate goal is to get every student prepared for receiving education at universities and to enhance their global competitiveness. To boost student’s English proficiency, TOEFL Junior programme was introduced in the junior forms. In the Year 2019/2020, we founded the TOEFL Training Center where students can receive preparatory courses and sit for the relevant examinations. Starting from Year 2022/23, our school collaborates with Caritas Institute of Higher Education (CIHE) to co-organise a series of practical courses for senior form students. These courses include Film and Media Production and Hospitality Management. Upon completion of the course with satisfactory results, students can enrol for the Higher Diploma and Undergraduate Programmes of CIHE, provided that they fulfill other course requirements. |
| Teacher Professional Training and Development |
1. Teacher professional courses for NSS curriculum. <br>2. School-based training programme is held three times each year. <br>3. Caritas joint-school teaching experience sharing. <br>4. Each teacher must spend at least 50 hours on Continuing Professional Development (CPD) each year. <br>5. Counselling plan for new teachers.<br>6. Organise lesson observation and exchange activities. |
| Life-wide Learning |
This year, our school has organized many extra-curricular activities for academic enhancement, voluntary services, religion interest groups and physical education. Through different activities, we hope students can fully utilize their free time; develop their various interests, social skills and team spirit; widen their horizons and gain more life experiences. The "CTM Community Care Team" was established in school year 2022/2023. Students can join voluntary services to serve the community. |
