| Language Policy |
1. The school seeks to nurture students that are biliterate and trilingual, with Chinese as its main medium of instruction. It has a Medium of Instruction (MOI) committee responsible for (a) formulating school-based language policies; (b) coordinating and supervising extended learning activities (ELAs); (c) organising English-related activities outside lesson time. <br>2. Subjects using English as MOI: (a) English Language; (b )Mathematics (for some groups). <br>3. ELAs: (a) Revision of concepts and content in Science; (b) Reading exercises based on subject-related English texts; (c) Project learning. <br>4. English enhancement activities: (a) Variety performances (e.g. singing, drama); (b) Reading English news; (c) Cross-curricular radio broadcast; (d) “New Asia, New World”: Cultural Exchange Student Forum; (e) English Enhancement Programme by Yale Teaching Fellows; (f) Language and culture workshops.<br>5. Catering for learner diversity: (a) Enhancement and remedial classes; (b) Homework Q&A Programme; (c) Summer Bridging Course. |
| Learning and Teaching Strategies |
1. To improve the learning and teaching on a day-to-day basis, the school runs an “Excellent Lesson Programme”, which specifies the key stages and criteria of a quality lesson (e.g. well-linked preparation and consolidation work, high-order thinking elements). <br>2. The school adopts the “Sharestart” approach, which emphasises students' active role as explorers and co-constructors of knowledge. <br>3. Blended learning has been adopted across all subjects and levels.<br>4. The school seeks to develop students' generic skills and positive values in lessons and beyond. For example, it enhances students' problem-solving skills and information literacy through school-based STEAM education. |
| School-based curriculum |
1. Electives: 2X. The school offers Biology, Chemistry, Physics, Business, Accounting and Financial Studies, Visual Arts, Chinese History, History, Geography, economics and Information and Technology, Mathematics (Extended part M1/M2).<br> 2. Curriculum highlights: The school offers Life and Society, Geography, History to broaden students' scope of knowledge and through cross-subject project learning to develop high-level thinking skills in them. In junior forms, adapted materials are used to cope with learning diversity in English, Chinese and Mathematics. In other subjects, materials are also designed according to students' ability and lessons are carried in collaborative mode to raise learning motivation and effectiveness. |
| Approach to Catering for Learner Diversity |
1. The school makes effective use of information and data from various means, like observation, the Stakeholder Survey, APASO III and school-based surveys, to identify students’ needs. <br>2. Class teachers provide all-round care to students, tending to their cognitive, mental, emotional and social needs. Each class in S1 to S4 is assigned two class teachers. <br>3. There are group teaching arrangements in subjects such as Chinese, English and Mathematics to cater for learner diversity. <br>4. After-school enhancement and remedial classes are organised. <br>5. The student-led Support Team for the Newly Arrived helps students from the mainland settle in. |
| Approach to Integrated Education |
The school seeks to provide apposite and diversified support services to enhance students’ learning efficacy and level of engagement in their school life. To this end, the Student Support Committee, comprising vice principals, the counselling mistress, the SEN Coordinator, the educational psychologist, the speech therapist and frontline teachers, plans and coordinates such efforts. It works closely with different administration committees and subject panels to ensure students’ needs are catered for. Major duties of the Committee include assessments and training/therapy sessions by the educational psychologist and the speech therapist, specially-designed group activities, and adjustments in lesson arrangements, assignments and school assessments. The school also employs extra teaching personnel using the Learning Support Grant to facilitate integrated education. |
| Education Support for Non-Chinese Speaking (NCS) Students |
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| Home-School Co-operation |
Parents show great support to the school and its work. The Parent-Teacher Association (PTA) offers help at many events throughout the school year, like the Sports Day, the Fruit and Vegetable Day and the School Expo. The PTA also organises parent education courses and parenting workshops, as well as leisure activities like the annual PTA trip. |
| School Ethos |
Students are generally well-behaved and well-mannered, and have a strong sense of belonging to the school. The campus is a friendly and caring environment where students bond with their peers and teachers as well as strive towards their goals. Student leaders serve the school and the community with eagerness.<br>1. Dual class teacher system. Growth activities are regularly organised by class teachers.<br>2. Several award schemes are run in S1 and S2 to boost students’ self-confidence and encourage them to challenge themselves.<br>3. A school-wide leadership training programme is run from S2 onwards to develop students’ leadership qualities.<br>4. Outstanding Students receive additional training nurturing their generic skills and eagerness to help others. |
| School Development Plan |
The major concerns of the current 3-year development cycle (2023-26) are<br>1. Developing students’ generic skills and positive learning attitudes<br>2. Developing students into good citizens and future leaders.<br>The school believes learning is not only about academic excellence. It is also an important process of personal growth and a key step towards self-actualisation. For this reason, the school strives to equip students with the values, attitudes, skills and knowledge (VASK) necessary for future success, particularly the “Qualities of New Asians”: righteousness, diligence, passion, self-discipline, sense of responsibility and eagerness to serve. |
| Teacher Professional Training and Development |
1. The school arranges a wide range of professional training and development sessions in line with its developmental needs and initiatives set out by the Education Bureau.<br>2. Teachers actively participate in professional development events in Hong Kong and abroad, and form professional learning communities within the school and with other schools.<br>3. There are regular lesson observations for various purposes, such as lesson study and peer evaluation.<br>4. School-based support schemes are run for consecutive years to enhance professional capacity.<br>5. The school promotes self-evaluation at personal, committee/panel and school levels to enhance continuous improvement. |
| Life-wide Learning |
1. The school offers a diverse range of extra-curricular activities (ECA), including activities and competitions related to sports, music, arts, drama and STEAM, as well as themed whole-school events, such as the annual Chinese Culture Day. 2. Service learning is a compulsory element in senior secondary education. 3. Students in S1 and S2 have a weekly ECA session, while students in S4 and S5 attend weekly courses in the School-based Programme for All-round Development. 4. Apart from mainland study tours, students participate in activities abroad, like subject-based study tours, summer training camps offered by mainland/overseas institutions, Sister School Scheme and the annual Model United Nations Conference organised by Nan Shan High School in Taiwan. 5. Students plan their own learning activities on Life-wide Learning Day. 6. All senior secondary students go on workplace visits. 7. There are Business-School Partnership Programmes (BSPP) available to senior secondary students. |
