Curriculum

Whole-school Language Policy

Our school uses English as the medium of instruction in most of the classes in junior forms. To cater for learner diversity, some subjects in S.1-S.3 are taught in Chinese supplemented with extended learning activities in English. For details, refer to our school webpage. Our policy is to create a language-rich environment to train students to become bi-literate and tri-lingual. The policy is implemented through tri-lingual assemblies, extensive reading assignments and activities, English activities, English Speaking Days, English Club and Putonghua Club, etc.

Learning & Teaching Strategies

We aim at enhancing learning and teaching effectiveness through curriculum planning and adaptation, teachers’ collaboration, multiple learning activities and assessment for learning. Through the implementation of school-based curriculum, we strategically incorporate life-wide learning in our teaching and student learning. Our teachers plan lessons collaboratively, arrange lesson study and share their teaching experiences and resources regularly. Our teachers also take part in various professional development programmes organized by EDB. In addition, we strive for additional resources in order to raise the quality of learning and teaching, such as joining Seed Projects of Education Bureau on curriculum development and applying for QEF Fund. A variety of assessment tools are used to provide teachers with comprehensive information about student learning in order to enhance learning and teaching effectiveness.

Whole School Approach to Cater for Student Diversity

There are afterschool homework guidance classes for S.1 and S.2. Remedial classes for S.1-S.6 students are held after school. To cater for students’ learning interest and learning needs, S.4 to S.6 classes are split into groups. Subject panels and committees have formulated strategies to cater for student diversity. In 2013-2015, we had joined EDB’s “Whole school approach to Catering for Learner Diversity Project” to develop effective teaching and learning strategies. We had successfully applied for QEF to implement the project “Catering for learning diversity using e-learning tools in English Language teaching” in 2018-19.

Education Support for Non-Chinese Speaking (NCS) Students

Our school provides additional support for NCS students to facilitate their learning of Chinese: appoints additional teacher(s)/teaching assistant(s) to support NCS students’ learning of Chinese; arranging intensive Chinese learning and teaching mode(s), e.g. pull-out learning if necessary, split-class/group learning, etc.; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; organizing cultural integration activities; and courses equipping students for internationally recognized Chinese Language assessments.

教學規劃 

全校語文政策

本校初中大部份班別以英語為主要教學語言,同時因應學生之學習多樣性,在中一至中三部份科目有英語延展教學活動(詳情請參閱本校網頁)。本校重視對學生兩文三語的訓練,設有三語兼備的早會,廣泛閱讀課業及活動、英語活動、英語日、英文學會、普通話興趣小組等,致力為同學營造豐富的語言環境,加強同學讀、寫、聽、說的能力。

學習和教學策略

本校採用不同策略,包括課程規畫及調適、教師協作、多元學習活動及促進學習的評估等。透過校本課程,推行全方位學習、跨科組學習及專題研習。設集體備課教節及課堂研究,供教師分享教學資源及策略。教師積極參與教育局舉辦之專業發展計畫,亦著重爭取校外資源以提升學與教質素,例如參與教育局課程發展種籽計劃及申請優質教育基金。本校運用多元化的評估策略,務求獲取學生學習之全面資料,提升學與教效能。

全校參與及照顧學生多樣性

中一、中二設課後功課輔導班,中一至中六則有課後輔導班。高中主科按能力分組學習,以支援學生學習上的需要。此外,各科組分別制訂照顧學生多樣性的拔尖補底策略。2013-2015學年,本校曾參與教育局之「全校參與照顧學習多樣性」校本支援計畫,發展有效學與教策略。2018-19學年英文科獲優質教學基金撥款推行「運用電子學習以照顧不同的學習需要」計劃。

非華語學生的教育支援

本校為錄取的非華語學生提供額外支援,幫助他們學習中文:增聘額外教師/教學助理支援非華語學生學習中文;安排密集中文教學模式(例如按需要抽離學習、小組學習等);發展校本中國語文課程及/或調適教材;舉辦文化共融活動;安排應考國際認可中文資歷。