The School Management Committee is made up of a representative from the Education Bureau, the Principal, and the representatives of the teacher parents and alumni. Regular meetings are held to discuss school policies and development trends.
Our teachers are well-qualified and dedicated, with a strong sense of responsibility. They aim at providing a student-centred, whole-person education in order to achieve a balanced development of students in the moral, intellectual, physical, social and aesthetic aspects of education. Emphasis is put on bilingualism and tri-literacy as well as training in information technology, so as to enable students to cope with the pace of life in the modern era. Active learning, innovation and students developing their potential are to be realized in the adoption of multi-media teaching and learning.
Our students are well-disciplined and noted for their decorous behaviour. Good teacher-student relations have been maintained thanks to an amalgamation of discipline and counselling. In addition, the school has been running extra courses for both capable and weaker students to enhance their language proficiency academic performance. Students have been helped to grow up in an atmosphere of mutual help and encouragement through the promotion of a caring school culture.
English has been adopted as the major medium of instruction for all S1 classes since September 2010. English is also the main medium of instruction for other core subjects at other levels. The school puts a lot of emphasis on bilingual and tri-literate training. As regards English learning, the school hires tutors from outside for English Enhancement Classes; we organise English morning assemblies, reading programmes, English Achievement Award Scheme and recruit English Ambassadors to create a better English-learning environment for our students.
In Chinese language training, special effort is made to inculcate in students an ability to read, write, listen to and speak the language. The school also aims at deepening the students’ understanding of traditional Chinese literature, culture and art with a view to upgrading students’ language proficiency. We also design our curriculum to improve our teaching and organize various enhancement activities including the School-based Reading Programme, Chinese Opera Appreciation course, Chinese Calligraphy classes. Famous writer talks, writing competitions, public speaking competition, and publication of students’ work in our school magazine and newsletters are also organized. With the learning activities inside and outside the classroom, we encourage the students to pursue excellence in mastering the language.
For Putonghua, a Putonghua self-learning platform on the Internet and a variety of Putonghua activities, such as Cantonese-Putonghua Translation Competition and Putonghua Day, are adopted to enable students to learn Putonghua in a relaxing manner, thus enhancing their interests and communication skills of Putonghua.
In addition to tests and exams, continuous assessment is conducted by taking into account students’ term marks. Project Learning for S1-S3 is intended to encourage students to explore on their own and acquire knowledge actively, the scores being incorporated as part of the exams. The aim is to enable students to acquire holistic intellectual development so as to keep abreast of the times.
Small class teaching has been adopted in S1 and S2. In English, Chinese and Mathematics, our teachers and experienced tutors offer Saturday and after-school enrichment classes and remedial lessons, in order to enhance and consolidate students’ learning ability.
The school runs three or more Staff Development Days each year to enable teachers to explore and discuss the latest knowledge in the teaching domain so as to keep in line with the development trends of education. In addition, our teachers take an active part in courses and seminars conducted by external organizations so as to acquire new knowledge and keep abreast of the times.
A. Objectives:
1. To motivate students to learn
2. To encourage students to apply what they have learned
3. To consolidate what students have learned
4. To monitor the progress of students
5. To better prepare students for public examinations
6. To develop students’ ability of self-regulated learning
7. To develop students’ generic skills
B. Criteria of assigning homework:
1. Different types of homework should be assigned.
2. The quantity and level of difficulty of homework should be manageable to students of diverse learning needs and abilities.
3. The homework assigned should meet the need of the subject.
4. The homework assigned should help developing students’ generic skills.
5. Guidance and support should be given to help students to do homework.
C. Quantity of assignments:
1. The amount of homework assigned by various subjects for each level should be coordinated to ensure its affordability to most of the students.
2. The amount of homework assigned should not exceed the upper limit of four items or three hours per day for junior forms.
3. The amount of homework per cycle should be made known to teachers, students and parents for their reference.
D. Supporting measures for the completion of assignments:
1. A mechanism should be set up to motivate students to complete and hand in their assignments on time.
2. Guidance and help should be provided to students having difficulty in completing the homework assigned to them.
1. To enhance personalized learning strategies, to elevate STEM education and to establish a vibrant community of extensive readers.
2. To strengthen the cultivation of positive values in students' minds, to develop visionary role-models as future leaders and to nurture virtuous civic-minded citizens.