Whole-school Language Policy:
English is used as the MOI in most subjects as what we did in the past. (Refer to Subjects Offered in the 2022/23 & 2023/24 School Years.) To create an English-rich learning environment, announcements in morning assemblies are made by students in English and school major functions are conducted in English with students being the MCs. School notices and internal posters are bilingual. Students are trained to share in English in morning assemblies and English Week is held annually. Putonghua can be used as the medium of instruction for Chinese if there are enough applicants in S.1 and there is an individual Putonghua lesson for each class every cycle. Students are trained to participate in the Speech Festival of different languages, as well as English and Cantonese debating and drama activities. All these help to equip students with bi-literarcy and tri-lingualism.

Learning and Teaching Strategies:
Collaborative teaching featuring joint effort to work out the curriculum framework, division of labour in lesson preparation, collective discussion, revision in teaching plans, peer/cross-curricular lesson observation, reflection and evaluation, is promoted. We promote a student-centered learning approach emphasizing teacher-student and peer interactions. Students are required to have lesson preparation and reflect on what they have learnt during lessons to cultivate in them the ability for self-learning to enable them to become a life-long learner. Together with the project learning in various KLAs, students can construct their own learning in these processes. We strive to create a rich English learning environment and promote teaching of Chinese through Putonghua. We designed the S.1-S.3 Chinese Language, English Reading Comprehension and English Literature curriculum. Small-class teaching, together with the streaming mechanism based on students' abilities in English, Mathematics and learning Chinese Language through Putonghua, have been practised in all levels since September 2015 to cater for the needs of students with mixed abilities. Over the past few years, over 70% of the students agreed that the teacher-student and student-student interaction in class, and teachers' concern given were enough. Enhancement or remedial classes in core subjects are arranged at different levels. Student performance in public exams reflected that these strategies have been effective. For HKDSE, the average percentage of attaining Level 4 or above in 2018-2022 is around 76% while that of attaining Level 5 or above is about 34%. An average of 93% students were offered a local degree programme in each of the past five years. In 2022, 81.9% of the S.6 graduates were offered a UGC funded local degree program while 16.0% of them were offered a self-financing local degree program. Among all students, 44% of them were offered a degree program in HKU, CUHK or HKUST.

School-based curriculum:
1. Electives: 2X and 3X. The subject combinations of 12 elective subjects allow students to study all arts or all science subjects or a combination of arts subjects, science subjects, business subjects, Visual Arts and Physical Education.
2. Curriculum highlights: (i) There are school-based curricula like Thinking Skills, Arts-in-Life, Technology, Christian Education & Life Education. (ii) English Literature is in place to enhance students' awareness of language arts. Arts-in-Life is an integration of music, home economics and visual arts. Life education aims at instilling correct values in our students. There is more emphasis on drama education to enhance students' expression of ideas and creativity. (iii) Junior form students will complete projects on different KLAs to equip them with various generic skills. (iv) Our Thinking Skill Curriculum and teaching of various subjects aim at helping our students develop their critical thinking and problem-solving skills. English and Chinese debate training is promoted to enhance their critical thinking and debating skills. (v) STEM education is practised in every junior form and includes topics like programming and robotics. In S.1 STEM lessons, students learn about electronics, hydroponics and making fan cars. (vi) Junior form students are streamed into different classes based on their abilities in different subjects. There are programs for gifted students and remedial classes for students. (vii) A great variety of learning experiences are provided for our students and a non-academic report is in place to encourage them to take an active role in arts, sports, personal development and services.

Development of the Four Key Tasks:
1. Moral and Civic Education: Foster in students the correct values through the Life Education program (including topics on personal and healthy life, social life, civic and national education, career and life planning), Christian Education lessons, teachers' sharing of their life experiences in morning assemblies and the publication of 'Messages to Shatin Tsung-Tsiners' and the preaching of the Gospel. Students are encouraged and organized to take part in various social services so as to care about different groups in the society. 2. Reading to learn: The Afternoon Reading Scheme (20 minutes each day) for all students, LaLaRead (the mobile book carts), the Junior Form Reading Award Scheme and holiday reading schemes are implemented. Talk given by writers, book exhibitions and book sharing are organized to raise the reading quality. 3. Project Learning: During S.1 to S.3, each student has to submit projects on arts, science, General Studies and cultural to equip them with different generic skills. 4. Information technology for interactive learning: with consideration to the curriculum, eClass, iPads and different software are employed by different subject panels to facilitate teaching and learning.

Life Planning Education:
(Please refer to the "Others" field for details.)

Details: undefined