Whole School Approach to Catering for Learner Diversity:
A Holistic Approach to Catering for Learner Diversity: 1. Funded by the Hong Kong Jockey Club Charities Trust, our school works with HKU, PolyU and EduHK to plan a three-year Jockey Club "Diversity at schools Version 2.0" Project. Through professional collaboration, concepts of diversified teaching could be promoted along with better teaching and learning; 2. In the Junior School, the school recruits a classroom assistant for each class and sets up a resource corner in the classroom in hope that students with learning needs could be supported in various ways and learning effectiveness could be further enhanced; 3. Publish a teacher handbook – Support for Students with Special Educational Needs; 4. Write up an Individual Education Profile (IEPro) for each student with Special Educational Needs (SEN); 5. Conduct diagnostic tests of Chinese, English and Mathematics; 6. Refer suspected cases to the Education Bureau (EDB) for official assessment; 7. Set up S.1 and S.2 Chinese, English and Mathematics resource classes for SEN students and have an Individual Education Plan (IEP) written for each student in these classes by the subject teachers; 8. Implement Differentiated Instruction; 9. Implement the One Student One Mentor Scheme; 10. Gifted students are nominated to become members of HK Academy for Gifted Education; 11. Through the above work, it is aimed to equip all teachers with a better understanding of students with diverse needs so that their teaching can suit students’ needs. In addition, it is hoped that students can experience a loving and caring inclusive learning environment, which enables every student to enjoy school life and engage in classroom learning.

Whole School Approach to Integrated Education:
Through adopting the whole school approach, the school has set up a Student Individual Support Committee, members including vice principal, SENCO, SENSTs, speech therapist, social worker and counsellor, to develop a systematic support policy and measures for the whole school. Teachers work together to support students with different learning needs and effectively take care of individual differences. In Secondary One and Two, the school has set up a resource class for the purpose of formulating long-term and short-term learning objectives, setting assessment contents based on the individualized curriculum and progress of students, and holding individual study plan meetings to review students' learning. The school also provides classroom learning support assistants from Secondary One to Three to provide full support to students and teachers. The school adopts a differentiated approach in the planning of curriculums, which is divided into basic, advanced and challenging levels. In addition, the general assessment papers and accommodated assessment papers are set up to cater for the different needs of students so that students can cope with the papers more effectively. Teachers also have regularly reviews on students' learning performance and adjust curriculums and learning materials accordingly. In order to provide students with more support, the school flexibly allocates resources to provide a variety of services, including speech therapy, motor coordination training, board games and social skills training to further help improving students' confidence in learning. The school also stresses the importance of teachers’ professional development by regularly arranging special education training and seminars for teachers.

Educational Support for Non-Chinese Speaking Students:
undefined

Measures to provide adaptation for Learning and Assessment:
We have three assessments in a school year. In addition, we use continuous assessment to provide a more comprehensive evaluation of students' performance. We provide modified examination papers in S.1 - S.5 to cater for the diverse needs of students.

Details: undefined