Whole-school Language Policy:
Our school adopts English as the major medium of instruction (please refer to the subjects offered in 2022/23 and 2023/24 for details) namely teaching Performing Arts in English, setting up the English Self-Access Learning Center and recruiting English Ambassadors who provide training on English debate and public speaking. Through building an excellent environment for English learning, we endeavor to effectively enhance the English language proficiency of our students. Apart from emphasizing English, we strive for boosting students’ competence in biliteracy and trilingualism through making Putonghua as a compulsory subject at our school, establishing the Putonghua & Chinese Language Learning Centre, recruiting Putonghua ambassadors, etc.

Learning and Teaching Strategies:
The vision statement of our school is “We strive to create an enjoyable learning and teaching environment in which students can be equipped to meet the challenges of the 21st Century”. Through running extensive reading schemes and organizing different English activities, we strive to promote the concept of self-learning among students. A reading lesson is incorporated in the regular timetables of S.1-S.3, together with extensive reading schemes, reading awards and regular reading sharing sessions by teachers and students, to promote students' interest in reading. Our school also strives to beautify the school campus and improve the facilities for learning. The establishment of Reading Promotion Centre, Theatre, Campus TV, Self-access English Learning Centre, a Distance Learning Classroom, Performing Arts Room, Dance Room, STEAM Lab, Multipurpose Hall, are examples. In recent years, our school has been promoting eLearning vigorously, and the "Bring Your Own Device" scheme has been launched in S.1 since 2017-2018.

School-based curriculum:
1. Electives: 3X. Chinese Literature, Chinese History, History, Geography, BAFS (Business, Accounting and Financial Studies), Economics, Biology, Chemistry, Physics, ICT (Information and Communication Technology), Visual Arts, Ethics and Religious Studies.
2. Curriculum highlights:
(1) The Chinese Panel has introduced various genres of literature (e.g. poetry, drama, novel) into the curriculum to suit the students of various talents.
(2) School-based Arts Education is provided in the formal curriculum, featuring Drama, Visual Arts, Dance, Choir and Music.
(3) In recent years, our school has been promoting STEAM education actively. STEAM elements have been introduced in subjects such as Computer Literacy, Integrated Science, Design and Technology. In addition, a STEAM club has been set up to nurture students with potential in the area through participating in external competitions or activities.

Development of the Four Key Tasks:
(1) Values education: Through morning assemblies, school assemblies, cross-boundary learning activities, the flag hoisting ceremony and current-issue-related programmes, etc., students are taught to know more about themselves, our community, our nation and the world, and with which values education is strengthened.
(2) Reading across the curriculum: Through the reading lesson, book sharing, subjected-based reading materials and different extensive reading schemes, students are encouraged to read across the curriculum.
(3) Integrating and applying knowledge and skills across disciplines: Through engaging themselves in project learning in different subjects, students' generic skills are cultivated, moving towards integrating and applying knowledge and skills across disciplines.
(4) Self-directed learning: Through the Online Learning Management System (eClass), students are encouraged to practise interactive learning through using information technology. E-Learning is also promoted vigorously.

Life Planning Education:
Our school has been developing holistic life planning education that equips and empowers students with suitable career and life planning attitudes and competence to help them achieve self-actualization. Our life planning education is promoted by the Careers Department. Difference focuses are set for every form. For instance, in S.1 and S.2, the focuses are “knowing oneself” and “setting learning goals”. In S.3, the focuses are aptitude analysis and subject selection. The focuses in senor form are curriculum selection in universities, career planning, etc. A series of education activities have been organized for each focus, for instance, S.3 steaming guidance, subject introduction assemblies, trial lessons of senior secondary subjects and S.3 Parents’ Day, etc. In senior forms, CLP vision games, Careers Day, visits to universities, briefing on JUPAS, individual or group counselling, etc. are organized, enabling students to make informed decisions on further studies or employment in different life stages, and plan their life properly.

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