| Language Policy |
The school places great emphasis on nurturing in students the capabilities of bi-literacy and tri-lingualism. Students' proficiency will be improved through the introduction of Putonghua lessons, extensive Chinese and English reading schemes and writing weekly journals. To enhance the English learning environment of students, we conduct various extended learning activities in English such as publication of English journals in order to provide students the opportunity to learn the abilities of interview and editing. Our graduates will also assist in organizing "Exam Skills Class" to strengthen the Chinese and English oral skills of students. Morning assembly on every Thursday will be held in English so that students have the chance to practice English or Putonghua on the podium. We also carry out cross-curricular English enrichment programmes involving collaboration between English language teachers and staff from non-English language subjects areas such as Music, Computer and Home Economics. Study excursion is launched every year to offer an authentic and practical learning English environment for students. Students are also encouraged to sit for international English and Putonghua tests to attain professional qualifications which is beneficial for their study and career. |
| Learning and Teaching Strategies |
There is an emphasis on cultivating students' multi-intelligence and comprehensive development in moral, intellectual, physical, social and aesthetic. In order to cater for the learner's diversity, self-directive and co-operation learning is widely conducted at school. Information technology and multi-media facilities have been highly developed. To enhance students' abilities in Chinese, English and Mathematics, extensive after-school supporting services are provided. Computers connecting with internet are equipped in our computer rooms, Multimedia Learning Center and Information Technology Learning Center. To maximize learning effectiveness, teaching is tailored to cater for students' abilities and needs. Information Technology and Project Based Learning are included in curriculum abreast of current development. The school places great emphasis on the establishment of students' regular learning habits. Through electronic platforms, we ensure that students keep up with the designated learning progress, so that learning is not limited to "class hours" but also includes the number of hours students spend on learning. A whole-school Chinese and English newspaper subscription programme and Extensive Reading Schemes enhance students' interests in reading. |
| School-based curriculum |
1. Electives: 3X. Electives learning areas have 200 combinations.<br> 2. Curriculum highlights: The school places great importance on nurturing its students personal development and confidence with technology. This is done by offering a variety of resources such as the Human Performance Laboratory which is the first of its kind in Hong Kong. This laboratory is to test human body's fitness by adopting scientific methods. Students can evaluate their health conditions by the way of doing experiments and collecting data through the facilities in the laboratory. Indeed, it helps to develop the abilities of those students who are interested in Physical Education. |
| Approach to Catering for Learner Diversity |
To avoid stigmatization, students are not segregated into classes finely but broadly grouped according to their academic abilities. Students are looked after through whole school approach with more attention in class. Students are supported by a well-trained Guidance and Discipline Team. Small group tutorial teaching is arranged for less academic-oriented students during and after school hours. |
| Approach to Integrated Education |
Led by the Student Support Committee and Special Educational Needs Coordinator, our school has a Whole School Approach to Integrated Education. The professional support team includes three special educational needs support teachers, a school-based educational psychologist, a school-based speech therapist, three student counsellors and eight subject-based resource teachers. A range of special accommodations have been made to cater for students with diverse learning needs and to help them develop multiple intelligences, exploring their potential for various vocational pathways.<br>Well over half (80%) of our teaching staff (41) have completed teacher professional development in catering for students with special educational needs in basic (24), advanced (9) and thematic (8) courses. Moreover, five teachers have completed elementary and/or in-depth professional development programmes in mental health. This has facilitated our introduction of the 3-tier support model for students with special educational needs (SEN) providing specially tailored teaching strategies and special accommodation for students with persistent learning difficulties so that they can enjoy diversified learning activities and enhanced learning support.<br>Our school flexibly and holistically deploys various grants to provide more comprehensive support for students with SEN. This includes the Learning Support Grant, and a range of programmes including the Student Mental Health Support Scheme, a multi-professional platform project and Project Bridge all of which augment support for specific students. Together with parents' sincere support and cooperation, we have embraced an inclusive culture which addresses our students' learning difficulties and special educational needs. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
The school has a strong commitment to the home-student-school partnership to support student learning and development. Parental involvement in the school life and regular parent contact are encouraged. Interest based workshops are organized to promote positive parent-student relationships. |
| School Ethos |
Students enjoy a simple and sincere environment. The school has set up other units for providing pastoral care for students. All junior form students are required to have lunch at school and a wide range of activities are organized for them after lunch in order to advance the care on students and build up a caring and loving school culture. Positive life programme and peer support workshop are organized by guidance and discipline group committee. |
| School Development Plan |
1. We encourage students to join Chinese and English extensive reading schemes and write weekly journals to improve their reading and writing skills.<br>2. Class management and team spirits are emphasized. Students should supervise and encourage each other.<br>3. Mind-mapping and high-order thinking skills are promoted to cultivate student's self-learning ability and creativity.<br>4. We lead students to become a good citizen through joining extra-curricular activities and uniform groups.<br>5. Award schemes are set up to create students' sense of achievement and enterprising spirit. |
| Teacher Professional Training and Development |
In addition to organizing in-school and inter-school teacher development days, we make good use of the education bureau's school-based support services to keep teachers updated on curriculum and instructional strategies, deepen their understanding of the "National Security Law" in the Hong Kong region, and help students develop a correct understanding of the country and enhance their national identity. Through various forms of teacher professional development programs, we aim to improve the quality of teaching. Subsidies are offered to teachers to encourage self-education. |
| Life-wide Learning |
There are nearly 30 societies and interest clubs organizing regular meetings, activities and study visits. Joining one of the uniform groups is mandatory for S.1 and S.2 students. Participation in our extra-curricular activities is free of charge. Subsidy is available for student to join activities by other organizations and claim transportation fee. |
