Whole-school Language Policy:
The aim of our school is for our students to be biliterate and trilingual. English and Chinese split-class teaching is implemented in all levels. A "The Six Targets Enhancement Programme" and an online platform "Reading Assistant" are specially designed for S.1 students focusing on English listening and speaking skills. At junior forms, English is adopted as the medium of instruction for Mathematics (S.1 to S.3) and Science (S.1 to S.2). Extended Learning Activities (ELA) is conducted in order to increase students’ exposure to English across a broad range of subjects. Putonghua is taught in S.1 and S.2.
Outside the classroom, a wide variety of activities like Language Week, English Drama and English Activity Days are organized. Students are also encouraged to submit articles as newspaper contributions and enter speech competitions. The native English-speaking teacher conducts oral activities, and support the development of a school-based curriculum. Online learning platforms like E-library and Google Classroom promote self-learning.

Learning and Teaching Strategies:
1. We adopt a student-oriented approach which emphasizes teacher-student and student-student interaction. This facilitates enquiry-based and self-directed learning. Individual needs are catered for through diverse teaching strategies and various remedial and enhancement measures.
2. Each subject panel is committed to helping students practise good learning habits and develop high-order thinking skills. Cross-curricular collaboration is promoted. We hope all these will facilitate students’ effective construction of knowledge.
3. Self-directed learning is promoted. Through the online learning platforms and an electronic resource bank, students learn to plan and implement their personal goals.

School-based curriculum:
1. Electives: 2X and 3X. Students can choose elective subjects according to their individual strengths and interests.
2. Curriculum highlights: Based on students’ diverse educational needs, we have designed our own school-based curriculum. It includes S.1 to S.2 Rhenish's Got Talent (Talent Class), S.4 to S.5 Life Planning lesson and Aesthetic curriculum, whole-school Religious Studies (Christianity) and Moral & Civic Education.

Development of the Four Key Tasks:
1. Reading to Learn: Towards Reading across the Curriculum
Our school is committed to promoting reading. We run a ‘Morning Reading Session’ and an ‘Extended Reading Programme’ to cultivate good reading habits. Reading programmes are therefore integrated into the school-based curriculum. Articles covering a broad range of topics are selected by all subject teachers and a school-based cross-curricular reading booklet is compiled.
2. Information Technology for Interactive Learning: Towards Self-directed Learning
Our school has a Multi-media Learning Centre and a computer room for students to use. The newly established e-learning platform, the tablets and the extensive Wi-Fi coverage on campus all work towards enhancing communication and interaction between teachers and students. This will surely bring about more effective learning and teaching. Our school advances the BYOD Scheme. In addition to gradually increasing students' participation in the classroom, it also breaks through the time and space constraints of the classroom and enhances self-directed learning. Moreover, it allows teachers more effective in assessment for learning and feedback to students for learning.
3. Moral and Civic Education: Towards Values Education
Our school focuses on cultivating students' character, enhancing their sense of citizenship and responsibility, making them literate citizens and laying a solid foundation for their future social standing. Through weekly assembly, courses, experiential learning and community services, these events enable students to recognize themselves and establish a sense of identity. This also enhances the attributes of empathy, caring for the society and sense of responsibility. We hope that they will be able to take up greater social responsibilities in the future.
4. Project Learning - Integration and Application of Knowledge and Skills across Disciplines
It has been launched to develop students’ self-learning ability, collaboration skills, creativity and enhance their motivation to learn. In addition to Project Learning in different subjects, a field trip to Tai Po for S.2 is organized every year by Integrated Humanities for cross-curricula

Life Planning Education:
The school values life planning. We help students understand themselves, plan their future methodically and reflect on life experiences. In Junior Secondary, we teach students to set goals and plan ahead on their lives since S.1. For instance, we organise life planning workshops for Junior Secondary students as a lead for self-understanding on interests and talents. We also organise mock elective subjects selection, model life planning and other activities, along with talks for parents to help our S.3 students choose suitable elective subjects.
In Senior Secondary, through career aptitude tests, life planning camps, workshops, talks and other activities, we let students learn about diverse life paths and set goals to plan ahead for further studies and career development. Work placements, workplace tours and professional mentorship schemes are also organised to let our students have a taste of the workplace and explore career paths.
We have been implementing a school-wide mentorship scheme, with class teachers acting as students’ mentors. Mentors meet students regularly to listen to their thoughts and share experience to guide students on their journey to achieve their goals, helping them prepare for their future systematically.
Moreover, we invite alumni to be friends of the younger brothers and sisters, share life experiences and work experiences with them, and offer advice and support on their road of learning and growth.

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